An effective teacher is the one who is enthusiastic to teach: The single most important quality that every teacher should possess is a love and passion for teaching young people. Unfortunately, there are teachers who do not love what they do. There are too many discouraging factors associated with teaching that is difficult enough on a teacher who absolutely loves what they do, much less on one who does not have the drive, passion, or enthusiasm for it (Bulger et al.,  2002;  Moore, 2005).

An effective teacher demonstrates a caring attitude: Taking the time to get to know a student on a personal level takes a lot of time and dedication. There is also a line that no teacher wants to cross where their relationship becomes too personal. Elite teachers know how to balance this without crossing that line and once a student believes the teacher truly cares for them, then there is no limit to what that student can achieve. The best teachers work hard to figure out how to relate to each of their students. Common interest can be hard to find, but exceptional teachers will find a way to connect with their students even if they have to fake it (Saafin, 2005).

An effective teacher is willing to think outside the box: What makes teaching so exciting is that students learn differently, and we have to find and utilize different strategies and differentiated learning to reach every student. What works for one student will not work for every student. Teachers have to be willing to be creative and adaptive in their lessons, thinking outside the box on a continual basis (Saafin, 2005).

An effective teacher is an excellent communicator: To be the best possible teacher must be an effective communicator. However, in this area teachers are not just limited to being a skilled communicator to their students although that is a must. They must also be a strong communicator with parents of their students as well as your faculty/staff team within in their building (Cruz et al., 2014).  

An effective teacher is proactive rather than reactive: This can be one of most difficult aspects for a teacher to conquer. Intense planning and organization can ultimately make your job all the more less difficult. Teachers who plan ahead, looking for aspects that they might have issues with, and proactively looking for solutions to solve those problems will have less stress on them, than those teachers who wait until a problem arises and then tries to address it. Being proactive does not replace being adaptive. No matter how well you plan, there will be surprises. However, being proactive can cut down on these surprises tremendously, thus making you more effective overall (Anderson, 2004; McBer, 2000; Borich, 2000; Hobson and Talbot, 2001).

An effective teacher strives to be better: A teacher who has grown complacent in what they do is the most ineffective kind of teacher. Any teacher who is not looking for new and better teaching strategies is not being an effective teacher. No matter how long you have taught, you should always want to grow as a teacher. Every year there is new research, new technology, and new educational tools that could make you a better teacher.

Seek out professional development opportunities and try to apply something new to your class every year.

An effective teacher uses a variety of media in their lessons: Like it or not we are in the 21st century, and this generation of students was born in the digital age. These students have been bombarded by technological advances unlike any other generation. They have embraced it, and if we as teachers do not, then we are falling behind. This is not to say that we should eliminate textbooks and worksheets completely, but effective teachers are not afraid to implement other forms of media within their lessons.

An effective teacher challenges their students: The most effective teachers are often the ones that many students think are the most difficult. This is because they challenge their students and push them harder than the average teacher does. These are the teachers who are often students’ least favorite teachers at the time, but then later on in life they are the ones that we all remember and want to thank, because of how well they prepared us for life after our time with them. Being an effective teacher does not mean you are easy. It means that you challenge every one of your students and maximize your time with them so that they learn more than they ever thought they could learn (Chambers and Schmitt, 2002).

Previous studies

According to Anderson (2004), McBer (2000), Borich (2000) and Chen and Hoshower (2003), an effective teacher is one who possesses competence in organizational skills such as systematizing materials in logical sequence with a high degree of clarity and presenting those materials in structured, step-by-step procedures.

Khan and Mustafa (2014)’s study examined Teaching Reading in EFL and ESL contexts which has been challenging not only for the non-native factors but also for various inherent systemic issues. Significant among these issues are the ineffective use of existing materials, lack of material adaptation and obliviousness of the teaching process towards aims and objectives of the course and lessons because teaching is often mistaken as the completion of the course texts. The study seeks to analyze and reach on some suggestions in the light of afore said aspects of the teaching of Tapestry Series(Reading) 1-3 in Department of English, King Khalid University, Abha,Kingdom of Saudi Arabia.

Scanlan and Lopez (2012) conducted qualitative study and highlighted the redefinition of roles played by secondary-level, mainstream content-area teachers involved in an English as a Second Language (ESL) professional     development     (PD)       program.      The researchers examined how the practice of becoming an emerging leader in ESL, a new discipline for many teachers, was impacted by participation in an intensive 18 month ESL PD program. Specifically, this case study focused on the participants’ ability to translate newly acquired multicultural competence, second language acquisition, and ESL teaching strategies into training sessions for their content-area colleagues. The reflective statements from teacher participants following the delivery of what is termed ‘turnaround training’ revealed that the teachers experienced changes in professional self-concept both as teacher leaders and as advocates for English Language Learners (ELLs).  This shift of teacher as leader benefits both teacher and student, according to Barth (2011) as teacher leaders experience less isolation, have more professional satisfaction for improving their schools and increased reflection about their practice. This work found that through PD, teachers’ roles shifted from not just content expert but also to ELL expert and, indeed, advocate of ESL students.

Scanlan and Lopez (2012)’s study discussed what teachers do and how students’ performances intersect, making teachers a critical factor for determining student success. When teachers use effective practices, they maximize the probability that students will be actively engaged in instruction. Students’ engagement is one of the most well-established predictors of achievement; when students are more engaged in academic instruction, they tend to have greater academic and social success. This article aims to review empirical literature in support of three evidence-based practices for maximizing student success. These practices include modeling desired academic and social behavior, providing opportunities to respond to curricular content, and providing academic and behavioral feedback. This study is in accordance with Reezgit and Creemers (2005). 

