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LICEUL TEORETIC “GEORGE CALINESCU” CONSTANTA, ROMANIA

Dec 24, 2015

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  • Slide 1
  • LICEUL TEORETIC GEORGE CALINESCU CONSTANTA, ROMANIA
  • Slide 2
  • TEACHERS COMPETENCES Situations in which these roles are fulfilled: working with students working with colleagues the schools working environment working with him-/herself (personal development) TEACHERS PROFESSIONAL ROLES
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  • the interpersonal role the pedagogical role the organizational role the role of an expert in subject matter and teaching methods TEACHERS COMPETENCES TEACHERS PROFESSIONAL ROLES
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  • interpersonal competence pedagogical competence subject knowledge and methodological competence organizational competence competence for collaboration with colleagues competence for collaboration with the working environment KEY TEACHERS COMPETENCIES TEACHERS COMPETENCES
  • Slide 5
  • competence for reflection and development social competence diversity competences (identified by a team of European specialists in teacher training between 2006-2009) Competences for dealing with sociocultural diversity and inclusion in education Competence for dealing with ethnocultural diversity technological and IT competences linguistic competence KEY TEACHERS COMPETENCIES TEACHERS COMPETENCES
  • Slide 6
  • GOOD PRACTICE IN EDUCATION 1. Encourages contact between students and school This may be done by getting students involved in extracurricular activities and establishing good rapport between teachers and students. 2. Develops reciprocity and cooperation among students Good learning, like good work, is collaborative and social, not competitive and isolated. A TEACHER:
  • Slide 7
  • GOOD PRACTICE IN EDUCATION 3. Uses active learning techniques Active learning is encouraged in classes that use structured exercises, challenging discussions, team projects, and peer critiques. Active learning can also occur outside the classroom. 4. Gives prompt feedback Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. A TEACHER:
  • Slide 8
  • GOOD PRACTICE IN EDUCATION 5. Emphasizes time on task Learning to use one's time well is critical for students and professionals alike. 6. Communicates high expectations Expect more and you will get more. 7. Respects diverse talents and ways of learning There are many roads to learning. People bring different talents and styles of learning to school. A TEACHER:
  • Slide 9
  • GOOD PRACTICE IN EDUCATION empathy positive mental attitude open to change role model creative sense of humor presentation skills calmness QUALITIES OF A GOOD TEACHER:
  • Slide 10
  • GENERAL TEACHING SKILLS passion to teach patience supportive presentation skills interpersonal skills able to interact with all ages listening skills research skills organizational skills clear explanations assertiveness action planning techniques to reach your goals. decision making skills problem-solving skills time management language skills striving for excellence assertiveness lateral thinking creative thinking skills critical thinking skills
  • Slide 11
  • WRITTEN COMMUNICATION Able to express yourself clearly in writing. Thinking through in advance what you want to say. Gathering, analysing and arranging your information in a logical sequence. Developing your argument in a logical way. Being able to condense information/produce concise summary notes. Adapting your writing style for different audiences. Avoiding jargon.
  • Slide 12
  • VERBAL COMMUNICATION Expressing your ideas clearly and confidently in speech. Listening carefully to what others are saying. Able to clarify and summarise what others are communicating. Helping others to define their problems. Not interrupting. Being sensitive to body language as well as verbal information. Making the right impression by making effective use of dress, conduct and speech. Thinking up an interesting way to put across your message to groups. Successfully building a rapport with your audience when speaking to groups.
  • Slide 13
  • FLEXIBILITY Adapting successfully to changing situations and environments Keeping calm in the face of difficulties Planning ahead, but having alternative options in case things go wrong Thinking quickly to respond to sudden changes in circumstances Persisting in the face of unexpected difficulties
  • Slide 14
  • PERSUADING Able to convince others, to discuss and reach agreement. Putting your points across in a reasoned way. Emphasising the positive aspects of your argument. Understanding the needs of the person you are dealing with. Handling objections to your arguments. Making concessions to reach agreement. Using tact and diplomacy.
