Nine Skills of

Effective Teachers

•Facilitator•Role Model•Information Provider•Resource developer•Planner•Assessor

Skills Of Effective Teacher

1. Tech savvy

Our children are Digital Native

•English language.•Spelling mistakes.•Use of mobile.•Biggest obstacle is a teacher himself.

Lets watch a movie clip

2. Knows about Children &

Childhood

Erik Erikson: Psychosocial Development

The stages are as follows: • Stage 1 – Oral Sensory• Stage 2 – Muscular-Anal• Stage 3 – Locomotors• Stage 4 – Latency• Stage 5 – Adolescence• Stage 6 – Young Adulthood• Stage 7 – Middle Adulthood• Stage 8 – Maturity

Stage 1 – Oral Sensory •birth to 1 year (infancy)

•basic conflict is trust vs. mistrust• the important event is feeding and the

important relationship is with the mother• the infant must develop a loving, trusting

relationship with the mother/caregiver through feeding, teething and comforting• failure to resolve this conflict can lead to

sensory distortion, and withdrawal

Stage 2 – Muscular-Anal• age 1 to 3 years (toddler)• Basic conflict is autonomy vs.

shame/doubt• The important event is toilet training and

the important relationship is with the parents• The child’s energy is directed towards

mastering physical skills such as walking, grasping and muscular control• The child learns self control but may

develop shame, doubt, impulsivity or compulsion if not handled well

Stage 3 – Locomotor• age 3 to 6 years (preschool)• basic conflict is initiative vs. guilt• the important event is independence and the important relationship is family• the child continues to become more assertive in

exploration, discovery, adventure and play• the child may show too much force in this stage

causing feelings of guilt • failure to resolve this conflict can lead to

ruthlessness and inhibition

Application of Stage 3 (initiative vs. guilt) Students need to understand appropriate social rules and how to work well together. They are learning their own independence and how that applies to being a part of a family, class, etc. In the classroom, teachers can help facilitate this stage (developing initiative) through:•active play including fantasy and role playing (puppet shows, skits, house centre, etc.)•Centres that allow students to learn how to play appropriately together •teacher acting as role model to allow students to have someone to lead them, but also allowing students to take on small responsibilities

Stage 4 – Latency• age 6 to 12 years (school age)• the basic conflict in this stage is industry vs. inferiority• the important event is school and the

important relationships are teachers, friends and neighbourhood• the child must learn to deal with new

skills and develop a sense of achievement and accomplishment• failure to do so can create a sense of

inferiority, failure and incompetence

Application of Stage 4 (competence vs. inferiority)

Students need to master the formal academic skills in order to feel as though they are capable of accomplishments. The child must learn teamwork, an understanding of their potential contributions, and continue to learn to self-discipline to achieve. The teacher and classroom play a vital role in this stage and competence can be fostered through:•collaborative approach to classroom expectations and rules of interacting with others (all students make a contribution to this)•group projects and assignments that teach students how to contribute to a group working towards a common goal•providing a variety of learning opportunities for fundamental skills including addressing all learning styles•assigning appropriate levels of homework to give students a sense of accomplishment without overwhelming them- too much homework means students will be unable to finish it, causing them to develop a sense of inferiority •hands on projects that emphasize the individual’s strengths

Stage 5 – Adolescence

• age 12 to 20 years (adolescent)• the basic conflict is identity vs. role confusion• the important event is development of peer

relationships and the important relationships are peers, groups and social influences• The teenager must achieve a sense of identity

in occupation, sex roles, politics and religion. In addition, they must resolve their identity and direction.• Failure to make these resolutions can lead to

the repression(dejection) of aspects of the individual for the sake of others

Application to Sara Porter• Ms. Mercer recognizes that Sara needs to develop “survival skills” This

directly relates to stage 4 (the stage Sara is currently in) which includes children developing and mastering new skills at school by the end of the stage.

• Sara does not seem to have developed an understanding of her role in collaborative learning during the group reading time. Stage 4 calls for students to recognize the process involved in working with a group and collaborating.

• When Ms. Mercer tells Sara she did not get 100% on her math activity, Sara seems upset and as though she has given up on trying. In stage 4, students should be developing a sense of achievement and accomplishment in regards to their school work.

• Because Sara seems to be strong in art (shown in the science title page activity), Ms. Mercer should emphasize Sara’s strengths to help her feel as though she is a valuable part of the class and to give her a sense of achievement.

• Sara is in grade six which puts her at the end of stage 4 and about to enter stage 5. Erikson says that if an individual does not over come the conflict in a particular stage, they will struggle with that conflict in the following stages. In this case, it is essential that Ms. Mercer fosters a sense of achievement, accomplishment and helps Sara master her “survival skills” or Sara may chronically struggle with feelings of inferiority and failure.

References • Boeree, C. G., Dr. (1997, 2006). Erik Erikson Retrieved October 23, 2008,

from http://webspace.ship.edu//.html• Erik Erikson [Slide show]. (n.d.). Retrieved October 22, 2008, from

http://www.slideshare.net//erikson-312257• Erik Erikson’s psychosocial theory of development. (n.d.). Retrieved October

23, 2008, from http://www.businessballs.com/_erikson_psychosocial_theory.htm

• Gerhardt, K. (2008, September 17). Developmental psychology, chapter two, Erik Erikson. Lecture presented at Nipissing University - Brantford Campus.

• Stages of social-emotional development. (n.d.). Retrieved October 23, 2008, from http://www.childdevelopmentinfo.com//.shtml

3. Read Books

Types of BooksFiction Non-Fiction

• Mystery• Adventure• Spy• War

• Photography• History• Science

Laws Of Reading1.Turn all waiting time into

reading time (Always carry a book)

2.Read first 100 pages within 24 Hours

3.Read books of different types

4. A Skillful Teacher is Enthusiastic

“Do not give advice just listen problems”

Enthusiasm releases the drive to carry you over obstacles and adds

significance to all you do.- Norman Vincent Peale

A Skillful Teacher is Enthusiastic

• Having fun while working hard• Energetic • Not boring • Tough • Sense of humor

Two types of teacher enthusiasm1 - Enthusiasm for the kids2 - Enthusiasm for teaching

5. Balances Time &

Roles

6. Willingness to Admit Mistakes

An outstanding teacher will recognize when they have made a mistake and apologize for it. A simple act, yet a rarity among many teachers. It demonstrates the profound power of humility.

7. Forgiving

Students too often think of those teachers that would never give them a second chance. Fortunately, a few students had highly effective teachers who let students know, each day, each student started with a clean slate.

8. Plans Well

Some teachers still don’t realize, students can tell when the teacher is not prepared and is just trying to “wing it.” Great teachers are always prepared.

9. Activist (Social Reformer)