The Teacher as a Community Leader and Social Advocate

Educators play an important role in the development of people and communities. Jan and EdPhilpot
(1994) concretized this idea by encouraging a stronger link between home, school, and
community through effective programs developed and implemented by teachers.

- The life of a teacher is neither confined in the four corners of the classroom nor limited inside the
school campus for a teacher is an active leader in the community. Teachers always take
leadership roles in their communities especially in activities and projects related to the education
and welfare of young children. They also provide leadership roles in various cultural
development programs in their communities. Finally, teachers provide technical and
professional assistance in the local communities where they belong.

To illustrate these, know that in many local government units especially in the barangay,
teachers are part of the local community's Committee on Child Protection, Education and Welfare.They
help the community in implementing certain provisions of Republic Act 7610 known as the "Special
Protection of Children against Abuse, Exploitation, and Discrimination Act."

- They represent the local schools in their area to develop an education plan and welfare programs
for young children protected under this law.

Furthermore, teachers give advice on education matters and they serve as leaders and
organizers of community activities for children, women, and youth. PE teachers serve as coaches to
sports events and teaching cultural presentations like songs and dances. Some teachers serve as
judges to competitions while others are elected as officers to community-based
organizations.

- Teachers are always active in performing many leadership roles in the community where they
belong. Teachers also serve as advocates for quality education, protection and welfare of
children and youth,promotion of literacy, human rights, wellness and health, justice, and many
other concerns. They support free and honest elections, they help people understand the effects
of irresponsible use of resources, and they advocate values formation in the community. In
many places, we see teachers as freedom fighters organizing various members of the community
to sustain the dignity of life.
 The Teacher as an Expert

1. Knowledge in content - Teachers should know the subject matter they teach.
2. Pedagogical content knowledge - It represents a perfect blend of content and pedagogy into a
framework for understanding how subjects, topics, and lessons are organized into
instruction. It simply means teachers should master the subject they are teaching and they
should know how to teach it effectively.
3. Knowledge about learners - This is the idea of the different learning styles, thinking styles,and
educational needs of the learners.
4. General pedagogical knowledge - This includes general theories and principles of teaching.In
addition, these are general pedagogical principles that are applicable to any classroom
situation and in any teaching and learning context.
5. Knowledge of educational contexts - Educational context may focus on the
cultural,economic, political, and education context that shape and influence education.
6. Curriculum knowledge - This is about the knowledge of innovations, curriculum
designs,curriculum materials, assessment, and. the curriculum process.
7. Knowledge of educational ends, purposes, and values - This is the understanding of the
principles, theories, and purposes of education to have deep appreciation of the enduring
values of education.

Teachers play an important role in the total educational system of any country. The expertise of teachers
in content and in pedagogy is contributory to their immense task of molding the mind and character of
every individual person who become their students. The knowledge they instilled in the minds of their
students will always be useful and relevant in everyday life. As experts in different areas, teachers need
to possess the 4 C's.

1. Creativity - a cognitive ability to think outside the box, to develop new ideas, to possess
outstanding talent, and to lead effectively. lt is also a capacity to innovate.
2. Critical Thinking - a cognitive ability and capacity to think critically in solving
problems,making decisions, and in processing ideas.
3. Commitment - a passion to make a difference in the lives of each learner.
4. Character - an exemplar of positive values.

The Teacher as Model Character

Teachers are role models for students. A role model motivates and inspires the learners to achieve
greatness, reach their most significant potential, and recognize the best in themselves. Someone they
respect and strive to be like is referred to as a role model. Learners learn from them because of their
dedication to perfection and their capacity to help them accomplish their personal development. We
teachers look to them for advice and guidance. A role model can be anyone: a parent, a brother, a
friend, but teachers are among our most significant and life-changing role models.
 C. Challenges in Teaching

What are the Obstacles to Becoming a Teacher? Teachers, after parents, play the most significant role in
a student's life. They are the ones who shape their pupils' personalities and contribute to the
development of educated,sane, and responsible people in our country. This makes teaching professions
essential since they can influence students' lives and the country's destiny. At the same time, this makes
teaching a demanding and responsible profession. Regardless of their training orlocation, they face
various difficulties, barriers, and problems, as listed below.

