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7 Effective Teaching Strategies For The Classroom FEBRUARY 23, 2018 5 MINS READ

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The classroom is a dynamic environment, bringing together students from different backgrounds with various abilities and personalities. Being an effective teacher therefore requires the implementation of creative and innovative teaching strategies in order to meet students’ individual needs. Whether you’ve been teaching two months or twenty years, it can be difficult to know which teaching strategies will work best with your students. As a teacher

there is no ‘one size fits all’ solution, so here is a range of effective teaching strategies you can use to inspire your classroom practice.

1. Visualization

Bring d ull academic concepts to life with visual and practical learning experiences, helping your students to understand how their schooling applies in the real-world. Examples include using the interactive whiteboard to display photos, audio clips and videos, as well as encouraging your students to get out of their seats with classroom experiments and local field trips.

2. Cooperative learning

Encourage students of mixed abilities to work together by promoting small group or whole class activities. Through verbally expressing their ideas and responding to others your students will develop their self-confidence, as well as enhance their communication and critical thinking skills which are vital throughout life. Solving mathematical puzzles, conducting scientific experiments and acting out short drama sketches are just a few examples of how cooperative learning can be incorporated into classroom lessons.

3. Inquiry-based instruction

Pose thought-provoking questions which inspire your students to think for themselves and become more independent learners. Encouraging students to ask questions and investigate their own ideas helps improve their problem-solving skills as well as gain a deeper understanding of academic concepts. Both of which are important life skills. Inquiries can be science or math-based such as ‘why does my shadow change size?’ or ‘is the sum of two odd numbers always an even number?’. However, they can also be subjective and encourage students to express their unique views, e.g. ‘do poems have to rhyme?’ or ‘should all students wear uniform?’.

4. Differentiation

Differentiate your teaching by allocating tasks based on students’ abilities, to ensure no one gets left behind. Assigning classroom activities according to students’ unique learning needs means individuals with higher academic capabilities are stretched and those who are struggling get the appropriate support. This can involve handing out worksheets that vary in complexity to different groups of students, or setting up a range of work stations around the classroom which contain an assortment of tasks for students to choose from. Moreover, using an educational tool such as Quizalize can save you hours of time because it automatically groups your students for you, so you can easily identify individual and whole class learning gaps (click here to find out more).

5. Technology in the classroom

Incorporating technology into your teaching is a great way to actively engage your students, especially as digital media surrounds young people in the 21st century.

Interactive whiteboards or mobile devices can be used to display images and videos, which helps students visualize new academic concepts. Learning can become more interactive when technology is used as students can physically engage during lessons as well as instantly research their ideas, which develops autonomy. Mobile devices, such as iPads and/or tablets, can be used in the classroom for students to record results, take photos/videos or simply as a behaviour management technique. Plus, incorporating educational programmes such as Quizalize into your lesson plans is also a great way to make formative assessments fun and engaging.

6. Behaviour management

Implementing an effective behaviour management strategy is crucial to gain your students respect and ensure students have an equal chance of reaching their full potential. Noisy, disruptive classrooms do no encourage a productive learning environment, therefore developing an atmosphere of mutual respect through a combination of discipline and reward can be beneficial for both you and your students. Examples include fun and interactive reward charts for younger students, where individuals move up or down based on behaviour with the top student receiving a prize at the end of the week. ‘Golden time’ can also work for students of all ages, with a choice of various activities such as games or no homework in reward for their hard work.

7. Professional development

Engaging in regular professional development programmes is a great way to enhance teaching and learning in your classroom. With educational policies constantly changing it is extremely useful to attend events where you can gain inspiration from other teachers and academics. It’s

also a great excuse to get out of the classroom and work alongside other teachers just like you! Sessions can include learning about new educational technologies, online safety training, advice on how to use your teaching assistant(s) and much more. Being an effective teacher is a challenge because every student is unique, however, by using a combination of teaching strategies you can address students’ varying learning styles and academic capabilities as well as make your classroom a dynamic and motivational environment for students. What strategies do you use to be an effective teacher? Have you got any top tips? Comment below – we’d love to hear from you.

The following statements represent characteristics that are common to all content areas.

Section One: Learning Climate A safe environment supported by the teacher in which high, clear expectations and positive relationships are fostered; active learning is promoted

Teacher Characteristics A. creates learning environments where students are active participants as individuals and as members of collaborative groups B. motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect C. cultivates cross cultural understandings and the value of diversity D. encourages students to accept responsibility for their own learning and accommodates the diverse learning needs of all students E. displays effective and efficient classroom management that includes classroom routines that promote comfort, order and appropriate student behaviors F. provides students equitable access to technology, space, tools and time G. effectively allocates time for students to engage in hands-on experiences, discuss and process content and make meaningful connections H. designs lessons that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of learning I. creates an environment where student work is valued, appreciated and used as a learning tool

Student Characteristics A. accepts responsibility for his/her own learning B. actively participates and is authentically engaged C. collaborates/teams with other students D. exhibits a sense of accomplishment and confidence E. takes educational risks in class F. Practices and engages in safe, responsible and ethical use of technology

Section Two: Classroom Assessment and Reflection The teacher and student collaboratively gather information and reflect on learning through a systematic process that informs instruction

Teacher Characteristics A. Uses multiple methods to systematically gather data about student understanding and ability B. Uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve teaching practice C. Revises instructional strategies based upon student achievement data

