Telltale signs of an effective instructor

Introduction:

Am I an effective instructor in the classroom? Do students think I am

an effective instructor? What do they think an effective instructor
should do in the classroom? These are some of the questions that
many instructors and teachers frequently ask. Let us look at this final
question What do students think an effective instructor should do in
the classroom? Many stakeholders could comment on the features or
traits of an effective instructor (peers, managers, professional
classroom auditors, or students). It is the authors opinion that the final
group is the most qualified to answer this question because they have
the privileged position of spending the most time with the classroom
instructor as she is doing her job. Furthermore, the students are the
end users of the classroom instructor and have the most at-stake in
having an effective classroom. To shed light on this question, it is
necessary to turn to academic research (Saleh Saafin, 2005).

While there are many kinds of classrooms (K-12, vocational,

university/college, adult education, learning institutes) and subjects
(foreign language, IT, engineering, etc.), this research focuses on
foreign language classes in college. In this research, these college
students are studying in colleges located in the United Arab Emirates
(UAE). The researchs method is suitable to answer this question.
First, numerous students were asked to complete a survey about what
they thought were the traits of an effective instructor. Second, if
deemed necessary, follow-up interviews were conducted with certain
students. The data from the surveys and interviews generated a list of
what students perceived were traits of effective instructors. The
approximate importance or ranking of the traits was based on the
number of times a certain trait was mentioned by students in the
survey or interview comments (i.e., the hits). More hits meant the
trait was more important in the eyes of the students. However, this
trait ranking is an approximation and not an accurate ranking.

This list of traits of effective instructors was arranged into a four-level

hierarchy: themes, dimensions, categories, and subcategories. The
traits are first divided into two themes: instructional skills and human
characteristics. All the traits for each theme are then divided further
into numerous dimensions. The traits in each dimension are divided
again into categories that are finally split into subcategories. Actual
instructor traits can usually be found in the categories and
subcategories. The first three levels (themes, dimensions, categories)
are represented in Table 1. The final level (subcategories) is
mentioned in following tables for the sake of ease of reading. The
number in parenthesis after each trait is the number of hits for that
trait.
 Findings of research

Themes Instructional skills (1440) Human characteristics

(658)
Dimensio Teaching Learning Interaction Manageme Interpersonal Personal
ns approach resources nt features features
Categorie Using Giving Enabling Classroom Has friendly manner Sense of
s suitable worksheets students to control (41) (161) humour
teaching and hand- practice (84)
ways outs (177) (123)
(194)
Giving Using Making Punctual Helps students Dedicate
interestin computer students (21) (121) d (42)
g classes technology work in
(147) (94) groups (51)
Efficient Spending Getting Implement Encourages and Energeti
in time in the students all rules (17) motivates students c (29)
teaching library (84) involved (70)
(82) (50)
Giving Respects students Patient
homework (57) (25)
(62)
Benefittin Creates a positive Likeable
g atmosphere (57)
students
(56)
Being Treats students
well- equally
prepared
(29)
Identify and meet
student needs (12)
Table 1: Effective instructor traits divided into themes, dimensions, and
categories.

Comparing the two themes, it is clear that students felt

instructional skills (with 1440 hits and more categories and
subcategories) is more important than human characteristics (with 658
hits). This may be encouraging because it shows students value the
teachers actual teaching skills more than her as a person. Within each
theme are a number of dimensions that will be discussed in turn. It is
most revealing to consider the instructor traits contained in the
dimensions categories and subcategories. Thus, a table is devoted to
each category of traits. Most tables list all the subcategories of traits
related to that category.

Theme: Instructional Skills (1140)

Dimension: Teaching approach

Subcateg Category 1: Using Comments

ory suitable teaching ways
(194)
1 Variety of teaching ways Varying (1) the ways teaching material
used is presented, (2) the sequence of lesson
components, and (3) classroom
activities employed. Students felt this
was important because they all learn in
various ways.

