MODULE 1

Introduction to Teaching

Topics for Coverage

1. Teaching and Learning Process
2. Teaching as a Process
3. Types of Teaching Methods
4. Specific Teaching Methods

Specific Learning Outcomes:

At the end of the module, the student are expected to:
1. Describe teaching and learning processes.
2. Discuss the steps in learning process.
3. Describe the different type of teaching methods.
4. Discuss the advantages and disadvantages of different teaching methods.
5. Show appreciation on the different teaching methods used in the delivery of learning
among students.

ACTIVITY

What is your learning style?

Using the link below, help yourself determine your learning style and appreciate why
things in learning are easy and hard for you. The inputs might not be fit to your learning
style.

Use the link below:

[Link]

Tell us what is your learning style?

______________________________

Thanks to:

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 ANALYSIS

As you are beginners in the principles of teaching for Medical Laboratory Science, what do you
expect a MLS instructor do before the beginning of each class? What ideals do you expect from
your teacher in your previous course (subject)? What event can you recall that gave you so
much learning so far in your MLS student career?

ABSTRACTION

Learning Content

TEACHING AND LEARNING PROCESS

Concept of Learning
Learning is a key process & is necessary for all
educational process. It pervades everything we do and think
learning plays an important role in the languages we speak, our
customs & beliefs. It involves ways of doing things in an
individual attempt to overcome obstacles or to adjust to new
situations. It is a progressive change in behavior as individual
reacts to a situation in an effort to adopt his behavior effectively
to the demands made upon him. Thus, learning is change in
behavior.

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Definitions of Learning

Crow & Crow: ‘Learning is acquisition of knowledge, habits and attitudes. It involves new ways
of doing things in order to overcome obstacles or to adjust to new situations. It enables
the person to satisfy interests to attain goals.’

Henry Smith: ‘Learning is the acquisition of new behavior or the strengthening or weakening of
old behavior as a result of experience.’

Wood worth defines learning as- “Any activity can be called learning as far as it develops the
individual (in any aspect, good or bad) & makes his behavior & experiences different
from what would otherwise have been”.

Thus,
✓ Learning may be defined as any relatively permanent change in behavior.
✓ Learning may be defined as the acquisition of knowledge attitudes, skills & ways of
thinking.
✓ Learning is the permanent change in behavior for better or worse which results / occurs
as a result of practice & experience.

Above definitions have 3 important elements:

1. Learning is a change in behavior for better or worse.
2. It is a change that takes place through practice & experience.
3. Before it can be called learning, the change must be relatively permanent i.e. it must last
for a long time. Exactly how long cannot he specified, but we usually think of learning
lasting for days, months, years in contrast to temporary, behavioral effects.

Thus learning is a complex process. It is a process by which all organisms, as a result of

its interaction in a situation acquires a new mode of behavior which tends to persist and affect
his behavior in the future. Thus learning takes place when an organism reacts to a situation. It
consists of certain changes in behavior or adjustments and this type of behavior is utilized to
some degree in other situations.

Characteristics of Learning
1. Learning is a process which is continuous & it never stops at any phase. It is a lifelong
process hence learning starts from birth & ends only with the death of an individual.
Hence we can say that learning proceeds from womb to tomb. E.g. when a child takes
birth he first learns to cry for food, and at each phase of life at every step the child
learns to walk, run, talk, write alphabets etc.
2. Learning is the process which leads to mental growth of an individual. The growth takes
place along with the learning.
3. Basically when learning takes place the individual learns to adjust & adopt with the
environment.

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 4. Learning is purposeful. Though learning takes place at every place & at every moment all
the learning are not useful. Hence those learning which are useful & meaningful are
learnt.
5. Learning is active process. Learning by doing is the best part of learning e.g. it becomes
easy for the science students to learn the concepts in science when they perform
practical.
6. Learning takes place individually& as well as socially e.g. When a seminar or workshop is
conducted, then all the members of the group learn to share their thoughts, each one
learns something new from the other individual.
7. Last but not the least learning brings about the change in the behavior in individual e.g.
a child is always taught values & manners, & due to this teachings, a child learns to
respect their elders & teachers, learns to speak politely etc, which bring about the
change in his behavior as the child grows.

Steps in the Learning Process

Learning is a process and knowing the various aspects of learning helps the teacher in ensuring
& making the learning effective.

1. Need: Learning takes place as a result of response to some stimulation. Unless the
individual has some unsatisfactory need or derive which causes him to act in an attempt
to satisfy the need, no learning will take place. When the need of the learner is strong,
the learner sets definite goals for achievement of his needs & this makes learning more
concrete.
➢ E.g. A student, who wants to score a good grade, starts working right from the
beginning. Need should be made by the teacher by creating interest.
➢ The teacher should also help the child in setting attainable goals for himself.

2. Readiness: Every child is not ready to learn at a particular time. The child needs physical
& mental maturity in order to learn. There should be mental & physical willingness to
learn. We tend to pay less attention to this type of maturity. Many a time, we impose
learning situations on a child before he is ready.
➢ E.g. Public speaking cannot be taught to I std. child.

3. Situation: Learning depends on the situation provided at school & at home. In school,
the learning environment should be conducive or congenial. The teacher’s attitude
should be encouraging & the teacher should use suitable teaching methods &
techniques. The type of situation provided by the teacher contributes towards the
speed & quality of learning.
➢ E.g. Special methods can be provided depending upon the age of the child. In K.G.
classes, training is generally given by the play way method.

4. Interaction: The child with is needs & goals learns to interact in a learning situation.
Interaction is a process of responding to a situation and getting a feedback from it.
Interaction may be in the form of observations, emotional reactions, verbal reactions or

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 physical reactions. Teacher should find ways & means to involve the students in the
learning activity / process.

