THE TEACHER IN

THE CLASSROOM
AND COMMUNITY
 OBJECTIVE
• At the end of the lesson, the students are expected to;
• 1.Identify domains where teachers should be competent in doing their their job.
• 2. Analyze various activities.
• 3. Discuss the values of teachers as community leader.
• 1.How teacher interact in the classroom and
community?

• ANSWER:
• Teacher is always the roles model inside the
classroom. He or she must demonstrate a proper
appropriateness, punctuality and even respect for other
people. In the first domain of NCBTS , teachers are
expected to extra effort for the students to learn positive
values from them.
 WHAT IS NCBTS?
National Competency- Based Teacher Standards
developed by Department of Education in relation to the Teacher Education and
Development Program (TEDP)
is set of competencies(behavior,attitudes and skills) that each teacher must posses to
function effectively and satisfactorily.
“the core values of the Filipino teachers and on principles of effective teaching and
learning”
NCBTS is divided into seven(7) domains that represents the desired features of the teaching
and learning process.
WHAT IS NCBTS?
WHY DO WE NEED NCBTS?
 WHY DO WE NEED NCBTS?

Provides single framework that define effective

teaching in all aspects of the teacher’s professional life
and in all phases of teacher development.
Minimize confusion about what effective teaching is.
Provides a better guide for all teacher development
programs and project form the school- level up to the
national level.
 INTRODUCTION:
The Teacher has two communities:
The Teaching Community/ Classroom
 consist of his/her fellow teachers,colleagues and superiors.
Community outside the school
 Includes the parents of his/her learners,local officials,alumni/alumnae and other members of the
society in wich the school is located.
To function well in the classroom and in the community, he/she must be equipped with
competencies.
Knowledge
Skills
Attitudes
 DOMAIN 1: SOCIAL REGARD FOR LEARNING

 Acts as a positive role module for students

 DOMAIN 2: THE LEARNING
ENVIRONMENT
 Creates an environment that promotes fairness
 Makes the physical environment safe and conducive to
learning
 Communicates higher learning expectation to each
learner
 Established and maintains consistent standard of
learners behavior
 DOMAIN 3: DIVERSITY OF
LEARNERS
 Is familiar with learner’s background knowledge and
experiences
 Demonstrates concern for holistic development of
learner’s
 DOMAIN 4: CURRICULUM

 Demonstrates mastery of the subject

 Communicate clear learning goals for the lesson that are
appropriates for learners
 Makes good use of allotted instructional time
 Select teaching methods, learning activities, and
instructional materials or resources appropriate to
learners and aligned to the objectives of the lesson
 DOMAIN 5:PLANNING ,
ASSESSING AND REPORTING
 Communicates promptly and clearly to learners, parents
and superiors about the progress of learners
 Developed and uses a variety of appropriate assessment
strategies to monitor and evaluate learning
 Monitors regularly and provides feedback on learners
understanding of content
 DOMAIN 6:COMMUNITY LINKAGES

