The effective teacher

1
The effective teachers characteristics as
perceived by students

• by
• Charles Bélanger (Canada)
• Bernard Longden (U.K.)

2
How will we do this?
3
The plan
4
A few questions

• What are the ingredients used to define a
  teachers effectiveness?
• Why are some teachers more effective at engaging
  the attention of students?
• Is there a gap between students expectations and
  actual delivery of teaching?

5
Studies find that society expects

• Think critically
• Solve complex problems
• Act in a principled manner
• Be dependable
• Read, write, and speak effectively
• Have respect for others
• Adapt to change
• Engage in life-long learning

6
Main purposes of study

1. Find out most desired attributes to effectively
   communicate knowledge and skillsas perceived by
   European students
2. Measure the gap between expectations and
   experiences

7
Various descriptions of effectiveness

• Facilitating student educational objectives
• Enthusiastic, charismatic, expressive
• Strong communications skills
• Comfortable learning atmosphere
• Fostering student motivation
• Showing care for students learning
• Good course organisation

8
Training on how to study

• Only 14 of students say they had been formally
  taught how to study, in high school or in college

9
Two teaching frameworks

• Teacher-focused content oriented and correct
  information
• Student-focused learning-oriented and conceptual
  change
• Significant differences between what teachers and
  students think as important

10
Attention is drifting after 10-20 minutes
11
INVOLVEMENT

• Strong relationship between students active
  involvement and effective learning
• Between 70 and 90 of professors use the
  traditional lecture as their primary
  instructional strategy
• Only 17 of faculty use essay tests as opposed
  to recall answers

12
Methodology

• Development of a test instrument
• Personality characteristics-bipolar
• Classroom environment-Likert
• Teaching style-Likert
• Expected and experienced templates
• Secure website
• Use of EAIR members

13
Responses

• 1883 responses
• 10 European countries
• 53 females, 47 males
• 82 undergraduates
• 87 in science and professions
• 78 25 years of age
• 16 from groups gt100 students
• 18 from groups gt50 and lt100

14
Data treatment

• Factor analysis
• Reduce the number of variables
• Cluster the interdependent variables
• Analysis of variance
• Verify effects of other elements (program level
  and type, gender)
• Paired t-test
• Check differences between expected and
  experienced

15
Personality Characteristics (Scale 7.0)

• Characteristics Expected Experienced Difference
• Inspiring 6.44 3.97 35
• Open-minded 6.09 4.29 26
• Approachable 6.26 4.53 25
• Enthusiastic 5.94 4.25 24
• .
• Rational 6.02 4.96 15
• Confident 6.00 4.98 15
• Assertive 5.43 4.56 12
• Mean 5.82 4.41 20

16
Classroom Characteristics (Scale 5.0)

• Characteristics Expected Experienced Difference
• Enjoy Teaching 4.38 3.08 26
• Learning Env. 4.66 3.42 25
• Clear requirem. 4.39 3.17 24
• Concerned 4.06 2.96 22
• .
• Control discuss. 4.00 3.31 14
• Knowledgeable 4.27 3.68 12
• Mean 4.30 3.28 20

17
Teaching Styles Skills (Scale 5.0)

• Characteristics Expected Experienced Diff.
• Explains clearly 4.67 3.29 28
• Interesting presentation 4.39 3.02 27
• Adapts to needs 4.19 2.96 25
• Generates interest 4.38 3.11 25
• .
• Class level teaching 3.94 3.26 14
• Ends class on time 3.40 3.45 0
• Mean 4.30 3.25 21

18
Students Attributes (Anova)

• Program level had an effect (plt.05 to plt.001)
• Program type had an effect (plt.05 to plt.001)
• Gender had an effect (plt.05 to plt.001)

19
Expected vs. Experienced (Paired t-test)

• Significant on all 51 items (plt.001)
• Average differential of 20
• Range of differential from 0 to 35

20
Expectations from teachers by students

• Enthusiasm for ideas subject matters
• Empathy towards them as persons
• Strong knowledgeable classroom manager
• Open-learning agora
• No fear of reprisal
• Inclusive, tolerant, and respectful
• Effective communication
• Connections with real life

21
So many expectations!!!
22
Some Conclusions

• Students are essential protagonists
• Students want to be partners in learning
• Teachers are best to judge
• Subject matter
• Class objectives
• Grading standards
• Students are best to judge
• Clarity of communication
• Openness, approachability, enthusiasm
• Empathy

23
Lest we forget

• The act of teaching is complex
• Students perceptions are essential part of
  teaching evaluation
• but should not be synonymous with faculty
  evaluation