The Effect of One Teach One Observe Model on Effective Teaching Skills of Classroom Teachers

The purpose of this study is to investigate effectiveness of one teach one observe model, one of co-teaching approaches, on planning of teaching, implementation and evaluation skills of inclusive classroom teachers. Three teachers who are experienced at least for five years, work in primary schools in Ankara, Turkey participated in the study conducted using Between-Subjects Multiple Surveys Design, one of the single-subject experimental designs. The data were recorded by determining the number of effective teaching behaviors of subjects and marking related scoring part on the Checklist for Effective Teaching Skills, analyzed visually and shown as graphics. It’s been indicated that One teach one observe model’s effective in improving effective teaching skills of inclusive classroom teachers, and the subjects maintain post-teaching learning outcomes related to planning of the teaching, implementation, and evaluation for the Turkish class 3 weeks and 10 days after the study was completed. It’s been observed that the co-teaching approach contributes to inclusive classroom teachers for making educational regulations, preparing lesson plans using different methods and techniques.

Determining effective teaching behaviors through the hiring process

Purpose – One bad hiring decision can lead to low student achievement. Research supports that teachers are the most influential factor in student success. As a result, principals’ current practice of hiring teachers based on intuition and likeability must change. Given the current high stakes era, principals need reassurance that the teachers they hire can indeed meet the needs of the students and the goals of the school. The purpose of this paper is to determine which interview protocol questions would predict high levels of effective teaching behaviors exhibited by teachers in the classroom. Design/methodology/approach – A convenience sample of 600 working teachers responded to a 93-item Likert-scale online questionnaire related to the four domains of effective teaching behaviors: classroom management, organizing instruction, implementing instruction, and monitoring progress and potential. The researchers first analyzed the teacher responses to assess their reliability and validity. A regression analysis was then run to indicate which effective teacher domains (the predictor variables); best predicted average student achievement scores (the outcome variable). Regression analysis was used to predict high-quality teachers (i.e. teachers with high average gain scores) given responses to interview questions (predictor variables). Findings – Successful teachers in this study utilized multiple strategies when handling the area of classroom management and organization. In the area of organizing instruction, key elements such as the objective, individual or group activities, and assessments were included in the daily lesson plan. The structure of the lesson delivery and the different learning styles of students were considered when planning a lesson. In this research, teachers utilized various instructional strategies when implementing instruction to challenge all learners, accommodate different learning styles, and to ensure student success. Successful teachers in this study monitored student progress and potential using a variety of methods. Research limitations/implications – The research was conducted in two districts. Future studies could expand on the research using multiple districts in several locations. Data were self-reported by current teachers and cannot be independently verified. Researchers relied on the information provided by teachers and trusted their responses to be accurate. Future studies could include a qualitative piece to determine why monitoring student progress and potential produced a negative result on student performance, classroom management was not significantly related to performance in language arts, and organization for instruction was not significantly related to performance in mathematics. Originality/value – This longitudinal study will provide hiring authorities with research-based protocols that have proven to predict high levels of teaching quality, which research has shown to be single most important determinant of student achievement.

Teaching Behavior Inventory at the College of Nursing, Qassim University, Kingdom of Saudi Arabia: A Comparative Survey

Background and Purpose: Teaching is one of the most complicated jobs today. Students and teachers may have different views depending on their background, styles, goals, and needs. This study aims to determine and compare the inventory of teaching behavior as rated by students and teachers. Methods: A questionnaire formulated by Murray (1983) and modified by the researchers was administered to 56 students and 12 teachers at the College of Nursing of Qassim University. The response rate was 85.3%. Results: Differences in ranking were not significant on enthusiasm, pacing, interaction, rapport, and clarity. High statistical significance was found in organization and speech. A remarkable difference in ranking was obtained in disclosure. Conclusions: Various factors are associated with the students' and faculty's views of effective teaching behaviors.