TEACHERS TEACHING SKILLS COMPETENCIES QUESTIONNAIRE CHECKLIST

 WRITING LESSON PLAN

1. States that the objectives are in behavioral terms

2. Plans learning activities, which are congruent to the objectives.
3. Plans differentiated activities to cater to the needs of different ability groups in class.
4. Provides reinforcement exercises to make learning more permanent.
5. Identify learning support materials needed.
6. Guides students in formulating generalizations.
7. Measures the extent of learning through a check-up quiz.
8. Provides application exercises to increase skill in the competencies developed.
9. Gives an assignment relevant to the competencies developed
10. Identifies pre-requisite learning competencies.

 CONDUCTING A LESSON

1. Presentation of the Lesson

o Checks Assignments
o Explains clearly the Objectives of the Lesson
o Uses Motivational Techniques to arouse student interest
o Relates previous less to the present

2. Developing a New Lesson

o Anticipates vocabulary difficulties of the students.

o Uses an appropriate strategy to introduce the new lesson: a problem, a story, a new item, an event, etc.
o Guides the students in discerning patterns, and discovering formulae.
o Goes through a series of logical steps in teaching the new lesson.
o Utilizes appropriate learning support materials.
o Provides opportunities for free expression of ideas.
o Coaxes slow or passive students to get involved in the discussion.
o Explains divergent opinions to arrive at a consensus.
o Asks different levels of questions to develop Higher-Order Thinking Skills.
o Integrates values in the lesson.
o Provides a variety of learning activities.
o Manages the activities in order to keep to the time allotment.
o Communicates in a manner understood by the students.
o Uses praise to generate more participation.
o Monitors student learning through appropriate assessment tools.
o Assists the students in synthesizing their learning.

3. Wrapping – up the Lesson

o Provides opportunities for real – life applications of what have been learned.
o Provides reinforcing exercises to develop mastery of the skills taught.
o Clarifies doubts, if any, about the lesson.

 ASSESSING STUDENT LEARNING

1. Prepares a Table of Specifications (TOS).

2. Determines which type of Assessment Tool will best evaluate instruction.
3. Constructs test items based on the TOS.
4. Prepares a key to correct on or a rubric as the case may be.
5. Analyzes and interpret test results.
6. Conducts an item/error analysis of test.
7. Plans and implements remediation activities.
8. Uses alternative methods/tools in assessing student performance.
9. Makes anecdotal records, profiles, portfolios, etc.
10. Prepares criterion – referenced test.
11. Offers learning support to students with learning difficulties.
  MANAGING A CLASSROOM

1. Creates a classroom atmosphere that is wholesome and healthful

2. Maintains
3. Makes available learning support materials needed
4. Controls routine activities
5. Manages time to make every minute profitable for learners
6. Maximizes the use of limited number of textbooks
7. Writes board work correctly, clearly and legibly
8. Promotes maximum participation of all students
9. Mediates when conflicts among students arise
10. Pays extra attention to slow and fast learners
11. Keeps an open mind to student comments and reactions
12. Delegates tasks to student leaders
13. Assists students in establishing classroom standards

 IDENTIFYING TEACHING COMPETENCIES AND SELECTING STRATEGIES

1. Acquires knowledge about teaching competencies he needs as an ordinary teacher and as a subject-specialist
2. Identifies those competencies which needs to be trained on
3. Prepares and implements a Professional Development Plan to focus on competency needs
4. Acquires knowledge about the different teaching strategies that can be used for various lessons
5. Adapts teaching strategies to the objectives and the level of the learners
6. Gains familiarity of the different steps followed in the use of specific strategies
7. Uses a variety of strategies to conform with the learning styles of students
8. Identifies the learning styles of students he handles
9. Monitors his competency growth in so far as instructional strategies are concerned

 USING AND CARING FOR LEARNING SUPPORT MATERIALS

1. Gains familiarity with the different learning support materials that are available in the school and their uses
2. Identifies those he needs instructional support in using them
3. Maximizes the use of available instructional materials in order to benefit all students
4. Practices preventive maintenance in case of machines and other equipment
5. Extends the life equipment and apparatuses by submitting them for necessary repairs by skilled persons
6. Utilizes multi-media resources to enhance learning

 DESIGNING AND IMPLEMENTING AN ACT ON RESEARCH

1. Identifies classroom problems that affect many students

2. Analyzes the problem by determining its probable causes
3. Formulates hypotheses or tentative solutions to the problem
4. Determines the alternative solutions and selecting the most likely to work
5. Implements the strategy and evaluate results
6. If the strategy did not bring about good results, implements the next strategy, and so on
7. Designs an action research following previously stated steps
8. Conduct the action research and evaluates its results

 INDIGENIZING AND LOCALIZING BEC

1. Determines the competencies in BEC which lend themselves very well to indigenization
2. Identifies what in the local culture can be utilized for curricular integration
3. Writes indigenized lesson plans

Source: Questionnaire Checklist on Teachers Teaching Skills Competencies Generic BEC