The 21

st
century teacher is inherently a major factor in the development and education of a child.
The desire to ensure that development is hinged both on what the teacher brings to the learning
experience and what the student brings. Performance is hinged on motivational theory, teaching
methods and classroom management strategies. Each plays a key role in the success a student
may have, and while none is independent of another, no one can stand alone.
Motivation
That kid comes into this class not motivated to learn. This statement is heard in many teacher
staffrooms across Canada and the United States. In fact, motivation takes five forms: Attribution
motivation where the learner determines why a certain result occurs and then takes that attitude
into the next learning opportunity; Expectancy value motivation where an individual is motivated
by what they see as an expected result; Social cognitive motivation which speaks to how an
individual is motivated by others; Goal orientated motivation where the learner sets a goal for to
succeed in whatever way possible; and Self-determined motivation where the learner feels a
sense of autonomy, competency and connectedness. It is not a question of whether a child is
motivated. Instead it is how the child is motivated.
Effective teachers determine what motivates their students and uses that as a tool in their tool
belt. As a teacher, they must be sure to discuss both why a result has occurred (especially
negative) to the student, and include how to improve the work. They can determine if rewards
are something that motivates the student (i.e. scholarships). Further, the teacher may have to
develop learning opportunities that encourage success in small increments thereby allowing for
the stronger belief in the student for their success. Teachers must also determine if the students
are motivated for positive reasons for attaining the goals or if they are afraid of the negative
consequences if they do not reach a goal. Finally, the teacher must connect to students so that
they are able to relate to them.
Teaching Methods.
How someone teaches affects the learning that occurs. Period. For example, walking to the front
of the room, telling when the next assignment is due and then handing it out along with the
reading is rarely effective.
An effective 21
st
century teacher includes differentiation, technology and relationships to ensure
student learning occurs. In the 21
st
century classrooms there is no homogenous student body.
Instead students come with varying academic levels, learning styles, cultural backgrounds, and
life situations. As such the teacher must master differentiated lesson planning that includes a
variety of teaching methods and is inclusive to all students in the room. As differentiation guru
Carol Tomlinson states, it is an approach to teaching that advocates active planning for student
differences in classrooms (Tomlinson, 2008).
It wasnt that long ago schools were just excited to have an Apple IIE in their building, the
internet was just something new and cell phones were an unknown. If it connected to a printer it
was amazing. Zip forward 20 years and the world of technology has exploded. Likewise the
opportunity to effectively use technology in the classroom has mushroomed. Dan Roberts, a
leading educator and TEDx speaker, stated that technology can bring the real world into the
classroom, which means that as teachers we can better prepare kids for the exciting adventures
that they will face in their future (Salcito, 2014). The 21
st
century teacher uses technology to
engage and enhance the learning experience. They must also know the limits of the use of
technology to engage in other learning opportunities. Technology can aid in the differentiation of
programming to individual students or to larger groups. It is also a cheaper and quicker
methodology to getting classroom resources. If used effectively it can be very effective for the
21
st
century learner and the 21
st
century teacher. Tweet! Tweet!
When teaching and more importantly living in small villages, I learned early on the value of
being in the know. In those communities, everyone knew everyone and deep relationships
were built through common community activities or simply seeing each other at the local Co-op
grocery store. Relationships were built outside of the school environment. The teacher of
tomorrow (and today for that matter) must be firmly entrenched in the development of positive
relationships with students, parents, colleagues and community. James Comer says that no
significant learning can occur without a significant relationship (Payne, 2008). Teachers
become guides, similar to traditional First Nation elders. They help the students through their
troubles, encourage them to succeed and celebrate their successes. They are not best friends with
a student but rather a family friend or neighbor. For relationships to be impactful they must be
meaningful.
Classroom Management
Harry Wong, who wrote The First Days of School, believes that good classroom management
was characterized by having a well-organized classroom and having communicated, practiced
and consistent classroom structure. He noted how a classroom is to be managed with procedures
and not ruled by rules. All of these still hold true for the 21
st
Century teacher. They must be
well organized, have a communicated, practiced and consistent structure. The 21
st
Century is a
manager. They offer praise and concerns through good communication. These include
discussions with parents and students alike.
For classroom management to be effective, is not be limited the four walls of the classroom.
Often management occurs in the hallways, playgrounds and lunchrooms of the school. However,
the same can be said of ineffective classroom management. A ship carrying crude oil runs
aground and spills its cargo. In 24 hours the ocean and beaches can be an oily soup. It would
take months to clean it up. The same holds true for effective versus ineffective management.
Ineffective management will spill out quickly while effective management will take a long time
to clean up the issues ineffective management left behind.
The 21
st
Century teacher needs to focus on motivation, teaching methodology and classroom
management for effective learning to occur.

References
Payne, R. (2008, April). Nine Powerful Practices. Retrieved from EL Educational Leadership:
http://www.ascd.org/publications/educational-leadership/apr08/vol65/num07/Nine-Powerful-
Practices.aspx
Salcito, A. (2014, August 13). Dan Roberts. Retrieved October 12, 2014, from Daily Edventures:
http://dailyedventures.com/index.php/2012/08/13/dan-roberts/
Tomlinson, C. (2008). Home. Retrieved October 12, 2014, from Carol Tomlinson Ed. D.:
http://www.caroltomlinson.com/
Wong, H. (2001). First Days of School. Harry K Wong Publishing.