ies.v5n5p35              URL:  http://dx.doi.org/10.5539/ies.v5n5p35     Abstract  This  paper  attempts  to  explore  and  identify  the  character istics  of  an  effective  teacher  who  teaches  English  as  a   second  language  to  10  year  old  students  from  different  ethnics,  various  social  economic  background  and   multi-level  language  ability,  at  a   private  primary  school  in  Malaysia .She  also  gives  us  things  she  doesn't   want." National  Forum  of  Education  Journal  - Electronics,   16 (3E),  2005-2006. Journal  of  European  Industrial  Training,   20 (7),  [1996] 29-36. Furthermore, the effect appeared to be cumulative  and additive, in that students taught  by ineffective teachers for  consecutive years do significantly worse in terms  of both gains and achievement compared to peers who were  assigned to effective teachers for consecutive years. As Hattie (2003) mentioned, expert  teachers are able to deal with the  multidimensionality  of  the  classroom. As there are various and multiple factor s involving teacher effectiveness in this discussion, we categorized all the  running  themes  into  three  broad  categ ories. She calls them by name and  she  knows  her  students  well. Her  rewards  we re  abundant  and  generous . International  Journal  of   Educational Research ,  37 , 449-481    Hattie,  J.  (2002). In  Menges,  R.  J.,  &   Svinicki, M. D. , eds. College Teaching: From Theory to Practice. Some  students  even   www.ccsenet.org/ies                                           International                                           Edu cation Studies  Vol. 5, No. 5; 2012  36    study under the same teacher for a number  of years. This  was  mentioned  by  the  first   interviewee, that she spot chec ks her class on cleanliness. The  windows  were  lined  with  pastel   coloured butterflies so the students would not be distracted by the view outside. New Directions in Teaching and Learning,  45 , 53-65  Glenn,  R.  E.  (2001). A  strong   sense of belonging has been associated with a desire to  learn and an increase in understanding, whereas a lack of  belonging has been associated with negative academic  outcomes such as truancy and withdrawal from school. National  Education  Blueprint  2006-2010 :  Ministry  of   Education Malaysia. In  the  fifth  observation,  she   encourages them not to admit defeat ev en though they lost the  cleanliness trophy that w eek. School  of  Education,  University  of  Auckland. Nevertheless, policy makers, administrators, teacher educ ators and aspiring teachers  would benefit significantly  from knowing the characteristics of ef fective teachers, as this  knowledge would likely im prove the quality of the  field. They claimed that only beliefs about  'source of knowledge' significantly  predicted teaching competence, whilst  entry qualifications, instructional pref erence and the other epistemic dimensions were not significant predictors  of teaching competence. Classroom  composition  and  peer  effects . Educational  Planning  and  Research  Division. During the interview, she explained  the  power  of  encouragement. The  Education  of  Henry  Adams . It  also  shows  her   readiness and flexibility in adapting her teaching me thodologies to the student's style of learning. Practical   Proposals  for  Motivating  Students. Retrieved   from:    http://highreliability.co.uk/Files/Downloads/Effectiveness/DM2002a.pdf     Ostorga,  A.  N.  (2003). Learning  styles:  a  holistic  approach. Retrieved  from   http://www.ncctq.org/publications/LinkB etweenTQandStudentsOutcomes.pdf     Hattie,  J.  (2003). What  is  the  research  evidence? Retrieved   from www.education-world.com/a_curr/curr387.shtml  Goodenow,  C.  (1993). He concludes that learning outcomes are directly related to the learning environment  within the classroom created by  the teacher due to the fact that the proce sses of learning that they foster are by  far the more powerful. Below we will further discuss other char acteristics and behaviour of this teacher  that have not been or are seldom  discussed in the literature  on effective teachers. In this context, scaffolds means  'to  provide  support.' Teachers  make  a  differ ence. Char acteristics  of  effective  t eachers:   "She  doesn't  get  angry.1.1 Background  The Malaysian National Education Philosophy states that:    " Education  in  Malaysia  is  an   on-going  effort  towards  furt her  developing  the  potential  of   individuals   in   a   holistic   and   integrated   manner,   so   as   to   produce   individuals   who   