CHALLENGES IN TEACHING

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

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

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

Teaching in Multicultural and
Multilingual Classroom

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.

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.

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.

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.

(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.

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.

(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.

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.

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.

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.

5. Teaching Local Culture
Teachers will introduce local culture to students
through lectures, fora, 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.

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.

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 Approach
Learners are exposed to different lessons in problem solving.

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.

Teaching Children with
Special Needs

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:

• 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.

 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.

 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.

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.

Teaching in Multigrade
Classes

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.

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.

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.

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.

Teaching in Multiple Intelligence
Classrooms

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).

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

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.

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.

Teaching in a Learner-
Centered and Constructivism
Classroom

E. Teaching in a Learner-Centered and
Constructivist Classrooms
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.

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.

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).

• 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.

Brain-based
Education

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 Caine (1997)
consider curriculum and instruction from a brain-
based approach. They begin with "brain-mind learning
principles."

1. The brain is a whole system and includes physiology,
emotions, imagination, predisposition.
2. The brain develops in relationship to interactions
with the environment and with others
3. A quality of being human is the search for personal
perceive.
4. People create meaning through perceiving certain
patters of understanding.
5. Emotions are critical to the patterns people
perceive.

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.

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.

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.

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.

ICT Integration in
Teaching and Learning

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

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.

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.

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 21st 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
54
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor,
Pendulat
Reference:
Teaching Profession (Passion and Mission)
by Greg Tabios Pawilen

Limbaga, Guirubin, Villareal, Villanueva, Recio,
Singh, Sakilan, Taya, Abdulgapor, Pendulat
55
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor,
Pendulat
Thank you!

CHALLENGES IN TEACHING

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