Forty Competencies for Teachers
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Forty Competencies for Teachers
by Admin Sun 6 Oct 2013 - 20:49
Forty Competencies for Teachers
By:Mr. A.Belhadia / Inspector of English
What should a teacher bear in mind before she/he plans for his lesson and select the teaching tasks?
It is important for any teacher to be aware of the ATF (Algerian Teaching framework), so that she/he can take the right decision at the right moment about what to do while teaching, without missing to place any essential gear within the mechanism of the learning process.
The following principles are meant to help you, teachers, to act on the basis of the ATF and make your teaching rather efficient.
1.The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for reading, writing, speaking and listening (e.g. interviewing ,writing about a past experience , a classmate, reading an email, listening to phone message).
2.The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community ,and about their country and the world.
3.The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues.
4.The teacher uses and plans activities that allow learners to practice and develop real-life communication skills reading ,writing ,speaking and listening.
5.The teacher chooses topics and tasks that allow
learners to develop skills in learning and communicating
about themselves and their community, and about
their country and the world.
6.The teacher plans lessons that have communicative objectives and build toward meeting them .
7.Introduces grammar , pronunciation and vocabulary in context, with a focus on communicating meaning.(Teacher Competencies focuses more on communicative tasks rather than language exercises).
8.The teacher instructs learners on how to use language strategies to aid in their learning and communication.
9.The teacher plans lessons that have communicative objectives and whose steps build toward meeting them.
10.The teacher breaks down functions, genres and
skills into small components/skills/parts in order
to present realistic "chunks" of the language for
learners to process.
11.The teacher stages the lessons so that what the learner learns/practices in each step prepares for the next ones .
12.The teacher supplements and adapts the textbook to plan activities related to learners' lives and interests.
13. The teacher uses and plans activities that allow
learners to practice and develop real-life
communication skills for reading ,writing speaking
and listening.
14. The teacher contextualizes the activities and
provides a purpose for them .
15. The teacher provides a balance of activities that
focus on accuracy and fluency.
16. The teacher plans activities within each lesson in
which learners use the language freely without
worrying about errors, so that they can focus on fluency and communication.
17. The teacher plans activities in which learners use
previously learned language and skills and incorporate
new language and skills.
18. The teacher gives learners opportunities to recognize errors and figure out how to correct them.
19. The teacher has realistic short and long term
learning objectives for learners.
20.Regularly assesses learner learning.
21. The teacher plans and uses a variety of assessment
activities to assess learning.
22. The teacher plans and uses assessment activities
that assess not only whatlearners know, but also
what learners are able to do as speakers, listeners,
readers and writers.
23. The teacher teaches learners to assess
themselves and their peers so that they are
aware of their progress.
24.The teacher supplements and adapts the textbook
to plan activities related to learners' interests,
prior knowledge and experience.
" SARS"
(S = Select /A = Adapt /R = Reject/S=Supplement)
25.The teacher sets tasks that allow the learner to
discover how the language works in its form,
meaning and use.
26. The teacher plans lessons so that learners have to think and use their previous knowledge and imagination to prepare for and carry out classroom activities.
27. The teacher sets tasks that develop cooperative learning and encourages peer help and readiness to exchange with others.
28. The teacher uses and plans activities that allow
learnersto practice and develop
"real-life communication" skills for reading, writing, speaking and listening.
29. The teacher finds out the needs ,interests,
language difficulties.
30. The teacher selects and introduces activities and materials for language work that meet learner needs .
31. The teacher fosters a group feeling
(cooperation, respect, enjoyment, trust .
32. The teacher organizes learners so that interaction can be facilitated(using space, classroom furniture, time, etc…)so that the teacher is not the focus of the classroom.
33. The teacher varies patterns of interaction (e.g. teacher eliciting from class, pair work learners presenting t class, learners mingling) within the lesson to support the objectives of the class and the feeling/energy of the group.
34. The teacher ensures that the learners find their involvement sufficiently challenging.
35. The teacher teaches learners how to use language strategies to aid in their learning and communication.
36. The teacher creates a friendly atmosphere (e.g. by using learners' names, encouraging them, using positive reinforcement like praising and rewards, employing games to practice and review material).
37. The teacher uses effective techniques to build learner self-confidence (e.g. scaffolding so learners can succeed on their work in an encouraging way; employing self-assessment and goal setting).
38. The teacher fosters a group feeling (cooperation,
respect, enjoyment, trust, etc…)
39.The teacher provides opportunities for learners to learn cooperatively and collaboratively.
40. The teacher manages the class so learners know
what is expected from them (e.g. sharing the daily
agenda and classroom rules, providing rubrics for
learner performance).
By: Mr. A.Belhadia / Inspector of English.
By:Mr. A.Belhadia / Inspector of English
What should a teacher bear in mind before she/he plans for his lesson and select the teaching tasks?