 Incentives and Appreciation - Teachers are rarely thanked or rewarded for their difficult work.
The schools, as well as parents, do not adequately recognize their efforts. Parents,on the other
hand, are more likely to own their flaws and faults openly. Part-time teaching employment, on
the other hand, is available and pays well.

 Student Behavior - Each student comes from a different social class and hails from a different
household. As a result, sure students may engage in problematic behavior. It can be tough and
time-consuming to adapt to their demands, understand their challenges,and provide
appropriate guidance.

 Much paperwork - The instructor must keep track of reports, ledgers, exam papers, testpapers,
assignments, projects, certificates, scoreboards, attendance sheets, and a variety of other
documents. It is a tedious and time-consuming operation.

 Number of students in each class -The number of students in the class can range from 40 to 80.
Instead of educating, the majority of the time is spent disciplining the class.•Using the same
curriculum and teaching approaches for all pupils — Not all students are the same. Each student
has their own set of talents and shortcomings. They Learn at different rates and have different
ways of learning and remembering information.Because of the high-class size, it is impossible to
tailor the teaching to each student's specific needs.

 Multiple Roles - Teachers serve in various capacities, including counselor, teacher,career

counselor, social worker, and so on. Despite having no prior experience in this profession, they
take on these responsibilities because they care about their pupils and future. Teachers are true
multitasking masters.

 Time Constraints - Teachers have many additional vital responsibilities besides teaching the
curriculum in a set amount of time. Organizing parent-teacher conferences, administering tests
and exams, reviewing notes, planning annual gatherings, sporting events, and picnics, as well as
a mountain of paperwork. They do not have enough time to prepare and plan before carrying
out the activities.
  Educating themselves - Teachers must continue to educate themselves with new syllabus, more
interesting teaching strategies, and effective communication methods. Apart From that, they
must be aware of each student's talents and shortcomings, their family histories, academic
progress, and so on. Given the many pupils, they serve, memorizing and processing all of this
information is nearly impossible.

 Health and Stress —Their physical and mental health may suffer due to their hectic work
schedules. Teachers frequently miss lunch and restroom breaks, and they are worried about the
quantity of work given.

 Collaboration - To ensure that schools run well, teachers must develop adequate
communication among themselves, students, and parents. Due to time restrictions and a heavy
workload, even a primary task like this might be challenging.

When compared to other careers, it is safe to state that a teacher's job is far more complicated and
fraught with several problems. Proper communication tools, equal workload distribution, adequate
resources, support from school administration and parents, and effective classroom management can
make teaching jobs easier.

1. Multicultural classrooms

When two or more students in one classroom have arrived from various countries or were nurtured in
distinct customs and traditions, the educational process is multicultural.

Its fundamental purpose is to enable kids of all genders, races, social classes, cultures,and ethnic groups
with equal opportunity to learn in school.

Multicultural education also has specific more particular goals:

 Improve academic accomplishment of all students;

 Develop skills, attitudes, and knowledge necessary for community functioning;
 Gain cultural competency, and so on.

These objectives are vital for all members of society, but with all of the problems that teachers confront
in multicultural classrooms, it is clear that achieving them will take years.

In contrast to traditional classrooms, multicultural education challenges make teaching and learning
significant for both teachers and students. All of this occurs as a result of a teacher's difficulties in
persuading students.
A. A linguistic obstacle

 The most significant difference between multicultural and regular classrooms is the
language barrier. Children from other nations and even city districts may speak the
same language, but they will never comprehend one another. This could be due to the
impact of parents, the environment, dialects, and other factors.
 However, instances in which students do not understand the language of study occur
more frequently. Young people are placed in an atmosphere where a teacher speaks a
foreign language they do not understand. They have to understand what the teacher
says and learn new material - a task that is twice as difficult as in traditional schools.

