A Toolkit for Volunteer Leaders
[ Up ] [ Interpersonal ] [ Listening ] [ Public Speaking ] [ Writing ] [ Nonverbal ] [ Preparation to Teach ] [ Teaching Behaviors ] [ Using Learing Techniques ]

Teaching Behaviors C-7

What is it that educators do which makes them effective? What teacher behaviors cause learning to occur?

LEARNING OBJECTIVES

When you finish this module you should be able

1. to list the top five teaching behaviors, according to research, which are most important to promote learning;
2. to describe what an educator does to effectively use each of these behaviors; and
3. to describe small group techniques which effective educators often use.

FIVE BEHAVIORS

According to Rosenshine and Furst (1971) the factors which distinguish effective educators are clarity, enthusiasm, providing a learning opportunity for students, a business-like approach, and use of variety.

Clarity means communicating effectively, using examples and repeating the message. It includes asking for feedback and demonstrating actions or results. Clarity means setting standards and rules but adjusting them to the learners.

Enthusiasm means showing excitement, showing interest in the subject and the learners, and getting involved with the learners.

Providing a learning opportunity for learners means carefully writing objectives that address learners' needs, planning the instruction so that learners will be actively involved then have a chance to apply what they have studied. Learning is followed by evaluation by the educator of the learners, by learner evaluation of the learners and by learner evaluation of the learning opportunity.

A business-like approach means that time is well organized and sequenced for purposeful learning. Learners do not respect a teacher that wastes time. Humor and an entertaining personality are positive attributes in a teacher but they do not substitute for thorough organization and careful preparation.

Variety can refer to instructional materials (use different types of materials), teaching procedures (frequent change in routine), activities (give learners choices and learning options) and the presentation itself.

SOME TECHNIQUES OF EFFECTIVE EDUCATORS

Module C-8 describes a fuller range of teaching/learning options. Some of those techniques take time to understand and experience to use them effectively. The following techniques can be used for large groups when they are broken into smaller groups. These techniques are great for variety and for involving learners as active participants.

Co-leaders in group discussions - the use of a team approach of two or more persons in leading a discussion.

Huddle groups - the use of a group of five persons for the discussion of a problem or issue, and they reporting to a larger group.

Buzz groups - the use of a group of 12-15 persons for the discussion of a problem or issue, and then reporting to a larger group.

Phillips 66 technique - the use of a group of six persons for the discussion of a problem for six minutes, and then reporting to a larger group.

Leadership team - the use of a group of four persons to conduct a discussion as follows: discussion leader, process observer, recorder, and resource person.

Listening team - the use of two to four persons who listen, evaluate, and then pose questions to persons who have made a formal presentation.

Role playing - the use of persons who act out a situation in order to promote additional insights or deeper emotional feelings.

Brainstorming - the use of free expression to further creative thinking without the influence of judicial reasoning.

Diads - the use of pairs to interview each other or clarify their own ideas.

Triads - the use of three people to discuss a problem or interact with each other.