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Forty Competencies for Teachers

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Forty Competencies for Teachers

Post by Admin on Sun 6 Oct 2013 - 20:49

Forty Competencies for Teachers    
By:Mr. A.Belhadia / Ins
pector 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.

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Messages : 168
Date d'inscription : 2013-09-04
Localisation : CHLEF

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