5. Exploration of the situation: Exploration is the way the learner explores / interprets the
stimuli in the environment. The correct responses cannot be determined at once. They
require to be thought over; i.e. the whole situation needs to be explored. After trial &
error, the learner comes to the right solution.

6. Perception: Perception is to give some meaning to what you are seeing. Sensing +
Meaning = Perception. Each one perceives the environment differently. As a teacher,
one wants the class to perceive uniformly, so the teacher should use visual aids,
diagrams, etc. Because of the individual differences among the students, each student
perceives whatever is taught, differently, so teacher should cater to the need of every
individual.

7. Response: Response is the actual outcome of the learner. It is the outcome of

interaction, exploration & perception of the situation. He may give a trial by direct
attack to overcome the barrier in his way.

8. Reinforcement: If the response is successful in action, in satisfying the need, that

response is reinforced and on subsequent occasions the individual will tend to repeat it.

9. Integration: Learning implies the selection & organization of correct responses. The last
step of the learning process consists in integrating the successful responses of the
individual’s previous learning, so that it becomes part of a new functional whole.

TEACHING AS A PROCESS
Teaching is fundamentally a process, including planning, implementation, evaluation
and revision. Planning and teaching a class are familiar ideas to most instructors. More
overlooked are the steps of evaluation and revision. Without classroom assessments or some
other means of receiving feedback on a regular basis, it is surprisingly easy to misunderstand
whether a particular teaching method or strategy has been effective. A teacher can create an
environment of mutual trust and respect by relying on students for feedback -- students can be
a valuable resource for verifying whether the class pedagogy is (or isn't) working. Self-
examination with feedback from your students and the instructor are key to improving your
teaching.

PLANNING
There are many different levels of setting goals for teaching, from the scale of an entire
semester (syllabus) to a single class (lesson plan). You have the overall task of helping your
students learn how to think critically and to understand the basic concepts and tools of your
discipline. You should also have more specific day-to-day goals, such as examining the social
context of Victorian women writers or demonstrating how to integrate partial differential

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equations. As a graduate TA you probably will not be responsible for designing an entire course,
but you should think about how your day-to-day teaching fits into the larger goals of the course.

REVISION
Revising your pedagogy will help your students learn... and keep you interested. If you keep your
focus on student learning, you will find a richer meaning to the typical
lecture/discussion/test/grade process. Instead of an adversarial relationship, the teaching
process encourages a relationship of cooperation and mutual discovery. Ernest Boyer helped
redefine the notion of scholarship, in fact, by including the scholarship of teaching as a
culminating activity of the research process of discovery, integration, and application of
knowledge (Boyer 1990).

ASSESSMENT
Regular assessment of your students and yourself is critical to your success as a teacher. To
really understand whether you are teaching effectively and your students are learning
effectively, it is crucial that you actively and regularly assess what your students have learned. If
you are able to solicit meaningful feedback from your students and the professor on a regular
basis (not just at the end of the semester), you can modify and improve your teaching
strategies. Assessments do not need to be overly complex or involved. In fact, the more focused
you are in the assessment, the more impact your changes will have.

IMPLEMENTATION
The best plans are meaningless if you don't try them. Although most of the work in teaching
comes in planning and preparation, many great ideas are never implemented because it was
easier to just keep doing the same thing. Don't be afraid if you have an idea you want to try. If
something hasn't been working right, why not change what you are doing and try something
new? Unless you are willing to change and experiment, you will find it difficult to improve your
teaching skills.

TYPES OF TEACHING METHODS

There are different types of teaching methods which can be categorised into three
broad types. These are teacher-centred methods, learner-centred methods, content-focused
methods and interactive/participative methods.

Instructor/Teacher Centered Methods

Here the teacher casts himself/herself in the role of being a master of the subject matter. The
teacher is looked upon by the learners as an expert or an authority. Learners on the other hand
are presumed to be passive and copious recipients of knowledge from the teacher. Examples of
such methods are expository or lecture methods - which require little or no involvement of
learners in the teaching process. It is also for this lack of involvement of the learners in what
they are taught, that such methods are called “closed-ended”.

Learner-Centered Methods
In learner-centred methods, the teacher/instructor is both a teacher and a learner at the same
time. In the words of Lawrence Stenhouse, the teacher plays a dual role as a learner as well “so
that in his classroom extends rather than constricts his intellectual horizons”. The teacher also

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learns new things everyday which he/she didn’t know in the process of teaching. The teacher,
“becomes a resource rather than an authority”. Examples of learner-centred methods are
discussion method, discovery or inquiry based approach and the Hill’s model of learning through
discussion (LTD).

Content-Focused Methods
In this category of methods, both the teacher and the learners have to fit into the content that is
taught. Generally, this means the information and skills to be taught are regarded as sacrosanct
or very important. A lot of emphasis is laid on the clarity and careful analyses of content. Both
the teacher and the learners cannot alter or become critical of anything to do with the content.
An example of a method which subordinates the interests of the teacher and learners to the
content is the programmed learning approach.

Interactive/Participative Methods
This fourth category borrows a bit from the three other methods without necessarily laying
emphasis unduly on either the learner, content or teacher. These methods are driven by the
situational analysis of what is the most appropriate thing for us to learn/do now given the
situation of learners and the teacher. They require a participatory understanding of varied
domains and factors.

SPECIFIC TEACHING METHODS

1. Lecture Method
➢ A lecture is an oral presentation of information by the instructor. It is the method of
relaying factual information which includes principles, concepts, ideas and
all THEORETICAL KNOWLEDGE about a given topic. In a lecture the instructor tells,
explains, describes or relates whatever information the trainees are required to
learn through listening and understanding. It is therefore teacher-centred. The
instructor is very active, doing all the talking. Trainees on the other hand are very
inactive, doing all the listening. Despite the popularity of lectures, the lack of active
involvement of trainees limits its usefulness as a method of instruction.

