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ESSENTIAL

TEACHING
SKILLS
Reporters: HILARION A. EDRA
JANESSA M. ESTABILLO

OBJECTIVES:
After the discussion, the students will be able
to:
determine the different essential teaching
strategies;
identify different essential teaching skills;
give examples of teaching strategies;
write a personal reflections about teaching
strategies;

ESSENTIAL TEACHING SKILLS

teaching children for selfdirected learning can sometimes


prove to be a HEROIC TASK ,at
other
times
momentarily
disheartening, considering the
growing diversity in childrens
characteristics.

there is a great demand on the


part of instruction providers to
be equipped with essential
teaching skills in order to enable
them to reach the lifelong goal
of continued learning.

undoubtedly, these critical teaching


skills point the teachers domain:

their personal attributes and


attitudes,
teaching competence, and
mastery of variety of teaching
strategies

1. DESIRABLE TEACHING
ATTRIBUTES
A

list of the most enabling


qualities that are considered
essential are the following:

a.

CARING ATTITUDE

ATTITUDES- constitute the basic


attributes that could make the
teaching effective and
productive.

a caring attitude is expressed


through a thorough understanding of
how the students feel and react.

a teacher who cares is ready to


spend time with her students and
listen to their stories of successes
and failures, help them with
difficult tasks and consistently
provide a supportive and safe
learning environment.

B. ENTHUSIASM, HUMOR AND


WARMTH
o

there is nothing that can


influence and inspire children to
move and follow other than
teachers
spontaneous
enthusiasm and energy.

a smile evokes a pleasant feeling


wit and humor set a good mood
and spirit among children. It can
soothe
their
feelings
momentarily. It therefore is not
surprising if a teacher with a
happy mix of this traits can make
every learning event something
to look forward to with eagerness
and fun.

C. HONESTLY AND SINCERITY

a teacher can easily develop these


traits by modeling. She is stickler
to truth in her words and actions.
She is genuinely straight forward
and
offers
assistance
whole
heartedly. Easily she could make
teaching a pleasant , satisfying and
enriching experience that could
transform to a lasting learning.

D. OPEN-MINDEDNESS

a respect for the opinions and ideas


expressed by the students open
avenues for unrestricted search for
information and evidence. They are
encourage to resolved issues and
problems in a democratic way.
Learning becomes an insightful
experience for them based on an
exhaustive consideration of other
individuals findings and explanations.

E. FAIRNESS AND IMPARTIALITY

a teacher who treats all her students in a


fair and just manner can easily win their
respect and cordiality. Being impartial
and unbiased in judging their works and
study habits will instill a positive feeling
and willingness to participate in class
undertakings
students are sensitive to discriminations,
such that preferential treatment can
result to negative responses and
indifferences.

2. MASTERY OF TEACHING
METHODOLOGIES

the skill in selecting the right


strategies in the context of a
particular lesson is critical. The
teacher has mastered this ability
through
sharp
and
incisive
observation of how students learn.

her long convincing experiences


regarding the factors that influence
the choice of a strategy must have
been honed to near perfection
otherwise its used cannot be
expected to promote learning.
numerous studies have shown that
there is no best strategy that could
work in a milieu of differing
students
background
and
characteristics.

3. TEACHING PROFICIENCY

the teachers teaching proficiency


contributes immensely to every
lessons
success.
Planning,
implementing and evaluating daily
lesson are tasks that necessitate a
smooth integration of a content to
be studied and the learning
activities that will be undertaken.

in the end a diagnostic skill could


help in predicting her future
performances. A single lesson that
she presents everyday is a cycle that
could test whether she can perform
what-when-and-how regimen of
teaching and learning with most
assurance and expertise.

PLANNING AND
PREPARATION
materials, resources and teaching
aids are well-prepared and checked.
the lesson is planned to link up
appropriately with past and future
lessons.
the lesson plan has clear
and
suitable aims and objectives.

PLANNING AND
PREPARATION
the content, methods and structure
of the lesson selected is appropriate
for the pupil learning intended.
all planning decisions take account
of the pupils and the context.
the lesson is designed to elicit and
sustain pupils attention, interest
and involvement.

LESSON PREPARATION
the

teachers manner is confident,


relaxed, self-assured, purposeful,
and generates interest in the lesson.

the teacher instructions and


explanation are clear and match the
pupils needs.
the teachers question include a
variety of type and range and are
distributed widely.

a variety of appropriate learning


activities are used to foster pupil
learning.
pupil are actively involved in the and
are given opportunities to organize
their own work.
the teachers show respect and
encouragement for pupils ideas and
contributes,
and
foster
their
development.

the work undertaken by pupil is


well matched to their needs.
materials, resource and aids are
used to good effect.

LESSON MANAGEMENT
the beginning of the lesson is
smooth and prompt, and sets up a
positives mental sets for what is to
follow.

pupils attention, interest and


involve in the lesson is maintained.
pupils progress during the lesson is
carefully monitored.

constructive and helpful feedback is


given to pupil to encourage further
progress.
transition
between activities are
smooth.
the spent in different activities is wellmanage.
the pace and flow of the lesson is
adjusted and maintained at an
appropriate level throughout the lesson.

adjustment to the lesson plan are


made whenever appropriate.
the endings of lessons are used to
good effect.

LEARNING CLIMATE
the climate is purposeful, taskoriented, relaxed, and with an
established sense of order.
pupils are supported and encourage
to learn, with high positive
expectations conveyed by the teacher.
teacher-pupils relationship are
largerly based on mutual respect and
rapport.

feed back from the teacher


contributes to fostering pupils selfconfidence and self- esteem.
the appearance and layout of the
class is conducive to positive pupils
attitudes toward the lesson and
facilitates the activities taking
place.

LEARNING AND DEVELOPMENT


NEEDS
good order is largely based on the
positives
classroom
climate
established and on the good lesson
presentation and management.

the
teachers
authority
is
established and accepted by pupils.

clear rules and expectation


regarding
pupil
behavior
are
conveyed by the teacher appropriate
times.

pupils behavior is carefully


monitored and appropriate actions
by the teacher are taken to preempt miss behavior occurring.
confrontation are avoided, and
skillfully defused.

Thank you for


your
cooperation!