Study design

This study uses a cross-sectional design, based on questionnaires. The study design involves observation of a representative sample of students of English language. It employs descriptive and inferential design. The primary goal is to try to provide a comprehensive description as possible, whereas the cross sectional is focused on individuals at fixed events during life.

Population and sample of the study

This study was conducted with all English Department M.A. students of An- Najah National University to measure their opinion about effective teaching.

Table 1 shows the numbers and distribution of the study sample.  A representative stratified sample of (n=30 ) was selected.

Instrumentation

After   conducting   an   extensive  literature  review  on  a  Effective Teaching From An Najah National University M.A. Students Perspective, data were collected via a structured questionnaire which consisted of (24) items in three parts, organized to measure Effective Teaching from An- Najah National University M.A. students' perspective,

A- First: it informed the respondent of the objectives and the importance of the study, and assured them that the data collected was for scientific purposes only.

B-  Second: it collected demographic information.

C- Third: this was devised to collect information on Effective Teaching from An Najah National University M.A. Students' Perspective     

Reliability of the Instrument 

To determine the reliability of three sub-questionnaires, alpha formula was used; the range of reliability was 0.90 which is suitable for conducting such a study.

Validity of the instrument

The questionnaire was reviewed by a group of experts in the field of scientific research. They deleted and rephrased some items until the study instrument reached its final form.

Statistical analysis

The Statistical package for social science (SPSS) version 17 was used for data analysis. Various statistical tests and procedures were used including (means, frequencies, standard deviation, cross-tabulation, t-test for independent samples, ANOVA, , post hoc Scheffe's test). P-value of less than or equal to 0.05 was used to test the significance in testing the study hypothesis.

Ethical issues

This study is conducted on human subjects, and to assure that the ethical issues were taken into consideration, permission to conduct this study was obtained; in addition, respondents were informed about the purpose of the study before the interview. They were told that their participation was voluntary, any information obtained would be confidential and would be used for scientific research purposes only.

Results related to the  first question "What is effective teaching from An- Najah National University M.A. students’ perspective?

To answer the study questions, mean, standard deviation, and percentages of each item, domain and total score of effective teaching from An- Najah National University M.A. students' perspective are computed.  The study adopted a five-point scale in which the length of cells was determined through calculating the range of the scale (5-1=4) and divided on the highest value of the scale to determine the cell length, (5\4=0.8) then added to the lowest value in the scale to determine the lowest value of scale (1+0.8=1.8) (Table 2).

The literature  review  supports  the  view   that  students' opinions of teaching effectiveness are a valid, increasingly exploited, and acceptable source of information in determining instructional performance. Furthermore, it validates the use of classification by personality and ability as a commonly accepted method for examining effective teaching characteristics since respondents tend to categorize effective teaching using these two dimensions, and that the personality measures are the higher ranked of the two categories.

In addition, throughout the literature it has been noted not only that similarities in perceptions of effective teaching do exist between students and faculty, but also that some differences persist based upon factors such as student age, status and gender. Important personality traits used to describe effective teaching are the following: is enthusiastic towards teaching the subject, is available to students, respects and is friendly to students, is open to students’ ideas and opinions, stimulates interest in the topic, is sensitive and concerned with students’ progress and is objective in evaluating students.

Predominant ability attributes used to describe effective teachers are being well prepared and organized, possessing subject knowledge, being able to explain difficult subjects using simple terms, and encouraging students to think critically.

Some argue that ‘personality” traits are innate, such as those found in leaders and effective teachers, but would also acknowledge that these traits can be learned and refined through teacher training programs, professional development and continuous life-long learning.

The findings of this study support the results of previous studies on teaching effectiveness which demonstrate that many traits or practices are common, regardless of culture, age, and/or academic discipline. It also supports the literature findings of relatively high correlations between students and faculty in what they appreciate in teachers and that student opinions are of value. In other words, the participating students and faculty each appear to have an image in mind of what ideal instructors are like and  how they conduct themselves and what they do both in the classroom and outside, which differentiates them from ineffective instructors.

Conclusion

Respondents' results indicate a moderate degree of effective teaching from An- Najah National University M.A. students’ perspective with a percentage of 71.5%. A teacher who is imaginative can do wonders in the English class. Their new ideas break monotony and make students take lively participation in the class. Teachers who are imaginative can teach any language skill interestingly and effectively. They can develop students' creative self-expression. Teachers who are imaginative explore and create new things.   These principles of good practice serve as a practical lens for educationalist to evaluate the teachers' effect on the students' learning outcome. Using the principles as a general framework for the evaluation gave us insights into important aspects of effective teaching and learning.  The researcher agrees with what Siegel (1975) posited that the purpose of education is to "like the world through knowing it." Teachers in New York found that student performance improved when this principle was employed in their teaching methods

Based on the results of the study, the following suggestions are recommended by the researcher to the teachers, parents, stakeholders and further research to fill other gaps in the domain of remedial education,

1-Teachers should use multiple approaches and methods of teaching which are relevant to all learners' needs.

2- They should take into consideration the emotional, social and cultural factors of all learners.

3- They should integrate technology in remedial classes such as audio and video materials; in addition to conveying teaching aids.

4- They should put extra efforts on motivating low achievers for learning and attending remedial classes since most of those students have no desire to learn.

5- Faculties of education in local universities should consider all the social, professional and personal factors that can help in producing better graduates.

The authors have not declared any conflict of interests.