I have been an educator for 30+ years. I find that there are certain things that most effective educators have in common. As a result, educators who do most of the things in this list reach more students. In addition, standardized test results are better and former students retain knowledge better. Finally, former students rate these teachers as most effective.
This list is not a “cure all” for first-time teachers. However, it is an effective starting place in seeking to better educate today’s students. In addition, many of the tips here also apply to adult education as well as business and corporate training. Therefore, lets look at ten tips (in no particular order) used by effective educators.
1. Student learning determines planning and progression.
Effective educators base progress on student learning, not on the time used to cover material. As a result, effective teachers constantly assess students to see if they have mastered a topic. Consequently, they continue only when the majority have demonstrated proficiency in current topics. Finally, when most students show this proficiency, the effective teacher looks for ways to assist struggling learners. As a results, these student return to the level of other students.
2. Lessons are concise and based on what students need to know.
Great lessons are concise and emphasize only those things that teachers determine students need to know. Initially, carefully look at standards and plan lessons to coincide with the important ones. As a result, teachers realize that many standards support the “big ideas” and plan lessons with this in mind. Finally, plan lessons and activities to support these “big ideas.” As a result, eliminated or de-emphasized parts that don’t do this. Consequently, lessons are never planned around materials. But, choose materials and activities that are based on the precise topic to be learned.
3. Effective educators determine level of mastery through frequent assessment.
Teachers with an effective lesson planning cycle frequently check students for understanding. They do not wait until the end of a lesson or unit. This assessment is generally short and may be written or oral. In addition, teachers may observe an individual or small group activity or collaboration. Moreover, assessment sometimes takes the form of an exit ticket or a short quiz. Finally, teachers sometimes assess with a few written sentences, targeted questioning or a demonstration of a skill. However, the assessment must show mastery (or lack thereof) for each student individually.
4. Intervention happens quickly and frequently.
Good planning involves a plan for what to do when assessment shows that students learned a target. In addition, the plan shows what to do when students have not learned the lesson. Consequently, the most effective teachers intervene in a timely fashion before students get behind. As a result, intervention may be as simple as a quick redirect or reteach for an individual student. However, sometimes assessment shows that a large portion of the class did not get the lesson. As a result, the entire class is re-taught. Finally, some students require targeted intervention outside of class time. No matter what type of intervention is used, effective teachers make sure it is timely, targeted and in response to assessment.
5. Effective educators determine next steps through use of data.
Whether it is intervention, enrichment, or continuing to a new learning target, data guides everything. Furthermore, data is misunderstood! In addition, data used on a daily basis is simple, not complex. As a result, most frequently, this data is the result of assessment. And, this assessment is simple.
First, data is used to compare with other teachers to determine better ways to deliver a lesson. More importantly, it is used to determine the next steps in the learning process. Additionally, the data may show that the class as a whole gets a concept and can move on. However, it may show that re-teaching is needed. Finally, it determines the amount and level of intervention. Careful design of assessments leads to better data. Consequently, this in turn leads to better and more effective use of the data.
6. Teachers build a culture of discovery with students.
Effective teachers encourage students to discover answers through research and experimentation. In addition, students learn through trial and error, and through collaboration. Furthermore, teacher questioning is open-ended and broad, and leads to student discussion. Also, the teacher moderates discussion and interjects with missing information or redirection. Finally, effective teachers wait for responses. As a result, students formulate answers in their own minds and from individual perspectives. Furthermore, teachers introduce factual information into the conversation and use it to further the discussion.
7. Effective educators build a culture of collaboration and cooperation.
Great teachers don’t just meet, they collaborate. As a result, meetings become a time when teachers meet and collaborate about how students are progressing. In addition, they decide the next steps in instruction by examining data from pre-determined assessments. Secondly, these teachers plan upcoming instruction based on the assessment data. Also, they plan how new learning will be evaluated. Finally, they discuss specific interventions for specific students. Consequently, teachers learn to share ideas, share students and listen to each other in a collaborative culture.
8. Mastery levels determine grades.
We live in a grades-based society. Consequently, we rank students by grades. In addition, colleges evaluate student grades for admission. Therefore, grades hold students accountable! That makes it important that grades connect to mastery of standards. As a result, formative stages should not determine student grades. During formative assessment, teachers learn the level of mastery. Furthermore, does it really matter if a student understands a concept in ten minutes or 60 minutes? The point is for the student to master the concept. Therefore, a student’s grade should reflect this mastery, not how long it took to get there.
9. Technology supports learning.
Technology is never used just because it is there. It should support learning! Therefore, use it for lesson delivery, research, and collaboration. In addition, use technology for differentiation, document sharing, and video. Finally, only use it when it supports the current learning target. In addition, technology should never replace teacher observation, interaction and assessment of students for mastery. Subsequently, effective teachers carefully correlate their effective use of technology with the current learning objective.
10. Students maintain clear learning targets.
Research shows that students are far more likely to learn something if that know exactly what it is they are expected to know or demonstrate. Thus, effective teachers communicate, in student-friendly terms, what they expect students to get from a lesson. This is often done in the form of a guiding question. As a result, these questions stimulate student thought. Consequently these lead to the students formulating an answer from his or her own perspective. Subsequently, teachers post these questions in the classroom and refer to them during the lesson.
