Management and Instruction. Good teachers:

3.2.1. effectively select and sequence learning activities, and manage and pace teaching time to achieve planned student outcomes;

3.2.2. apply a variety of human, material and technological resources to maximise learning;

3.2.3. are as impartial as possible when discussing controversial matters with students;

3.2.4. create and maintain a learning environment which:
· is interesting and challenging
· is orderly and purposeful
· is safe and supportive
· is positive and enjoyable
· encourages students to take control of their own learning
· encourages students to take intellectual risks
· respects the right of each student to form his/her own judgments based on appropriate knowledge
· fosters self-discipline, responsibility and creativity
· develops in students an awareness of the consequences of their own behaviour
· encourages cooperative learning
· enhances each student’s psychological, emotional and physical well-being
· encourages effective resolution of conflict
· fosters cultural identity;

3.2.5. are skilled at:
· motivating and engaging students
· effectively structuring learning tasks
· grouping students appropriately, e.g. whole class, groups, pairs, individuals;
· integrating learning across the curriculum;

3.2.6. develop sound routine procedures to manage recurring tasks;

3.2.7. respond appropriately to situations which may arise incidentally;

3.2.8. maintain effective records for purposes of student assessment, evaluation of teaching, counselling of students, reporting to parents, recording critical incidents;

3.2.9. effectively complete administrative tasks associated with teaching and pastoral care.

3.3. Communication. Good teachers:

3.3.1. use appropriate oral and written English at an advanced level to communicate clearly and effectively within the classroom and in other professional contexts;

3.3.2. where necessary use Bislama as a means of explaining difficult concepts;

3.3.2. assist students to improve their English language skills in all learning situations.

3.4.  Consideration of Individual Needs, Abilities/Disabilities and Aspirations. Good teachers:

3.4.1. understand that each student has diverse talents and interests, and take account of this diversity in their teaching;

3.4.2. match appropriately teaching methods, processes of inquiry, resources and content with the developmental level, temperament and learning style of students;

3.4.3. respect students as individuals, and adapt their teaching to suit the individual learning needs of all their students including the special needs of:
· girls
· boys
· gifted and talented students
· students with disabilities, learning difficulties or behaviour disorders
· students from low socio-economic backgrounds
· students from other parts of Vanuatu
· students from a range of cultural and linguistic backgrounds
· students in crisis;

3.4.4. engage effectively in the pastoral care of students.