➢ The lecture method of instruction is recommended for trainees with very little
knowledge or limited background knowledge on the topic. It is also useful for
presenting an organised body of new information to the learner. To be effective in
promoting learning, the lecture must involve some discussions and, question and
answer period to allow trainees to be involved actively.

2. Discussion Method
➢ Discussion involves two-way communication between participants. In the classroom
situation an instructor and trainees all participate in discussion. During discussion,
the instructor spends some time listening while the trainees spend sometimes
talking. The discussion is, therefore, a more active learning experience for the
trainees than the lecture.

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 ➢ A discussion is the means by which people share experiences, ideas and attitudes.
As it helps to foster trainees involvement in what they are learning, it may
contribute to desired attitudinal changes. Discussion may be used in the classroom
for the purpose of lesson development, making trainees apply what they have learnt
or to monitor trainees learning by way of feedback.

3. Demonstration Lesson
➢ “The most effective way to teach an occupational skill is to demonstrate it... one of
the two most essential teaching skills is the ability to demonstrate; the other is the
ability to explain. Both are vital to the success of either an operation lesson or an
information lesson”. Weaver and Cencil in APPLIED TEACHING TECHNIQUES.

➢ Demonstration means any planned performance of an occupation skill, scientific

principle or experiment

4. Buzz Groups
➢ Another method of instruction is the buzz group. During a longer session, the
plenary group can break into sub-groups to discuss one or two specific questions or
issues. The room soon fills with noise as each sub-group ‘buzzes’ in discussion. If
appropriate, after the discussion one member of each group can report its findings
back to the plenary. Buzz groups can be in pairs, trios, or more depending on the
activity. People turn to their neighbours for a quick buzz, or form larger groups of
three or more. This allows almost every one to express an opinion. While they are
buzzing, participants are able to exchange ideas and draw on their wide collective
experience. It may provide a good opportunity for trainees to reflect on the content
of a lecture. A good buzz session will generate many ideas, comments and opinion,
the most important of which will be reported back.

5. Brainstorming
➢ The purpose of a brainstorming session is to discover new ideas and responses very
quickly. It is particularly a good way of getting bright ideas. It differs from the buzz
groups discussion in that the focus is on generating as many ideas as possible
without judging them. In this technique, all ideas are given equal credence.

➢ Participants are encouraged to let ideas flow freely, building on and improving from
previous ideas. No idea, however crazy, should be rejected. These ideas are listed
exactly as they are expressed on a board or flipchart, or written on bits of paper.
The combination of swiftly generated ideas usually leads to a very animated and
energising session. Even the more reserved participants should feel bold enough to
contribute. The purpose of listing responses is to collect existing experiences and
thoughts.

➢ It is useful to collect answers to questions when you expect much repetition in the
responses.

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 ➢ After a brainstorm session, the ideas can be discussed further and evaluated, for
example listing the best options in a systematic way. Ideas can be grouped and
analysed so that they belong to the group rather then individuals. Unlike a buzz
session, a brainstorm session can work well with a large group and usually takes less
time. It is best to limit the time for plenary brainstorms, as you might lose the
attention of some participants.

6. Role Plays
➢ In role plays, participants use their own experiences to play a real life situation.
When done well, role plays increase the participants self-confidence, give them the
opportunity to understand or even feel empathy for other people’s viewpoints or
roles, and usually end with practical answers, solutions or guidelines.

➢ Role plays are useful for exploring and improving interviewing techniques and
examining the complexities and potential conflicts of group meetings. They help
participants to consolidate different lessons in one setting and are good energisers.

➢ However, role plays can be time-consuming and their success depends on the
willingness of participants to take active part. Some trainees may feel a role play is
too exposing, threatening or embarrassing. This reluctance may be overcome at the
outset by careful explanation of the objectives and the outcome. Some role plays
can generate strong emotions amongst the participants. It is therefore essential that
a role play is followed by a thorough debriefing. This provides the opportunity for
the trainer and the participants to raise and assess new issues.

INSTRUCTIONAL METHODS AND THEIR APPLICATIONS

METHOD USES ADVANTAGES DISADVANTAGES

THE LECTURE METHOD 1. To orient students. 1. Saves time. 1. Involves one way
A formal or semi-formal 2. To introduce a 2. Permits communication.
discourse is which the subject. flexibility. 2. Poses problems
instructor presents a 3. To give directions 3. Requires less in skill teaching.
series of events, facts, or on procedures. rigid space 3. Encourages
principles, explores a 4. To present basic requirement. student
problem or explains material. 4. Permits passiveness.
relationships 5. To introduce a adaptability. 4. Poses difficulty in
demonstration, 5. Permits gauging student
discussion, or versatility. reaction.
performance. 6. Permits better 5. Require highly
6. To illustrate centre over skilled instructors.
application of rules, contact and
principles, or sequence.
concepts.
7. To review, clarify,

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 emphasise or
summarise.
THE DISCUSSION METHOD 1. To develop 1. Increase 1. Require highly
A method in which group imaginative solutions students interest skilled instructor.
discussion techniques are to problems. 2. Increases 2. Requires
used to reach instructional 2. To stimulate students preparation by
objectives. thinking and interest acceptance and student.
and to secure commitments. 3. Limits content.
student participation. 3. Utilises 4. Consumes time.
3. To emphasise student 5. Restricts size of
main teaching points. knowledge and groups.
4. To supplement experience.
lectures, reading, or 4. Results in
laboratory exercises. more permanent
5. To determine how learning because
well student of high degree of
understands student
concepts and participation.
principles.
6. To prepare
students for
application of theory
of procedure.
7. To summarise,
clarify points or
review.
THE PROGRAMMED 1. To provide 1. Reduce failure 1. Require local or
INSTRUCTION METHOD remedial instruction. rate. commercial
A method of self- 2. To provide make- 2. Improves end- preparation.
instruction up instruction for of-course 2. Requires lengthy
late arrivals, proficiency. programmer
absentees, or 3. Saves time. training.
translents. 4. Provides for 3. Increases
3. To maintain self instruction. expenses.
previously learned 4. Requires
skills which are not considerable lead
performed time.
frequently enough.
4. To provide
retraining on
equipment and
procedures which
have become
obsolete.
5. To upgrade
production.
6. To accelerate
capable students.

