Being an Effective Teacher

By Freddy B. Sepúlveda Tapia

A reading activity about computers I shared with my students some time ago, made me think about
the rapid changes in technology. Many of the things which were useful and in vogue a short time
ago are not of use anymore. There are infinite situations in which we consider these things obsolete
or out of date. Like computers and technology, teaching approaches and methods may also become
outdated. Hence, what do people committed with language teaching should do? Do teachers need to
update their knowledge from time to time? Do they need to make a pause in their work and look
backwards so that to self-evaluate their work and reflect about it? The answer will, of course, be
yes! I consider of importance to be aware of the current trends in language pedagogy and be
supplied with subject specific knowledge. We should continue with the quest on how languages are
learnt and taught since we are bound to teaching languages and thus, in the end, become effective
teachers.

But, what do you understand by being an effective teacher? It is believed that an effective teacher is
inborn not acquired through training or experience. According to Evertson, Neely, and Hansford
there are six essential features of an effective teacher, namely teacher's teaching experience;
philosophy of teaching, content knowledge, organizational style expectations set for the students
and feelings of security and control. First and foremost, teacher’s training experiences have a great
influence on the planning decisions. The teacher’s previous teaching experiences provide a mental
image of what will happen, what to expect and make predictions about the students' behaviors and
learning outcomes. Hence, the teacher can adapt and adjust to any classroom setting and
unpredictable students' reactions. Secondly, the teacher’s philosophy of teaching and learning will
have an effect on planning decisions. Third, it is the teacher’s knowledge of content that assists to
formulate and design varied and flexible lessons relevant to students' needs and proficiency level.
Fourthly, the teacher’s organizational style is important for instance, the teacher's style in planning
lesson structure planning routine, relationship with students and solving in-class problems. Fifthly,
the teacher’s set of expectation made on the students' learning performance. Finally, the teacher's
feeling of security and control over the teaching and learning process must be considered.

Many people say that an effective teacher is like a diamond in the ocean. Do you agree with that?
What makes a teacher effective? Do you agree with the six elements discussed above? Now, it is
your turn to see if you possess those characteristics, think and reflect on your teaching model. Are
you satisfying the needs and expectations of your students? The answer might probably be yes or
no. Perhaps the following may help you answer successfully the previous question. Think and
reflect about your school days and language training experience, which teacher was hardworking,
interesting, serious, enthusiastic, comical, autocratic, approachable, friendly, dull, lazy or
disorganized. Now, it is your choice to say which teacher factor is effective for the teaching and
learning process and the one you will follow from now on.