Characteristics of Effective Teachers
Organisation and Clarity
• explains clearly
• is well prepared makes difficult topics easy to understand
• uses examples, details, analogies, metaphors, and variety in modes of explanation to make material not only understandable but memorable
• makes the objectives of the course and each class clear
• establishes a context for material
• explains clearly
• is well prepared makes difficult topics easy to understand
• uses examples, details, analogies, metaphors, and variety in modes of explanation to make material not only understandable but memorable
• makes the objectives of the course and each class clear
• establishes a context for material
Analytic/Synthetic Approach
• has a thorough command of the field
• contrasts the implications of various theories
• gives the student a sense of the field, its past, present, and future directions, the origins of ideas and concepts presents facts and concepts from related fields
• discusses viewpoints other than his/her own
• has a thorough command of the field
• contrasts the implications of various theories
• gives the student a sense of the field, its past, present, and future directions, the origins of ideas and concepts presents facts and concepts from related fields
• discusses viewpoints other than his/her own
Dynamism and Enthusiasm
• is an energetic, dynamic person
• seems to enjoy teaching
• conveys a love of the field
• has an aura of self-confidence
• is an energetic, dynamic person
• seems to enjoy teaching
• conveys a love of the field
• has an aura of self-confidence
Instructor-Group Interaction
• can stimulate, direct, and pace interaction with the class encourages independent thought and accepts criticism
• uses wit and humor effectively
• is a good public speaker
• knows whether or not the class is following the material and is sensitive to students’ motivation
• is concerned about the quality of his/her teaching
Instructor-Individual Student Interaction
• is perceived as fair, especially in his/her methods of is seen by students as approachable and a valuable source of advice even on matters not directly related to the course
• can stimulate, direct, and pace interaction with the class encourages independent thought and accepts criticism
• uses wit and humor effectively
• is a good public speaker
• knows whether or not the class is following the material and is sensitive to students’ motivation
• is concerned about the quality of his/her teaching
Instructor-Individual Student Interaction
• is perceived as fair, especially in his/her methods of is seen by students as approachable and a valuable source of advice even on matters not directly related to the course
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