This document discusses the challenges that global teachers face in multicultural classrooms and various teacher exchange programs that aim to promote cultural understanding. It notes that classrooms are becoming more diverse in terms of students' ethnic backgrounds, languages, socioeconomic statuses, and experiences. To help teachers address this diversity, it recommends that they gain awareness of differences, avoid stereotyping students, get to know each student, and infuse multicultural materials. It then outlines several international teacher exchange programs between countries and their goals of transforming lives through cultural exchange, providing opportunities for teachers to learn from other environments, and developing global competencies.

1. Multicultural Diversity:
A Challenge to Global
Teachers

2. Diversity of Learners in
Multicultural Classrooms
• Color of the skin
• Ethnic group
• Languages
• Socio-economic backgrounds

3. Multicultural Education
→ enables teachers and educators to give
values to the differences in knowledge
and experiences of the learners

4. Fraser-Abner (2001)
Suggestions:
1. Be sensitive and aware
2. Never make assumptions
3. Avoid stereotyping
4. Get to know each student
5. Look into your own conscious
6. Plan your activities
7. Infuse multicultural instructional materials
8. Collaboration and cooperation

5. Guiding Principles:
1. Pre-Service teacher education programs
2. Equitable opportunities
3. Social skills
4. School Curriculum
5. Eliminate stereotyping
6. Values

6. Some of basic assumptions that
enhance Teacher Development:
1. No two learners are exactly the same.
2. Children in all classrooms are heterogeneous
3. Strategies that work with one learner may not
work with another
4. Student’s background and experiences should be
considered
5. Community members can assist teachers in facing
issues

7. Reflection!
Mrs. Rosa Rose a teacher and raised in
Visayas married a Tausog in Jolo,Sulu. The
marriage necessitated her to transfer teaching
in the place of her husband who is also a
teacher.
Coming from a different family
background in terms of religion, ethnic origin,
social background. Mrs.Rose has to adjust to
her present relocated residence.
She was accepted to teach in one of the
elementary schools in the area where a
mixture of different ethnic groups are enrolled.

9. Visiting International Faculty
Program (VIF)
• Largest cultural exchange program for teachers and
school
• Dedicated to transforming lives through international
exchange of teachers
• Offers highly qualified teachers from around the
world serving as teachers and cultural ambassadors
in the United States.

10. VIF Purposes and Beliefs
1. All schools should have at least one international
exchange teacher
2. All students should be exposed to a variety of
exchange teachers during their academic careers
3. All communities should have an equal opportunity
to develop globally literate citizens to help build a
foundation for success in the global marketplace.

11. History of VIF
• It was founded in 1987
• Kindergarten up to grade 12 in 1989
• North Carolina Department of Public Instruction
• In 1996 VIF was asked to recruit teachers in other
subject areas
• Expanded areas including the states of South Carolina,
Georgia, Virginia, Maryland, Florida, and California
• International teachers are coming from more than 50
countries of the world such as, Australia, Canada, Chile,
New Zealand, Ecuador, Mexico, Spain and Philippines

12. Fullbright Teacher Exchange
Program
• Promote mutual understanding between the
United States and countries around the world.
• Involves a year or semester direct exchange
with a counterpart in another country
teaching the same subject at the same level

13. Inter-African Teacher
Exchanges
• To provide opportunity for teachers to learn from
teaching environment in other African countries
• To extend experiences and widen the horizon of
African teachers by encouraging exchange visits
to countries outside Africa
• To create cultural awareness and tolerance of
developments in different African education
environments

14. Activities:
• Be stationed at one school for one week and
another for another week
• Observe teaching in the said teacher’s subject
• Guest teach using ICTs at the schools that the
teacher is visiting
• Discussions with teachers in another school
• Write a journal of their exchange visit

15. Canadian Educators Exchange
• Non-profit foundation which handles both
student and educator exchanges
• Educators and students have an opportunity
to broaden their understanding of one
another’s cultures, customs, and languages

16. Two kinds of Professional
Development Experiences:
1. One Year Exchange – enables teachers in
Alberta to swap their jobs (and homes) with
teachers in countries Australia, New Zealand,
UK, Germany and US for a period of one year.
During this time, teachers continues to be paid
by his or her school board in Alberta.

17. 2. Short-Term Exchange – occurs during spring
and summer holidays, enables teachers and
administrators to job shadow with the
counterpart in another country

18. Global Teachers Millennium
Awards
• This program is limited only to participating
countries, it is important to learn that the
Global Exchange program contributes to the
quality of teachers worldwide.

19. This program aims to:
• Change the lives of UK educators, personally
and professionally by encouraging them to
fulfill their aspiration and use their talents in
innovative ways;
• Ensure benefits for staff and pupils of UK
schools and their local communities through
the dissemination of innovative development
education;

20. This program aims to:
• Support the aims and activities of Link’s
educational programs in South Africa, Ghana
and Uganda;
• Set a standard and develop a model for other
similar scheme

21. Intention of the Program:
• Increased knowledge of people and life in
developing countries
• Better understanding of how UK is linked with
other countries
• More positive attitudes towards people and life in
developing countries-challenging stereotypes and
beliefs in shared humanity
• More positive attitudes towards multicultural
nature of UK society-challenging of stereotypes
and embracing of diversity

22. A Global teacher in this
program is:
• Thinks and acts both locally and globally
• Embraces the world’s rich variety of ways of life
• Understands that this world is interconnected
• Committed Believes in education
• Has professional and personal skills
• Brings the world into their classroom
• Encourages dialogue and partnership
• Can inspire others