Teaching Effectiveness

TEACHING EFFECTIVENESS IN CLASSROOM PROCESS: AN ANALYSIS
Amlesh Kumar
M.Ed. Student
RIE (NCERT), Bhubaneswar
Mobile No. - 9576207335
Email Id. - [e-mail]
Abstract
Teaching effectiveness is important for classroom process because effective teaching helps students in learning. It has become even more important as the emphasis on quality in education has increased. Teaching effectiveness does not occur by chance. It has more influence on student achievement in classroom process than any other factor. Every teacher wants every student to succeed and learn. The centre for classroom process works with teachers to identify effective instructional practice, so they can directly implement those practices into their teaching. Teaching effectiveness

He achieves learning from the students through multiple approaches that utilize the resources available and focus on the needs of the students. An effective teacher will not stop at anything to make sure a student learns. The effective teacher will install a great amount of information to the students in a variety of ways. The students are able to approach the teacher if they are having trouble or questions and the teacher can answer their questions or help them in any way possible to attain the answers. Being an effective teacher means to be able to create a positive atmosphere for students to grow both intellectually and socially. To be an effective teacher, one must be able to communicate positively with his/her students in a manner that the student will understand concepts for efficiently. Teachers must be prepared and enthusiastic, and they must have a good knowledge of the subject. An effective teacher is one who is able to spark the students’ interest in learning. They create students who want to learn, who are able to develop and express their own opinions, and who are able to succeed in his/her society. An effective teacher cares and respects every students and becomes a positive role model for help. Effective teachers are those who achieve the goals which they set for themselves or which they have set for them by others such as ministries of

The validity of these measures have been challenged from several perspectives. These include the potential for bias from teacher characteristics, course characteristics and student characteristics. Previous research has demonstrated that many of these challenges to the validity of these measures are unsubstantiated by research. There is evidence that student interest in content has been correlated with student responses on evaluations of teaching effectiveness. Considering this, these measures of teaching effectiveness may be affected by a factor outside of the control of the