Introduction

a. Effective Teacher
 Standard of Effectiveness:
Competency standards for teachers should:
∀ • provide modes of recognition and
achievement of competence;
∀ • enhance deployment of competence
through labour market efficiency and equity
∀ • enhance effective organization of
teachers’ work;
∀ • establish links between work,
training and recognition;
∀ • secure standard for the teaching
profession;
∀ • facilitate and enhance career path
restructuring;
∀ • provide the basis for communication
about the quality of teaching and
learning.
Characteristics of
Effective Teacher
 1.The Ethics of Teaching
Imam Al-Ghazali: Teacher: Quality & Duty

∀ • be sympathetic to students and threat them as

your own son, follow the example of the prophet
∀ • should not hold any advice from the student or
allow him/her to attempt work unless he/she
qualified for it
∀ • in dissuading the student from evil ways,
should do so by suggesting rather than openly and
with sympathy rather than with odious upbraiding
∀ • not belittle or degrade the value of other
sciences before his/her students
∀ • should limit to student’s understanding,
should not require of student anything
which he cannot grasp
∀ • should give his backward students only
such things as are clear and suitable to their
minds
∀ • should do what he teaches and not allow
his deeds to give a lie to his words
• 2. The content of teaching
The Teacher knows the content and its
relationship to educational goals. As
indicators of effective practice in relation
to this element, the teacher:

∀ • Demonstrate knowledge of the curriculum

in appropriate key learning areas;
∀ • Understand the basis of the curriculum in
human knowledge;
 3.The practice of teaching
Reflect the substantial knowledge base of
teaching, in particular:

∀ • content knowledge – subject matter

∀ • curriculum knowledge – syllabus and
curriculum
∀ • general pedagogical content knowledge –
teaching methodology
∀ • knowledge of learners – psychological
dimensions, IPSES
∀ • knowledge of educational contexts –
situational approaches
∀ • knowledge of workplace relationships –
vision & mission of the institution
∀ • knowledge of educational ends and
purposes – evaluation, acquisition, practices
 ii.Preparation
(Bruce Joyce and Marsha Weil ‘Model of
Teaching’) 4-Families:
• i.The Social Family: Partners in learning,
Group Investigation, Role Playing,
Jurisprudential Inquiry
• ii.The Information processing family:
Inductive Thinking, Concept Attainment,
Mnemonics, Advance Organizers, Scientific
Inquiry, Inquiry Training, Synectics
• iii.The Personal Family: Non directive
teaching, Enhancement self esteem

• iv.The Behavioural System Family:

Mastery learning, Direct instruction,
Simulation, Social learning, Programmed
schedule
iii. Implementation
Questioning,
Discussion,
Simulation,
Demonstration, etc.
1. Management in classroom

• Nature of classroom: religious, science,

commerce
• Management models, approaches,
organisations
• Academic performance, Vision, Mission
• Arrangement of seats, Routine, Subject
Activities, decoration

• Interaction, Cooperation

• Discipline

• Student background-demography
• iv. Evaluation
• a. Students’ mastery: Oral, Written,
Arithmetic, Practice, Appreciation, etc.
• b. Bloom’ Taxonomy:
• Knowledge, Understanding,
• Application, Analysis,
• Synthesis, Evaluation, Appreciation
• Strategies:
• i. Planning
• determining content
• write objectives
• plan introduction
• select instructional strategies
• plan closure
• plan evaluation
• redetermine contents
∀ • Appreciate and can convey the
complexity of learning areas;
∀ • Understands how particular areas of
content knowledge and modes of
inquiry relate to overall educational
goal;
∀ • Continues to acquire curriculum
knowledge and understanding.