Appendix 1

Back to Table of Contents

Appendix 1 - Core Teaching Competencies List
Next
 * Values and demonstrates respect
 * Listens well (not just to what is being said, but also what is emoted)
 * Reads students through the intangibles of tone of voice, body language, listening beyond spoken word.
 * Empathizes well.
 * Able to connect using non-verbal communication
 * Able to develop trust (listen and relate and connect) with both guests and peers
 * Exercises sound diagnostic skills = mechanics, emotional state, understanding needs and motivations
 * Deals with the full reality of the student.
 * Exudes self- confidence without arrogance.
 * Explains things in brief and easy to understand language, both verbally and non-verbally..
 * Show skillful ability to weave social- with instructional communication.
 * Shows a working understanding of building and working lesson plans.
 * Demonstrates skilled goal setting/goal getting coaching.
 * Customizes lessons according to gender, learning style, energy, culture.
 * Offers diverse methodologies and solutions fitting diverse learning styles.
 * Uses terrain, snow conditions and other environment ‘aids’ such as quiet places, in support of desired goal achievement.
 * Attends to mental, physical and emotional development tracks in coordinated manner.
 * Uses sound exercise lines to achieve desired goals.
 * Able to promote challenging but supportive learning environment.
 * Uses experiential learning/learning by doing (create experience-reflect-generalize-apply-experience)
 * Able to enjoy, play, and use humor.
 * Understands how to motivate students.
 * Able to encourage
 * Creates a relaxed interpersonal relationship and collaborative environment.
 * Creates and manages productive, collaborative group dynamics.
 * Balances ‘ask’ – ‘tell’ in the instructional process.
 * Manages ‘stretch’- task difficulty well.
 * Manages pace of lesson.
 * Produces and manages positive energy (Self and other)
 * Shows working understanding of ‘oscillation’.
 * Knows how to bring about FLOW conditions in the instructional process.
 * Productive feedback - share what doing “right” and next goal, not focus on what is “wrong”
 * Is able to move from instructor- to self- provided feedback.
 * Is aware of her/his own emotional ‘wake’.
 * Readily can assess his/her own learning at any time about self and others.
 * Exercises real time self-observation while teaching.
 * Sound conflict management - positively, with confidence
 * Generates return business through the strength of interpersonal skills.

Back

Back to Table of Contents