The paper "The Essential Characteristics of Effective Teaching" is a wonderful example of a report on education. There has been an extensive debate among scholars in the education field in regard to what the definition of effective teaching is and what its essential characteristics are. This is epitomized whereby some of the proponents have perceived effective teaching as that which is successful in the production of purposeful and beneficial learning of students through the utility of procedures which are appropriate. Nonetheless, Braskamp and Ory (1994) incorporated both learning and teaching in their definition and determined that effective teaching is the creation of a state whereby there is an occurrence of learning; molding these states is what teachers viewed as successful have learned to do effectively.
On the other hand, other proponents in the realms of education have attempted to outline some of the rudimentary characteristics that constitute effective reading. This has also been confronted by diverse perceptions just like the definition of effective teaching. Against this backdrop, this paper is a profound effort to explore the essential characteristics of effective teaching. Some of these characteristics include the availability of classroom activities which encourage learning, effective interaction between the teacher and the learners that stimulate the learning process and individual or collective presentations, extensive knowledge, responsibility, and enthusiasm of the teacher as well as assessment activities to the learners to encourage their learning through discussions and group work. Essential characteristics of effective teaching Classroom activities that encourage learning ought to be evident In this context, the teaching environment ought to be endowed with activities which prompt the learners to engage in investigative undertakings which enhance their learning process.
In the case of young learners, the teacher ought to provide them with an opportunity where they can engage in modeling different creatures and words, analyzing photographs related to the topic under discussion among other activities. This fact is supported by Eby (2005) who cited that in situations where it is feasible, the teacher ought to bring in objects or photos which have a direct relationship with the subject under study. These will to a great extent help in enhancing the observation and creativity skills of the learners. This is because the young learners will be in a position to relate what they are seeing on the picture/photos with what they encounter in daily lives.
Based on what they see on the photos, they will be able to recognize what is depicted on the picture when they see it in real life. In addition, the learners have an opportunity to engage in a critical analysis whereby they identify the similarities and differences of the objects presented to them or those which are exhibited in the picture, exploring, classifying, and even sorting these objects.
Moreover, they are able to express their likes and dislikes of these objects based on their diverse experiences. These activities are evident in the video by Schoolsworld (2012) whereby the learners are engaged in activities that encourage the learning process. For instance, the learners in this particular class are engaged in activities like modeling and constructing where the learners get an opportunity to look at the photographs, investigating and discussing what they can see in these photos. In addition, they engage in modeling and talking about the words which they are using in the classroom context.