Domain-wise - Competencies of teachers towards effective teaching

In the 21st century world we are increasingly putting to use a term ‘competency ‘. The
question arises as to what are competencies and in what way they can be identified ,
developed and sharpened. At the very outset it may be mentioned that competencies are
identified behaviours, knowledge, skills and abilities that directly and positively impact the
success of professionals and institutions.

1. Competencies related to Cognitive Domain

Planning: It is essential to know the teaching objectives and ensure about the entry
behaviour of the students before planning. In other words planning means deciding about the
target, content and strategies used for its implementation. Consequently it involves crystallising the
teacher’s thought on how best to approach the work ahead. Thus an effective lesson plan will keep
the teacher on track for the conceptual structure of lessons-what to do, when to do it, what
materials to use and what activities to be involved.

Instructing: There are three skills related to instruction which are skill of introduction,
development and review and conclusion. The effective competencies can be academic engagement
of the class, carrying out direct instruction, pacing of the lesson according to the student’s abilities
and interest, providing feedback to the students, asking question at different levels, adapting the
teaching method according to the situation and employing organized instructional activities. Thus a
competent teacher must have a high level of instructional competencies.

Communication: These are basic teaching competencies which get expressed both verbally
and non verbally. The verbal communication includes structuring, soliciting, responding and reacting
while the non verbal communication involves gesticulation, facial expression and body language of
the teacher during the interaction process. Thus a teacher must have a high level of communicative
power foe being effective and competent teacher.

Evaluation: These imply teacher’s knowledge about assessment of their student’s

performance and progress. The teacher must be able to construct test, to improve the test once it
is constructed, to score test and interpret and standardised the test. Thus a competent teacher must
also know about the various evaluation techniques.

Managing: These refer to teacher’s as a good classroom manager. The teacher in a manager
role must know structuring , promoting “on task activities” and reducing “off task activities and
orienting the classroom processes to goal specific instrumentalities.

Mastery in subject matter: These comprise literacy and knowing one’s subject. Literacy
means general awareness as well as the ability to read, write and compute. Whereas knowing ones
subject means that teacher must have the expertise in the subject which he is required to teach
and he must be aware of the art of teaching associated with that subject. Thus a teacher will be
effective to the extent he/she possesses substantive knowledge.
2. Competencies related to Effective Domain

Teaching Efficacy: These pertain to self perceived capacity to perform task successfully in a
given situation. According to Ashton the concept of teaching efficacy reflects certain characteristics
such as considering teaching as meaningful and rewarding experience , expecting students success,
setting goals and developing strategies for themselves and students. Thus a competent teacher
must be a self believer with strong teaching efficacy.

Teacher Enthusiasm: These stand for the degree to which a teacher likes to teach and invest
his emotional energy in the teaching process. Some researchers have used the term vitality which
means positive affectivity leading to sustained commitment and dedication to beliefs that produce
positive actions. Thus teacher enthusiasm or vitality is a key emotional ingredient of teaching
competencies.

Warmth and Acceptance: These indicate the extent of being warm, accepting others,
likeable, patient, polite and modest. This very behaviour of the teacher brings a positive energy and
liveliness in his teaching which ensures the students active participation in teaching learning process.

Teacher expectation: This refers to teacher’s belief about the ability of students to succeed.
This belief gives rise to self fulfilling prophecy.

3. Competencies related to Psychomotor Domain

Demonstration: A demonstration consists of showing students how to perform a specific

task and is accompanied by words of explanation. When this is immediately followed by a student
activity, carrying out the same task, a powerful learning situation is created. Demonstration is
usually given at three levels- the expert level (full action which arouses interest), the student level
(breaking the action into small movements which can be easily followed and understood) and again
at the expert level (which students can now follow and understand).

Improvisation of teaching aids: These denote the ability to make or develop appropriate
teaching aids from the available resources and putting them to effective use in the classroom
teaching. The appropriate use of various teaching aids by the teacher in his classroom ensures
active participation in the teaching learning process.

Use of technology: These involve the use of technology skills. The teacher should know the
modern pedagogy equipments such as computers and rendering their day to day transaction such as
teaching, testing research updating their subject knowledge (through internet), keeping records ,
making time table etc. This application of computers can be carried out in three levels-awareness
level, adaptive level and level of integrated and innovative use.

4.Competecies related to Perceptual

Dynamism: These are the degree to which a teacher is outgoing, bubbly, lively, aggressive
and independent. The dynamic teacher uses energy, force, charisma, vitality to control the student’s
attention and enables them to focus on what is being taught. Thus dynamism is an important
indicator of a competent teacher’s style.
 Creativity: The creative teacher does think differently , perhaps unconventionally in order to
help students learn. The teaching learning environment is arranged creatively so that students can
explore what is to be learnt rather than having it told to them.

Competencies can be used to help improve professional’s individual performance by

modelling the behaviours that ensure high performing teacher’s success in undertaking various
teaching tasks effectively. Hence the teacher education system through its initial and continuing
professional programmes is expected to ensure an adequate supply of professionally competent
teachers to run the educational institutions..