  • Slide 15
  • TEAMWORK Working confidently within a group. Working cooperatively towards a common goal. Contributing your own ideas effectively in a group. Listening to others' opinions. Taking a share of the responsibility. Being assertive - rather than passive or aggressive. Accepting & learning from constructive criticism. Giving positive, constructive feedback.
  • Slide 16
  • LEADERSHIP Able to motivate and direct others. Taking the initiative. Organising and motivating others. Making decisions and seeing them through. Taking a positive attitude to failure: persevering when things are not working out. Accepting responsibility for mistakes/wrong decisions. Being flexible - prepared to adapt goals in the light of changing situations.
  • Slide 17
  • PLANNING AND ORGANISING Able to plan activities and carry them through effectively. Setting objectives which are achievable. Managing your time effectively/using action planning skills. Setting priorities - most important/most urgent. Identifying the steps needed to achieve your goals. Being able to work effectively when under pressure. Completing work to a deadline.
  • Slide 18
  • INVESTIGATING, ANALYSING AND PROBLEM SOLVING Gathering information systematically to establish facts and principles. Clarifying the nature of a problem before deciding action. Collecting, collating, classifying and summarising data systematically. Analysing the factors involved in a problem & being able to identify the key ones. Recognising inconsistencies in reasoning. Using creativity/initiative in the generation of alternative solutions to a problem. Differentiating between practical and impractical solutions.
  • Slide 19
  • NUMERACY Able to carry out arithmetic operations/understand data. Multiplying and dividing accurately. Calculating percentages. Using a calculator. Reading and interpreting graphs and tables. Using statistics. Planning and organising your personal finances effectively. Managing a limited budget.
  • Slide 20
  • COMPUTING SKILLS Word-processing skills. Using databases (e.g. Access) Using spreadsheets (e.g. Excel) Using the Internet and email. Designing web pages. Programming skills.
  • Slide 21
  • DEVELOPING PROFESSIONALISM Accepting responsibility for your views and actions. Showing the ability to work under your own direction and initiative. Making choices based on your own judgement. Paying care and attention to quality in all your work. Taking the opportunity to learn new skills. Developing the drive and enthusiasm to achieve your goals.
  • Slide 22
  • SPECIFIC TEACHING SKILLS Subject expertise Lesson planning Class management Selection Self evaluation Evaluating and providing feedback
  • Slide 23
  • SPECIFIC TEACHING SKILLS Interactive exercise & tips for group work exercises. Effective classroom teaching to varied audiences in terms of subject matter. Effective classroom teaching in terms of pedagogy. Ability to convey the competence in subject matter and confidence in ones ability to teach. Ability to develop course curriculum and individual lessons. Effective use of common instructional aids, including audiovisual techniques. Ability to help students understand the general principles and concepts underlying a particular lesson. Ability to explain both basic and difficult concepts clearly.
  • Slide 24
  • SPECIFIC TEACHING SKILLS Ability to put a specific lesson into larger context (clinical relevance, prior material). Ability to ask good questions (testing, study, case histories). Awareness of the strengths and limitations of various means for evaluating teaching performance. Ability to adjust lesson plan based on information garnered from student questions. Ability to foster an effective learning environment including showing respect for the student, encouraging their intellectual growth and providing a role model for scholarship and intellectual vigor. Use The Teaching EDGEExplain, Demonstrate, Guide, and Enable.
  • Slide 25
  • CORE ABILITIES OF A TEACHER Working productively within an organizational setting Learning effectively Communicating clearly Working cooperatively Acting responsibly Valuing self positively Thinking critically and creatively
  • Slide 26
  • 21 st CENTURY SKILLS FOR TEACHERS: THE NETWORKED TEACHER COPYRIGHT: ALEC COUROS
  • Slide 27
  • TEACHERS NEED TO: be facilitators, not orators nor wardens; be learning problem designers; be process facilitators; be reflection guiders; be content searchers; design complex problems that spiral curriculum around the task; model solving the problems, and they need to provide opportu