Challenges in Teaching

Teaching profession

1. Challenges in Teaching Prepared by: Limbaga , Bai Suraia S. Guirubin , Jane Villareal , Devi Joy Villanueva, Elaiza Recio, Crisyeanne Biehn BSEd - English 2A Teaching Profession 1st sem 2019-2020 Prof. Ombra Imam Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 1 Singh, Fairudz Sakilan , Halima Taya, Patima Abdulgapor , Monadia Pendulat , Asmawie

2. Children with Special Needs CHALLENGES IN TEACHING Multilingual and Multicultural Classroom Learners-Centered and Constructivist Teaching Multilingual Intelligence Brain-based Education ICT Integration Multigrade Classes Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 2

3. Different challenges of teachers in Local or Global context Addressing cultural diversity, responding to the needs of special learners, handling class size Dealing with learners with various talents and intelligences And integrating ICT in teaching and learning process Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 3

4. Teaching in Multicultural and Multilingual Classroom Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 4

5. A. Teaching in Multicultural and Multilingual Classrooms Multicultural education is an interesting and important topic for teachers. As its heart is a deep concern about equity, respect for diversity, cultural literacy, and fair treatment for everyone in school. It does not only concern itself with cultural minority groups and indigenous people but for every learner in school. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 5

6. Learners are different in terms of language, religion, ethnicity, belief, nationality and culture. This holds true in the Philippines where there are more than 107 ethno linguistics groups. Each learner in the class has different religions, speaks difficult language and etc. Teacher Are challenged to use pedagogical approaches that are culturally relevant and responsive. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 6

7. The country is also a host to growing number of foreigners coming to study in Philippines schools. Many have come to study English some parents doing business or assigned to work in the country. The cultural diversity in our country demands all teachers to be equipped and empowered to address the needs of a cultural diverse classroom. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 7

8. LANGUAGE Is plays an important role in teaching and learning process. In real life, education and society are inseparable. It is a production of knowledge. EDUCATION Is a social activity that is important for all human beings . Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 8

9. ( Dewey 2001) elucidates that the language instinct is the simplest form of social expression of the child. Hence, it is the greatest of all the educational resources that is innate to the child and can be utilized in learning. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 9

10. The DepEd has implemented the mother tongue-based Multilingual Education in its K-12 education program. First language from Kindergarten to Grade lII . Filipino and English gradually developed from kindergarten to Grade 3. Theories and researches learner learn the second language. Mother Tongue is used in instruction and the learning materials of other learning areas . Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 10

11. ( Leauter , 2004) The use of teaching materials based on local language tend to result to higher literacy rates. Using local language also gives meaning and context to slot of ideas learned in school. And it is one way to promote understanding of various concepts in particular socio-cultural perspective and context. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 11

12. Understanding the context (personal, cultural, and environment) is important, and using the local language is vital in teaching and learning. Vygotsky(1962) explains that language plays a crucial role in forming abstract concepts, and these abstract concepts, according to Banks and Thompson (1995) are critical to the develop of some disciplines. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 12

13. 1 . Content Integration Is a cultural practice, cultural values, history, and respect for cultural diversity can be integrated of the various content of the subject taught in basic education . 2 . Cultural Immersion Students can be immersed in different culture. The following are the examples of the of the things that can promote the cause of multicultural education. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 13

14. 3 . Celebrate Cultural Diversity Similar in what we do in UN month celebration, and the linggo ng wika , students can experience and enjoy different dances . 4. Culture Responsive Pedagogy Teachers use pedagogical method, approaches , and techniques that respect to cultural mindset, cultural values and cultural practice of the learners. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 14

15. 5 . Teaching Local Culture Teachers will introduce local culture to students through lectures, f ora , and symposia. 6 . Use the local language as a medium of instructions. Teacher need to support the implementation of Mother Tongue based Multilingual Education (MTB-MLE) of the Department of Education. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 15

16. The Philippines is also a home of various indigenous group. The Philippine 1987 constitution encouraged the state to provide Education that is relevant to their culture and indigenous practice of this indigenous people. Pawilen (2013) identified several approaches that can be use to integrate indigenous knowledge in the curriculum . Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 16

17. 1. Real life story Model Indigenous is embedded in the daily life experience of the young children as they grow up. They grow and lived in a society where indigenous knowledge interwoven into the lives of the people. Parents or old folk serves as a teacher. Drake (1993) originally proposed idea to use stories called "story model ". 2. Problem-based A pproach Learners are exposed to different lessons in problem solving. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 17

