Professional Documents
Culture Documents
Chapter II - The Teacher in The Classroom and Community
Chapter II - The Teacher in The Classroom and Community
THE TEACHER IN
THE CLASSROOM
AND COMMUNITY
INTRODUCTION:
The Teacher has two communities:
The Teaching Community/Classroom
consist of his/her fellow teachers,colleagues and superiors.
Community outside the school
Includes the parents of his/her learners, local officials,
alumni/alumnae and other members of the society in which the
school is located.
To function well in the classroom and in the community, he/she must
be equipped with competencies.
Knowledge
Skills
Attitudes
What is NCBTS?
National Competency-Based Teacher Standards
Competency-Based?
Standards of What the Teacher is
Effective and = Competent to Do.
Good Teaching
Statement of
Principle
Teachers in all
Philippines schools
are committed and
accountable fo
providing classroom
instruction with
results that are
manifested in high
performance levels in
terms of student
learning outcomes.
Teachers are
dedicated to thewell-
being of the students
and communities
they serve,taking into
account their cultural
diversity, group
aspirations and what
is values in education
This domain focuses on the
ideal that the teachers
serve as positive and
powerful role models of
the values of the pursuit of
learning of different kinds of
Domain 1: the effort to learn. The
Social Regard teacher's actions, statement
are different types of social
for Learning interactions with student
exemplify this ideal.
Domain 1
Strands of Desired Teaching Performance Performance Indicators
2.2
Makes the 2.2.1 Arranges
physical challenging activities
given the physical
environment safe environment.
and conductive to
learning
Domain 2
Learners
diverse sets of
learning,activities to ensure
that students can attain
desired learning goals.
Domain 3
Strands of Desired Teaching Performance Performance Indicators
3.1.1 Obtains information on the
3.1 learning styles, multiple
intellegences and needs of learners.
Is familiar with 3.1.2 Designs or selects learning
experiences suited to different kind
learner's of learners.
3.1.3 Establishes goals that define
appropriate expectations to all
background learners.
3.1.4 Paces lessons appropriate to
knowledge and needs and/or dificulties of learners.
3.1.5 Initiates other learning
4.3
4.3.1 Establishes routines
Makes good use of an procedures to
alloted maximize instructional
time.
instructional time.
Domain 4
Strands of Desired Teaching Performance Indicators
Performance. 4.4.1 Translates learning
4.4 competencies to instructional
Selects teaching objectives.
methods,learning 4.4.2 Selects,prepares and
utilizes instructional
activities and materials appropriates to
instructional materials or the learners and to the
resources appropriate to learning materials.
learner to the objectives 4.4.3 Provides activities
and uses materials which
of the lesson. fit the learners' learning
styles, goals and culture.
Domain 4
Linkages
communities,particularly as
these links help in the
attainment of the curricular
goals
Domain 6
community. achievements
6.1.6 Encourages students to apply
classroom learning to the
community.
Schematic Representation of the Domain 1
Integrated Domains of the NCBTS Social Regard for Learning
• Acts as a positive role
model for students Domain 2
Domain 7 The Learning Environment
Personal Growth and Professional • Creates an environment that
Development promotes fairness
• Takes pride in the nobility of teaching • Makes the physical environment safe
as a profession. and conducive to learning
• Build a professional links with •
Statement of Communicates higher learning
colleagues to enrich teaching expectations to each learner
practices Principle
Teachers in all • Establishes and maintains consistent
• Reflects on the extent of the
Philippines schools standards of learners behavior
attainment of learning goals
are committed and
accountable fo
providing classroom
instruction with Domain 3
Domain 6 results that are Diversity of Learners
Community Linkages manifested in high • Is familiar with learner's background
• Establishes learning environments performance levels in knowledge and experiences
that respond to the aspirations of the terms of student • Demonstrates concern for holistic
community. learning outcomes. development of learners.
Teachers are
dedicated to thewell-
being of the students
Domain 5 and communities Domain 4
Planning,Assessing and Reporting they serve,taking into Curriculum
• Communicates promptly and clearly to account their cultural • Demonstrates mastery of the subject
learners,parents and superiors about the diversity, group • Communicates clear learning goals for the
progress of learners. aspirations and what lessons that are appropriate for learners.
• Develops and uses a variety of appropriate is values in education • Makes good use of allotted instructional time
assessment strategies to monitor and evaluate • Selects teaching methods,learning activities,and
learning. instructional materials or resources approriates
• Monitors regularl and provides feedbac on to learners and aligned to the objectives of the
learners' understanding of content. lesson.
This domain
emphasizes the ideal
that teachers value
having a high personal
Domain 7: regard for the teaching
Personal Growth profession, concern for
professional
& Professional
development and
Development continousimprovement
as teachers.
Domain 7
Strands of Desired Teaching Performance Indicators
Performance.
7.1.1 Maintains stature and behavior
that upholds the dignity of teaching.
7.1 7.1.2 Allocates time for personal and
professional development through.
Takes pride in the -Participation in educational
seminars and workshops
nobility of teaching -Reading educational materials
regularly
as a profession. -Engaging in educational research
7.1.3 Manifest personal qualities
such as enthusiasm.
7.1.4 Articulates and demonstrates
one's personal philosophy of
teaching.
Domain 7
Strands of Desired Teaching Performance Indicators
Performance.