COURSE TITLE : TEACHING PROFESSION

SCHEDULE : MAY 4-21, 2020 M-F 1:00-5:00PM

ACTIVITY #6 :

Read the following:

⮚ Multicultural diversity: A challenge to Global Teacher
⮚ Broadening the Teachers Perspective: Teacher Exchange Programs
⮚ Bringing the World Into the Classroom Trough Educational Technology

PART I-INSTRUCTION: Study the given situation below. Give your reflection on the space provided.

1. Mrs. Rosa Rose a teacher born and raised in Visayas married a Tausug 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, and social background,
Mrs. Rose has to adjust her present relocated residence. She was accepted to tech in one of the
elementary schools in the area where a mixture of different ethnic groups were enrolled. Reflect
on the given situation.
Reflection:
a. What teaching challenges will Mrs. Rose encounter with her diverse students?

These challenges include the feeling that they are not part of class; lack of experience to
handle linguistic needs; large number of learners in language classroom; the strong
influence of first language; inadequate time to address each learners' needs, and
language policy not being supportive.

b. How should she address these challenges as a multicultural teacher?

She should encourage students to discuss different issues, speak up their mind on a
variety of topics and promote a pleasant atmosphere in the classroom. Every teacher should understand
how a student feels in an absolutely new environment and communication with his parents can be
helpful in that.
c. What personal dilemmas will she encounter? If you were in her place, what would you
do?

One of the dilemmas the teacher might encounter with diverse students in her class is
ethnicity. As a teacher, she needs to be aware of the role of ethnicity in the classroom to
avoid its negative impacts on the teaching-learning process. Another one is racism and
inequality as it is still persisting as a major obstacle in the multicultural classroom.
 2. You are to teach in international school in Indonesia. You graduated from one of the teacher
education institutions in the Philippines. The school curriculum is American-based, but your
students from different countries but majority are Indonesian nationals.
Reflection:
a. What challenges are seen in your classroom?

During the process of curriculum implementation, one of the obstacles varies with the
curriculum itself, location, political situation, economic situation, teacher preparation,
facilities and plenty other factors, making it more complex to execute. It is unavoidable
that they may feel their students are incapable of learning or that parents are not
supportive. Administrators may feel the teachers are incompetent at teamwork. —
Students and parents may feel their needs are ignored.

b. How would you prepare to meet these challenges?

Students need to know how to find accurate information, and how to use critical
analysis for assessing the veracity or bias and the current or potential uses of new
information. These are the executive functions that they need to develop and practice in
the home and at school today, because without them, students will be unprepared to
find, analyze, and use the information of tomorrow.

PART II-INSTRUCTION: Self-Check Questions – Answer the question below and write your answer in the
space provided.

1. What are the purposes of the Teacher Exchange Program?

The purpose of the Teacher Exchange Program is to enroll Exchange Visitors to teach full-time in primary
and secondary accredited educational institutions. This promotes the interchange of American and
foreign teachers in public and private schools and the enhancement of mutual understanding between
people of the United States and other countries. Our program allows exchange teacher to participate
actively in cross-cultural activities with Americans in schools and communities, and to return home
ultimately to share their experiences and their increased knowledge of the United States. Such
exchanges enable exchange teacher to understand better American culture, society, and teaching
practices at the primary and secondary levels, and enhance American knowledge of foreign cultures,
customs, and teaching approaches.

2. As prospective Filipino teacher, what benefits will you derive from these programs?
One of the benefits is to practice the profession as a teacher. Teacher exchange programs serve as a
cultural learning experience for teachers and as a means for expanding and enriching an educator's
pedagogical expertise. ... With the increase in global awareness of the world's citizens, teacher exchange
programs and/or services are increasing in number and participation.

3. How will the teacher exchange programs develop you as a global teacher?

With the increase in global awareness of the world's citizens, teacher exchange programs and/or
services are increasing in number and participation. Upon graduation from college many students are
choosing to begin their careers teaching English abroad and these are often the same students, or
educators, who choose to participate in career exchanges later in life.

PART III (ASSIGNMENT)-INSTRUCTION: This activity focuses on what a school is doing with the
technology. Try not to focus on the technology itself (how many computers) but on what is happening
on the computers. Write a short narrative of your visit that includes your views on what is happening in
the school and some ideas that you would want to implement if you were teaching in that environment.
To help you wire your narrative, use the observation sheet below during your visit. NOTE: (assume that
the school you visited is our school - Philippine College of Technology)

OBSERVATION WORKSHEET
Technology use in the Classroom

Directions: Do not use actual name of schools, teachers, administrators or students when using this
worksheet.

Observer’s Name: Joanne Navares

Date: 02 Mar 20, 2022

Grade Level: Grade 5

Subject: English

Class Size: 30 students

Technology in the Classroom: Smartboard and projector

Location and Place in the room: Abu Dhabi

Background Information: give a brief general description of the school. (Social economic, school
population: teachers and students) Include the school’s goal for use of technology.
Observation: during your observation, notice how many use technology and how technology is being
used. Observations can be recorded in narrative form. You may include the information gathered from
the questions raised below:

a. How familiar are the students with the technology? Familiar enough
b. What kinds the software are the students using? Teams and Google meet
c. Are the students really engaged in their activities? Yes
d. How does the teacher interact with the students with the use of technology? Access the
resources that are available online
e. What are the other materials used by the students along with computers? Whiteboard and pen

Teacher Question:

a. What kinds of thing do you use technology for? For the students to be able to picture-out what
the discussion may look like. Also, for them to access the information that they needed right
away.
b. Do you think technology has been useful for your students? Yes
c. What kinds of technologies would you like to have in your class? Smartboard, projector,
computer, laptop
d. How good the support that you get at a school, district or division level for working with
technology? Good
e. What innovations have you introduced with the use of technology? Accessing platforms for
them to help practice what they have learned in the class.

Student Question:

a. Do you like to use technology? Yes

b. What do you like to do most with the help of the technology? Easy access
c. What kinds of technology would you like to have in the class that you do not have now? None
d. Does technology make you learn? In what ways? Yes. The students will be able to get additional
information about the topic that has been discussed.