Characteristics of Effective Teachers
Image by Gordon Johnson from Pixabay
Positivity
What: Positivity is a motivational strategy aimed at improving self-efficacy. Self-efficacy is the belief in one's ability to successfully perform a task and it is associated with learner persistence (Wlodkowski & Ginsberg, 2017). In coaching, the positive principle asserts that "positive energy and emotion disrupt downward spirals, building the aspirations of people into a dynamic force for transformational change" (Moore, Jackson & Tschannen-Moran, 2016, p . 66). Positivity expressed by a teacher contributes to the student's frame of mind.
Why: Incorporating principles of positivity can improve student outcomes through confidence, positive relationships, sense of purpose, building on strengths and positive emotions (Kennette & Myatt, 2018). Because adults are self-directed in their learning, it is important to establish a positive attitude toward it. "The most important attitude that can be formed, is the desire to go on learning" (Dewey, 1938, p. 48). Wlodkowski and Ginsberg (2017) describe four directions of attitude 1) the subject, 2) the instructor, 3) self-efficacy and 4) goals and performance.
How: One strategy to positively impact attitude and self-efficacy is to promote a growth mindset. First, communicate your belief that there is a way to learn or perform the task. Scaffold the learning with smaller, manageable tasks. Next, stress the importance of being persistent. Finally, acknowledge success (Wlodkowski & Ginsberg, 2017).
Empathy &
Cultural Responsiveness
"The road to masterful teaching takes a compassionate route"
(Wlodkowski & Ginsberg, 2017, p. 13)
What: Empathy is the ability to imagine an individual in their situation. Cultural responsive teaching is a respect for diversity, the creation of a safe space, and the promotion of justice and equity in society.
Why: McClusky's theory of margin explains the balance between the energy needed to learn and the amount available as the ratio between power and load. Power refers to things in one's life that are supportive, and load refers to things that reduce capacity (Merriam & Baumgartner, 2020). This theory acknowledges the challenges adult learners face as they attempt to balance adult responsibilities and engaged learning. Power and load are unique to the individual and their situation. By practicing empathy and non-judgement, we meet people where they are at. This is in line with being culturally responsive which requires one to learn and relate to diverse cultures (Tschetter & TeBrake, n.d.). Taking the perspective of a student allows one to better understand different needs and thus adapt instruction and curricula (Abacioglu, C. S., Volman, M., & Fischer, A. H., 2020). In other words, it is essential to provide students with power and an opportunity to learn under conditions appropriate to the learner (Dewey, 1938).
How: Listen for understanding. Attune responses which include tone of voice, body language and choice of words that reflect an understanding of feelings. Validate the student by expressing acceptance of how they feel (Wlodkowski & Ginsberg, 2017). Incorporate universal design into your instruction (Davis & Arend, 2013). Universal design is a teaching approach to accommodate the needs and abilities of all learners to eliminate all unnecessarily barriers.
Image by Peggy and Marco Lachmann-Anke on Pixabay
Authenticity
What: Authenticity has four components, 1) being genuine, 2) demonstrating consistency between values and actions, 3) relating to others in a way that encourages their authenticity, and 4) living a critical life (Cranton & Carusetta, 2004).
Why: Through the four components of authenticity, teachers and students build a relationship that is conducive to transformative growth and development, for both parties. It is in communication, honesty, reflection and self-awareness that a partnership can be built. This partnership is the foundation for student success and instructional effectiveness (Wlodkowski & Ginsberg, 2017). And like words in sand, inconsistencies in authentic behavior can result in trust being lost.
How: 1) Identify your personal values and align these with your words and actions, 2) Be willing to admit what you do not know, 3) Engage in critical self-reflection through journaling, 4) Communicate expectations clearly, 5) Create opportunities for feedback related to the learner's experience, and 6) Close the power gap between student and teacher by showing that you are human first (Brookfield, 2006).