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 7. To provide enough
common background
among students.
8. To provide the
review and practice
of knowledge and
skills.
THE STUDY ASSIGNMENT 1. To orient students 1. Increase 1. Require careful
METHOD to a topic prior to coverage of planning and follow
A method in which the classroom or material. up.
instructor assigns reading Laboratory work. 2. Reduce 2. Poses evaluation
to books, periodicals, 2. To set the stage classroom time. problem.
project or research papers for a lecture 3. Permits 3. Produce non-
or exercises for the demonstration or individual standard results.
practice. discussion. attention.
3. To provide for or
capitalise on
individual differences
in ability,
background, or
experience through
differentiated
assignments.
4. To provide for the
review of material
covered in class or to
give practice.
5. To provide
enrichment material.
THE TUTORIAL METHOD 1. To reach highly 1. Permits 1. Requires highly
A method of instruction in complicated skills adaptive competent
which an instructor works operations or instruction. instructor.
directly with an individual operations involving 2. Stimulates 2. Demands time
student. danger or expensive active and money.
equipment. participation.
2. To provide 3. Promotes
individualised safety.
remedial assistance.
THE SEMINAR METHOD 1. To provide general 1. Provides 1. Requires highly
A tutorial arrangement guidance for a group motivation and competent
involving the instructor working on an report. instructor.
and groups, rather than advanced study or 2. Stimulates 2. Poses evaluation
instructor and individual. research project. active problems.
2. To exchange participation. 3. Is more costly
information on 3. Permits than most other
techniques and adaptive methods.
approaches being instruction.
explored by

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 members of a study
or research group.
3. To develop new
and imaginative
solutions to
problems under
study by the group.
THE DEMONSTRATION 1. To teach 1. Minimise 1. Require careful
METHOD manipulative damage and preparation and
A method of instruction operations or waste rehearsal.
where the instructor by procedures. 2. Saves time 2. Requires special
actually performing an 2. To teach 3. Can be classroom
operation or doing a job troubleshooting. presented to arrangements.
shows the students what 3. To illustrate large groups.
to do, how to do it, and principles.
through explanations 4. To teach operation
brings out why, where, or functioning of
and when it is done. equipment.
5. To teach
teamwork.
6. To set standards of
workmanship.
7. To teach safety
procedures.
THE DEMONSTRATION 1. To teach 1. Builds 1. Requires tools
METHOD manipulative confidence. and equipment.
A method of instruction is operations or 2. Enable 2. Requires large
required to perform under procedures. learning block.
controlled conditions the 2. To teach operation evaluation. 3. Requires more
operations, skills or or functioning of 3. Reduces instructors.
movement being taught. equipment. damages and
3. To teach team waste.
skills 4. Promotes
4. To teach safety safety.
procedures.
THE BUZZ GROUP 1. To develop and 1. Help trainers 1. Unfamiliarity in
express imaginative to draw breath. use.
ideas, opinions. 2. Gauge the 2. Time required.
2. Stimulate thinking. mood by 3. Need for group
listening to some leaders.
discussion.
3. Change pace of
discussion.
4. Encourage
participants to
reflect what was
learnt.

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 BRAINSTORMING 1. Discover new 1. Leads to a very 1. It takes time
ideas, thoughts and animated and particularly if it is a
responses very energising large group.
quickly. session. 2. May consume a
2. More reserved lot of material e.g.
participants feel flipcharts or writing
free to materials.
contribute. 3. Requires high
level facilitation
skills.
ROLE PLAYS 1. Exploring and 1. Good 1. Participants
improving energizers. might be reluctant.
interviewing 2. Promotes 2. May not work
techniques and empathy of with trainees who
examining trainees for other do not know each
complexities and situation. other well.
potential conflicts of 3. Encourages
groups. creativity in
2. To consolidate learning.
different lessons in
one setting.

References
[Link]
[Link]
[Link]
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&cl=CL2.6&d=HASH931fe16befd87926191fd4.7.9.1&gt=1

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 APPLICATION

Learning Outcomes

Name: _______________________________________ Date of Completion: ____________

PART I – Table Completion: Complete the table below by supplying the related data that
completes the information required.

Specific Teaching Methods

Advantages Disadvantages
Teaching Methods Use
(Give 3) (Give 3)

Lecture Method

Discussion Method

Demonstration
Method

Buzz Method

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 Brainstorming
Method

Role Play Method

PART II – Essay:
1. Suppose you are a MLS teacher, what teaching strategy or method is most appropriate
for content delivery considering MLS is geared towards manipulation of clinical
specimen in aid of diagnosis of diseases. Expound your answer by presenting its
foreseen pro’s and cons. (10 points)

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 MODULE 2
Roles, Functions, and Characteristics of a Health Professional in
Education

Topics for Coverage

1. Qualities of Effective Teacher
2. Roles of a Teacher
2.1 Professional Competence
2.2 Interpersonal Relationship
2.3 Teaching/Evaluation Practices
2.4 Teacher as Motivator

Specific Learning Outcomes:

At the end of the module, the student are expected to:
1. Describe the positive qualities of effective teacher.
2. Identify red flags for an effective teacher.
3. Discuss the roles that identifies a teacher.
4. Show appreciation on the important roles, function, and characteristics that a teacher
possess to deliver quality teaching-learning experience to students.

ACTIVITY

Allow yourselves to internalize and become a teacher for a very short while. You will be
portraying the role of a teacher. Present in the class how a teacher is usually seen inside
and outside the corners of the classroom.

