'Lecturer’s Personality\r'

' guinea pig assembly OF TEACHER fostering JOURNAL-ELECTRONIC VOLUME 16 NUMBER 3E, 2005-2006 efficacious TEACHER STUDY Max Malikow helper Professor Le Moyne College ABSTRACT The direct of this say is to quantify student adjudicated instructor lastingness in order to recover the fool take, emergence, and singularitys of exception all toldy in effect(p) ascertainers as depose by 361 Le Moyne College students. In this canvas the students were provide with the hobby exposition of exceptionally utile: showing the tycoon to go beyond the ordinary in producing desired results.\r\nThe students were instructed that they could lead atomic government issue 53 of their instructors from whatsoever localise level or undefendable. The diffusion of selected instructors is as follows: 315 secondar5y instructors, 34 primary instructors, 11 college professors, and 1 parish non-Christian priest. Subject aras of oft selected vicarious instructors ar: friendly studie s (89), English (89), maths (55), contrary language (33), and science (27).\r\ncharacter characteristics just most often cited by the students were: contest/had reasonably high expectations (82), sense of witticism (59), enthusiastic (56), creative (39), caring (39), apologises abstruse corporeal well (39), and flexible instructional fashion (33). 1 NATIONAL gathering OF TEACHER EDUCATION JOURNAL-ELECTRONIC 2___________________________________________________________ _______________________________ Who ar exceptionally efficacious give lessonsers and what ar their characteristics?\r\nThis is a aim conducted at Le Moyne College from 1998-2004. I. Introduction A. financial statement of the Research Question The purpose of this development is to quantify student evaluated teacher effectuality in order to ascertain the pattern level, subject, and characteristics of exceptionally in effect(p) teachers as reported by 361 Le Moyne College students. In this domain the students were provided with the pursual definition of exceptionally effective: showing the ability to go beyond the ordinary in producing desired results.\r\n instructor preparation programs, as p contrivance of their accreditation process, atomic number 18 increasingly attentive to any culture to assist in making adjustments and modifications to repair the outcome. Formal evaluations of graduates and students are useful. I lead attempted to undertake a unbroken form of information gathering from word formes I teach that ultimately may be useful for this purpose. B. Rationale for the Research The nourish of this study is that the accomplishment of the query wonder would sack up a contribution to the Le Moyne College teacher education program. The goal of this department is to prepare effective teachers for tomorrow’s schools” (Le Moyne College compile 2004-2005, p. 91). The result of having identified the stage levels, subjects, and common characteristi cs of over 350 teachers assessed by their students as exceptionally effective serves to better inform the tuition Department faculty of the qualities that make teachers memorable as instructors who are effective in their work. Therefore the department members go away be better equipped to evaluate their own program in the lightheaded of this information.\r\n scoop MALIKOW ____________________________________________________________ ______________________________3 II. Methodology A. EDU 215 Writing assigning EDU 215: Learning in a sociocultural Context is a postulate break away for Le Moyne College education majors who are preparing to teach at the tributary level (grades 7-12). â€Å"It involves students in examining, analyzing, and developing theories of how students learn within a neighborly, cultural, and political context …” (Le Moyne College Catalog 2004-2005, p. 97). One requirement of the EDU 215 classes I teach is a reflective paper.\r\nI get on the st udents not to begin this writing naming early in the billet. I explain that they would find the paper easier to write if they for the first time experience at least half(a) of the fifteen weeks of the material. The tuition outcome associated with this naming is for students to organize and articulate their thoughts and experiences concerning the characteristics and behaviors of exceptionally effective teachers. The students are required to select hotshot of their own teachers from any grade or subject who could be described as an exceptionally effective teacher.\r\nAn in-class launching to the students elucidates an exceptionally effective teacher as one who demonstrates extraordinary ability in the following expanses of direction: 1. 2. 3. 4. 5. 6. Communication of material motivating of students Provision of an environment conducive to learning Maintenance of student interest classroom management (discipline) Appropriate relationships with students The following is the designation’s specifications as they appeared in the EDU 215 syllabus.\r\nAn exceptionally Effective Teacher The instructions provided to the students is plum standard, with the paper no less than four-spot and no more than six pages in length, typed, double-spaced, and compositionally flawless. It must include all of the following: 1. 2. 3. 4. The teacher’s name and subject/grade level A synecdoche His/her methodologies (repertoire of instructional strategies) His/her means of testing and evaluation NATIONAL meeting place OF TEACHER EDUCATION JOURNAL-ELECTRONIC 4___________________________________________________________ _______________________________ 5. 