It is important for any teacher to be aware of the ATF (Algerian Teaching framework), so that she/he can take the right decision at the right moment about what to do while teaching, without missing to place any essential gear within the mechanism of the learning process.
The following principles are meant to help you, teachers, to act on the basis of the ATF and make your teaching rather efficient.
1.The teacher uses and plans activities that allow learners to practice and develop real-life communication skills for reading, writing, speaking and listening (e.g. interviewing ,writing about a past experience , a classmate, reading an email, listening to phone message).
2.The teacher chooses topics and tasks that allow learners to develop skills in learning and communicating about themselves and their community ,and about their country and the world.
3.The teacher introduces a variety of topics of interest to the learners that are related to other cultures, comparison of cultures and international issues.
4.The teacher uses and plans activities that allow learners to practice and develop real-life communication skills reading ,writing ,speaking and listening.
5.The teacher chooses topics and tasks that allow
learners to develop skills in learning and communicating
about themselves and their community, and about
their country and the world.
6.The teacher plans lessons that have communicative objectives and build toward meeting them .
7.Introduces grammar , pronunciation and vocabulary in context, with a focus on communicating meaning.(Teacher Competencies focuses more on communicative tasks rather than language exercises).
8.The teacher instructs learners on how to use language strategies to aid in their learning and communication.
9.The teacher plans lessons that have communicative objectives and whose steps build toward meeting them.
10.The teacher breaks down functions, genres and
skills into small components/skills/parts in order
to present realistic "chunks" of the language for
learners to process.
11.The teacher stages the lessons so that what the learner learns/practices in each step prepares for the next ones .
12.The teacher supplements and adapts the textbook to plan activities related to learners' lives and interests.
13. The teacher uses and plans activities that allow
learners to practice and develop real-life
communication skills for reading ,writing speaking
and listening.
14. The teacher contextualizes the activities and
provides a purpose for them .
15. The teacher provides a balance of activities that
focus on accuracy and fluency.
16. The teacher plans activities within each lesson in
which learners use the language freely without
worrying about errors, so that they can focus on fluency and communication.
17. The teacher plans activities in which learners use
previously learned language and skills and incorporate
new language and skills.
18. The teacher gives learners opportunities to recognize errors and figure out how to correct them.
19. The teacher has realistic short and long term
learning objectives for learners.
20.Regularly assesses learner learning.
21. The teacher plans and uses a variety of assessment
activities to assess learning.
22. The teacher plans and uses assessment activities
that assess not only whatlearners know, but also
what learners are able to do as speakers, listeners,
readers and writers.
23. The teacher teaches learners to assess
themselves and their peers so that they are
aware of their progress.
24.The teacher supplements and adapts the textbook
to plan activities related to learners' interests,
prior knowledge and experience.
" SARS"
(S = Select /A = Adapt /R = Reject/S=Supplement)
25.The teacher sets tasks that allow the learner to
discover how the language works in its form,
meaning and use.
26. The teacher plans lessons so that learners have to think and use their previous knowledge and imagination to prepare for and carry out classroom activities.
27. The teacher sets tasks that develop cooperative learning and encourages peer help and readiness to exchange with others.
28. The teacher uses and plans activities that allow
learnersto practice and develop
"real-life communication" skills for reading, writing, speaking and listening.
29. The teacher finds out the needs ,interests,
language difficulties.
30. The teacher selects and introduces activities and materials for language work that meet learner needs .
31. The teacher fosters a group feeling
(cooperation, respect, enjoyment, trust .
32. The teacher organizes learners so that interaction can be facilitated(using space, classroom furniture, time, etc…)so that the teacher is not the focus of the classroom.
33. The teacher varies patterns of interaction (e.g. teacher eliciting from class, pair work learners presenting t class, learners mingling) within the lesson to support the objectives of the class and the feeling/energy of the group.
34. The teacher ensures that the learners find their involvement sufficiently challenging.
35. The teacher teaches learners how to use language strategies to aid in their learning and communication.
36. The teacher creates a friendly atmosphere (e.g. by using learners' names, encouraging them, using positive reinforcement like praising and rewards, employing games to practice and review material).
37. The teacher uses effective techniques to build learner self-confidence (e.g. scaffolding so learners can succeed on their work in an encouraging way; employing self-assessment and goal setting).
38. The teacher fosters a group feeling (cooperation,
respect, enjoyment, trust, etc…)
39.The teacher provides opportunities for learners to learn cooperatively and collaboratively.
40. The teacher manages the class so learners know
what is expected from them (e.g. sharing the daily
agenda and classroom rules, providing rubrics for
learner performance).
By: Mr. A.Belhadia / Inspector of English.
Admin- Admin
- Messages : 168
Date d'inscription : 2013-09-04
Localisation : CHLEF -
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