18. 3 . Inviting Local Folks and Community Leaders as Resources Person in School. This allow community leaders to share their knowledge and wisdom to the students . 4. Developing Instructional Materials for Teaching Indigenous Knowledge. Teachers can develop modules, worksheets and learning kits that can help introduce local history, community values and others. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 18

19. Teaching Children with Special Needs Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 19

20. B. Teaching Children with Special Needs Special Education is an area of education that seeks to understand the nature and needs of different learners with special needs. As a field of study, it trains teachers and other professionals to respond to needs of special learners in terms of pedagogy, curriculum and other forms of educational interventions. Wolery and Wilbers (1994) described the various classifications of children with special needs according to the type of disability of each learner such as: Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 20

21. Dual sensory impairment Deafness and hearing impairment Mental retardation Multiple handicaps Orthopedic impairments Other health impairments Serious emotional disturbance Specific learning disabilities Speech (language) impairments Visual impairments Blindness Traumatic brain endury Autism And those learners diagnosed with medical conditions. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 21

22. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 22

23. Special learners also include children and youth living in difficult context like those located in war zones and economically depressed areas. The category of special learners also include those who are considered as twice exceptional, intellectually genius and gifted. In the Philippines, there are only few schools offering programs for gifted students. These are the science schools, special science classes in regular schools , and the Philippine school for the Arts. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 23

24. It is inevitable for teachers to encounter students with special needs in their classes. Teachers need to modify the curriculum and utilize instructional approaches that are relevant and responsive to the needs of these special learners. It is also important to be careful in identifying a student as special learner. Teachers need to be carefully observe their students’ behavior, abilities, and characteristics. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 24

25. Providing the needs of special education learners will certainly be one of the greatest challenges of every teacher. Responding to the needs of each special learner cannot be addressed by teachers’ years of teaching experience. It requires special training in the field of special education. A special education teacher needs to have deep devotion, commitment and passion to teach special learners. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 25

26. Teaching in Multigrade Classes Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 26

27. C. Teaching in Multigrade Classes Multigrade teaching involves the teaching of students from different levels in one classrooms. This requires teachers to develop a skill in handling different student's behavior and addressing their needs and interest . Such situation necessities teachers to employ effective instructional methods and strategies and apply an efficient system for classroom management. It also requires teacher’s versatility to design an instructional plan that will cover all topics and activities for all students from varying grade levels. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 27

28. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 28

29. The teacher assigned in one multigrade class required to develop separate worksheets and design different activities for each grade level. In the Philippines, Department of Education and Seventh Day Adventist Church has implemented numerous successful multigrade classes in many of its mission and division schools in the country . Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 29

30. Most of these public schools operating multigrade classes are located in local communities that are geographically far. Thus, public school teachers assigned in these school are really facing difficult challenges everyday. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 30

31. Multigrade teachers in public schools are like teacher missionaries on far communities. They are strong advocates of student's access to quality education. They bring the magic of learning in their classes and they are resourceful, creative, patient, wise, and innovative. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 31

32. Teaching in Multiple Intelligence Classrooms Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 32

33. D. Teaching in Multiple Intelligence Classrooms This idea of learners having multiple intelligences came from research of the famous Harvard University professor Howard Gardner. In 1993 , Gardner published his book titled Frames of Mind that presented the concept of multiple intelligences. Gardener’s theory of Multiple Intelligence (MI). Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 33

34. Gardener's theory of Multiple Intelligences (MI) Linguistic intelligence - ability to analyze information and create product involving oral and written language. Logical-Mathematical Intelligence - ability to develop equations and proofs make calculations, and solve abstract problems. Spatial Intelligences - ability to recognize and manipulate large -scale and fine grained spatial images. Musical Intelligence - ability to produce, remember, and make meaning of different patterns of sound. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 34

35. Naturalist Intelligence- ability to identify and distinguish among different types of plants, animals, and weather formations that are found in the natural world. Bodily Kinesthetic - ability to use one's own body to create product or solve problem. Interpersonal intelligence - ability to recognize and understand other people's moods, desires, motivations, and intentions . Intrapersonal Intelligence - ability to recognize and understand his or her own moods, desires, motivations, and intentions. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 35

36. In 2011, Gardner summarized the educational implications of MI theory in education. According to him, an educator convinced of the relevance of MI theory should "individualize and pluralize. Individualizing means teacher should know as much as possible about the intelligence profile of their students. Pluralizing means that teachers should decide on which topics, concepts or ideas are of greatest importance, and should then present them in a variety of ways. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 36

