CE  Vol.4 No.2 , February 2013
Affective Characteristics and Teaching Skills of English Language Teachers: Comparing Perceptions of Elementary, Secondary and High School Students
Author(s) Ebru Melek Koç
ABSTRACT

The present study aims to investigate the elementary, secondary and high school students’ perceptions on a good language teacher. The participants are 365 Turkish school students who are learning English as a foreign language. The present study has revealed that most of the student groups generally differ in terms of issues related to teaching skills when compared with the issues related to the affective skills. In the present study it has been also found that what students expect from a good English teacher is to have the ability to maintain discipline, motivate students, learn about the learner’ needs and establish good relations with them. The study also reveals striking results with respect to classroom discipline and teacher subject knowledge.


Cite this paper
Koç, E. (2013). Affective Characteristics and Teaching Skills of English Language Teachers: Comparing Perceptions of Elementary, Secondary and High School Students. Creative Education, 4, 117-123. doi: 10.4236/ce.2013.42017.
References
[1]   Barkhuizen, G. (1998). Discovering learners’ perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 32, 85-108. doi:10.2307/3587903

[2]   Blishen, E. (1969). The school that I’d like. London: Penguin.

[3]   Block, M. E. (1994). A teacher’s guide to including students with disabilities in regular physical education. Baltimore: Paul H. Brooks

[4]   Burden, P. R. (1990). Teacher development. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education (pp. 311-327). New York: Macmillan.

[5]   Burnett, P., & Meacham, D. (2002). Measuring the quality of teaching in elementary school classrooms. Asia-Pacific Journal Teacher Education, 30, 141-153.

[6]   Cullingford, C. (1995). The effective teacher. London: Cassell. doi:10.1080/13598660220135658

[7]   Dalo?lu, E. M. (2001). Classroom interaction and collaborative learning. 1st East Mediterranean University International Conference, Gazimagusa, 2-4 May 2001.

[8]   Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.

[9]   Hatch & Farhady (1981). Research design and statistics for applied linguistics. Rowley, MA: Newburry.

[10]   Friedman, Y., & Korngold, N. (1993). Reciprocal relations between teachers and students: The students’ point of view. Jerusalem: Henrietta Szold Institute.

[11]   Johnson, K. (1996). The role of theory in L2 teacher education. TESOL Quarterly, 30, 765-771.

[12]   Kumaravadivelu, B. (1991). Language-learning tasks: Teacher intention and learner interpretation. ELT Journal, 45, 98-107. doi:10.1093/elt/45.2.98

[13]   Kounin, J. S. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart and Winston.

[14]   Liu, N. F., & Littlewood, W. (1997). Why do many students appear reluctant to participate in classroom learning discourse? System, 25, 371-384. doi:10.1016/S0346-251X(97)00029-8

[15]   Lo, R., & Fai Li, H. C. (1998). Songs enhance learner involvement. English Teaching Forum, 36, 8-11.

[16]   Miller, P. (1987). Ten characteristics of a good teacher. English Teaching Forum, 25, 40-41.

[17]   Muijs, D., & Reynolds, D. (2001). Effective teaching: Evidence and practice. London: Paul Chapman Publishing.

[18]   Silvestri, L. (2001). Pre-service teachers’ self-reported knowledge of classroom management. Education, 121, 575-581.

[19]   Smith, M. L., & Glass, G. V. (1987). Research and evaluation in education and the social sciences. Bergen County: Englewood Cliffs.

[20]   Stephens, P., & Crawley, T. (1994). Becoming an effective teacher. England: Stanley Thorns.

[21]   Strickland, G. (1998). Bad teachers: The essential guide for concerned parents. New York: Pocket Books.

[22]   Taylor, P. (1962). Children’s evaluations of the characteristics of a good teacher. British Journal of Educational Psychology, 32, 258- 266. doi:10.1111/j.2044-8279.1962.tb01769.x

[23]   Thomos, J. A., & Montgomery, P. (1998). On becoming a good teacher: Reflective practice with children’s voices. Journal of Teacher Education, 49, 372-380. doi:10.1177/0022487198049005007

[24]   Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.

[25]   Vollmer, M. L., & Creek, R. J. (1988). Measurement of student perceptions of teaching competencies. Retrieved from ERIC DIGEST, NO: 303453, on December 9, 2010.

[26]   Woolfolk, A. E. (1998). Educational psychology. Boston: Allyn & Bacon.

[27]   Wiersma, W. (1995). Research methods in education: An introduction. Boston: Allyn & Bacon.

 
 
Top