GENERALLY ACCEPTED INTERNATIONAL STANDARDS FOR GOOD TEACHING

GENERALLY ACCEPTED INTERNATIONAL STANDARDS FOR GOOD TEACHING.

The Interstate New Teacher Assessment and Support Consortium (INTASC) establishes guidelines for preparing, licensing and certifying educators. Among other things, they promote 10 standards that should be part of every teacher’s classroom practice or personality

o   The teacher understands the central concepts, tools of enquiry and structures of discipline(s) he or she teaches and can create learning experiences that makes these aspects of subject matter meaningful for students.

o   The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

o   The teacher understands how students differs in their approaches to learning and create instructional opportunities that are adapted to diverse learners.

o   The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving and performance skills.

o   The teacher uses an understanding of individuals and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

o   The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active enquiry, collaboration and supportive interaction in the classroom.

o   The teacher plans instruction based on the knowledge of the subject matter, students, and the community and curriculum goals.

o   The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

o   The teacher is a reflective practitioner who eventually evaluates the effect of his or her choices of action on others (students, parents and other professionals in the learning community) who actively seeks out opportunities to grow professionally.

o   The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and wellbeing.

Conclusion:

As part of HFU’s responsibility as an organization to ensure “educational sustainability”, present to all educators this piece to enhance quality service delivery in the school system.

Amber Amos Luper

National Director of Education

Hope for Us Charity Nigeria