37. Teaching in a Learner-Centered and Constructivism Classroom Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 37

38. E. Teaching in a Learner-Centered and Constructivist C lassrooms Learner centered education is one of the promising product of the progressive movement in education, and it is refers to a kind of education that considers the knowledge, skills, abilities, attitudes, interests, and beliefs that the learners bring into a classroom. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 38

39. In learner-centered education, providing learner's social and emotional development is equally important aspect in planning the curriculum. Ladson (1995) includes teaching practices and pedagogy that are "culturally relevant" “culturally responsive”, “culturally appropriate” and “culturally compatible” in the definition of a learner - centered education. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 39

40. Constructivism is a theory of learning that explains that knowledge is constructed based on the prior knowledge and experience of the learners. It believes that learners come formal education with a range of prior knowledge, skills, beliefs, and concepts that are significantly influence what they notice about the environment and how they organize and interpret it. (National Research Council 2000). Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 40

41. Constructivist paradigm posits the meaning learning is constructed by the learners as results of their sensory experience with the world (Hours and Thomas 1996). Constructivist teaching and learning therefore lead to: (1) active learning (2) learning and meaningful context (3) reflective and intuitive problem solving (4) doing investigation (5) providing real-life and hands-on experiences to the learners. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 41

42. Brain-based Education Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 42

43. F. Brain-based Education Brain-based education was brought by research in Neuroscience. Significant Neuroscience studies provided several ideas on how the human brain function and people learn. Caine and C aine (1997 ) consider curriculum and instruction from a brain-based approach. They begin with "brain-mind learning principles." Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 43

44. The brain is a whole system and includes physiology, emotions, imagination, predisposition. The brain develops in relationship to interactions with the environment and with others A quality of being human is the search for personal perceive. People create meaning through perceiving certain patters of understanding. Emotions are critical to the patterns people perceive. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 44

45. 6. The brain processes information into both parts and wholes at the same time. 7. Learning includes both focused attention and peripheral. 8. Learning is both unconscious and conscious. 9. Information (meaningful and fragmented) is organized differently in memory. 10. Learning is developmental. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 45

46. 11. The brain makes optimal number of connection in a supportive challenging environment, perceptions of threat inhibiting learning. 12. Every brain is unique in its organization. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 46

47. Resnick (1987) populates that people can learn better if they are asked to think in ways that are more complex. She theorizes that even in the elementary school, students learn more if they are given several ways to look at a problem and if they are asked to give more than way of solving it. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 47

48. Renate and Caine (1991) also cite studies showing that brain learns best when it works to solve problems and accomplishes specific tasks instead of merely absorbing isolated bits of information. Sylwester (1995) correlates current scientific theories on how the information. He also suggests that these new learning theories have broad educational applications that can be utilized in today’s school to improve teaching and learning. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 48

49. ICT Integration in Teaching and Learning Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 49

50. Computer’s entry into schools changed radically the landscape of education. With computers educational programs in DVD, VCD, CD and other forms. Microsoft Apple, and other companies developed different software that is utilized in education nowadays. It is also the success of computer that gave birth to the development of Internet that goes with computer networks, World Wide Web, search engines and email that very useful for everyone in the society. These innovations removed the geographical distance between and among students, teachers, schools and other professional and institution. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 50

51. The term ICT, short for Information and Communication Technology, embraces all forms of technologies that enables all people to received information and communicate or exchange information with others. ICT have marked significant effect in education particularly on teaching and learning. At the school, ICT is widely used in the everyday operations and activities of the different offices and departments. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 51

52. The use of ICT in teaching and learning brought many positive developments in the way teachers teach and how the students learn. Basically, computer software enhanced teachers’ and students’ presentations, reports, and lectures. The students and teachers became active researchers engaged in a virtual world of ideas. They search the web for whatever information they need. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 52

53. The growing influence of ICT in almost every aspect of life made ICT Literacy essential among all teachers and students. ICT skills are part of the 21 st century skills that must developed among students to become globally competitive. They also need to teach their students to the use of ICT responsibly, observing ethics, using information form Internet responsibly and respecting the privacy of individual. Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat 53

54. Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 54 Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat R e f e r e n c e : T e a c h i n g P r o f e s s i o n ( P a s s i o n a n d M i s s i o n ) b y G r e g T a b i o s P a w i l e n

55. Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 55 Limbaga , Guirubin , Villareal , Villanueva, Recio, Singh, Sakilan , Taya, Abdulgapor , Pendulat T h a n k y o u !