Look for the best actors and actresses to portray various roles. You may mimic the
character of your instructors in the department and let your classmates guess who you
are portraying.

Present this along with your classmates. Have fun!

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 ANALYSIS

You have been in front of your teachers for a very long time. You might have mastered
their gestures inside the classroom. Now, what teaching method can you identify that was used
by your instructor. Describe this method and discuss its advantage and disadvantage.

ABSTRACTION

Learning Content

QUALITIES OF EFFECTIVE TEACHER

The positive and negative behaviors exhibited by teachers determine, to a great extent,
their effectiveness in the classroom and, ultimately, the impact they have on student
achievement.

The Teacher as a Person

The teacher is the representative of the content and the school. How a teacher presents
himself makes an impression on administrators, colleagues, parents, and students. Often a
student links the preference to a particular subject to a teacher and the way the subject was
taught. A teacher who exudes enthusiasm and competence for a content area may transfer
those feelings to the students. In addition, how the teacher relates to the pupils has an impact
on the students’ experience in the class. The teacher’s personality is one of the first sets of
characteristics to look for in an effective teacher. Many aspects of effective teaching can be
cultivated, but it is difficult to effect change in an individual’s personality.

Positive Qualities
a. Assumes ownership for the classroom and the students’ success
b. Uses personal experiences as examples in teaching
c. Understands feelings of students
d. Communicates clearly
e. Admits to mistakes and corrects them immediately
f. Thinks about and reflects on practice
g. Displays a sense of humor
h. Dresses appropriately for the position
i. Maintains confidential trust and respect
j. Is structured, yet flexible and spontaneous
k. Is responsive to situations and students’ needs
l. Enjoys teaching and expects students to enjoy learning
m. Looks for the win-win solution in conflict situations

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 n. Listens attentively to student questions and comments
o. Responds to students with respect, even in difficult situations
p. Communicates high expectations consistently
q. Conducts one-on-one conversations with students
r. Treats students equally and fairly
s. Has positive dialogue and interactions with students outside the classroom
t. Invests time with single students or small groups of students outside the classroom
u. Maintains a professional manner at all times
v. Addresses students by name
w. Speaks in an appropriate tone and volume
x. Works actively with students

Red Flags of Ineffective Teaching

a. Believes that teaching is just a job
b. Arrives late to school and class on a regular basis
c. Has classroom discipline problems
d. Is not sensitive to a student’s culture or heritage
e. Expresses bias (positive or negative) with regard to students
f. Works on paperwork during class rather than working with students
g. Has parents complaining about what is going on in the classroom
h. Uses inappropriate language
i. Demeans or ridicules students
j. Exhibits defensive behavior for no apparent reason
k. Is confrontational with students
l. Lacks conflict resolution skills
m. Does not accept responsibility for what occurs in the classroom

Classroom Management and Organization

A classroom reveals telltale signs of its user’s style. Typically, a well-organized classroom
has various instructional organizers, such as rules, posted on walls. Books and supplies are
organized so that often needed ones are easily accessible. The furniture arrangement and
classroom displays often reveal how the teacher uses the space. Once the students enter, the
details of a classroom at work are evident. The teacher’s plan for the environment, both the
organization of the classroom and of students, allows the classroom to run itself amid the buzz
of student and teacher interaction

Positive Qualities
a. Positions chairs in groups or around tables to promote interaction
b. Manages classroom procedures to facilitate smooth transitions, instructional groups,
procurement of materials and supplies, and supervision of volunteers and
paraprofessionals in the classroom
c. Manages student behavior through clear expectations and firm and consistent
responses to student actions

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 d. Maintains a physical environment where instructional materials and equipment are in
good repair
e. Covers walls with student work, student made signs, memos, and calendars of student
events
f. Has students welcome visitors and observers and explain activities
g. Emphasizes students addressing one another in a positive and respectful manner
h. Encourages interactions and allows low hum of conversations about activities or tasks
i. Maximizes the physical aspect of the environment
j. Manages emergency situations as they occur
k. Maintains acceptable personal work space
l. Establishes routines for the running of the classroom and the handling of routine
student needs (e.g., bathroom visits, pencil sharpening, and throwing away trash)
m. Provides positive reinforcement and feedback
n. Disciplines students with dignity and respect
o. Shows evidence of established student routines for responsibilities and student
leadership
p. Exhibits consistency in management style
q. Posts classroom and school rules
r. Posts appropriate safety procedures

Red Flags of Ineffective Teaching

a. Arranges desks and chairs in rows facing forward (without regrouping)
b. Displays inconsistencies in enforcing class, school, and district rules
c. Is not prepared with responses to common issues (bathroom visits, pencil sharpening,
and disruptions)
d. Uses strictly commercial posters to decorate walls
e. Lists rules and consequences for negative behaviors (teacher formulated)
f. Ranks student progress on charts for all to view
g. Emphasizes facts and correct answers
h. Assigns one task to be completed by all students
i. Does not post or is not clear about expectations of students
j. Does not display school or classroom rules
k. Allows student disengagement from learning
l. Is unavailable outside of class for students
m. Complains inappropriately about all the administrative details that must be done before
class begins
n. Maintains an unsafe environment or equipment
o. Students have no specific routines or responsibilities
p. Keeps an unclean or disorderly classroom
q. Uses many discipline referrals
r. Makes up rules and consequences or punishment according to mood; unpredictable
s. Does not start class immediately, takes roll and dallies

Organizing and Orienting for Instruction

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 Some teachers plan at home, and others work after school, crafting unit plans that
incorporate various objectives. Regardless where or how teachers plan and organize for
instruction, the evidence of effective work is seen in the classroom. An observer in the
classroom of an effective teacher can quickly understand the work by viewing the daily lesson
objectives and activities posted. Further, the teacher is able to share what the class will be doing
to follow-up the lesson of the day. In many schools, teachers are required to submit weekly
lesson plans, these plans typically note accommodations for different learning styles or needs,
and the variety of instructional approaches that will be used. It is important to note, however,
that a lesson plan is not an end-all; it is merely a description of what should be occurring in the
classroom. Thus, a good plan doesn’t guarantee high quality instruction, but a poor plan most
certainly contributes to ineffective instruction.

