Collaborates with others as resources for problem-solving, generating new ideas, sharing experiences and
seeking and giving feedback.
Contributes knowledge and expertise about teaching and learning EFL to the EFL profession
Displays a high standard of professional behavior, which includes punctuality, personal organization
Presents lesson plans in accordance with the college/school/zone requirements, showing evidence of
autonomy
how the lesson is going to be carried out e.g. activities, organization, resources
what language (functions, structures, vocabulary) and skills (listening, speaking etc) learners will need
in order to do the activities
what language they have already acquired which they can use in doing the activities
what attitudes or values you wish to develop through the activities e.g. enjoyment, positive attitude
towards stories, politeness to others etc
Creates and select learning experiences that maximize learning, challenging stronger students and supporting
weaker ones
Plans tasks for the whole class, groups and individuals using a learner-centered approach
Manages pair work, group work, individual and whole class tasks competently.
Differentiates activities across a range of abilities to help students reach their potential
Employs a variety of effective teaching/ learning techniques e.g. drills, information gap, role plays, dictations,
dictagloss, presentations, projects etc.
Classroom management
Uses classroom space and furniture effectively and safely
Uses resources and equipment effectively (e.g. board, ICTs, AV equipment, posters, realia, displays, textbooks,
storybooks).
Establishes and maintains rules and clear routines for behavior in the classroom.
Communication skills
Builds rapport through interaction with students.
Responds effectively and flexibly to the immediate needs and interests of the students (exploits teachable
moments).
Uses appropriate body language, eye contact, gestures and voice to maintain an effective classroom presence.
Uses informal and formal assessments, as appropriate, to diagnose student learning needs and support the
continuous development of all children
Gives informative oral and / or written reports, where appropriate, to parents commenting on progress and
achievements, discussing appropriate targets and encouraging them to support their childrens learning, behaviour
and progress.
Shows advanced skills in record keeping and using various types of assessments.
Reflection
Reflects and justifies their professional development activities with reference to their Professional Development
Plan.
Discusses and justifies their pedagogical decisions, with reference to their growing pedagogical beliefs.
Reflects critically on their own and their peers teaching through online discussion, oral post-lesson discussion,
reflective writing, and peer observation.
Uses classroom observation, information about children, pedagogical knowledge and research as sources for
active critical research.
Enquires systematically into own practice in order to improve curriculum and instruction for all learners.
Reflects on their broader role within the school, the local and global professional community.
Considers models of critical reflection (e.g. Dewey, Schon, Mezirow, Zeichner & Liston, Freire), and understand
terms used within such models.
Reflects critically upon their own practice with relation to the HCT teaching competencies