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Student Teacher Competencies - Year 4

Professionalism and Understanding
Functions and roles of schools
 Recognises that learning takes place inside and outside the school context and the value of liaising effectively with
others involved
Professional growth
 Articulates and demonstrates a philosophy of teaching

Shows evidence of knowledge and skills essential for effective teaching

Demonstrates a commitment to on-going professional development

Collaborates with others as resources for problem-solving, generating new ideas, sharing experiences and
seeking and giving feedback.

Contributes knowledge and expertise about teaching and learning EFL to the EFL profession

Offers peers constructive feedback

Displays a high standard of professional behavior, which includes punctuality, personal organization

Planning for Learning

Presents lesson plans in accordance with the college/school/zone requirements, showing evidence of
autonomy

Designs a unit plan to suit their particular teaching situation

Presents plans which include:
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how the lesson is going to be carried out e.g. activities, organization, resources
what language (functions, structures, vocabulary) and skills (listening, speaking etc) learners will need
in order to do the activities
what language they have already acquired which they can use in doing the activities
what attitudes or values you wish to develop through the activities e.g. enjoyment, positive attitude
towards stories, politeness to others etc…

Planning activities and lesson aims
 Plans effectively to ensure that all learners meet their potential

Creates and select learning experiences that maximize learning, challenging stronger students and supporting
weaker ones

Plans tasks for the whole class, groups and individuals using a learner-centered approach

Plans a variety of interaction patterns

Supports learning effectively through each stage of the lesson

Manages pair work, group work, individual and whole class tasks competently.

Differentiates activities across a range of abilities to help students reach their potential

Implementing and Managing Learning
Language and delivery

Uses accurate and appropriate language

Models written and spoken target language accurately and appropriately

Grades own language to the level of students

Employs a variety of effective teaching/ learning techniques e.g. drills, information gap, role plays, dictations,
dictagloss, presentations, projects etc.

Uses clear instructions to manage classroom activities

Provides clear and effective models/ demonstrations of classroom tasks

Manages transitions between activities smoothly

Employs a range of effective elicitation, drilling techniques and concept questioning

Employs activities that integrate language across skill areas

Provides clear, succinct explanations (when appropriate)

Uses TTT effectively

Classroom management
 Uses classroom space and furniture effectively and safely

Uses resources and equipment effectively (e.g. board, ICTs, AV equipment, posters, realia, displays, textbooks,
storybooks).

Manages time throughout the lesson

Maintains pace, motivation and provides challenge

Provides and promotes a language rich environment

Establishes and maintains rules and clear routines for behavior in the classroom.

Acts responsibly and decisively in response to extraordinary circumstances.

Uses appropriate strategies to manage student behavior.

Establishes and maintains a safe and supportive learning environment.

Uses appropriate strategies to encourage and maintain active student participation

Communication skills
 Builds rapport through interaction with students.

Responds effectively and flexibly to the immediate needs and interests of the students (exploits teachable
moments).

Encourages the development of student independence and responsibility.

Uses appropriate body language, eye contact, gestures and voice to maintain an effective classroom presence.

Monitoring and Assessment

Uses informal and formal assessments, as appropriate, to diagnose student learning needs and support the
continuous development of all children

Gives informative oral and / or written reports, where appropriate, to parents commenting on progress and
achievements, discussing appropriate targets and encouraging them to support their children’s learning, behaviour
and progress.

Shows advanced skills in record keeping and using various types of assessments.

Uses appropriate technologies to monitor and assess children’s progress

Reflection

Develops a philosophy of education through reflective discussion.

Reflects and justifies their professional development activities with reference to their Professional Development
Plan.

Discusses and justifies their pedagogical decisions, with reference to their growing pedagogical beliefs.

Reflects critically on their own and their peers’ teaching through online discussion, oral post-lesson discussion,
reflective writing, and peer observation.

Discusses and reflects on a range of pedagogical issues with peers.

Uses classroom observation, information about children, pedagogical knowledge and research as sources for
active critical research.

Enquires systematically into own practice in order to improve curriculum and instruction for all learners.

Analyses critically, own effectiveness in promoting learning and development.

Reflects on their broader role within the school, the local and global professional community.

Considers the ethical and moral implications of their practice.

Reflects upon implications of local/ global developments within ELT theory.

Considers models of critical reflection (e.g. Dewey, Schon, Mezirow, Zeichner & Liston, Freire), and understand
terms used within such models.

Reflects critically upon their own practice with relation to the HCT teaching competencies