Effective teachers appear again and again to display certain characteristics, while ineffective teachers tend to make the same mistakes repeatedly. Below is a look at some of the things more effective teachers tend to do right and less effective teachers tend to do wrong.

WHAT EFFECTIVE TEACHERS DO RIGHT

Based on a scheme originally developed by M. Hildebrand, 1971.

Organization and Clarity

• explains clearly
• is well prepared (see Preparing for the First Day)
• makes difficult topics easy to understand
• uses examples, details, analogies, metaphors, and variety in modes of explanation to make material not only understandable but memorable
• makes the objectives of the course and each class clear (see Course Design, Course Goals and Learning Outcomes)
• establishes a context for material

Analytic/Synthetic Approach

• has a thorough command of the field
• contrasts the implications of various theories
• gives the student a sense of the field, its past, present, and future directions, the origins of ideas and concepts (see Consider Your Audience)
• presents facts and concepts from related fields
• discusses viewpoints other than his/her own

Dynamism and Enthusiasm

• is an energetic, dynamic person
• seems to enjoy teaching
• conveys a love of the field
• has an aura of self-confidence

Instructor-Group Interaction

• can stimulate, direct, and pace interaction with the class (see How to Lead a Discussion)
• encourages independent thought and accepts criticism
• uses wit and humor effectively
• is a good public speaker (see Speaking at the Hume Center for Writing and Speaking)
• knows whether or not the class is following the material and is sensitive to students’ motivation
• is concerned about the quality of his/her teaching