 Established learning environments that respond to the

aspirations of the community
 DOMAIN 7: PERSON GROWTH AND
PROFESSIONAL DEVELOPMENT
 Takes pride in the nobility of the teaching as a
profession
 Builds professional links with colleagues to enrich
teaching practice
 Reflect on the extent of the attainment of learning goals
 VARIOUS ACTIVITIES DONE BY
TEACHERS IN THE SCHOOL
1.Free Writing/minute paper/ question of the day
exercise.
These are activities that prompt students to write a
response to an open question and can be done as any time
during class. Writing activities are usually 1-2 minutes
and can focus on key questions and ideas or ask students
to make predictions.
2.Ice Breakers
are how states activities that get students to
enteract and talk to each other, and courage subsequent
classroom interactions.
Example:
Asking students to introduce themselves to each
other and what they would like to learn in the course.
3.Think-Pair-Share
-this type of activity first ask students to
consider a question on their own, and then provides an
opportunity for students to discuss it in pairs, and finally
together with the whole class.
 THE PROCEDURE IS AS FOLLOW;
1.Pose a question, usually by writing it on the board or
projecting it.
2.Have students consider the question on their own(1-2 min)
3.Allow the students form a groups of 2-3 people.
4.Have student discuss the question with their partner and share
their ideas and/ or contrasting opinions(3minutes.)
5.Re-group as a whole class and solicit responses from some or
all of the pairs (3minutes.)
4.Debate
-engaging in collaborative discourse and argumentation
enhances students conceptual understanding and refines their
reasoning abilities. Give teams time to prepare and then put them into
argument with a team into argument with a team focused on
representing an opposing viewpoint.
5.Interview/ Role Play
-members of the class take the part or perspective of historical
figures, authors or other characters and must interact from their
perspective.
5.INTERVIEW OR ROLE PLAY
Members of the class take the part of perfective of
historical figures, authors, or other characters and must
interact from their perspective.
6.Interactive Demonstration
Can be used in lectures to demonstrate the application of a
concept, a skill or to act out a process.The exercise should plan and
structure your demonstration to incorporate opportunities for students to
reflect and analyze the process.
Introduce the goal and description of the demonstration.
Have students think-pair (see above ) may happen or to analyze the
situation at hand (“pre-demonstration”) state or situation.
Conduct the demonstration
Students discuss and analyze the outcome based on their initial
prediction/interpretation
7.Jigsaw
is a cooperative active learning exercise where students
are grouped into teams to solve a problem or analyze a reading .
 COMPETENCIES FOR GLOBAL TEACHERS

A research was conducted by SEAMEO INNOTECH(2010) to

identify important competencies for teachers required by
ASEAN countries .The result of this research identified the
following general areas of competencies of teachers for 21 st
Century identified as part of the Teaching Competencies
Framework.
1. Facilitating the development of learner’s life and life
career skills.
2. Creating a conducive learning environment
3. 3.Facilitating learning
4. Preparing appropriate lesson plans in line with the
school vision and mission.
5. Developing high-order thinking skills (HOTS).
6. Developing and utilizing teaching and learning
resources.
7. Enhancing ethical and moral values.
8. Assembling and evaluating learner performance.
9. Engaging in professional development.
10. Networking with stakeholders especially with
parents.
11.Managing students welfare and other tasks.
 ESTABLISHING COMMUNITY
LINKAGE
• in basic education, teachers need to work with NGOs
and government organization to encourage public
support to quality education and to protect the welfare of
the students.

• School is an integral of society.

• These are some standards that teachers need to know and do to
establish community linkage:
1. Cultural responsive behaviors that promote effective
communication and collaboration with individuals, families,
social agencies, and other members of the community.
2. collaborative with individuals and groups to support
educational programs in the community.
3. Respect for the culture of the individuals and communities.
 DIVERSITY OF
LEARNERS
Teacher need to integrate various educational ideas, perspective and
theories in planning instruction for all types of students.
Ball (2000) pointed out that the enormous complexities of today’s word
require a new vision for schooling that responds to the needs of the global
and multicultural society in which we live. Cosmopolitan members of the
society.
• Shim ( 2011) Teacher, therefore play significant role in helping the student become.

The following are the things that all teachers need to know and practice in order to understand
student in any level.

Cognitive, affective and psychomotor development of learners.

: psychomotor provides us with studies, theories principles about the development and nurture
or every learners.
Influence of diversity factors on education.
:schools are responding to culturally diverse individual students are becoming
diverse in term of;

• Language
• Culture
• Socio-economic conditions
• Learning styles
• Talents
• Family background
• Religion
• abilities
 CURRICULUM AND
INSTRUCTION
Curriculum is simply defined as the contents,
standards competencies, and topics that students
learn. It includes the school’s philosophy, mission
and vision, and goal, the subject and learning
experiences, and the assessment and evaluation
tools.
Instruction is defined as the means for implementing the curriculum. Methods,
approaches, and techniques.

