Teacher Responsibilities, Skills, and Classroom Dynamics

Duties of Teachers

• Diagnosis of Needs: Understanding students' individual needs and learning styles.
• Class Preparation: Organizing and managing learning situations, preparing materials for students.
• Motivation: Inspiring and engaging students in the learning process.
• Student-Centered Teaching: Focusing on the needs and progress of individual students.
• Diversity and Inclusion: Considering the diverse backgrounds and learning styles of all students.
• Classroom Management: Suggesting learning activities, guiding their implementation, presenting content with a global and interdisciplinary perspective, and maintaining discipline and order in class.
• Evaluation: Assessing student performance and providing feedback.
• Mentoring and Role Modeling: Serving as a positive example and guide for students.
• Classroom Research: Investigating and improving teaching practices within the classroom.
• Continuing Professional Development: Engaging in ongoing learning and skill enhancement.
• School Collaboration: Participating in the management and improvement of the school.

Basic Skills Necessary for Teachers

Reflections on the Term "Competence" in Teaching

Before, competence referred to the abilities required for any profession. Currently, it involves creating skills and knowledge in the process of skills development through active engagement. Competencies can be defined as tasks and activities, or as results.

Skills and Methods of Action

These are sets of knowledge, skills, and abilities necessary to practice a profession. They are linked with the methods of action and the use of knowledge, integrating interrelationships with the practical context.

Focus on Skills

Focusing on skills serves two purposes: to diagnose the quality of activity, efficiency, and learning needs, and to certify the academic, professional, technological, and scientific achievements of students. Competencies provide a common language, relate people's practices with negotiation strategies to bring their own management into daily practice, allow for changing the role of knowledge, skills, and attitudes, create a flexible design to adopt new values and technologies more quickly, facilitate the feedback process and educational work, and certify the level of competition achieved by individuals.

Models focusing on basic skills include knowledge of the discipline and teaching, developing abilities related to academic performance, integrated development of the teacher, and continuous research in the classroom in search of solutions to problems.

Responsibilities include four domains: cultural (knowledge of the subject matter and its culture), teaching (skills, technical knowledge), personal (security and maturity).

The need to develop skills includes being able to apply the method of scientific research, teamwork, developing the principles of comprehensive education, using active methods, and applying projection techniques and social intervention.

Characteristics of Good Teaching

Professional Profile

• Democratic attitude
• Solid ethical principles
• Solid educational and academic background
• Autonomy and professional staff
• Extensive cultural training
• Innovation and creativity

Meets Specifications

• Preparing classes
• Motivating students
• Managing classes effectively
• Using interesting and clear materials and methods
• Maintaining discipline and order
• Managing communication efficiently
• Showing respect and recognizing errors
• Providing good mentoring and example
• Giving frequent attention and showing interest in students
• Counseling students
• Setting high standards
• Helping students to become independent
• Promoting teamwork
• Conducting research in the classroom
• Mastering the field and updating knowledge
• Maintaining contact with parents
• Being friendly
• Collaborating with school management

Importance of Context in the Educational Function

Types of Contexts

• Socio-cultural: The teacher transmits values, knowledge, and approaches fundamental to the preservation of culture.
• Institutional: The teacher is a member of the educational community and organization.
• Instructional: The teacher is responsible for creating a climate where social interaction is crucial in the process of active engagement. They schedule education. There is no one style better than another.