Positive Qualities
a. Lesson plans are written for every school day
b. Students know the daily plan because an agenda of objectives and activities is given
c. Student assessment and diagnostic data are available
d. Assessment data and pretest results are included in the preparation of lesson plans
e. Student work samples are available and considered when writing lesson plans
f. Lesson plans are aligned with division curriculum guides
g. Teacher-developed assessments are aligned with curriculum guides
h. State learning objectives are incorporated into lesson plans
i. Lesson plans have clearly stated objectives
j. Lesson plans include use of available materials
k. Lesson plans include activities and strategies to engage students of various ability levels
l. Lesson plans address different learning modalities and styles
m. Lesson plans include required accommodations for students with special needs
n. State standards are posted in classroom
o. Lesson plans include pacing information
p. Lesson plans for a substitute or an emergency are located in an easily accessible area of
the classroom containing all necessary information

Red Flags of Ineffective Teaching

a. No (or very few) lesson plans are available
b. Student assessment and diagnostic data are not available
c. No connection between assessment data and lesson plans is evident
d. No differentiated instruction is provided
e. Lesson plans are not aligned with local or district curriculum guides
f. State learning objectives are not incorporated into lesson plans
g. Activities that are unrelated to the learning objective are selected
h. No plans for or anticipation of potential problems
i. Lesson plans mainly consist of text or worksheets
j. Students are not engaged in learning
k. Lesson plans do not address different learning styles of students
l. Lesson plans do not reflect accommodations for students with special needs

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 m. State standards are not posted in the classroom
n. Information on pacing is not discernible in lesson plans
o. Lesson plans are disjointed
p. Lesson plans are short and do not allow for smooth transitions between activities
q. Poor or inconsistent student achievement is the prevalent pattern
r. Emergency lesson plans are not available
s. Materials for substitutes are not available (attendance rolls, class procedures, lesson
plans, fire and tornado drill evacuation route maps)

Implementing Instruction
Effective teaching combines the essence of good classroom management, organization,
effective planning, and the teacher’s personal characteristics. The classroom presentation of the
material to the students and provision of experiences for the students to make authentic
connections to the material are vital. The effective teacher facilitates the classroom like a
symphony conductor who brings out the best performance from each musician to make a
beautiful sound. In the case of the classroom, each student is achieving instructional goals in a
positive classroom environment that is supportive, challenging, and nurturing of those goals.
The best lesson plan is of little use if the classroom management component is lacking or the
teacher lacks rapport with the students. Implementing instruction is like opening night at the
theater where all the behind-the-scenes work is hidden and only the magic is seen by the
audience. Effective teachers seem to achieve classroom magic effortlessly. The trained observer,
on the other hand, is likely to feel great empathy and appreciation for the carefully orchestrated
art of teaching.

Positive Qualities
a. Uses student questions to guide the lesson
b. Uses pre-assessments to guide instruction
c. Develops elements of an effective lesson
d. Uses established routines to capture more class time (e.g., students have roles to play,
such as passing out materials so the teacher need not stop the momentum of the
lesson)
e. Incorporates higher-order thinking strategies
f. Uses a variety of activities and strategies to engage students
g. Monitors student engagement in all activities and strategies
h. Has high numbers of students actively engaged in the class continuously
i. Adjusts the delivery and pacing of the lesson in response to student cues
j. Effectively uses the entire classroom (e.g., teacher movement throughout the room)
k. Student-centered classroom rather than teacher-centered classroom
l. Provides feedback (verbal, nonverbal, and written)
m. Designs and bases assignments on objectives
n. Assists students in planning for homework assignments

Red Flags of Ineffective Teaching

a. Experiences student behavior problems

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 b. Has unengaged students (e.g., bored, off-task, asleep)
c. Has poor student performance in class and on assessments
d. Gives vague instructions for seatwork, projects, and activities
e. Unresponsive to student cues that the delivery of instruction in ineffective
f. Lacks variety in instructional methods used
g. Has difficulty individualizing instruction
h. Uses outdated material or terminology
i. Fails to implement needed changes pointed out by peers or supervisors
j. Tells students to “know the material”
k. Does not apply current strategies or best practices
l. Uses poor examples of or improper English
m. Transitions slowly between activities or lessons.

Monitoring Student Progress and Potential

Effective teachers have a sense of how each student is doing in the classes that they
teach. They use a variety of formal and informal measures to monitor and assess their
pupils’ mastery of a concept or skill. When a student is having difficulty, the teacher targets
the knowledge or skill that is troubling the student, and provides remediation as necessary
to fill in that gap. Communication with all parties vested in the success of the student is
important since parents and instructional teams are also interested in monitoring the
student’s progress. Monitoring of student progress and potential need not be solely the
responsibility of the teacher; indeed, an effective teacher facilitates students’
understanding of how to assess their own performance, that is, assists them in
metacognition. However, ultimate accountability does lie with each teacher, so
documenting a student’s progress and performance needs to be accomplished. An effective
teacher who has observed and worked with a student has a sense of the potential that
student possesses, encourages the student to excel, and provides the push to motivate the
student to make a sustained effort when needed.

