Have you ever wondered if effective teachers are born or made? Have you ever had the question: What makes an effective teacher and what do they do differently? How can teachers be made effective?

Here is an attempt to bring out my reflections to answers these questions. These reflections are based on my observations in classrooms, interactions with teachers, teacher educators and also from my readings on teacher development.

Effective teachers are ones that not only contribute to academic excellence of students but also influence their attitudes and mindsets. They address the needs of different children and helps them to discover their self and innate abilities.

Ten Key mindsets, attitudes, skills and practices of effective teachers:

  • High expectations – They believe that every child can learn and progress, and therefore have personalized goals for every child and the class.
  • Good classroom management practices – They set up processes, routines and use every minute of time available in the class for creating productive learning atmosphere and reduce chaos.
  • Balanced planning and execution – They are very clear of the objectives of the class and choose appropriate teaching strategies and create opportunities for practice for students.
  • Relationship building – They deal with misbehaviours sensitively, challenge and motivate students to give their best and set up a strong culture to promote a growth mindset.
  • Content mastery – They have good conceptual knowledge and also an understanding of misconceptions students might develop in various content areas and how to address them.
  • Communication skills – Effective teachers are very creative in the way they present the content to students. They present their ideas in ways that are simpler for students to understand and learn.
  • Collecting and using students’ data – Effective teachers consider assessments as an important data reflecting their performance and hence plan for improvement.
  • Critical reflection – They constantly reflect on what’s working well in class and what needs improvement. They come across as problem solvers.
  • Never give up attitude – They never give up on their students as they strongly feel that if they give up then the students give up on themselves.
  • Consistency is the key – They follow all the above-mentioned points with a great consistency on a day-to-day basis.

How can we make our teachers effective?

While we cannot undermine pre-service training and the efforts of individual teachers and their passion to get better every single day; there are still a lot many things that school managements can do while they are in service. These are the systems that need to be set up in schools and the school management should make sure that there are competent individuals in the school to run the systems effectively.

  • Regular and periodic classroom observations followed by coaching conversations. These conversations help teachers reflect on their strengths and identify areas of development. Closing the coaching conversation with a clear actionable next steps is an absolute must.
  • Skill-based training is necessary to improve a variety of teachers’ skills like classroom management, relationship building with students, lesson planning, etc.
  • Data meetings are very important as these help teachers to understand the performance of students, identify what is going well, what needs improvement and plan for the next steps. Data meetings creates the culture of using the data from FAs, SAs, student attendance etc. to make informed decisions.
  • Acknowledge and appreciate teachers for the efforts they are putting to improve their skills. Acknowledgment makes teachers feel that they are getting better and are on the right track. Appreciation makes teachers motivated and inspired. There are many ways of doing this – writing a note of appreciation, teacher appreciation walls displaying the good efforts of teachers, appreciation in the assembly, annual awards, etc.
  • Holding teachers accountable for implementing their learnings from coaching conversations, training and data meetings. Regular follow-up with teachers during classroom walkthrough, feedback conversations and data meetings makes teachers feel accountable for acting the previous action steps.

At a time when the country is thinking of ways to improve students’ performance in our schools, teachers’ professional development both pre-service and in-service needs to be paid equal importance so as to make our teachers effective