Teaching is a process of imparting knowledge, skills and attitude in order to bring about a desirable change in learners . When this kind of teaching took place by a teacher, the teaching delivered by the teacher has become effective.
It is a very important aspect of education because effective teaching helps student learning as well as enhancing the students’ academic performance or achievement. It has become even more important as the emphasis on quality in higher education has increased. Effective teaching does not occur by chance by a teacher. In order to improve student learning, teachers must change their instructional practices and design a structure to improve learning.
One article I read had said on this matter that, “If we want teachers to learn more, teachers must become students of their own teaching”. They need to see their own teaching in a new light. He also believed that teachers must become students of their own teaching. Accordingly, teachers need to see their own teaching in a new light. Therefore, it can be said that teaching is effective when it enables student learning.
Likewise, it also is the extent that student’s performance improves after a period of instruction in a manner consistent with the goals of instruction.
The effectiveness of teaching can be measured through the changes which have occurred in the students’ knowledge, their level of motivation, ability to cope with the constant changes in life, and effective management in terms of instruction. Due to this uniqueness of effective teaching, institutions must adopt rating of instruction as one measure of instructional effectiveness.
Many scales have been developed from different cultural and background points of view due to the complexity of the classroom and teaching and learning processes (Remedios & Lieberman, 2008; Harison & Douglas, 2004; Meyer & Eley, 2006). The purposes of these scales include: 1. diagnostic feedback to a faculty on the effectiveness of their teaching; 2. measure teaching effectiveness and to use it in tenure and promotion decisions; 3. information for students to use in the selection of course and instructors; 4. measure of the quality of the course to be used in course improvement and curriculum development,; and 5. an outcome on a process description for research and learning.
Consequently, the evaluation of the performance of an employee discloses an individual’s contribution in achieving the organization objectives. A person’s performance cannot be improved unless he is given feedback on his actions result. Feedback must be provided continuously for corrective actions and it should cover both positive and negative aspect.
Reseaches revealed that Teaching Effectiveness in classroom practice include; broad based knowledge of the subject matter, effective use of chalkboard, good language and communication skills, well organized learning environment, formulation of clear objective. Effective teaching entails a clearly formulated objective illustrated instruction and effective evaluation technique.
Nonis & Hudson (2004) stated five important dimensions of students’ perception of Teaching Effectiveness which include rapport, classroom interaction, enthusiasm, clarity and learning. They derived twelve strategies to measure effective teaching which include student ratings, peer ratings, alumni ratings, employer ratings, administrators ratings, self-evaluation, student interviews, videos of practice, teaching scholarship, teaching awards, learning outcome measures and teaching portfolios.
On the basis of study conducted by Ramsden & Weimer (2009) identified six important strategies which make teaching effective. These are Interest and Explanation, Concern and respect for students and student learning, appropriate assessment and feedback. Clear goals and intellectual challenge, independence, control and active engagement and learning from students. On the other side, Harrison et al (2004) have emphasized on teacher’s academic competence, communication competence, professional maturity, presentation, and organization and clarity as indicative of teaching effectiveness.