EFFECTIVE TEACHING

Teacher Effectiveness and Specific Behaviors

Executive Summary

The work presented is to study teacher effectiveness in higher levels of education (secondary and university education) from empirically determine those factors that predict the construct and relationship between them. In this sense, our main objective is to develop an empirical model on the components that explain the quality of teaching. From a theoretical point of view suggests that teacher effectiveness is related directly with internal factors that influence the activity such as academic reflective capacity, critical thinking and educational planning. However, it also suggests that there are external causes (e.g. climate center) that play a role decisive. We identified three types of factors: (1) five predictors (2) three dependent variables or effects and (3) five intermediate variables. The conclusion from the study suggests that the use of validated methods can ensure the generalization of the results. Therefore the same methodology guides the design. However it is still debatable whether a model based techniques survey can determine the complex map of teacher effectiveness.

Teacher Effectiveness and Specific Behaviors

Introduction

Introduction Education has always been a critical requirement economic development, but as the global economy is changing, education is becoming an increasingly important element. The ownership of natural resources and other factors are declining in importance as the capacity of the population of a nation to realize complex jobs is becoming the determinant of national wealth. The world's nations are aware of the relationship between education and prosperity and are looking to improve their education systems. Increased investment in education is a central focus in many countries, but there guarantee that this will result in an improvement academic students. What matters is that schools and educational systems licenses with existing funds should be increased to enhance the effectiveness of the teaching.

The effective teaching is based on the idea that the only way to learn (math, chemistry, physics, etc.) is to do mathematics, to chemistry, to physics. Read and study the examples in books and on the clipboard can certainly help to build understanding. However, understanding - competence is reached only through the commitment really staff to solve theoretical and experimental problems (Brophy & Good, 2006). It begins in the classroom (by solving multiple choice exercises, which are located at the bottom of each teaching unit, and participating in threads) and continues the work started at home. The teacher is responsible for the important role of a facilitator, coach, and catalyst. The teacher has to organize the job well in the classroom, to begin with. Then, to stimulate the cognitive development of students and must continually encourage them to have confidence in their abilities. Provide suggestions and appropriate assistance in terms of knowledge, problem-solving strategies, and techniques to learn is another strategic task of the teacher. In quick summary, the objective of teaching is not only to promote the learning of chemistry. The teacher also has the task of helping students to think logically, learn to solve problems, to learn methods and techniques ...