Interaction Skills

Close- ended
Group Work Open-ended
Teacher
teacher
Questioning
questioning

Individual Interaction Full-class

Work Interaction
Skills

Homework Choral
Monologue Response
1. Homework:

- Definition: Work assigned to students to

be done outside of regular class time. It's
designed to reinforce learning, practice
skills, and extend classroom instruction.
2. Full-Class Interaction:

- Definition: Activities where

the entire class participates in
a discussion, debate, or
language task. This fosters
collaborative learning and
communication skills.
3. Group Work:

- Definition: Students work

collaboratively in small groups
on tasks that require
interaction, information
sharing, and decision-making.
This promotes teamwork and
communication.
4. Individual Work:

- Definition: Students work

independently on tasks
provided by the teacher, with
the teacher monitoring and
assisting as needed. This
allows for personalized
learning and assessment of
individual progress.
.

5. Monologue:

- Definition: A long speech by

one person in a play, movie,
or other performance. It's
often used to reveal a
character's inner thoughts
and feelings.
- Definition: Questions that
allow for multiple correct
answers, encouraging diverse
thinking and participation.
- Example: "What are your
thoughts on the events of the
story?" "How might this
historical event have been
avoided?" "What are some
possible solutions to this
problem?"

7. Close-ended Teacher
Questioning:

- Definition: Questions with

- Definition: Questions that
allow for multiple correct
answers, encouraging diverse
thinking and participation.
- Example: "What are your
thoughts on the events of the
story?" "How might this
historical event have been
avoided?" "What are some
possible solutions to this
problem?"

7. Close-ended Teacher
Questioning:

- Definition: Questions with

- Definition: Work assigned to
students to be done outside
of regular class time. It's
designed to reinforce
learning, practice skills, and
extend classroom instruction.
- Example: A math teacher
assigns 20 practice problems
to be completed at home. A
history teacher asks students
to read a chapter and answer
comprehension questions. A
science teacher assigns a lab
report to be written based on
an in-class experiment.
Educational Foundations
Teachers should have a solid understanding
of educational foundations-subjects and
disciplines that have important contribution
to the understanding of education as a field
of study and educational processes.
1. Demonstrate understanding of the
historical foundations of education,
especially on Philippine education,
including contributions and ideas of
individuals and groups from diverse
backgrounds.
 2. Analyze educational
philosophies, theories, and
researches on education.
3. Understand laws and policies
related to education, especially in
Philippine context.
4. Identify social, cultural, and
economic factors that affect
the education of learners.
 5. Integrate ideas and
theories to understand the
purposes and nature of
Education as a discipline.
 Learning
Environment
 Learning Environment
The learning environment is more than the
physical environment that teachers prepare
for the students. It includes the intellectual
environment as well as the emotional
environment that teachers and learners
experience in school.
Standards that teachers
need to know and
practice to provide
Positive Environment
1. Understand types of learning
environments that accommodate
the learner’s various needs and
promote the development of
different types of learners
2. Understand the role of various
agencies, families, and communities
in supporting the development of
learners.
3. Design learning opportunities
that nurture learners’ talents,
critical thinking, and creativity.
 4. Create a safe learning
environment for all learners.
5. Create learning environments that
promote intercultural exchange
among learners.
6. Commit to nurturing a learning
environment that promotes respect,
equity, and climate of high
expectations.
Diversity
Of
Learners
 Diversity of Learners
Teachers need to integrate various
educational ideas, perspectives, and theories
in planning instruction for all types of
students.
Things that all teachers
need to know and
practice to understand
students in any level.
 1. Cognitive, affective,
and psychomotor
development of learners.
2. Influence of diversity
factors on education.
3. Learning styles and thinking
preferences of learners.
 Curriculum
And Instruction
 Curriculum and Instruction
Curriculum is defined as the contents,
standards, competencies, and topics that students
learn. It includes the school’s philosophy, mission
and vision, goals, subjects and learning
experiences, and assessments and evaluation
tools.
 Curriculum and Instruction

