The Effective Lecturer is..

or

Effective teachers exhibit ?

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Activity 1:Using your prior experiences, think of what it means to be an “effective” lecturer

Effective teachers exhibit:

Mastery;

Openness;

Learning;

Enthusiasm;

Stewardship;

Motivation

Objectivity;

Listening

Empathy

Student-centred style

Moles – characteristics of Effective teachers  Mastery (Bloom) – critically competent and credible in:

Content How students learn

Openness (Palmer and Rogers) – to different viewpoints, ideas, ways of learning and teaching; individual differences.

Learning (Brookfield) – willingness to learn from others-peers, students; continually reflect and improve on own practices.

Enthusiasm (Wlodkowski) – animated, sparkling, with

X-factor

Stewardship (Block and Lee) – concern for student’s learning and development.

Moles – characteristics of Effective teachers  Motivation (Goodlad, 1984) – strong commitment to students and teaching and learning;

Objectivity (Billups and Rauth, 1984) – treat all students equally & fairly. Remain non-judgmental (of student differences, not behaviours).

Listening (Good, 1985) – genuinely interested and respond to voice of students.

Empathy, warmth, genuineness (Rogers 1983) – respect students. Understand student’s perspective. Accept students as worthy persons & trust them to learn

Student-centered style (Good, 1985) – their concern is more for the student than the subject.

The Courage to Teach

“Good teaching cannot be reduced to techniques;good teaching comes

from the identity and integrity

of the teacher.”

Becoming critically reflective- a process of learning & change -

See our practices in new ways by standing outside ourselves

and viewing what we do

through four distinct lenses.

Brookfield’s 4 critically reflective lenses

Our autobiographies as

learners and teachers

Our students’ eyes

Our colleagues’ experiences

Theoretical literature

Our autobiographies as learners and teachers

Share our stories …

Autobiographies as learners-teachers

Some significant episodes

Metaphors we teach by … understanding ourselves & our studentshttp://www.cte.umd.edu/library/podresourcepackets/defininingteaching/metaphors.html

Metaphors can communicate ourphilosophy of learning and

teachingrevealing how we see ourselves

inrelationship to students and what

wethink it means to teach.

What are some dominant metaphors that speak to you as a teacher?

Being a teacher is like being a …

Who are my students?Feedback from students

“Students are a great and underrated source of teacher development”

Thiessen, D. (1991). Classroom based teacher development in Hargreaves, A. and Fullan, M. (eds).

Understanding Teacher Development. London: Cassell.

Informal prose Student journals

Critical Incident Questionnaires, Brookfield

SurveysFormal student evaluation

Knowing the theoretical literature

“Nothing as practical as good theory” - Kurt Lewin –

WHY we do what we do …

Educators need to be informed about thetheoretical perspectives & the literature ofteaching and learning and be able to collect and present rigorous evidence of their effectiveness

from these perspectives as teachers. Trigwell, et al. (2000)

Understanding Teacher CultureHargreaves (1994) Changing Teachers, Changing Times

Fragmented individualism Balkanisation

Contrived colleagiality

Collaborative culture

Our colleagues’ experiences

Deeper reflection requires other eyes and perspectives as well as our

own.

“Interactive Professionalism”

Fullan, M. & Hargreaves, A (1998)What’s Worth Fighting For? Working Together for

Your School

Teacher credibility: “critical competence”

Teacher authenticity:what is it?

“critical reality”

Building Trust with Students

1. Ensure that your words and actions are congruent (life-walk).

2. Be ready to admit your errors (fallible). 3. Reveal aspects of yourself unrelated to

teaching (vulnerable). 4. Show that you take learners seriously

(respect). 5. Don’t play favourites (fair).6. Realise the power of your own role

modelling (mentor).Brookfield, S.D. (1990) The Skillful Teacher.

San Francisco: Jossey Bass

Fostering Academic Mentoring Excellence (FAME)

Launched in Nov 2001 Mentoring workshops commenced Jan 2002 Renewing our Lives as Teachers:

The Challenges of Teacher Mentoring

1st FAME network: Sep 2002(15 mentors & 18 proteges)2nd FAME network: Jan 2003(9 mentors & 9 proteges)3rd FAME network: June 2003(11 mentors & 14 proteges)Total = 76 lecturers (35 mentors & 41 proteges)

It is a unique interaction between two individuals where learning and experimentation takes place, coupled with the gaining of skills and competencies within a supportive atmosphere.

Hays, T., Geber, R., and Minichiello, V.

Mentorship: a review of the concept. September 1999.

Unicorn. Vol. 25 (2), 84-95.

Can mentor-protégé relationships flourish in teacher education?

Feiman-Nemser (1996): doubts that something as “personal as a mentoring relationship can be formalised in a programme”.

Wendy Baker (2002): increasing number of formal mentoring programmes which “provide a structure & processes to create mentoring relationships”.

Many similar in-house teacher training programmes have a system of

mentors based in the participant’s own department to provide advice and support. This would need to be

someone not in a managerial relationship who could provide support and feedback on the

participant’s development.SEDA External Examiner’s Report 2001

The central “skill” of an effective The central “skill” of an effective mentor is the capacity for self-mentor is the capacity for self-awareness – a willingness to keep awareness – a willingness to keep a relentless, if forgiving, eye on a relentless, if forgiving, eye on our own journey as well as that of our own journey as well as that of our companion. our companion.

Lois Zachary (2000:xivLois Zachary (2000:xiv) )

Guidelines for the mentoring Guidelines for the mentoring processprocess

Build the relationship first:Build the relationship first: the learning will follow; the learning will follow; create the appropriate climate for learning. create the appropriate climate for learning.

Structure the process:Structure the process: sharing the responsibility for structuring the sharing the responsibility for structuring the learning relationship improves the quality of learning relationship improves the quality of the interaction.the interaction.

Keep the focus on learningKeep the focus on learning

The Mentoring The Mentoring Process Process -the journey together-the journey together

Establishing Rapportinitiation

Direction settinggetting established

Progress makingdevelopment

Moving onfinalising/maintenance