2 Using examples Especially useful in grammar and

vocabulary lessons because it helps
clarify the lesson. All parts of the
lessons should be peppered with
examples that relate to the students
real life or real needs.

3 Using a variety of teaching Attracts students attention to the

aids lesson. Examples: pictures, video,
music, Powerpoints, etc.

4 Holding students attention Giving interesting classes is the best

way to do this. For example, the
instructor needs to change the class
mood to a fun topic for 5 minutes if
students appear bold.

5 Asking questions Many different kinds of questions should

be asked throughout the lesson to
keep their attention, check
comprehension, and make them feel
involved.

6 Willing to repeat Repeat explanations and ensure all

explanation students understand these
explanations. This makes the lesson
more inclusive because all students feel
involved.

Table 2: Category 1 (under Teaching approach dimension)

Subcatego Category 2: Helping Comments

ry students understand
 (181)
1 Checking students For example: not starting a new
understanding teaching point until it is clear that all
students understand the current point

2 Simplifying things Making difficult or complex points

simple. This does not mean the
teacher needs to avoid presenting
challenging or complex material at
times. But this means that any
challenging material needs to be
simplified enough for all to clearly
understand.

3 Student differentiation Lessons are adapted to meet the

needs of varying student levels &
learning styles. Instructors should the
differences among their students.

4 Review previous lessons Promotes the integration of new

material with previously taught
material.

5 Speaking clearly at suitable Obvious but something students

pace highly valued in an instructor.

Table 3: Category 2 (under Teaching approach dimension)

Subcatego Category 3: Giving Comments

ry interesting classes (147)
1 Select interesting and diverse All these topics should vary but still be
topics related to the students real needs &
interests.

2 Not following the same Changing the sequence of classroom

classroom routines. activities or presenting material in
different orders

3 Minimizing lecture time. Too much teacher talk time kills

students. This means the instructor
needs to minimize explanations and
provide a more student-centred class.

4 Having fun. Include entertainment segments or fun

in the classroom. Teacher should
appear to be enjoying time spent with
students.

Table 4: Category 3 (under Teaching approach dimension)

Subcategor Category 4: Efficient in Comments
ies testing (82)

1 Giving suitable Well-designed classroom

assessments. tests at the students level
and that test what was
taught.

2 Giving exams or tests To motivate hard-working

regularly. and to provide constant
feedback of the students
progress.

3 Providing test practice. Students want to be familiar

with test format and tested
skills.

Table 5: Category 4 (under Teaching approach dimension)

Dimension: Learning resources

Subcateg Category 1: Giving Comments

ory worksheets and hand-
outs (177)
1 Diversity of material Up-to-date and tailored material
presents lesson in different ways.

2 More useful than textbook Adds variety to textbook lessons

because textbook follows same
pattern every lesson.

3 Contains much practice Has more useful & relevant practice

material than the textbook.

Table 6: Category 1 (under Learning resources dimension)

Dimension: Interaction

Subcateg Category: Enabling Comments

ory students to practice
(224)
1 Facilitating real-life classroom These discussions enhance
discussion vocabulary, risk-taking, general
 learning, and motivate students.

2 Letting students talk about Students liked the genuine use of

themselves English when talking about
themselves and other topics they
were interested in.

3 Involving students in authentic Examples are meaningful and

language practice helpful language learning tasks
such as oral projects, interviews,
or Internet research.

4 Communicating with students in Students liked instructors who

English asked questions and encouraged
students to answer (with their
own ideas).

5 Correcting student errors Student liked error-correction (at

the moment of making the error)
because effective in language
learning.

6 Making students work in groups Encourages meaningful

communications between a wider
spectrum of students (shy,
assertive, etc.) and increases the
student talk time.

7 Getting all students involved Students only listening to teacher

was discouraging. But students
with active role were encouraged
and felt involved in class.

Table 7: Category 1 (under Interaction dimension)

Dimension: Classroom management

Catego Category name Comments

ry

1 Classroom Personality of instructor considered key in

control maintaining a positive classroom where disruptive
students are dealt with.