Instruction is defined as the means for

implementing the curriculum.
It includes instructional approaches, methods,
strategies, and techniques.
 Standards that teachers
should know and do to fulfill
their roles as Curriculum and
Instructional leaders
1. Knowledge of various
curriculum models and
programs that are
developmentally appropriate
for learners.
 2. Knowledge of the
different learning areas and
subjects.
3. Pedagogical knowledge
4. Utilization of technology
for teaching and learning.
 5. Development of
instructional materials.
6. Effective classroom
management
 Planning,
Assessing, and
Reporting
Learner’s
Progress
 Measurement is concerned with the
statement of performance us represented in
quantitative terms, but it also includes descriptive
data obtained students performances.
Assessment involves the interpretation
and representation of measurement data. It
assigns quantitative and qualitative marks
to the collected measurement information.
. Evaluation is the process of
making value judgments base on the
assessment interpretations of collected
data.
It is the systematic process collecting
and analyzing data to make decisions.
Standards that teachers
should know and do to
measure, assess, and
evaluate learners’
progress
1. Develop and use different
assessment tools that are
appropriate to measure learners
progress.
 2. Use evaluation results to
provide feedback on learners’
progress.
3. Use alternative forms of
assessment.
 4. Exercise fairness and
professionalism in reporting
learner’s progress.
Establishing
Community
Linkages
Teachers are expected to establish
community linkages to promote
partnership in ensuring quality
education for all learners across
different levels.
 “Educating a person is a
collaborative endeavor between
a
School and the community.”

-Hillary Clinton (1996)

Standards that teachers
need to know and do to
establish
Community Linkages
1. Culturally responsive behaviors that
promote effective communication and
ccollaboration with individuals, families,
social agencies, and other members of
the community.
2. Collaboration with individuals
and groups to support educational
programs in the ccommunity.
3. Respect for the culture of the
individuals and communities.
4. Commitment to the educational
goals of the society.
 School
Leadership
 Teacher leadership is an important
component of student and school success.

Crowther, Kaagan, Ferguson, and Hann (2002)

shared this framework for teacher leadership.
 Teacher Leaders
Convey convictions about a better world
 by
Articulating a positive future for students
 Showing a genuine interest in students’ lives
 Contributing to an image of teachers as
professionals who make a difference
 Gaining respect and trust in the broader
community
 Demonstrating tolerance and reasonableness in
 Strive for authenticity in their teaching,
learning, and assessment practices by

 Creating learning experiences related to students’

needs
 Connecting teaching, learning, and assessment to
students’ futures
 Seeking deep understanding of tacit teaching and
learning processes
 Facilitate communities of learning through
organization-wide process by
 Encouraging a shared, schoolwide approach to
pedagogy
 Approaching professional learning as
consciousness raising about complex iissues
 Facilitating understanding across diverse groups
while also respecting individual differences
 Synthesizing new ideas out of colleagues dialogue
and activities
 Confront barriers in the school’s culture and
structures by
Testing the boundaries rather than accepting the
status quo
Engaging administrators as potential sources of
assistance and advocacy
Accessing political processes in and out of the school
Standing up for children, especially marginalized or
disadvantaged individuals or groups
Translate ideas into sustainable system of
action by
Organizing complex tasks effectively
Maintaining focus on issues of importance
Nurturing networks of support
Managing issues of time and pressure
through priority setting
 Nurture a culture of success by

Acting on opportunities for others to gain

success and recognition
Adopting a no-blame attitude when things go
wrong
Creating a sense of community identity and
pride
 Classroom
Management
 Classroom Management
Classroom management is integrated in
everyday teaching and learning pprocesses.

 It is a set of interrelated skills and knowledge

carefully designed to handle students’ behavior.
 Classroom Management
 It is also a set of classroom rules developed for
a system of rewarding positive behavior and
giving positive intervention on learners
disruptive behavior.
- Arends (1998)
 Standards that teachers
should know and do to master
Classroom Management
1. Establishing clear rules
and procedures.
 2. Making learners
responsible and accountable
for their actions and
behaviors.
 3. Planning lessons and
learning activities effectively.
 4. Developing intervention
skills for dealing with different
classroom problems
Professional
Development
 Professional Development
 Teachers need to commit themselves to
continuous professional development.
 The professional development of teachers involves
attending ggraduate school to take advance
courses and degrees; attending conferences; and
participating in seminars, workshops, and trainings.
 Standards that teachers
Should know and do in the
area of
Professional Development
1. Building professional
links with colleagues and
other professionals.
2. Conduct relevant
research.
3. Commitment to lifelong
learning.
 4. Attendance in in-service
programs and activities for teachers
5. Enrolling in graduate
education courses.
Thank You!!!