Characteristics of An Effective High School Language Arts Teacher
by Wagner and Larson sum up effective teaching nicely in their book “Situations: A Casebook of Virtual Realities for the English Teacher” when they say that “the most brilliant teaching idea in the world is only as good as its execution”.
Using activities such as collaborative discussions, to guided imagery, writing, dramatizations or role playing, to tableau vivant (a living picture created in gesture and body position, but without dialogue), and reader’s theater within the classroom could spark the imagination and active participation of all students. This could also increase their interest in the subject and improve learning.
Effective high school Language Arts teacher must be conversant with the subject and be a role model as well. The teacher’s work does not end with the imparting knowledge. As a matter of fact, imparting knowledge is only where it all begins. The teacher must help the students become productive members of society later on. The student must be taught the value of using this knowledge and skills to help the community they revolved in. The knowledge acquired must serve a higher purpose other than selfish ends for it to be useful.
Renner (1994) in his book “The Art of Teaching Adults: How to Become an Exceptional Instructor and Facilitator” outlines a dozen techniques to make teaching a more interesting endeavor. These include: group discussion, case studies, role-playing, small group tasks, individual assignments, field projects, learning journals, and even lecturing.
Renner discusses in Chapter 9 the need for instructive questions which encourages “careful…and thorough habits of thinking”. The new line of questioning changes the focus from teachers to learners. The teacher then plays the role of facilitator instead of monopolizing discussions. This way, the students will become increasingly responsible for their own learning.
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