Socially Constructing “Master Teacher”

Mark Stoner

Western States Communication Association Annual Meeting

February, 2007

Themes drawn from nomination letters: a reflective teacher probes other’s thinking through questions and paraphrasing well-versed in theory believes that teachers can be each other’s best resource has a deep appreciation for what goes on in the learner’s head wants to learn what is being learned controls the learning while making it free flowing and organic engaged and curious can explain the decision-making that structured the lesson brings water to the thirsty allows independence and decision-making by the students models communication skills being taught facilitates reflection and higher order thinking willing to take risks challenges students to delve beyond the surface of subjects allows students to explore and develop their own understanding of a topic in new ways combines planning and flexibility provides stimulating material to engage students in learning gives clear, objective feedback

Themes from “Effective Teacher Behaviors” (Nussbaum 1992): positive expectations of selves and students designs effective academic tasks teaches enthusiastically provides sufficient time for students to think and respond is immediate (i.e. makes eye contact, uses appropriate touch, has open body positions , is vocally expressive, smiles, arranges room for interaction) self-discloses appropriately uses narratives to explain and illustrate speaks clearly and explicitly