Standards that teachers should know and do in order to fulfill their roles as curriculum
and instruction leaders:

Knowledge of various curriculum models and programs that are developmentally for
the learners. Teachers need to know different curriculum models and programs that are
relevant and responsive to the needs, development tasks, and interest of their learners.
• Knowledge of the different learning areas and subjects. As implements of
curriculum, teachers need to develop high level of content knowledge of subjects
and learning areas that they are assigned to teach.

• Pedagogical knowledge. Pedagogy is simply defined as the science and art of

teaching young learners. It includes large repertoire of teaching methods,
instructional strategies, teaching techniques

• Utilization of technology for teaching and learning. In the field of education,

technology is making all information accessible for the teachers and the learners
• Development of instructional materials. A lot of people share common
sentiment that all teachers, especially those who are in local
communities, should be creative and be problem-solvers

• Effective classroom management. Teachers should know how to manage

their classroom. this means that they should be able to understand
learner’s behavior and how to manage it.
 MEASUREMENT, ASSESSMENT EVALUATION

• Measurement
• Is concerned with the statement of performance usually represented in qualitative terms.
• Assessment
• Involves the interpretation and representation of measurement data
• Evaluation
• Is the process of making value judgments based on the assessment interpretation of collected
data.
The following are the standards that teachers should know and able to do
in order to measure, assess and evaluate learners’ progress in school;

Develop and use different assessment tools that are appropriate to

measure learners’ progress
It is imperative that teachers know how to develop, select, and tools than
can truly measure I earner’s progress
• Utilize evaluation results to provide feedback on learners’ program.
Reporting learner’s progress through individual progress report cards or through development.

• Utilize alternative forms of assessment

Alternative assessment are example of learners individuals outputs that could be graded using
rubrics.

• Exercise fairness and professionalism reporting learner’s program

Teachers should show professionalism in reporting learner’s progress to their parents
 SCHOOL LEADERSHIP

• Teachers have the potential to exercise dynamic

leaderships in schools, there by enhancing the possibility
of school and social reform.
Teachers as a leaders Framework
convey conviction about a better world by:
• Articulating a positive future for students lives;
• Showing a genuine interest in student lives;
• Contributing to an image of teacher as professionals who make
a deference.
• Gaining respect and trust in the boarder community; and
• demonstrating tolerance and reasonable in difficult situation.
Strive for authenticity in teaching, learning, and assessment practices
by;
• Creating learning experiences related to the students needs;
• Connecting teaching, learning, and assessment to students future;
• Seeking deep understanding of tacit teaching and learning process; and
• valuing teaching as key profession in shaping meaning system.
Facilitate communities of learning through organization-
wide process by;
• Encouraging a shared, schoolwide approach to pedagogy;
• Approaching professionals learning as consciousness raising
about complex issues;
• Facilitating understanding across diverse group while also
respecting individuals differences; and
• Synthesizing new ideas out of colleagues dialog and activities.
 CLASSROOM MANAGEMENT

Richard Arends(1998)pointed out that classroom management

and instruction are interrelated. Classroom management is
integrated in everyday teaching and learning processes.
It is a set of interrelated skills and knowledge carefully to handle
student behavior
Classroom management is also important in developing an
efficient and effective system to increase learners motivation to
learn.
The following are the standards that teachers should know and do to
master classroom management;
• Establishing clear rules and procedures-student should always aware to
the rules and procedure.
• Making learners and accountable for their action and behaviors-student
to realize that every act they do in classroom edify the whole class
• Planning lesson learning activities effectively and efficiently, classroom
management is always interrelated with instruction. Requires teachers to
understand their learners behavior interest.
• Developing intervention skills for dealing deferent classroom problems-
teachers need to develop techniques and approaches for dealing defferent
classroom problem.
 PROFESSIONAL DEVELOPMENT
• teachers need to commit themselves to continuous professional
development. This is important to make themselves updated of
different curricular and instructional innovations’
• Professional Development of teachers involves attending to
graduate school to take advance courses and degrees, attending
conferences, and participating in seminars, workplace, and
training.
• Professional development also includes teachers’ participation
and membership in professional organization.
THANK YOU