“Those who know, do. Those that understand,
teach.” (Aristotle)
CLASSROOM MANAGEMENT
SELT-EVALIATION.
I know how to create and maintain
a positive environment.
1. I monitor and modify my
approach in response to learner’s feedback, reaction and progress.
2. I know how to arrange classroom
furniture to facilitate different types of tasks.
3. I understand and use classroom
dynamics effectively to motivate learners.
4. I give clear instructions and
explanations.
LEARNERS
I understand the concepts
involved in motivation and apply my knowledge in teaching.
1. I plan my lessons to reflect
different cognitive processes involved in learning.
2. I encourage my learners to
reflect on their learning.
3. I encourage my learners to
become independent and build learner training and strategies into lessons.
METHODOLOGY
I am familiar with different
teaching approaches and I am able to select the most appropriate approach for
achieving learning outcomes.
1. I have a range techniques to
encourage participation and stimulate discussion.
2. I know how to use a range of
resources, materials and technology to create positive learning experiences.
3. I use a range of correction
techniques for different types of classroom activities.
4. I use English throughout the
lesson.
LESSON PLANING
I am able to plan lessons
affectively .
1. I know how to very lesson plan
components for different types of lesson objectives.
2. I can design materials and
activities that meet my learners’ needs and interests.
3. I know how and where to locate
teaching resources.
4. I plan my lessons to ensure
balance and variety.
MY OWN DEVELOPMENT
I select the continuing
professional development tools relevant for me.
1. I know how and where to find out about
research on teaching and learning.
2. I regularly consult publications,
colleagues and research to support my development as a teacher.
3. I know where to find out about workshops,
seminars and conferences relevant to my context.
4. I am familiar with different
ways in which I can continue to develop professionally.
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