1. Who is an effective Teacher
Session
By
Dr. Nicholas Correa
Director, New Horizon Scholars School

2. While planning the curriculum or lessons
a teacher must realize or ask or seek
answers of the following questions.
Who is a teacher?
What is education?
What is teaching?
What is learning?
What is evaluation?

3. Is the answer to the above cited
questions curriculum?
Let us know the opinion and views of
some great learned people.

4. A teacher who is attempting to teach
without inspiring the pupil with a
desire to learn is hammering on a
cold iron.
Horace Man

5. "Every truth has four corners:
as a teacher I give you one corner,
and it is for you to find the other three."
–Confucius

6. A very wise old teacher once said:
"I consider a day's teaching wasted if we do
not all have one hearty laugh."
He meant that when people laugh together,
they cease to be young and old, teacher and
pupils, jailer and prisoners. They become a
single group of human beings enjoying its
existence.
-- Gilbert Highet

7. "If a seed of a lettuce does not grow,
we cannot blame the lettuce. Instead,
the fault lies with us for not having
nourished the seed properly."
Buddhist proverb

8. “Watch your thoughts, they become
words.
Watch your words, they become your
actions.
Watch your actions, they become
habits.
Watch your habits, they become
character.
Watch your character, it becomes your

9. “They may forget what you said but
they will never forget how you made
them feel.”
- Carol Buchner

10. "In education it isn't how much you
have committed to memory or even
how much you know.
It's being able to differentiate between
what you do know and what you don't.
It's knowing where to go to find out
what you need to know and it's
knowing how to use the information
you get."
--William Feather

11. "Once children learn how to learn,
nothing is going to narrow their
mind. The essence of teaching is to
make learning contagious, to have
one idea spark another."
-- Marva Collins

12. "Ideal teachers are those who
use themselves as bridges over
which they invite their students
to cross, then having facilitated
their crossing, joyfully collapse,
encouraging them to create
bridges of their own.“
-- Nikos Kazantzakis

13. "Treat people as if they were what
they ought to be and you help them
become what they are capable of
becoming."
-- Goethe

14. The purpose of Successful Education is to ignite
creativity of students, helping them to use their
creativity in useful ways and taking pride in their work.
Our encouragement creates optimism or a positive
attitude and inspires them to be successful individuals.
Every optimistic person is successful in his own way and
they have successful intelligence a term recently
created by cognitive psychologist Richard Sternberg as
the key concept in his Theory of Successful Intelligence.

15. Successful Intelligence has three
components:
•Practical Intelligence- the ability to solve
simple, every day routine
• Analytical Intelligence- the ability to find
solutions to complex analytical problems
•Creative Intelligence- the ability to develop
non-routine solutions

16. What is a curriculum? What is a program?
A set of materials.
A sequence of courses/projects.
A set of performance objectives.
A course of study.
That which is taught in school.
Content.
Everything that goes on within the school including
co-curricular activities, guidance, and
interpersonal relationships.
Everything that is planned by school personnel.
A series of experiences undergone by learners in
school.
That which an individual learner experiences as a
result of schooling of participation.

17. EFFECTIVE TEACHERS…
Know the content Create a suitable
Understand the learning
development of the environment
student Adapt and modify
Value the diversity instruction
of the students Use effective
within the class communication
Plan strategic Collaborate with all
lessons using members of the
research-based learning community
practices Engage in sustained
Use multiple professional growth
assessments to experiences
evaluate progress

18. Vision of teaching

20. using only ’3′ straight Lines , connect
all nine dots without breaking the line.

21. Solution

24. GOOD PLANNING
Keeps the teacher and students on track
Achieves the objectives
Helps teachers to avoid “unpleasant” surprises
Provides the roadmap and visuals in a logical
sequence
Provides direction to a substitute
Encourages reflection, refinement, and
improvement
Enhances student achievement

25. POOR PLANNING
Frustration for the teacher and the
student
Aimless wandering
Unmet objectives
No connections to prior learning
Disorganization
Lack of needed materials
A waste of time
Poor management

26. A GOOD LESSON
INCLUDES
Objectives
Pre-assessment
List of materials
Warm-up and introduction
Presentation
Practice
Evaluation
Closure
Application

27. LET’S BEGIN…
The format of a
lesson should..
 Go one step at a
time
 Have a picture for
every step
 Have a minimal
reliance on words
An effective lesson plan is a set of plans for building something –
it “constructs” the learning.

28. The greater the structure of a
lesson and the more precise
the directions on what is to be
accomplished, the higher the
achievement rate.
Harry Wong, The First Days of Teaching

29. PRE-ASSESSMENT
What are the characteristics of the
learners in the class?
What do the students already know
and understand?
How do my students learn best?
What modifications in instruction
might I need to make?

30. MATERIALS
Plan! Prepare! Have on hand!
 Murphy’s Law
Envision your needs.
List all resources.
Have enough manipulative (when
needed) for groups or individuals.

31. WARM-UP AND
INTRODUCTION
Grab the attention of the students
PROVIDES THE INTEREST/MOTIVATION factor
Set the tone for the lesson connected to the
objective
 A question
 A story
 A saying
 An activity
 A discussion starter
BE CREATIVE

32. PROCEDURES AND
PRESENTATION
Sets up a step-by-step plan
Provides a quick review of
previous learning
Provides specific activities to
assist students in developing the
new knowledge
Provides modeling of a new skill
 A picture is worth a thousand words.
 I hear, I see………..I do!

33. LEARNING ACTIVITIES
Graphic
organizers Cooperative
groups
Creative play
Inquiry learning
Peer presenting
Direct instruction
Performances
Differentiation
Role playing
Direct Instruction
Debates
Game making
Projects

34. PRACTICE
APPLYING WHAT IS LEARNED
Provide multiple learning activities
Guided practice (teacher controlled)
 Use a variety of questioning strategies to
determine the level of understanding
 Journaling, conferencing
Independent practice
 Practice may be differentiated
BUILD ON SUCCESS

35. CLOSURE
Lesson Wrap-up: Leave students with
an imprint of what the lesson covered.
 Students summarize the major concepts
 Teacher recaps the main points
 Teacher sets the stage for the next phase
of learning

36. EVALUATION
Assess the learning
 Teacher made test
 In-class or homework assignment
 Project to apply the learning in real-life situation
 Recitations and summaries
 Performance assessments
 Portfolios
 Journals
 Informal assessment

37. REFLECTION
What went well in the lesson?
What problems did I experience?
Are there things I could have done
differently?
How can I build on this lesson to
make future lessons successful?

38. THE SUBSTITUTE…
NOW WHAT?
The Key to substitute success – DETAILED
LESSON PLANS
 Discipline routines
 Children with special needs
 Fire drill and emergency procedures
 Helpful students, helpful colleagues (phone #’s)
 Classroom schedule
 Names of administrators
 Expectations for the work
 Packet of extra activities

39. A teacher is one
who brings us
tools and enables
us to use them.
Jean Toomer