MODULE OBJECTIVES: 1. Enumerate the diferent instructional, social, ond personal competencies expected of a teacher, Discuss the basic areas in a teacher-taining inttution; ond Explain how instructional, personal and social Competencies can be applied in teaching preparation, Gaile Sl INSTRUCTIONAL, PERSONAL, AND SOCIAL COMPETENCIES Instructional competencies refer to the abilities of a teacher to effectively deliver the needs of the teaching-learning process. These include teaching skills, guidance skills, management skills, and evaluation skills. 1, Teaching skills — These are abilities whereby the teacher: Identifies specific needs and interests as well as capacities of the learners; Determines specific learning tasks; Has a mastery of the subject matter; Provides diverse learning experiences for the development of communication skills; Effectively selects, Prepares, and utilizes instructional materials to achieve his/her goals; Selects indigenous materials and uses them effectively in the teaching- learning process;2. Guidance skills - These skills are manifested when a teacher: 3. Management skills — A teacher’s management skills show when he/she: . Evaluation skills — These skills are developed as the teacher: Motivates learners and asks good questions; Tries out varied strategies to meet a particular need; and Communicates effectively in English and Filipino. Shows interest in the learner’s problems and guides him/her; Provides maximum involvement in learning activities; Stimulates or motivates leamers to elicit positive and active interaction; ” Functions effectively as a member of the learning group; and Helps leamers develop discipline through the learning process. Prepares adequately for everyday lesson; Starts learning activities on time; Provides permissive and stimulating atmosphere that encourages learners to raise questions and suggest alternative solutions to the problem; Administers tests effectively and returns corrected papers promptly; and Achieves teaching objectives to the optimum degree possible within a reasonable time. Uses criteria for the accurate evaluation of student performance; Selects, evolves, and utilizes criterion-reference tests (preparation of teacher-made tests is patterned after standardized tests or tests known to be valid and reliable); Analyzes and interprets evaluation results skillfully; and Utilizes evaluation results to improve instruction. biesinadeinraeeneincee meePersonal and social competencies, meanwhile, are manifested when a teacher: 1. Observes the Code of Ethics for Professional Teachers and other tules and regulations of the school; 2. Sets example of moral and ethical behavior to students, peers, and the community; 3. Shows honesty and integrity in all activities; Competently accepts and performs leadership roles in school and the community; 5. Isa good follower whenever the need arises; Shows evidence of. Professional and cultural growth; Gets along well with his/her ctudents without compromising rules of propriety; : 8. Participates actively in cultural, professional, and community organizing; 9. Shows evidence of mental health and emotional stability; 10. Is in sound physical health; 11. Possesses creativity and resourcefulness; 12. Prepares and submits neat and accurate reports; 13. Observes official time and is ready to serve beyond the call of duty when the need arises; and 14. Uses free time wisely. Aspects of a Teacher's Job A teacher has other responsibilities enumerated as follows: 1. Guiding the learning process by planning and organizing d eaningful learning experiences; creating a desirable ie area through the use of a variety of instructional materials providing for individual differences; and appraising the mai 3 i learner’s growth and development;Se awe i dination with the Counseling and guiding learners in close coor 2, Cow . ce counselor; ee 8 | Dene extra-class activities like student organizations, a arereations,aibletid, epecch, drama, aiid tusie besed od der aan: interest hed ability andthe teacher's knowledge of the mer r pee tenes feels of planning and administration; 7 king with parents and the community, thereby establishing > -Saeronious' eli Betwoed the tehock through the parents; and 5 , 5. Improving himself/herself, as a professional res "maintaining high standards of personal and profe and continuing to grow competently, and the community sponsibility, by ssional conduct Preparation for Teaching ee There are two types of teacher education, namely: 1. Pre-service education — It refers to the college education needed to become a teacher; and readings and discussions, Visitation, convention: school ; Membership in Professional organi: and graduate studies, izations; Basic Areas in Teacher-training Institutions The basic areas include: F Subject matter or fiel 2: ld of Specialization; General education taken during the first two years of college education; and Professional education such as Principles of Teaching, The aching Profession; Curriculum Development, Assessment of Student Leaming, and Foundations of Education,our Pillars of Education (Delors, 1988) The four pillars of education are developments expected to be the teacher’s main goals for his/her students. They are learning to know, learning to do, learning to live together, and learning to be. Learning to know is also learning how to learn, which means that students are expected to learn the basic knowledge given in school, such as knowledge in science, math, English, etc., which can be useful in their future life. Learning to do refers to the adaptation of students to any situational problems. Learning to live together is learning to develop the understanding of | other people and appreciation of interdependence, such as carrying out / joint projects and learning to manage conflict. _ Learning to be means learning to develop one’s personality wii greater autonomy and personal responsibility.