What It Means to Be an Effective Teacher Essay example

2387 Words Nov 19th, 2011 10 Pages
“Teach these boys and girls nothing but Facts. Facts alone are wanted in life.” That was the view of the characters Thomas Gradgrind and Mr M'Choakumchild, created by Charles Dickens in his novel Hard Times, a novel which satirises school teachers who teach “nothing but facts” and regards students as "little vessels ... ready to have imperial gallons of facts poured into them until they were full to the brim." Reciting facts for students to absorb is undoubtedly an easy method of teaching, but is it effective?

This essay attempts to answer the question of what it means to be an effective teacher by examining in more detail five areas that, when implemented effectively, can help to produce a productive learning
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In the 19th century, students with special needs were termed handicapped and were sent to speciality schools that were deemed more able to cope with their alternative requirements (Foreman, 2007). In today’s classroom, however, teachers are facing a diverse range of backgrounds and abilities and an effective teacher is expected to be able to accommodate all of their differences under the term inclusion. Eggen & Kauchak (2010) define inclusion as “a comprehensive approach to educating students with exceptionalities that advocates a total, systematic and co-ordinated web of services”. Student’s exceptionalities can have a diverse range from sight/hearing impairments; mental health illnesses and medical conditions through to injury related impairments, intellectual challenges (which includes gifted and talented children) and sensory impairments (Foreman, 2007).

In addition to these physical and mental impairments, a student’s ability to grasp a concept may be influenced by such things as their ethnic background, gender, socio-economic status, and style of learning (Whitton et al., 2010). Whilst accommodating all of these special needs could be seen as a challenge, for an effective teacher, it should also be viewed as an opportunity. Having students with differing needs encourages teachers to vary their style of instruction because, as Brophy (2004) points out, different students prefer differing

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