Teaching is very vital in the learning process. The success of effective teaching is greatly dependent on the characteristics possessed by the person providing teaching services. This paper discusses characteristics of learning process and also provides statements of self-evaluation criteria for the characteristics.
The first characteristic of effective learning is being able to establish parameters. The teachers define the tasks in a very clear manner and set high levels of anticipations and for students’ behavior and learning. The teachers should be able to set parameters within which students can achieve effective learning, meet set expectations and generate outcome.
The established parameters should be measurable; have the ability to be appraised. The self evaluation criteria are by way of measuring how students are performing within the teacher’s set teaching parameters; the performance of students are supposed to be evaluated through assignments and outcomes recorded and compared periodically (Adam & Pierce, 2010).
The second characteristic is that the teacher should be able to deal with required changes from a positive standpoint. In this case, essential learning requires hottest feedback that is presented in a positive manner. However, extremely negative feedbacks also need to be communicated, but with the sensitivity of the possible harm they are likely to cause.
Teachers should reward good performance by congratulating the performer and at the same time offer ways on which performance can be enhanced or improved. For self evaluation criteria, the teacher should monitor reactions of his or her students after communicating both positive and negative feedbacks to the students; the teacher should record such reactions and compare them over time (Adam & Pierce, 2010).
The third characteristic is that the teacher should use student-centered teaching method. This means that while the teacher engages in planning for his or her teaching sessions, he or she should incorporate ways and means through which the students will be fully engaged during the teaching or learning process.
This implies that the teachers or instructors should plan their teaching lessons with students in mind. This may involve taking into account the cultural, racial, and religious backgrounds of the students in his or her class. Besides, the instructors should be able to plan according to each student’s personal needs. The self evaluation criteria will be through gauging the level of student participation during lesson periods (Adam & Pierce, 2010).
Fourth characteristic is that the teacher should be able to come up with strategies to establish individual investments for each student and help them develop interest in learning. In other words the teacher should be able to cultivate the curiosity for knowledge within students. Some of the strategies may include giving rewards to highly performing students, students who are always active in class and even offering scholarships to outstanding performers.
While doing this, it is important for the teacher or instructor to ensure that the students are encouraged to maintain their high achievements and also be able to help low performers to improve their individual performance. The criteria for evaluation should be by looking at how the students are responding to strategies put in place to motivate the students (Adam &Pierce, 2010).
The last characteristic is enthusiasm. The teacher can only make students interested in learning when he or she has enthusiasm. The teacher should first show he or she is enthusiastic about the lessons and through contagion, the students too will develop interest and achieve effective learning. The evaluative criteria here should be monitoring how prepared students are for the lesson and how they participate in the learning process (Adam &Pierce, 2010).
The aforementioned characteristics are not exhaustive but are very vital part of effective learning. They include enthusiasm, student-centered learning, and establishing learning parameters, establishing individual based strategies and dealing with required changes.
Adam, C. & Pierce. (2010). Characteristics of Effective Teacher. Retrieved August 11, 2010 from http://cms.bsu.edu/Academics/CollegesandDepartments/GradSchool/AdmittedStudents/GraduateSchoolOrientation/~/media/DepartmentalContent/GradSchool/pdfs/eBook/chapter12.ashx