Chapter

Two:

The Teacher in the Classroom

Community

Reporter ： Jeramie S. Sumaot

 Learning
• explain Outcomes:
the competencies, as contained in the
NCBTS, that each teacher must possess in order to • relate the NCBTS to the
function effectively in the classroom and in the Code of Ethics for
community; Professional Teachers;

• examine the responsiveness of the present • deepen you understanding of

teacher education curriculum to the needs of the various roles of the teacher
the teacher as she performs her role in the in the classroom and in the
classroom and in the community; and community.
Lesson 1

The National Competency-Based

Teacher Standards (NCBTS)
 Domain 1. Social Regard for Learning
• This Domain of Social Regard for Learning focuses on
the idealthat the teachers serve as positive and
powerful role models of the values of the pursuit of
learning of different kinds of the effort to learn.

• The teacher's actions, statements, and different types

of social interactions with students exemplify this
ideal.
Strands of Desired Teaching Performance Performance indicators

1.1 Acts as a positive role model 1.1.1 Implements school policies

for students and procedures
1.2.2 Demonstrates punctionality
1.3.3 Maintains appropriate
appearance
1.4.4 Is careful about the effect of
one's behavior on students.
1.5.5 Shows respect for other
persons and their ideas
 Domain 2. Learning Environment
• The domain of Learning Environment focuses on
importance of providing for a social, psychological
and physical environment within which all
students, regardless of their individual differences
in learning, can engage the different learning
activities and work towards attaining high
standards of learning.
 Strands of Desired Teaching
Performance Performance indicators
2.1 Creates an environment that 2.1.1 Maintains a learning environment of
promotes fairness courtesy and respect for different learners (eg.
ability, culture, gender)
2.1.2 Provides gender-fair opportunities for
learning
2.1.3 Recognizes that every learner has
strengths

2.2 Makes the physical environment 2.2.1 Maintains a safe, clean and orderly
safe and conducive to learning classrooms free from distractions
2.2.2 Arranges challenging activities given the
physical environment
2.3 Communicates higher 2.3.1 Uses individual and cooperative
learning expectations to each learning activities to improve
learner capacities of learners for higher
learning
2.3.2 Encourages learners to ask
questions
2.3.3 Provides learners with a variety
of learning experiences
2.3.4 Provides learners with a variety
of learning experiences
2.3.5 Communicate and maintains
high standards of learning
performance
2.4 Establishes and maintains 2.4.1 Handles behavior problems quickly
consistent standards of learners and with due respect to children's rights
behavior 2.4.2 Gives timely feedback to reinforce
appropriate to learners behavior
2.4.3 Guides individual learners requiring
development of appropriate social and
learning behavior
2.4.4 Communicates and enforces school
policies and procedures for appropriate
learner behavior
2.4.5 Encourages free expression of ideas
from students
2.4.6 Creates stress-free environment
 Domain 3. Diversity of Learners
• This domain of Diversity of Learners emphasizes the
idea that the teachers can facilitate the learning
process in diverse learners by recognizing and
respecting individual differences, then using
knowledge about students differences to design
diverse sets of learning activities ensure that all
students can attain desired learning goals.
 Strands of Desired Teaching Performance Performance Indicators

3.1 Is familar with learner's background 3.1.1 Obtains information on the

knowledge and experiences learning styles, multiple intelligences and
needs of learners
3.1.2 Designs or selects learning
experiences suited to different kinds of
learners
3.1.3 Establishes goals that define
appropriate expectations for all learners
3.1.4 Paces lessons appropriate to needs
and/or difficulties of learners
3.1.5 Initiates other learning approaches
for learners whose needs have not been
met by usual approaches
3.2 Demonstrates concern for 3.2.1 Recognizes multi-cultural
holistic development of learners background of learners when
providing learning opportunities

3.2.2 Adopts strategies to address

needs of differently-abled students

3.2.3 Makes appropriate

adjustments for learners of different
socio-economic backgrounds
 Domain 4. Curriculum
• The domain of Curriculum refers to all elements of
the teaching-learning process that work in
convergence to help students understand the
curricular goals and objectives, and to attain high
standards of learning defined in the curriculum.
• These elements include the teacher's knowledge of
subject matter and the learning process, teaching-
learning approaches and activities, instructional
materials and learning resources.
Strands of Desired Teaching Performance Performance Indicators

4.1 Demonstrates mastery of the 4.1.1 Delivers accurate and updated content
subject knowledge using appropriate
methodologies, approaches and strategies

4.1.2 Integrates language, literacy and

quantitative skill development and values in
his/her subject area.

4.1.3 Explains learning goals, instructional

procedures and content clearly and
accurately to students
4.1.4 Links the current content with past and future
lessons

4.1.5 Aligns with lesson objectives the teaching

methods, learning activities and instructional
materials or resources appropriate to learners

4.1.6 Creates situations that encourage learners use

high order thinking skills

4.1.7 Engages and sustains learners interest in the

subject by making content meaningful and relevant
to them
 4.1.8 Integrates relevant scholarly
works and ideas to enrich the lesson as
needed

4.1.9 Integrates content of subject area

with other disciplines

4.2 Communicates clear 4.2.1 Sets appropriate learning goals

learning goals for the lessons
that are appropriate for 4.2.2 Understands the learning goals
learners
4.3 Makes good use of allotted 4.3.1 Establishes routines and
instructional time procedures to maximize instructional
time