6. . 8. 9. 10. 11. 12. His/her doctrine environment (physical and psychological-emotional) His/her administration of discipline His/her reputation (including a sense-of-humor) Scholarship (i. e. evaluate the selected teacher as a scholar) His/her use of relevancy in instruction His/her preparedness for class (i . e. organization) His/her ability to motivate students An converse with this teacher or someone who is familiar with this teacher (optional) I explain to the students that a synecdoche (specification number 2) is a figure of speech in which a part is used for a whole.\r\nThe example I use is the language to break cultivated cabbage in which bread is used but an entire repast is understood. In the context of this identification, the students are required to describe one incident featuring the selected teacher that would communicate a substantial spirit of the teacher’s style and school of thought of educational activity. A colloquial way of expressing the precept for the synecdoche is: it is one story that communicates what this teacher is all about. B. Description of the Sample The number of the students in the essay distribution is 361 (n = 361).\r\nSince the sample consists of students from classes taught by me this is a convenience sample. Specifically, the stud ents are from sixteen EDU 215 sections ranging from the origin semester of 1998 to the spring semester of 2004. As previously stated, EDU 215 students are preparing for careers in secondary doctrine. With few exceptions, the students are sophomores. Also, as previously stated, the writing assignment is a course requirement. Consequently, all students who fuck EDU 215 for credit accomplish the assigned paper.\r\nIn the sample, all of the students contended the assignment’s specifications sufficiently to have earned a grade of C or better. C. action for Analysis of Archival Data From the origin semester of 1998 to the spring semester of 2004 a append of 361 essays were written by the students in the EDU 215 classes taught by me. This archival was nonionic by first categorizing teachers by grade level (if K-6) or subject (if 7-12). College teachers were grouped in one category. This greenback is made to accommodate for selected secondary and college\r\n max MALIKOW __ __________________________________________________________ ______________________________5 teachers who students had more than once. For example, some science teachers taught the students in both biology and chemistry. The categorization of the teachers in this manner resulted in a total of 21 subcategories of teachers: seven primary grade subcategories, ten secondary subject categories, trinity subcategories of college professors, and one parish priest. This data answers the following search question: Of the 361 selected teachers, what is their distribution according to grade level or subject?\r\nIn-class discussions with the students on the day the assignment is turned in includes the following question: From the assignment’s specifications or your own thoughts, what are the both characteristics that most contributed to your selected teacher’s effectiveness? All students are asked the question with their responses file by me. Nine characteristics were possibiliti es from the assignment. Due to 16 student absences on the days of these discussions, 690 responses were record rather than the 722 responses that would have resulted from perfect attendance.\r\nThe record of the student responses provides the answer to the following research question: What are the characteristics of exceptionally effective teachers most oft cited by the students in this study? III. video display of the Findings A. Textual Presentation The teacher category most frequently selected is an equal number of students (89) who selected either a social studies or English teacher. These dickens categories combined for 49. 3 share of the exceptionally effective teachers in this study. former(a) secondary teachers selected are in the disciplines of mathematics (15. percent), foreign language (9. 1 percent), science (7. 5 percent), physical education (2. 4 percent), wellness (1. 7 percent), technology (1. 1 percent), art (. 5 percent), and music (. 3 percent). In total, ele mentary teachers represent 9. 4 percent of the selections. The two grade levels with the highest representation are third and fifth (8). The 11 college professors chosen counterbalance 3 percent of the selections. The college professors are in the disciplines of English (7), history (3), and mathematics (1).\r\nOne student selected a parish priest who taught a confirmation class. For a tabular presentation of the distribution of the selected teachers see plug-in 3. 1. The total number of characteristics cited by the sample was 36. The exceptionally effective teacher peculiarity most frequently expressed by the students was challenging with reasonable expectations (11. 9 percent). The function of response was computed by dividing the number of citations for this characteristic (82) by the total citations in the study (690). Sense of humor is the\r\nNATIONAL FORUM OF TEACHER EDUCATION JOURNAL-ELECTRONIC 6___________________________________________________________ ________________ _______________ second most frequently cited characteristic (8. 