Positive Qualities
a. Enables students to track their own performances
b. Grades homework
c. Gives oral and written feedback
d. Documents student progress and achievement
e. Makes instructional decisions based on student achievement data analysis
f. Circulates in the room to assist students and provide praise
g. Gives pretests and graphs results
h. Considers multiple assessments to determine whether a student has mastered a skill
i. Keeps a log of parent communication
j. Uses student intervention plans and maintains records of the plan’s implementation
k. Records team conference or teacher conference with students
l. Gives assessments on a regular basis
m. Makes use of a variety of assessments
n. Uses rubrics for student assignments, products, and projects
o. Practices differentiated instruction based on assessment analysis

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 p. Exercises testing accommodations for special-needs students
q. Maintains copies of all correspondence (written, e-mail,) concerning student progress
r. Holds teacher-parent-student conferences and meetings
s. Produces class newsletters
t. Invites parents and guests to special class events
u. Maintains class Web page featuring student work, homework assignments
v. Communicates with informal progress reports
w. Uses appropriate and clear language in communications
x. Participates in Individualized Education Program (IEP) meetings for special-needs
students

Red Flags of Ineffective Teaching

a. Does not monitor student progress or allow for questions
b. Infrequently analyzes or lacks appropriate data
c. Infrequently or fails to monitor student progress
d. Does not keep a communication log
e. Does not record conferences with students or parents and guardians
f. Uses extremes in grading – high failure rates or unrealistically high percentage of
excellent grades
g. Fails to re-teach after assessments to correct gaps in student learning
h. Offers little or not variety of assessments
i. Ignores testing accommodations for special-needs students
j. Does not document or holds few parent communications (communication may include
conferences, phone calls, e-mail, newsletters, Websites)
k. Uses vague, technical, or inappropriate language in communication
l. Does not participate in or attend IEP meetings for students with special needs

Professionalism
Teachers have been portrayed in a variety of ways in the media, ranging from
detrimental images to beloved masters of their craft who inspire students to excel.
Effective teachers can be seen, heard, and sensed. The effective teacher engages in dialogue
with students, colleagues, parents, and administrators and consistently demonstrates respect,
accessibility, and expertise. Effective teachers are easily identified through their adept use of
questioning and instruction given in the classroom. Finally, an observer who knows from all
sources that this person truly makes a difference in the classroom can sense the presence of an
effective teacher. The true teacher is a master of teaching.

Positive Qualities
a. Practices honest two-way communication between teacher and administrators
b. Communicates with families of students
c. Maintains accurate records
d. Reflects on teaching, personally and with peers
e. Attends grade-level meetings; is a team player
f. Attends and participates in faculty and other school committee meetings
g. Focuses on students
h. Performs assigned duties
i. Implements school and school district goals and policies

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 j. Acts “globally” around the school for the benefit of the whole school
k. Volunteers to assist others
l. Seeks community involvement
m. Seeks leadership roles on school committees and teams
n. Contacts central office personnel for technical support when needed
o. Treats colleagues with respect and collegiality
p. Works collaboratively with faculty and staff
q. Attends professional development opportunities (e.g., conferences, graduate classes,
workshops)
r. Maintains current teaching certification
s. Submits required reports on time and accurately
t. Writes constructive, grammatically correct communications
u. Writes appropriately for the intended audience
v. No testing irregularities found that are within the control of the teacher
w. Submits lesson plans and assessment documents on time
x. Submits grades on time
y. Maintains a calendar of report deadlines
z. Keeps an accurate and complete grade book

Red Flags of Ineffective Teaching

a. Gives negative feedback routinely at meetings
b. Displays unwillingness to contribute to the mission and vision of the school
c. Refuses to meet with parents and guardians or colleagues outside of contract hours
d. Resents or is threatened by other adults visiting the classroom
e. Does the minimum required to maintain certification or emergency certification status
f. Submits reports late
g. Submits grades late
h. Writes inaccurate or unclear reports
i. Does not update grade book or it is inaccurate

ROLES OF TEACHERS
Teaching is demanding and complex task. Some teachers will have only one role. Most
teachers will have several roles. All roles, however, need to be represented in an institution or
teaching organization.

A key question is: what is the role of the teacher in the context of the developments
taking place in medical education? What are teachers for in our institution? For what will they
be most missed if they were not there?

Identification of the rules of the teacher

There are 12 roles of a teacher that is identified. These 12 roles are summarized as:
1. The teacher as information provider
2. The teacher as role model
3. The teacher as facilitator
4. The teacher as assessor
5. The teacher as planner
6. The teacher as resource developer

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Each of the six roles described can be subdivided into two roles, making a total of twelve roles.

Roles of the teacher

1. The information provider
a. The lecturer
➢ Traditionally students expect to be taught.
➢ They believe that it is the responsibility of the teacher to pass on to them the
information, knowledge and understanding in a topic appropriate at the stage of
their studies.
➢ The teacher is seen as an expert who is knowledgeable in his or her field, and
who conveys that knowledge to students usually by word of mouth.
➢ In transmitting the knowledge, the teacher may also assist the student to
interpret it using one of a variety of educational strategies by which the teacher
explains the subject matter to the student.
b. The clinical or practical teacher
➢ The clinical setting, whether in the hospital or in the community, is a powerful
context for the transmission, by the clinical teacher, of information directly
relevant to the practice of medicine.
➢ The teacher selects, organizes and delivers information.
➢ The clinical teacher explains the basic skills of history taking and physical
examination in clinical practice-based and simulated situations.
➢ Increasing use is being made of simulators to teach clinical skills.
2. The role model
a. The on-the-job role model
➢ Sociological research has demonstrated the extent to which an important
component learning derives from the example given in their own person by
teachers, who significantly influence medical students in many respects, such as
in their choice of future career, their professional attitudes, and the importance
they assign to different subjects
➢ The teacher as a clinician should model or exemplify what should be learned.
➢ Students learn by observation and imitation of the clinical teachers they respect
➢ Students learn from not just form what their teachers say but from what they
do in clinical practice and the knowledge, skills, and attitudes they exhibit
b. The role model as a teacher
➢ Teachers serve as role models not only when they teach students while they
perform their duties as doctors, but also when they fulfill their role as teachers
in the classroom, whether it is in the lecture theatre or the small discussion or
tutorial group.
➢ The teacher has a unique opportunity to share some of the magic of the subject
with the students.
3. The facilitator
a. The learning facilitator
➢ No longer is the teacher seen predominantly as a dispenser of information or
walking tape recorder, but rather as a facilitator or manager of the students’
learning.
➢ The teacher’s role is not to inform the students but to encourage and facilitate
them to learn for themselves using the problem as a focus for the learning.

