Teaching as Art

Knowing what an effective teacher does will not reveal how a person becomes an effective teacher. How does someone come to organize and manage a class or transform content into curriculum? Eisener (1982) suggested that every successful teaching encounter could be analyzed both in terms of the science of the instructional planning and delivery and the art of creating a conducive environment in which learning occurs.

Artistry
Rubin (1985) observed that teaching is an art, in that it involves processes and procedures that are so complex that it is impossible to reduce them to systematic investigation of formulation. Flinders (1989), in an analysis of teaching behaviors, suggest that a number of the types of behaviors enacted reflect the true artistry of teaching, such as employing communication that goes beyond speaking and writing. Teachers communicate through body language, the use of space, voice intonation, and eye contact-all ways of making a subtle impact on the child and conveying a message of caring for students (Flinders, 1989). Furthermore, teachers demonstrate a sensitivity to students' needs and a capacity to adapt to the emotional context of classroom. For example, research (e.g., Pintrich & Schunk, 1996) suggests that students should learn to set personal goals that are moderately difficult. However, this same "science" fails to direct the teacher on how to approach the process or even how to know what is moderately difficult. The teacher as artist is able to apply that research sensitively and critically with an eye to the unique and diverse needs and abilities of each student. Finally, the teacher, as artist, often employs humor, individual contact, and opportunities for recognition and empowerment of students as means of building cooperation.
This artistry is dramatically presented every day in classrooms. The effective teacher has the knack of simply knowing when to close the space between himself and a resistant student as a method of management. This teacher knows how to change the tone and inflection of his voice to gain the attention of the class. Also, he certainly will demonstrate sensitivity and awarness of his students and their emotional needs, often making adjusments to class routines and requirements in response to these needs. this effective classroom teacher is certainly an artist. His skillful humor, individual contact, and recognition, and ongoing empowerment fit the difinition higlighted by Flinders (1989).

Source : Seng, Tan Oon., Parsons, Richard D., Hinson, Stephanie Lewis., and Sardo-Brown, Deborah. 2001. Educational Psychology. Singapore. Seng Lee Press.