5 percent). iii characteristics are tied for third ordain in the frequency standings: explains complicated material well, caring, and creative (each 5. 6 percent). Other frequently cited traits are: flexible instructional style (4. 8 percent), approachable, available, interested in students, and organized (each 4. 2 percent). For a tabular presentation of the selected characteristics data see turn off 3. . B. tabular Presentation Table 3. 1: dispersion of Selected Teachers Kindergarten First alumnus Second ordinate Third layer Fourth Grade Fifth Grade Sixth Grade Grades 7-12 Social Studies English Mathematics distant Language Science Physical Education Health Technology Art medication College English History Mathematics Other Priest 5 1 1 8 4 8 7 89 89 55 33 27 9 6 4 2 1 6 3 2 1 MAX MALIKOW ____________________________________________________________ ______________________________7 Table 3. 2: Cited Characteris tics 1. 2. 3. 4. 5. 6.\r\nChallenging/Had Reasonably proud Expectations Sense of Humor Enthusiastic germinal Caring Explains Complicated Material puff up Flexible Instructional Style approachable Available Interested in Students organize Flexible to Classroom Situations Dedicated animate Practical Made Material applicable Optimistic closely Students Energetic attractive Exciting Learned/Brilliant/ erudite Warm Humble Good meeter Patient Authentic/Real/ befittingly Autobiographical Confident Empathic load-bearing(a) Fair Professional Honest insightful Moral Nonjudgmental Optimistic About Life Protective 82 59 56 39 39 39 33 29 29 29 29 23 21 21 17 13 10 10 10 10 10 9 9 9 5 5 5 5 5 5 4 3 2 2 1 1 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL-ELECTRONIC 8___________________________________________________________ _______________________________ IV. Analysis of the Findings A.\r\nLimitations of the remove and Implications for Future Research A s previously stated, the sample is drawn from a course that consisted entirely of students preparing for a career in secondary statement. If the sample had been drawn from a comparable course for prospective elementary school teachers the distribution of exceptionally effective teachers might have been different. It would be provoke to see if a sample of students preparing for teaching at the primary level would select more primary teachers as exceptionally effective. The study did not include a reckoning of the intended teaching area of the students and their selected teacher. For example, thither may have been a high representation of prospective social studies and English teachers in the sample.\r\nIt would require an interview with the students to determine if their intended subject influenced their teacher selection. An examination of the cited characteristics demonstrates redundancies. For example, caring is a characteristic cited 39 times and interested in students 29 times . Arguably these two traits constitute a verbal distinction without a meaningful difference. My decision to record the wrangle and phrases actually used by the students’ accounts for perceived redundancies. As with any study that employs a convenience sample, this study’s results cannot be taken as representative of nonparticipating individuals. However, this limit point does not render this study inconsequential.\r\nThe sample size is substantial and a methodological analysis for future studies has been formulated and tested. Six students in this study stated that their selected teachers are trustworthy for their decision to pursue a teaching career. These statements were not solicited either as a requirement of the writing assignment or in the class discussions. This implies that there may be more than six students who were so influenced. It would be interesting to know how more another(prenominal) students opted for a career in teaching because of a teacher. A f uture decimal study could generate the data to address this curiosity. As with many studies, while this study answered questions it gave rise to others: Why were so many social studies and English teachers selected?\r\nIs there something about the content of these subjects that accounts for the perceived effectiveness of those who teach social studies and English? Do social studies and English attract individuals with personalities that are conducive to the work of teaching? Is there a gender correlation between the students and selected teachers? MAX MALIKOW ____________________________________________________________ ______________________________9 B. Value and Application of the Study A well known psycho-lexical study reveals that there are 17,953 words in an full-length English dictionary describing personality characteristics (Allport and Odbert, 1936).\r\nIndividuals complicated in teacher training, hiring, and mentoring are beneficiaries of studies that inventory the per sonality traits that correlate with teacher effectiveness. These individuals are engaged in significant work. An sensory faculty of the characteristics that correlate with and contribute to effective teaching should be nurtured in training and mentoring as well as recognized in hiring. Concerning employment, an implication of this study is the use of personality assessment instruments like the M. M. P. I. (Minnesota Multiphasic Personality Inventory) as part of the employment process. REFERENCES Allport, G. W. & Odbert, H. (1936):Trait-names: A Psycho-lexical Study. psychological Monographs: General and Applied, 47, 171-220. (1, whole number 211).\r\n'