There are five key behaviors which are considered essential for effective teaching. These key behaviors are: lesson clarity, instructional variety, teacher task orientation, engagement in the learning process, and student success rate (Borich, 2010; Scheuerman, 2013). All five behaviors are extremely important but the focus of this reflection will be specifically on lesson clarity and teacher task orientation.
According to Borich (2010), lesson clarity refers to how clear and precise a teacher’s presentation is to the class (p.8). There are multiple indicators which teachers can harness in order to be clear in their presentation. Being clear consists of several factors of creating a sound lesson plan as well as understanding the audience whom the lesson will be presented to. An effective teacher will inform the learners of the lesson objectives and give directives slowly and distinctly (p. 9). Additionally, effective teachers will provide students with advance organizers, examples, illustrations, and demonstrations to explain or clarify (p. 9). Much time and effort can go into creating a lesson with various learning materials to help further learning. This time and effort may be for nothing if the teacher does not understand their students. Effective teachers will check for task-relevant prior learning, and will know the ability levels of the students and will teach at or slightly above these levels (p. 9). Finally, teachers that are effective in providing lesson clarity will incorporate a review or summary at the end of each lesson (p.9). All these are indicators for lesson clarity and are used by effective teachers. I hope to incorporate these aspects of lesson clarity in order to better present information and to make ideas clear to learners in various levels of understanding.
Teacher task orientation is a behavior that refers to the classroom time a teacher devotes to teaching an academic subject. Borich (2010) states, “the more time allocated to teaching a specific topic, the greater the opportunity students have to learn” (p. 10). Effective teachers will demonstrate many skills for teacher task orientation. Several simple aspects which are not necessarily easy to achieve are how a teacher handles administrative and clerical interruptions and how a teacher stops or prevents misbehaviors with minimum class disruption (Borich, 2010). Teachers should have some sort of rules and consequences established in regards with misbehaviors. Additionally, effective teachers will develop a lesson plan that reflects the most relevant features of the curriculum. From this, teachers can select the most appropriate instructional model for the objectives being taught (p. 12). Finally, an effective teacher builds the unit outcomes with clearly definable events such as weekly or monthly review, feedback, or testing (p. 12). This can be done by establishing a schedule where the classroom activities are beginning and ending with events that are clearly visible and known to the students. Overall, it is very important to allow students adequate time on specific topics, stay focused on the key points of the lesson, and to reduce any sort of distractions that may arise.
In addition to developing these five key behaviors, I will strive to continue to develop and improve my personality in order to build a cohesive learning environment and my attitude towards the students, teaching, and subject matter (Scheuerman, 2013). The combination of these skills will help me develop into an effective teacher.
Borich, G.D. (2010). Effective teaching methods: research-based practice. Upper Saddle River, NJ: Pearson Prentice Hall.
Scheuerman, R. (2013, April 1). EDU 6150 Course Lecture – Session 1: Effective teaching: key and helping behaviors.