By: Endang Sriwahyuni

Based on the research conducted by T. Good and J. Brophy in 1987, there are five key behaviors that become the essential of effective teaching, they are lesson clarity, instructional variety, teacher task orientation, engagement in the learning process, and student success rate.  Let’s enjoy reading this writing.

Lesson clarity is indicated when the teacher make the points of explanation clearly to students and give concept in step by step order.

Instructional Variety means that the teacher uses the following way.  Using attention gaining device (for example begins with challenging question, visual or examples that must be different with previous lesson activity), showing enthusiasm (through eyes contact, voice, and gesture), varying model of presentation, using variety of reward and punishment, incorporate students idea participation in some aspects of instruction, and varies type of questions (e.g. match question to behavior and complexity of the lesson objective. Vary the complexity of lesson objectives in accord with the unit plan).

Teacher task orientation refers to the allocation order of classroom time management. There some question teachers have in applying this key behavior. They are about how much time will teacher spend (for presentating, asking question, and encourage students to think independently), (organizing ifr teaching and getting students ready to learn), and (assessing learner performance). In this case, the teacher develop lesson plan that reflect the most relevant feature of the curriculum and select the most appropriate instructional model for the objective being taught.

Engagement in learning process is key behavior that refers to the following indicators. (1) Elicit the behavior immediately after the instructional stimuli. (2) Provides opportunity for feedback in a non evaluative atmosphere. (3) Using individual and group activities. (4) Using meaningful verbal praise to get and keep students actively participating in the learning process. (5) Monitoring seatwork and check frequently the progress during independent practice.

Students rate indicated with teacher who establishes unit and lesson content that reflects prior learning, ahow model of correct answer and how to attain it after first crude response is given, divides instructional stimuli into small chunk, plans transition to new material in easy to grasp steps, and varies the pace at which stimuli are presented.

In other that, there are helping behaviors that can be used in combination to implement the key behavior. They are: using students ideas and contribution, structuring (comments of teacher to organize what will come and what have done), questioning (to attract students directly involved in material taught), Probing (teacher statement that encourage students to elaborate the argument or answer), and teacher affect (good face expression, gesture, voice intonation, and general movement of teacher in teaching).

Adapted from: PETA course handout chapter 1 week 5