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    Ncbts Domain Compress

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    Jefferson Socias
    The document discusses National Competency-Based Teacher Standards (NCBTS) for Domain 3 regarding diversity of learners. It outlines 7 indicators teachers must demonstrate when considering learners' diverse backgrounds, learning styles, abilities, and needs. These include obtaining information about learners, designing suitable learning experiences, establishing appropriate goals, pacing lessons appropriately, initiating different learning approaches, recognizing multi-cultural backgrounds, and making adjustments for those of different socio-economic statuses. The document also references the Code of Ethics for Professional Teachers which provides guidelines for ensuring all learners' welfare, development, and interests are of top priority.

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    Download as PDF, TXT or read online from Scribd

    Ncbts Domain Compress

    Uploaded by

    Jefferson Socias
    27 views2 pages
    The document discusses National Competency-Based Teacher Standards (NCBTS) for Domain 3 regarding diversity of learners. It outlines 7 indicators teachers must demonstrate when considering learners' diverse backgrounds, learning styles, abilities, and needs. These include obtaining information about learners, designing suitable learning experiences, establishing appropriate goals, pacing lessons appropriately, initiating different learning approaches, recognizing multi-cultural backgrounds, and making adjustments for those of different socio-economic statuses. The document also references the Code of Ethics for Professional Teachers which provides guidelines for ensuring all learners' welfare, development, and interests are of top priority.

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    The document discusses National Competency-Based Teacher Standards (NCBTS) for Domain 3 regarding diversity of learners. It outlines 7 indicators teachers must demonstrate when considering learners' diverse backgrounds, learning styles, abilities, and needs. These include obtaining information about learners, designing suitable learning experiences, establishing appropriate goals, pacing lessons appropriately, initiating different learning approaches, recognizing multi-cultural backgrounds, and making adjustments for those of different socio-economic statuses. The document also references the Code of Ethics for Professional Teachers which provides guidelines for ensuring all learners' welfare, development, and interests are of top priority.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    27 views2 pages

    Ncbts Domain Compress

    Uploaded by

    Jefferson Socias
    The document discusses National Competency-Based Teacher Standards (NCBTS) for Domain 3 regarding diversity of learners. It outlines 7 indicators teachers must demonstrate when considering learners' diverse backgrounds, learning styles, abilities, and needs. These include obtaining information about learners, designing suitable learning experiences, establishing appropriate goals, pacing lessons appropriately, initiating different learning approaches, recognizing multi-cultural backgrounds, and making adjustments for those of different socio-economic statuses. The document also references the Code of Ethics for Professional Teachers which provides guidelines for ensuring all learners' welfare, development, and interests are of top priority.

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    © All Rights Reserved
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    THE TEACHING PROFESSION

     AUGUST 07, 2016


    2016
    NATIONAL COMPETENCY BASED TEACHER STANDARDS (NCBTS)

    GROUP III
    Domain # 3. DIVERSITY OF LEARNERS

    Determines,
    Determines, understands and accepts t he learners’
    learners’ di verse backgro
    backgro und
    knowledge and experience.

    NCBTS
    NCBTS Domain #3 /Strand Code of Ethics for Professi onal Teachers
    Teachers
    Indicators:  Arti
     Ar ti cl e VIII: The L earner s and
    an d Teach ers
    3.1.1 Obtains information on the Section 9.  A teacher shall ensure that conditions
    conditions
    learning styles, multiple contribute to the maximum development of
    intelligences and needs of learners are adequate, and shall extend needed
    learners assistance in preventing or solving learner’s
    problems and difficulties.

    3.1.2 Designs or selects learning  Arti


     Ar ti cl e VIII: The L earner s and
    an d Teach ers
    experiences suited to different Section 2.  2.   A teacher shall recognize that the
    kinds of learners interest and welfare of learners are of first and
    foremost concern, and shall deal justifiably and
    impartially with each of them.
    3.1.3 Establishes goals that  Arti
     Ar ti cl e IV: The
    Th e Teacher and th e Comm un it y
    define appropriate expectations Section 2. Every teacher shall uphold the highest
    for all learners possible standards of quality education, shall
    make the best preparations for the career of
    teaching, and shall be at his best at all times and
    in practice of his profession.
    3.1.4 Paces lessons appropriate  Arti
     Ar ti cl e VIII: The L earner s and
    an d Teach ers
    to needs and difficulties of Section 9.  A teacher shall ensure that conditions
    conditions
    learners contribute to the maximum development of
    learners are adequate, and shall extend needed
    assistance in preventing or solving learner’s
    problems and difficulties.
    3.1.5 Initiates other learning  Arti
     Ar ti cl e VIII: The L earner s and
    an d Teach ers
    approaches for learners whose Section 8.  A teacher teacher shall not inflict corporal
    corporal
    needs not been met by usual punishment on offending learners nor make
    approaches deductions from their scholastic ratings as
    punishment for acts which are clearly not
    manifestation of poor scholarship.
     Arti
     Ar ti cl e VI: The
    Th e Teacher and Higher
    Hig her Auth
    Au th or it ies
    in the Profession
    Secti
    Secti on 4. Every
    4. Every teacher, individually or as part of
    a group, has a right to seek redress against
    injustice to the administration and to extent
    possible, shall raise grievances within acceptable
    democratic processes. In doing so, they shall
    avoid jeopardizing the interest and the welfare of
    learners whose right to learn must be respected.
    3.1.6 Recognizes multi-cultural  Arti
     Ar ti cl e II: The
    Th e Teach
    Teacherer and
    an d t he State
    St ate
    background of learners when Section 1. The schools are the nurseries of the
    providing learning opportunities future citizens of the state; each teacher is a
    trustee of the cultural and educational heritage of
    the nation and is under obligation to transmit to

    NCBTS DOMAIN III 1


    learners such heritage as well as to elevate
    national morality, promote national pride, cultivate
    love of country, instill allegiance to the constitution
    and for all duly constituted authorities, and
    promote obedience to the laws of the state.
     Arti cl e III: The Teacher and th e Commun it y
    Secti on 4. Every teacher shall live for and with the
    community and shall, therefore, study and
    understand local customs and traditions in order
    to have sympathetic attitude, therefore, refrain
    from disparaging community.
    Secti on 8. A teacher possesses freedom to attend
    church and worships as appropriate, but shall not
    use his positions and influence to proselyte others.
    3.1.7 Adopts strategies to address  Arti cl e VIII: The Teach ers and Learners
    needs of differently-abled Secti on 3. Under no circumstance shall a teacher
    students be prejudiced or discriminate against a learner.
     Arti cl e IX: The Teachers and Parents
    Section 3.  A teacher shall hear parent’s
    complaints with sympathy and understanding, and
    shall discourage unfair criticism.
    3.1.8 Makes appropriate  Arti cl e III: The Teacher and th e Commun it y
    adjustments for learners of Section 6. Every teacher is intellectual in the
    different socio-economic community, especially in the barangay, and shall
    backgrounds welcome the opportunity to provide such
    leadership when needed, to extend counselling
    services, as appropriate, and to actively be
    involved in matters affecting the welfare of the
    people.
    Section 7. Every teacher shall maintain
    harmonious and pleasant personal and official
    relations with other professionals, with
    government officials, and with the people,
    individually or collectively.

    NCBTS DOMAIN III 2

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