2 Punctual An on-time and time-conscious instructor is highly

valued.

3 Implements rules Consistently and fairly implanting rules is also

valued. Provides good role model for students.
Should be done in a friendly way.
Table 8: All categories under Learning resources dimension.
Theme 2: Human characteristics (658)
Dimension: Interpersonal traits (478)
Subcateg Category 1: Has
ory friendly manner (161)
1 Teacher-student bridge
building
2 Interacting with students
outside classroom
3 Informal interaction with
students
4 Treating students as friends or
family
Table 9: Category 1 (under Interpersonal traits dimension)
Subcategor Category 2: Helps
y students (121)
1 Giving academic advice
2 Helping weaker students
3 Giving good marks
4 Helping in personal matters
Table 10: Category 2 (under Interpersonal traits dimension)
Comments
Instructor takes initiative to develop
friendship and become close. Easier
for students to learn from friendly
instructor.
Communicating with instructor
outside class made students feel
closer to instructor. Made a safer
and more secure classroom.
Interacts/chats with students on no-
academic or personal topics.
Students like the instructor who
treats students like younger sibling
(shows kindness, warmth, openness)
Comments
Give advice on topics like language
learning strategies. Help weaker
students improve. Help students
solve academic problems. Stay
close with students after the course.
Lessons should be differentiated to
consider the different levels &
learning styles (weaker & stronger).
Give multiple sittings of same test to
maximize grades.
Catego Category name Comments
ry
1 Encourages and motivates students (70) Encourages
unparticipating students to
participate. Provides safe
learning environment.

2 Creates positive classroom atmosphere (57) Serious learning and

entertainment/fun are
included in each lesson.
Classroom seating and
routine varies between
classes.

3 Respects students (57) Respects and acts friendly

with students.

4 Treats students equally (21) No favourites in class.

Grade based on effort and
performance.

5 Identify and meet student needs (12) Identifies student concerns

and problems and acts on
them.

Table 11: All other categories under Interpersonal traits dimension.

No subcategories in these categories.

Dimension: Personal features

Catego Category Comment

ry name
1 Sense of humour Humour should be part of every lesson because it
(84) aids learning.

2 Dedicated (42) Class time spent wisely in helping to upgrade

students.

3 Energetic (29) Doesnt sit down but is full of life.

4 Patient (25) Show tolerance when dealing with students. Doesnt

become angry.

5 Likeable (5) Students like being with the instructor.

Table 12: All categories under Personal traits dimension. No

subcategories in these categories.
Conclusion
This research report is quite informative in providing an overview of what college
students value in their college language instructors. The twelve tables list of traits
can provide many targets that language instructors (and other kinds of instructors)
may strive towards. Some of these can form professional goals. Some instructors
may be ambitious (and humble) enough to identify which of these traits are missing
in their classrooms. Once these gaps are identified, the instructor could set-up an
informal Action Research project in their classroom to see how the missing trait could
be incorporated into their classroom. Even those traits that instructors believe they
are regularly demonstrating in their classrooms can be improved upon. There is
always room for improvement in instructors professional growth. Therefore,
instructors are encouraged to see this inventory of desired instructor traits as one
step in understanding their classroom. There is a lot of further research to be done in
this area. Instructors are encouraged to pursue research to further serve their
students.

The author of this report is deeply in debt to the author of the original research
report. His tireless work has made this report possible.

Bio:David Berry was born in 1967 in Toronto, Canada and moved to

Korea in 1995 to teach English. To enhance his teaching skills, he
earned an MA in TESOL in California. Hes taught in universities in
Korea and in Saudi Arabia. This has been a growing experience where
hes met many interesting people both students and colleagues.
Throughout that time, he has been part of professional associations for
language teachers (KOTESOL in Korea and KSAALT in Saudi Arabia).
Now he is living in South Korea with his wife and children and teaching
university English. But hopes to return to Saudi Arabia in the future to
resume university teaching.