Chapter II

On Instructional Competencies

The Effective Teacher

1. Mastery of subject matter

2. Mastery of the methods, strategies,
approaches, and techniques of
teaching
3. Mastery of the medium of
instruction
On Instructional Competencies
4. Mastery of planning a lesson and
organizing instructional materials
- good planning
5. Mastery of educational psychology
6. Mastery in the formulation of goals
and objectives
- goal
- objective
7. Mastery of classroom management
8. Mastery of measurement and
evaluation
9. Mastery of the techniques of
motivation*
- motivating stimulating the
students interest
10. Mastery of the art of questioning
Two types of Questioning:
a. question that will elicit factual
information
b. question that will develop
analytical and
critical
teaching
11. Mastery of the basics of guidance
and counseling
On Personal Characteristics
-Intelligence
-Punctuality and enthusiasm
-Good physical and mental health
-Loyalty and commitment
-Respect for the dignity of an individual
-Fair level of tolerance, firmness and
impartiality
adaptability
-Alertness, resourcefulness, creativity
-Good grooming

-Christian outlook, missionary spirit

-Clean sense of humor
-Good professional and human relations
-Good moral and ethical character
-Desire to grow professionally
-Leadership and fellowship
-Love for children
-Observe the code of professional ethics

Role of a Teacher

6.
7.

Community linkages

Personal growth and

Professional development

Domain 1
Social regard for learning
- acts as a positive role model for
students

2005, TEDP-Teacher Education

Development Program
competencies based on:
- core values of Filipino teachers
- principles of effective teaching
Domain 2
and learning
The Learning Environment
- promotes fairness
Statement and Principle
- safe and conducive to learning
- communicates higher learning
Teachers in all Philippine
expectations
schools are committed and
- establishes and maintains
accountable for providing
consistent standards of learners
classroom instruction with results
behavior
that are manifested in high
performance levels in terms of
student learning outcomes.
Teachers are dedicated to the
Domain 3
well-being of the students and
Diversity of Learners
communities they serve, taking
- familiar with learners
into account their cultural
background, knowledge and
diversity, group aspirations and
experiences
what is valued in education.
- demonstrates concern for
holistic development of learners
Seven Domains of Teaching and
Learning

1.
2.
3.
4.
5.

Social regard for learning Domain 4

Curriculum
- communicates clear learning
The learning environment
goals appropriate for learners
- good use of allotted instructional
The diversity of learners
time
- teaching methods, learning
Curriculum
activities, instructional materials
appropriate to learners, aligned to
Planning, assessing,
the objective of the lesson
reporting

Domain 5
-extra work beyond class hours
Planning, assessing, reporting
- communicates promptly and
2. Negative /low motivation
clearly to learners, parents and
- homework undone
superiors about the progress of
- distracts others/does not listen
learner
-seldom participates in activities
- uses variety of appropriate
assessment strategies to monitor
and evaluate learning
- monitors regularly and provides
feedbacks

Domain 6
Community linkages
- establishing learning
environments that responds to
the aspirations of the community
Domain 7
Personal Growth and
Professional Development
- takes pride in the nobility of
teaching as a profession
- builds professional links
w/colleagues to enhance teaching
practice
- reflects on the extent of the
attainment of learning goals
Types of Motivation
1. Intrinsic motivation-coming from
w/in the individual internal desire and
interest that makes them to be
aggressive
2. Extrinsic motivation-coming from
environment: social pressure, peer
pressure.
-Incentives/rewards
Levels of Motivation
1. Positive/high motivation
- participates in discussion
- facial expression: intent
listening, observant

Techniques for Motivating

Learners
1. Contracts - anticipation of agreedto-reward
2. Games/simulation study
learners interest, needs if applicable
3. Programmed text - most popular
motivator, breaks course into small
topics and find learner feedbacks
4. Grouping - to remove fear in
students
5. Grades and tests - incentive to
work harder or stop working due
to burn-out
6. Emphasizing reward not
punishment
Rules and Regulations
On first day/on a later date

Bringing closure
Problem Areas in Classroom
Management
1. Monitoring Students
-Kounin, 1970
-Withitness
teachers ability to keep tract of
many different signs of
engagement at the same time
- observe, mentally record, redirect or
correct students behavior

2. Making Transition
- switch from lecture to seatwork
- Discussion to quiz
- Seatwork to discussion (sharing)
* Students misbehave

Rules on academic work

3. Giving Assignments
Rules on classroom conduct
Immediate follow up
Disseminated orally , hand outs,
Explain which part of the lesson
LCD
the assignment relates to

Problem Areas in Classroom

Management

Monitoring students
Making transitions
Giving assignments

Avoid comments that will give a

negative impression on the
assignment

4. Bringing Closure

Call to an end
End the lesson: make students
remember, consolidate and
summarize