Measures of Effective Teaching revised

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Measures of Effective Teaching
Introduction
A teacher’s activity or behavior in the classroom is of great importance to student’s learning. Researchers are increasingly becoming interested in observing all the practices and behaviors that teachers demonstrate in the classroom. The reasons why research on these domains is increasing is the need to understand what behaviors or activities positively influence student behaviors and academic outcomes both within and outside the classroom or educational environments. Teachers also need to be given feedback on their behavior while teaching in the classroom so that they can improve their teaching activity and behavior. Research and observation of teacher’s behavior and activities need to be carried out using standardized instruments, protocols and knowledgeable observers. Many observation instruments can be used, but CLASS and the Stallings instruments are popular with research on teacher’s classroom behavior in developing countries.
In their article titled ‘Measures of Effective Teaching in Developing Countries’ Bruns et al. (2016) used an ongoing study that applied CLASS to research different elements of a mathematics classroom in Chiles’ 7th-grade classroom. The researchers used the Stalling instrument and re-code the videos that had been used. By relying primarily on data from a previous research, the researchers limited their chance of generating new insights since the methods used could mean that they were only interested in expanding the knowledge of a previous topic or educational issues as opposed to finding completely new knowledge on the field.

The methodological approach used enabled the comparison of two research instruments; CLASS and Stallings instruments. CLASS is a bit complex and expensive as compared to Stallings (Bruns et al, 1). By comparing the two research instruments, the researchers were able to expand knowledge and approach that can be used to examine the topic under study.
The researcher’s decision to rank Chilean teachers based on CLASS domains and analyzing the quartile distributions’ similarities with Stalling measures of the respective teacher’s performance give not only credible results but also expand our understanding of the importance of these domains on educational outcomes and teacher’s motivation. The research methodology is adequate in addressing the significant issues under the study. This methodological approach reveals important issues in teaching such as the importance of proper use of time for instruction as opposed to wasting a lot of time on classroom organization. Some educators believe that having an organized classroom is more important than increasing the amount of time for instructions. By comparing both CLASS and Stallings measures, the researchers made us make sense of some critical issues such as keeping students engaged with educational materials. The methodology used was adequate in addressing deep issues in the field that could not have been identified by other approaches. The two CLASS domains of emotional support and instructional strategies received a deeper comparative analysis courtesy of the methodological approach by the researchers. This means that further research needs to be conducted in these areas. CLASS has three domains which are instrumental in determining a teacher’s outcomes in the classroom. These domains are instructional support by teachers, classroom organization and the relevant emotional support. This demonstrates that CLASS is limited in terms of measures or domains for identifying how teachers are effective or determining their outcomes in the classroom. There are several other domains which were not identified by the methods used by researchers which are crucial in influencing teachers’ output. These include available materials, support from both the school administration and parents among other domains.
Conclusion
From the research methodology, it is evident that teachers and educational stakeholders in less developed economies can use Stallings to improve their teaching and instructional strategies. The methodology used helps educators appreciate the importance of effective practices in the classroom that promotes learning outcomes. The schools can adopt these methods in internally evaluating teachers to determine areas where they need improvement and also identify students’ weaknesses so that effective strategies can be devised to rectify specific learning challenges. The research method used was very effective in examining the issues under study.
Work Cited
Bruns, Barbara et al. Assets.Publishing.Service.Gov.Uk, 2016,
h HYPERLINK “ttps://assets.publishing.service.gov.uk/media/5891be55ed915d4538000040/RISE_WP-0” ttps://assets.publishing.service.gov.uk/media/5891be55ed915d4538000040/RISE_WP-009_Bruns.pdf. Accessed 1 Dec 2018.