4.3.2 Plans lessons to fit within

available instructional time
4.4 Selects teaching methods, 4.4.1 Translates learning competencies
learning activities and to instructional objectives
instructional materials or
resources appropriate to 4.4.2 Selects, prepares and utilizes
learners and aligned to the instructional materials appropriate to the
objectives the lesson learners and to the learning objectives
4.4.3 Provides activities and uses materials which
fit the learners learning styles, goals and culture

4.4.4 Uses a variety of teaching approaches and

teachniques appropriate to the subject matter and
the learners

4.4.5 Utilizes information derived from assessment

to improve teaching and learning

4.4.6 Provides activities and uses materials which

involve students in meaningful learning
4.5 Teacher recognizes general 4.5.1 Design and utilizes teaching
learning processes as well as methods that take into account the
unique processes of individual learning process
learners
4.6 Teacher promotes 4.6.1 Cultivates good study habits
purposive study through appropriate activities and
projects
4.7 Teacher demonstrates 4.7.1 Utilizes Information and
skills in the use of information Communication Technology to enhance
and Communication teaching and learning
Technology in teaching and
learning
 Domain 5. Planning,Assessing & Reporting
• The domain of Planning, Assessing and Reporting
refers to the alignment of assessment and planning
activities.
 In particular,the domain focuses on the
1) use of assessment data plan and revised teaching-
learning plans,
2) the integration of assessment procedures in the plan
implementation of teaching-learning activities,and
3) reporting on learners actual achievement and
behavior.
 Strands of Desired Teaching Performance Performance Indicators

5.1 Communicates promptly and clearly 5.1.1 Shows proofs of instructional

to learners, parents and superiors about planning
the progress of learners
5.1.2 Implements instruction as plan

5.1.3 Demonstrates ability to cope with

varied teaching milieu
5.2 Develops and uses a variety of 5.2.1 Prepares formative and summative
appropriate assessment strategies to tests in line with the curriculum
monitor and evaluate learning
5.2.2 Employs non-traditional
assessment techniques (portfolio,
journals, rubrics, etc.)
 5.2.3 Inteprets and uses assessment
results to improve teaching and learning

5.2.4 Identifies teaching-learning

difficulties and possible causes and
takes appropriate action to address them

5.2.5 Uses tools for assessing authentic

learning
5.3 Monitors regularly and 5.3.1 Provides timely and accurate
provides feedback on learners feedback to learners to encourage them
understanding of content to reflect on and monitor their own
learning growth
5.3.2 Keeps accurate records of
grades/performace levels of learners

5.3.2 Conducts regular meetings with

learners and parents to report learners
progress

5.3.4 Involves parents to participate in

school activities that promote learning
 Domain 6. Community Linkages
• The Community Linkages focuses on the ideal that
classroom activities are meaningful linked to the
experiences and aspirants of the students in their
homes and communities.
• Thus the domain focuses on teachers efforts directed
at strengthening the links between schools and
communities, particularly as these links help in the
attainment of the curricular goals.
 Strands of Desired Teaching Performance Performance Indicators

6.1 Establishes learning environments 6.1.1 Involves community in sharing

that respond to the aspirations of the accountability for the learners
community achievement

6.1.2 Uses the community

resources(human, material) to support
learning

6.1.2 Uses the community as a

laboratory for learning

6.1.4 Participates in community

activities that promote learning
6.1.4 Participates in community
activities that promote learning

6.1.5 Uses community networks to

publicize school events and
achievements

6.1.6 Encourages students to apply

classroom learning to the community
 Domain 7. Personal Growth & Professional Development
• The domain of Personal Growth and Development
emphasizes the ideal that teachers value having a
high personal regard for the teaching
profession,concern for professional development,and
continuous improvement as teachers
 Strands of Desired Teaching Performance Performance Indicators

7.1 Takes pride in the nobility of 7.1.1 Maintains stature and behavior that
teaching as a profession upholds the dignity f teaching

7.1.2 Allocates time for personal and

professional development through
• Participation in educational seminars
and workshops
• Reading educational materials
regularly
• Engaging in educational research
 7.1.3 Manifests personal qualities such
as enthusiasm, flexibility and acring

7.1.4 Articulates and demonstrates one's

personal philosophy of teaching
7.2 Builds professional links 7.2.1 Keeps abreast with recent
with colleagues to enrich developments in education
teaching practice
7.2.2 Links with other institutions,
organizations for sharing best practices
7.3 Reflects on the extent of 7.3.1 Reflects on the quality of his/her
the attainment of professional own teaching
development goals
7.3.2 Improves teaching performance
based on feedback from students, peers
and superiors and cooperating teachers

7.3.3 Accepts personal accountability to

learners achievement and performance

7.3.4 Uses self-evaluation to recognize

and enhance one's strength and correct
one's weaknesses
 Learning Tasks 1(Group them into 3)
• Group 1
Tell something about the teacher in the classroom and in the
community by completing this acronym.
T-
E-
A-
C-
H-
E-
R-
• Group 2
Reflect on the teacher as she goes about her task in the classroom and in the
community. In what way is he/she.......
• a piece of iron?
• a well?
• a planter?
• a gardener?
• a door?
• a wakeup call?
• a potter?
• a mirror?
• an assessor?
• a nurse?
Read this poem “Yo
u Are a Teacher” the
n create a 5 minute r
ole play