Professional Literature Review 1

Professional Literature Review

Nathan L. Tamborello - 1613591

The University of Houston

CUIN 6375 - Classroom Management

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Based on the idea that the teacher has proven time and again to be the most influential

school-related force in student achievement, James Stronge’s Qualities of Effective Teachers

uses a clearly pre-stated format to precisely identify what those qualities are and the research that

supports them. Stronge begins each chapter with a short vignette and follows with a synthesis of

the extant literature on teacher quality. At the end of chapters one through six, there are sections

that address teachers of at-risk students and teachers of high-ability students. Finally, each

chapter includes a table that lists key references relevant to the chapter’s topic, provides a

concise, sensible collection of comprehensive research references, as well as checklists and

bulleted lists of the qualities to look for in effective teachers.

Stronge refers to teachers as individuals, managers, planners, instructors, and monitors

within the school context. He emphasizes the liabilities associated with lack of preparation,

experience, and qualifications. In doing so, he is consistent and intentional in his focus on the

teacher. Stronge articulates precisely who will benefit from the content of the book: teachers

interested in self-improvement, teacher leaders, school administrators, department heads, staff

development specialists, human resources specialists, teacher/administrator educators, and

policymakers. The book provides content that would be useful for the purposes of training,

professional development, and evaluation.

The book begins with a description of prerequisites that are essential for all teachers

when they begin teaching, including solid verbal ability, educational coursework, certification,

content knowledge, and classroom experience. These non-negotiables are foundational. Stronge

follows the first chapter with one on teacher responsiveness, in which he outlines personal

attributes that teachers should have. He argues that they ought to care about their craft and
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connect with their students on a human level. The research he cites indicates that teachers who

are fair, motivated, positive, and reflective yield better student outcomes.

Stronge includes a chapter on the importance of establishing clear classroom

management routines and planning systems. Using bullets to highlight key research findings,

Stronge notes that organizational abilities and the ability to respond to student behavior are of

high importance. Building on this, his chapter on planning and organizing instruction encourages

teachers to focus on instruction, be effective time managers, and to maintain high expectations of

their students. Stronge follows with a chapter that includes suggestions on how to use strategies

to differentiate methods. Finally, he discusses the importance of monitoring student progress,

including the use of homework, meaningful feedback, and assessments. A summary chapter

distills the information listed in the book and identifies four Cs that capture what all teachers

should strive for, including teachers who care deeply, recognize complexity, communicate

clearly, and serve conscientiously.

The research results in Qualities of Effective Teachers might be best summarized under

four overarching statements describing the effective teacher for students of all ability levels and

backgrounds:

 The effective teacher cares deeply

 The effective teacher recognizes complexity

 The effective teachers communicates clearly

 The effective teachers serves conscientiously.

Stronge supports these central themes one by one by pointing to research. In caring

deeply, “the effective teacher seeks to understand the challenges facing their students by
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inquiring as to their well-being. Additionally, the caring teacher recognizes that challenges at

home affect a student’s performance at school and works with the student and family to

overcome those challenges” (2007).

In recognizing complexity, “the effective teacher…recognizes each student as a unique

individual, understanding that each one brings his or her own set of experiences and perspectives

to the classroom. Moreover, the effective teacher recognizes that a class is a dynamic and

multifaceted entity, made up of a myriad of personalities, with a personality all its own” (2007).

In order to communicate clearly, Stronge asserts that “effective communication in

teaching requires that a teacher have a clear understanding of the subject matter and of how to

share that material with students in such a way that they come to own and understand it deeply.”

Stronge states that in addition to clearly communicating the subject matter, the teacher must also

take an affectious communication stance with their students by “constantly [providing] a climate

of support and encouragement to ensure that students are engaged in the two-way teaching and

learning process” (2007).

The final point that emerges from the review of effective teaching is the teacher’s

willingness to dedicate time and energy to their classroom. Stronge states that “the effective

teacher is concerned with his or her own continuous learning process and reflects on all the

elements of performance in an effort to continuously improve. Effective teachers connect their

own improvement with the improvement of the school and district” (2007).

Throughout his book, Stronge attempts to define the idea of teaching effectiveness by

summarizing and organizing research, resulting in six distinct major categories:

 Pre-requisites of effective teaching

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 The teacher as a person

 Classroom management and organization

 Planning and organizing for instruction

 Monitoring student progress and potential

In identifying these categories, Stronge is clear to point out that a teacher’s success is not

based on any single element or source, rather it is built upon a collection of skills and attributes

in different combinations and in different contexts to create the results that define the concept of

an overall effective teacher. Effective teachers recognize that no single instructional strategy can

be used in all situations. Rather, they develop and call on a broad repertoire of approaches that

have proven successful for them with students and varying abilities, backgrounds, and interests

(Bain & Jacobs 1990; Cotton 2000)

In conclusion, Stronge has described effective teaching in terms of the importance of

effective lessons, behaviour management, classroom environment, positive and inclusive

learning environments, and a selection of teaching characteristics. However, as aforentioned,

there are many other characteristics equally important to be an effective teacher. Each

characteristic meshes with the other, and effective teaching requires flexibility and continual re-

evaluation of lesson delivery methods. A lesson plan developed on one strand for one group of

students will not necessarily be as effective delivered to another group of students. Teachers

proficient in these characteristics will be effective educators and will have increased success in

the delivery of effective student learning.

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REFERENCES

Bain, H.P., & Jacobs, R. (1990) The case for smaller classes and better teachers. Streamlined

Seminar – National Association of Elementary School Principals, 9(1).

Cotton, K. (2000). The schooling practices that matter most. Portland, OR: Northwest Regional

Education Laboratory; and Alexandria, VA: Association for Supervision & Curriculum

Developments.

Stronge, J. H. (2007). Qualities of Effective Teachers (2nd ed.). Alexandria, VA: ASCD.