What Makes An Effective Teacher?

Different qualities make an effective teacher. These qualities cannot be measured by merely written assessment. By definition, an effective teacher is someone who adequately fulfils his/her class objective by utilizing the available instructional materials and getting positive feedback from students during and after the class. Positive feedback can be measured through summative evaluation.

Association for Supervision and Curriculum Development also define an effective teacher as one who is formally trained, has high expectations, maximizes instructional time, monitors student learning, caters to all their students, and reflects on their craft.

So what makes an effective teacher?

An effective teacher is one whose students: –

• actively engage in the lesson, having opportunities to assess evidence, make decisions, negotiate, listen, apply a previously learned skill to a new situation;
• are attentive and co-operate with teachers;
• are interested and stimulated;
• are taught in an environment conducive to learning.
• build on what they already know and understand;
• evaluate their work;
• practise the skills and techniques which they have learnt;
• receive prompt feedback as a result of an effective system of regular assessment;
• solve problems and think about what they are learning and how to improve their work;
• take increasing responsibility for their own learning and progress towards independent learning;
• work both cooperatively and independently;
• work in a variety of contexts;
• work independently and without constant supervision from the teacher

An effective teacher is one whose teaching:-

• builds on what pupils already understand and can do and on what they need to learn next;
• consolidates and refines knowledge through practice and repetition;
• employs a range of teaching styles which, over time, provide pupils with opportunities for :
  – investigation: using sources and collecting evidence
  – interpretation: drawing meaning from what is presented
  – analysis: differentiating between fact and hypothesis, finding patterns and relationships
  – evaluation: criticising, appraising and assessing
  – discussion: sharing ideas and suggestions
  – imaginative tasks: simulations, role play, drama, creative writing,
  – problem solving: deducing and reasoning, applying knowledge in new contexts,
  – reflection: considering meaning and value,
• draws on a range of contexts and resources to make the subject comprehensible to the pupil;
• fosters in pupils a positive attitude towards the subject and a desire to learn;
• groups and organises pupils in such a way that the learning objectives are best achieved and the teacher
• interacts with pupils positively and economically;
• has a good lesson plan;
• has content appropriate to the age, ability and stage of development of the pupils;
• involves activities that are purposeful in that pupils are encouraged to think about what they are doing, what
• they have learned from it and how to improve their work, and so, by planning and evaluating their activities, to take increasing responsibility for their own learning;
• involves assessment and discussion of work that is positive, clear and motivating;
• involves expectations that are high, but attainable, for the whole ability range;
• involves the use of questioning to probe pupils’ knowledge and understanding and to challenge their thinking;
• is based on a secure knowledge and understanding of the subject;
• is based on planning linked to the scheme of learning and examination syllabuses;
• is carried at an appropriate pace and challenge, and makes effective use of the time available;
• is carried out in a secure and attractive environment;
• is carried out in an atmosphere of good relationships between teacher and pupils and between pupils, in a
• context of firm discipline which allows learning to take place;
• provides pupils with support and guidance on revision;
• sets out objectives and assessment criteria which are clearly defined and shared with the pupils, informing them clearly about what they are doing, why they are doing it, how long they have to do it, and the way in which they can judge their work;
• shows how knowledge and understanding can be extended and adapted to suit pupils who learn at different rates;
• uses targets based on pupils’ previous achievement to identify present progress;

Effective Teaching Strategies

A good teacher sure knows how to use different effective teaching strategies which varies from subject area to subject area. Some strategies are listed below as examples of effective teaching strategies that can be employed.

• Teacher Exposition
• Group/Pair Work
• Problem Solving
• Group Projects
• Teacher-Directed Work
• Oral Activities
• Written Work
• Brainstorming
• Problem Solving
• Practical Experiment
• Question & Answer
• Group Presentation
• Writing A Report
• Essay
• Role Play
• Listening To Tapes/Records
• Investigating
• Observation Using ICT
• Use Of Artefacts
• Diary
• Class Discussion
• Individual Projects
• Recording,
• Sound Video Diagrams
• Use Of Library
• Debate
• Art Work
• Craft Work
• Reading Aloud
• Quiz
• Interviews
• Tv/Video
• Fieldwork
• Drama