are    intellectually,  spiritually,  emotionally  and  physically  balanced  and  harmonic,  based  on  a  firm   belief in and devotion to god..." National Education Blueprint 2006-2010: ix   Thus, as educators, our main responsibility is to produce  such students and to prepare them to face myriad world  challenges upon graduation. Above  all,  effective  teachers  should  be  able   to  detect  when  students  are  learning   or  motivated  to  learn  or  are  losing   focus  or  interest  in  the  topic  presented  on  that  day. We also noted that in all the classr oom teaching and learning observations,  the tasks given were challenging and  appropriately  designed  to  suit  the  student  age  level  and   ability,  so  that  each  student  can  meet  the  objectives  as   listed  in  the  lessons'  learning  outcome. By  focusing  their  instructional  goals  on  the  acquisition  of  mastery  rather  than  competitive   and  comparative  goals,  superior  teach ers  prompt  students'  intrinsic  motiv ation  to  become  the  force  behind   learning (Heller & Sottile, 1996). For example, how to choose a 'good' durian, taking the students to the market to learn about  local fruits, using the colloquial term 'heaty' to mean 'feeling hot,' discussing experiences on ' balik kampong'  or  going  back  to  your  home  town,  using  the  Malay  language  to  explain  difficult  terminology,  using  real  plants  to   teach  science,  and  many  others. In  recent  years  she  has  made  a  significant   contribution  in  turning  her  class  around,  and  the  class  has  won  the  monthly  cleanliness  trophy  for  almost  an   entire year, missing only twice. From  the  interviews  with  her,  her  students  and  colleagues,  we  argued  that  the  special  ability  in  recognising   helpful events is due to the fact that she loves teaching;  she loves the children, the school and, most of all, she  loves  her  profession  as  a  teacher. We  acknowle dged  this  teacher's  frequent  us e  of  her  skills  and  the  art  of   scaffolding  in  her  lessons  and  realized  its  impact  on  her  students. Though  the  competitive  spirit  was  invoked  during  her  lessons  as  well  as  in  the  distribution  of  games,  she  used   competitiveness  as  points  for  rewards. We  realized  that  it  is  a  unique   ability  that  deserves  deeper  probing  to  understand  how   she  manages  to  be  conscious  of  such  events  while   simultaneously managing the lessons as well. Thus,  we  believe  that  further   research  is  inevitable  to  enable  comparisons  to  be  made,  and  such  findings  would  be  more  conclusive  in   developing a complete list of the characteristic of an  effective teacher, specifically on classroom management. New  teachers  and  those  at  a  crossroads  in  their  career  would  also  benefit  if  they  could  confirm  that  the   interpersonal  and  intrapersonal  beliefs  they possess are those demanded by the field. This  teacher   makes  such  an  impact  that  her   students  do  not  give  the  school  administration  difficult  discipline  issues  and  instead  have  such  motivation  that   they excel in the process. Second, teachers  also  need  to  show  and  communicate  their  enthusiasm,  fo r  such  displays  will  produce  an  immediate  increase  in   www.ccsenet.org/ies                                           International                                           Edu cation Studies  Vol. 5, No. 5; 2012  37    student  motivation. With these goals in mind,  this  article  aims  to  share  the  finding s  of  an  empirical  study  on  the  key  ch aracteristics  teachers  need  to  excel  in   their job, focusing on classroom management. She is a great motivator as proven by Student B, who would continue to be the best even  as  she  moved  beyond  this  teacher;  "Yes,   because  she  tells  us  we  must  be  the  best  even  though  she's  not  there.Pizzas,  squash  racquets,   ice-creams,  and  sweets,   were  some  of  the  prizes  mentioned;  "She   gives  us  lots  of  presents;  sweets,  Pizza  Hut,   Dominoes  pizza. It  fascinates  us  that  this   teacher  knows  when  to  make  use  of   those  events  and  turn  those  moments   into  a  teaching  po int. Such  teachers   combine new subject matter content knowledge with prior  knowledge; can relate current lesson content to other  subjects  in  the  curriculum;  and  make  lessons  uniquely  their  own  by  changing,  combining  and  adding  to  them   according to their students' need s and the teacher's own goals. The  