Teaching
Behaviors C-7
What
is it that educators do which makes them effective? What teacher
behaviors cause learning to occur?
LEARNING
OBJECTIVES
When you
finish this module you should be able
1. to list
the top five teaching behaviors, according to research, which
are most important to promote learning;
2. to describe what an educator does to effectively use each of
these behaviors; and
3. to describe small group techniques which effective educators
often use.
FIVE BEHAVIORS
According
to Rosenshine and Furst (1971) the factors which distinguish effective
educators are clarity, enthusiasm, providing a learning opportunity
for students, a business-like approach, and use of variety.
Clarity
means communicating effectively, using examples and repeating
the message. It includes asking for feedback and demonstrating
actions or results. Clarity means setting standards and rules
but adjusting them to the learners.
Enthusiasm
means showing excitement, showing interest in the subject and
the learners, and getting involved with the learners.
Providing
a learning opportunity for learners means carefully writing
objectives that address learners' needs, planning the instruction
so that learners will be actively involved then have a chance
to apply what they have studied. Learning is followed by evaluation
by the educator of the learners, by learner evaluation of the
learners and by learner evaluation of the learning opportunity.
A business-like
approach means that time is well organized and sequenced for
purposeful learning. Learners do not respect a teacher that wastes
time. Humor and an entertaining personality are positive attributes
in a teacher but they do not substitute for thorough organization
and careful preparation.
Variety
can refer to instructional materials (use different types of materials),
teaching procedures (frequent change in routine), activities (give
learners choices and learning options) and the presentation itself.
SOME TECHNIQUES
OF EFFECTIVE EDUCATORS
Module C-8
describes a fuller range of teaching/learning options. Some of
those techniques take time to understand and experience to use
them effectively. The following techniques can be used for large
groups when they are broken into smaller groups. These techniques
are great for variety and for involving learners as active participants.
Co-leaders
in group discussions - the use of a team approach of two or more
persons in leading a discussion.
Huddle groups
- the use of a group of five persons for the discussion of a problem
or issue, and they reporting to a larger group.
Buzz groups
- the use of a group of 12-15 persons for the discussion of a
problem or issue, and then reporting to a larger group.
Phillips
66 technique - the use of a group of six persons for the discussion
of a problem for six minutes, and then reporting to a larger group.
Leadership
team - the use of a group of four persons to conduct a discussion
as follows: discussion leader, process observer, recorder, and
resource person.
Listening
team - the use of two to four persons who listen, evaluate, and
then pose questions to persons who have made a formal presentation.
Role playing
- the use of persons who act out a situation in order to promote
additional insights or deeper emotional feelings.
Brainstorming
- the use of free expression to further creative thinking without
the influence of judicial reasoning.
Diads - the
use of pairs to interview each other or clarify their own ideas.
Triads -
the use of three people to discuss a problem or interact with
each other. |
