Becoming an Effective Teacher

Lesson Transcript
Instructor: Melissa Hurst

Melissa has a Masters in Education and a PhD in Educational Psychology. She has worked as an instructional designer at UVA SOM.

The process to become an effective teacher can be challenging. Learn about the skills and professional knowledge that teachers should possess and understand internal and external reflection practices for teachers. Explore ways that teachers can grow professionally to become better and more effective educators. Updated: 08/17/2021

Introduction and Background

Meet Andi. Andi is starting her first day as a third grade teacher. Andi thinks she is ready. She made all As in her classes, received excellent letters of recommendations from faculty and passed all of her certification exams with high marks.

Oh, here come Andi's students. Let's follow Andi through her first year as a teacher.

Effective teaching does not occur naturally. Effective teaching is not achieved through simply knowing educational principles and theories. Effective teaching is not like a one-size-fits-all t-shirt. In order for effective teaching to occur, teachers must:

  1. Master professional knowledge and skills
  2. Perform reflection activities
  3. Seek out opportunities for professional growth

Let's check in on Andi; it's her third week. It looks like Andi is having a rough morning! Maybe some veteran teachers can help her out on her path to becoming an effective teacher.

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Coming up next: Behavioral, Cognitive, Developmental, Social Cognitive & Constructivist Perspectives

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  • 0:05 Introduction and Background
  • 1:02 Professional Knowledge…
  • 2:26 Reflection
  • 3:10 Professional Growth
  • 4:23 Lesson Summary
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Professional Knowledge and Skills

In order to be effective, a teacher must be a subject matter expert. Being a subject matter expert is more than just having a general knowledge of facts and concepts. Being a subject matter expert includes:

  • Knowledge about organizing ideas, connections among ideas, ways of thinking and arguing and patterns of change within a discipline
  • Beliefs about discipline
  • The ability to carry ideas from one discipline to another

An effective teacher must also know pedagogical content knowledge. This is knowledge about effective methods of teaching a specific content area. Effective teachers have a large number of strategies for teaching. They are also aware of common errors students tend to make and can anticipate when difficult situations may arise out of student frustration or lack of understanding.

An effective teacher must engage in critical thinking, which is the process of evaluating the accuracy and worth of research and information. An effective teacher will engage in critical thinking to not only analyze what he or she reads as best teaching practices but also use critical thinking to analyze what the students' reasoning and thought processes might be. This may help to catch misconceptions and minimize classroom frustration levels.

Reflection

An effective teacher must engage in reflection, internally and externally. Internal reflection refers to assessing one's self-efficacy as a teacher. Self-efficacy is belief that one is capable of executing certain behaviors or reaching certain goals. A teacher must believe that he or she can make a difference in the students' lives. Research indicates that teachers who are confident and persistent will produce students who achieve at higher levels, too.

External reflection refers to reflective teaching. This is the ongoing process of critiquing one's assumptions and strategies and revising them as often as necessary in order to increase a student's development and understanding.

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