author  listed  the  themes  as  student  centeredness,   enthusiasm  for  teaching,  et hical  values,  classroom  and   behaviour  management,  teaching  met hodology  and  knowledge. Five   full-day  classroom  observations  were  video  recorded  together  with  the  field  notes,  and  a  total  of  10  interview   hours  were  transcribed. The findings concur with  previous literature reviews on effec tive teacher models  whilst providing  in-depth  details  on  what  transpires  during  classroom  activ ities,  thus  clarifying  further  the  meaning  of  effective   classroom  management. By doing so,  she  instils  confidence  in  the  weaker  ones,  at  the  same  time  conveying  a  sense  of  sharing,  patience  and   understanding to the whole class. Apart from  parents, the teacher is the next cruc ial factor, who patiently, year in and  year  out,  goes  into  the  cl assroom  to  teach  and  mould  th e  children  under  his  or  her  care. Having  things  on  the  desk  can  serve  as  a  distra ction,  so  she  repeats  this   teaching  every  time  she  sees   students with cluttered desks. The  study  focused  on  classroom   management  using  a  case  study  methodology  where  data  was  collected  using  both  interviews  and  classroom   observations. When aske d to describe her character,  her  students'  quick  response  was  mostly,  "She  is  the  be st;"  "She  is  wonderful;"  "She  is  awesome;"  "She  is   great;" "I love her."5, No. 5; 2012  ISSN  1913-9020      E-ISSN  1913-9039   Published by Canadian Center  of Science and Education  35    Effective Classroom Management  Azlin Norhaini Mansor 1 , Wong Kim Eng 2 , Mohamad Sattar Rasul 1 ,   Mohd Izham Mohd Hamzah 1  &  Aida Hanim A. Hamid 1     1  Universiti Kebangsaan Malaysia, Bangi, Malaysia  2  Open University Malaysia, Kuala Lumpur, Malaysia  Correspondence:   Azlin   Norhaini   Mansor,   Univers iti   Kebangsaan   Malaysia,   Bangi,   Malaysia.However we would like  to  propose  another  six  more  notable  characteristics  of  an   effective  teacher:  (i)  loving   the  profession;  (ii)  going   beyond the lesson time; (iii) creating a suitable yet comf ortable physical classroom environment; (iv) practising  the  art  of  scaffolding  (v)  weaving  values,  leadership  and   thinking  skills  into  the  lesson  and  (vi)  creating  class   rules  and  boundaries  through  repetition  and  humour.Hattie (2003) further added that expert teachers can sponta neously relate what is happening to these deeper sets  of principles; can quickly recognize sequences of events  occurring in the classroom that in some way affect the  learning  and  teaching  of  a  topic;  are  more  opportunistic   and  flexible  in  their  teaching;  are  more  adept  at   anticipating  problems  and  then  improvising;  are  skillful   in  keeping  the  lesson  on  track  and  accomplishing  their   objectives; and allow student questions and comments as springboards for discussion.On  the  othe r  hand,  Hattie  (2003)  presented  a   different  perspective  on  the  characteris tics  of  an  effective  teacher  as  so meone  who  knows  their  subject  matter   well,  is  able  to  identify  essential   representations  of  their  subject,  can   guide  and  motivate   learning  through   classroom activities, can monitor learning and provide eff ective feedback, can attend to attentive attributes, and  can influence student outcomes.Earlier studies on classroom management that focusing on students' sense of belonging in school contexts have  found that a strong sense of belonging can result in pos itive outcomes, including academic motivation, a sense of  efficacy,  a  liking  for  school,  and  a  se nse  of  emotional  well-being  (Goode now,  1993;  Wentzel,  2003).Retrieved  from   http://en.wikiquote.org/wiki/Henry_Adams#T he_Education_of_Henry_Adams_.281907.29  www.ccsenet.org/ies                                           International                                           Edu cation Studies  Vol.5, No. 5; 2012  41    of  the  year,  and  the  class  knew  exactly  what   If the teacher is not intere sted in the material he/she is presenting, the outcome  will  be  student  boredom  and  dislike  for  the  subject  as  we ll.   Investigating  change  in  epistemic  beliefs:  An  evaluation  of  the  impact  of   student   teachers'   beliefs   on   instructional   pref erence   and   teaching   competence.Retrieved   from    http://www.cdtl.nus.edu.sg/link/Jul2009/li3.html  Darling  L.,  Chung,  R.,  &  Fr eflow,  F.  (2002).International Education Studi es; Vol.3.