D. Uncovers students’ prior understanding of the concepts to be addressed and addresses students’ misconceptions/incomplete conceptions E. Co-develops scoring guides/rubrics with students and provides adequate modeling to make clear the expectations for quality performance F. Guides students to apply rubrics to assess their performance and identify improvement strategies G. Provides regular and timely feedback to students and parents that moves learners forward H. Allows students to use feedback to improve their work before a grade is assigned I. Facilitates students in self- and peer-assessment J. Reflects on instruction and makes adjustments as student learning occurs

Student Characteristics A. Recognizes what proficient work looks like and determines steps necessary for improving his/her work B. Monitors progress toward reaching learning targets C. Develops and/or uses scoring guides periodically to assess his/her own work or that of peers D. Uses teacher and peer feedback to improve his/her work E. Reflects on work and makes adjustments as learning occurs

Section Three: Instructional Rigor and Student Engagement A teacher supports and encourages a student’s commitment to initiate and complete complex, inquiry-based learning requiring creative and critical thinking with attention to problem solving

Teacher Characteristics A - Teacher instructs the complex processes, concepts and principles contained in state and national standards using differentiated strategies that make instruction accessible to all students. B – Teacher scaffolds instruction to help students reason and develop problem-solving strategies. C - Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills. D -Teacher provides meaningful learning opportunities for students. E -Teacher challenges students to think deeply about problems and encourages/models a variety of approaches to a solution. F -Teacher integrates a variety of learning resources with classroom instruction to increase learning options. G -Teacher structures and facilitates ongoing formal and informal discussions based on a shared understanding of rules and discourse. H -Teacher integrates the application of inquiry skills into learning experiences. I -Teacher clarifies and shares with students learning intentions/targets and criteria for success.

Student Characteristics A -Student articulates and understands learning intentions/targets and criteria for success. B - Student reads with understanding a variety of texts. C -Student applies and refines inquiry skills.

Section Four: Instructional Relevance A teacher’s ability to facilitate learning experiences that are meaningful to students and prepare them for their futures.

Teacher Characteristics A-Teacher designs learning opportunities that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of the learning. B-Teacher links concepts and key ideas to students’ prior experiences and understandings, uses multiple representations, examples and explanations. C-Teacher incorporates student experiences, interests and real-life situations in instruction. D-Teacher selects and utilizes a variety of technology that support student learning. E-Teacher effectively incorporates 21st Century Learning Skills that prepare students to meet future challenges. F-Teacher works with other teachers to make connections between and among disciplines. G-Teacher makes lesson connections to community, society, and current events.

Student Characteristics A-Student poses and responds to meaningful questions. B-Student uses appropriate tools and techniques to gather, analyze and interpret information from quantitative and qualitative evidence. C-Student develops descriptions, explanation, predictions, and models using evidence. D-Student works collaboratively to address complex, authentic problems which require innovative approaches to solve. E-Student communicates knowledge and understanding in a variety of real-world forms. F-Student communicates knowledge and understanding for a variety of purposes.

Section Five: Knowledge of Content A teacher’s understanding and application of the current theories, principles, concepts and skills of a discipline.

Teacher Characteristics

A- Teacher demonstrates an understanding and in-depth knowledge of content and maintains an ability to convey this content to students. B- Teacher maintains on-going knowledge and awareness of current content developments. C- Teacher designs and implements standards-based courses/lessons/units using state and national standards. D- Teacher uses and promotes the understanding of appropriate content vocabulary. E- Teacher provides essential supports for students who are struggling with the content. F- Teacher accesses a rich repertoire of instructional practices, strategies, resources and applies them appropriately.

Student Characteristics A- Student demonstrates growth in content knowledge. B-Student uses and seeks to expand appropriate content vocabulary. C-Student connects ideas across content areas. D- Student uses ideas in realistic problem solving situations.

Tips for Teaching an A+ Demonstration Lesson Preparation 

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Before the interview, find out who your “students” will be and how many you should anticipate. Will you teach actual students, administrators, school board members, teachers, and/or parents posing as students? Also, make sure to ask how much time you will have to do the lesson and if there are any specific parameters you should follow. This is not the time to stretch your creativity. If possible, choose a lesson that you have successfully implemented before and revise it for the abbreviated time frame. Don’t try to cover too many objectives in your lesson – keep it focused. You will probably be given a very limited amount of time to set up, so keep your plan simple! Don’t assume that you will be given any resources. You may inquire about available technology, but don’t rely on it. Demonstrate your resourcefulness by researching the district and local community website. If possible, “localize the lesson” by incorporating a school mascot, tradition or community landmark. Your lesson plan should be detailed; provide a cover sheet with the rationale for your lesson. Rehearse your demonstration lesson with friends or other teachers – time it and have them critique you.

Teaching Strategies     

Learning and using students’ names is very important, so consider dedicating the first minute or two of your lesson to having students prepare name tags – either ones that they can wear or pieces of paper they can fold and put on their desk. Be prepared for the unexpected. There may be contrived discipline problems from administrators, for example. Engage the students! At the end of the lesson plan, describe “extensions,” i.e. “If I had more time, I would …” Plan for differentiated instruction – even if particular student needs aren’t revealed beforehand. In your lesson plan, indicate how you will accommodate various needs.