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 ➢ Teachers needed the ability to communicate with students in an informal way in
the small groups sessions, and to encourage student learning by creating an
atmosphere in which open exchange of ideas was facilitated.
b. The mentor
➢ The role of mentor is a further role for the teacher which is in vogue.
➢ Mentoring can be viewed as a special relationship that develops between two
persons with the mentor always there for support but not dependency.
➢ Lingham and Gupta (1998) defined mentoring as a process by which one person
acts towards another as a trusted counsellor or guide.
➢ Three emerging models for the teacher as mentor outlined by Morton-Cooper
and Palmer (2000) are:
o The apprenticeship model and the mentor as skilled craftsperson. This
role includes learning by observing. This is sometimes referred to as
‘sitting by Nellie’
o The competence-based model and the mentor as trainer. This
encompasses the role of the trainer as an instructor and coach who
demonstrates and assists the student to achieve a set of competencies.
o The reflective practitioner model and mentor as critical friend and co-
enquirer. This includes the promotion of collaboration and partnership
in the learning process.
4. The assessor
a. The student assessor
➢ The assessment of the student’s competence is one of the most important tasks
facing the teacher.
➢ The assessor role of the teacher is often perceived as different from the other
roles. While as information provider, role model, facilitator and curriculum
planner, the aim of the teacher is to assist the student in a variety of ways to
achieve the course goals, as an assessor the teacher has the role of passing
judgement on the student.
b. The curriculum assessor
➢ The teacher has a responsibility not only to plan and implement educational
programs and to assess the students’ learning, but also to assess the course and
curriculum delivered.
➢ The quality of the teaching and learning process needs to be assessed through
student feedback, peer evaluation and assessment of the product of the
educational program.
➢ Evaluation can also be interpreted as an integral part of the professional role of
teachers, recognizing teachers’ own responsibility for monitoring their own
performance.
➢ Feedback from students and other teachers or ‘critical friends’ may be brought
in to provide a further insight and to identify areas in teaching for the teacher’s
growth and development.
5. The planner
a. The curriculum planner
➢ Curriculum planning is an important role for the teacher.
➢ Different approaches to curriculum planning can be adopted and there are 10
issues that need to be addressed
o The needs that the curriculum should meet

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 o The expected learning outcomes
o The content to be included in the curriculum
o The organization of the content
o The educational strategies
o The teaching methods
o The assessment procedure
o Communication about the curriculum to staff and students
o The educational environment
o Procedures for managing the curriculum.
➢ Curriculum planning presents a significant challenge for the teacher and both
time and expertise is required if the job is to be undertaken properly.
b. The course planner
➢ Curriculum planning presents a significant challenge for the teacher and both
time and expertise is required if the job is to be undertaken properly.
➢ Participation in course planning gives the teacher an opportunity to exert a
significant influence on the educational process and to design courses which will
achieve the learning outcomes specified by the institution.
6. The resource developer
a. The resource material creator
➢ An increased need for learning resource materials is implicit in many of the
developments in education.
➢ Teachers will become activity builders, creators of new learning environments.
➢ As developers of resource materials, teachers must keep abreast with changes
in technology.
b. The study guide producer
➢ While learning is facilitated by face-to-face contact with students, the amount of
time available for this is restricted and can provide only to a limited extent the
necessary guidance for students.
➢ Study guides tell the student what they should learn – the expected learning
outcomes for the course, how they might acquire the competences necessary –
the learning opportunities available, and whether they have learned it – the
students assessing their own competence.
➢ Study guides can facilitate learning in three ways:
o assisting in the management of student learning
o providing a focus for student activities relating to the learning
o providing information on the subject or topic of study

References

[Link]
effectiveness/Qualities%20of%20Eff%20Teachers%20-%[Link]

Harden, R. M., “The good teacher is more than a lecturer – twelve roles of the teacher,” AMEE
Educational Guide No 20 (2020).
[Link]

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 APPLICATION

Learning Outcomes

Name: _______________________________________ Date of Completion: ____________

Part I – Matching Type: Match the items in Column B with the items is Column A. Write the
letter of your choice in the space provided before each number.

Column A (Description) Column B (Role of a Teacher)

____ 1. The teacher is seen as an expert who is A. Information provider
knowledgeable in his or her field. B. Role Model
____ 2. The teacher has a responsibility not only to plan C. Facilitator
and implement educational programs. D. Assessor
____ 3. Teachers will become activity builders, creators E. Planner
of new learning environments. F. Resource developer
____ 4. The responsibility of the teacher to pass on to
them the information, knowledge and
understanding in a topic appropriate at the stage
of their studies.
____ 5. The teacher as a clinician should model or
exemplify what should be learned.
____ 6. No longer is the teacher seen predominantly as a
dispenser of information or walking tape
recorder.
____ 7. The teacher has the role of passing judgement
on the student.
____ 8. Students learn by observation and imitation of
the clinical teachers they respect.
____ 9. Teachers needed the ability to communicate
with students in an informal way in the small
groups sessions.
____ 10. The teacher’s role is not to inform the students
but to encourage and facilitate them to learn for
themselves.

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Part II – Essay:
1. Discuss how each of the qualities of effective teacher will be best portrayed inside the
classroom; (3 points each)
1.1 As a person
1.2 As a manager and organizer
1.3 As implementer of instruction
1.4 As a professional
1.5 As a planner of instruction

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