B. Predominance of various learning methods

 Regardless of their color, religion, our family history, kids can acquire information in
various ways. They may be used to other teaching methods, methods of presenting
material, and it will take time for them to adjust to everything new.
 For students to grasp the knowledge better, a teacher should provide various learning
methods (auditory, visual, tactile, and so on). Furthermore, cognitive styles of specific
significance, such as field-dependent and field-independent cognition, reflectivity and
impulsivity, and ambiguity tolerance and intolerance, must be considered

C. The cultural difference can also be seen in the poorly constructed speaker

 listener connections and the various cooperative and competitive patterns. As a result,
kids may not know how to respond when a teacher speaks, are unfamiliar with group or
pair work, and may not comprehend the rules of newly introduced activities.
 Another significant feature is the prominence of visual learning tools. Because pupils
struggle to understand the words, visuals can be more successful in helping them learn
new information.

D. Nonverbal communication

 It is sometimes easier to understand a foreign language than another ethnic group's

body language. If a teacher is unaware of the nonverbal behaviors expected in the
community of his students, it can lead to a slew of problems and make proper
interpretation difficult. Raised hands, eye contact, and head nods,among other
nonverbal actions, can have a completely different meaning in another country, leave
alone any other body indicators.
E. Presenting a single issue from many angles

 You may argue that every instructor in the classroom should offer a topic from a variety
of perspectives, regardless of the ethnicity of the students. Of course, this would be
ideal, but this is not always possible due to a limited number of school courses.
 The situation is different with multicultural classes. It is especially relevant in history
education, as various populations can interpret certain events in different ways.
Somemoves, for example, should be referred to as both a country's expansion and a
country's displacement.
 In order to avoid offending the sensibilities of any students, a teacher should be
meticulous in his formulations and phrasing. Furthermore, he should avoid persuading
pupils of the unquestionable truth of his words and opinions since this may lead to a
struggle or disappointment among them.
 There is no need to downplay any unpleasant parts of history; nonetheless, one of the
teacher's responsibilities is to avoid preconceptions and provide facts from primary
sources to sound objective.

F. Extracurricular activities are diverse

 Because students from different cultures have entered a different classroom, they must
adjust to new traditions, a way of life, and relationships in this new community. In most
circumstances, it is the teacher's responsibility to demonstrate and explain. It is
commonly practiced in a variety of extracurricular activities. Whether it is a holiday or a
significant day, youngsters should be informed.

G. Communication skills training

 Apart from the difficulty of communicating in a foreign language, students may feel
hesitant or unwilling to express themselves due to the fear of being misunderstood. In
some Muslim cultures, boys avoid interacting with girls, whereas in a new environment,
it is widespread.
 Teachers should encourage students to explore various issues, express their opinions on
a variety of topics, and maintain a pleasant classroom environment.

H. Constant collaboration with parents

 Every instructor should know how a student feels in a completely new situation, and
communication with the student's parents can help. It is critical to comprehend how a
child was raised from childhood, what traditions shaped his worldview, and what is
entirely unacceptable. This knowledge will assist teachers in more efficiently planning
classes and assisting students in finding their place in the classroom.
2. Learner-Centered Teaching

It addresses the balance of power in teaching and learning, moves toward learners actively developing
their knowledge, and places responsibility for learning. Students gain knowledge by systematically
investigating the subject and critically evaluating the circumstance. Students are involved in the learning
process. A teaching method that requires students to take on active learner roles and duties and
passively listen to lectures and take notes.

Teaching Challenges with a Learner-Centered Approach

 Personalized learning understands that kids learn in a variety of methods and at various
locations.
 Competency-based learning allows students to advance in the curriculum based on their ability
to demonstrate that they have attained significant milestones along the route to mastery of
fundamental competencies and bodies of information,rather than the number of hours they
spend in the classroom.
 Anywhere, anytime learning allows students to learn outside of the traditional school day and
away from the campus.
 Ownership (Agency, Growth Mindset) develops as students understand and take responsibility
for their learning through frequent opportunities to choose topics to study, books to read,
projects to work on, and curricular pathways to follow to meet college and career readiness
standards.

3. Multi-grade classes

A multigrade class is a single grade classroom with two or more different grade levels staffed by one
instructor for the whole school year. It is frequently applied in elementary schools in rural and thinly
populated areas. In today's culture, teachers perform a critical role.

For isolated barangays where the number of pupils registered did not meet the needed amount to form
a single grade class and assign the necessary instructor for each class,multigrade courses were created
as a matter of necessity: the barrio's distance the tiny number of students in each lesson. Teachers and
educational buildings are also in short supply.

Challenges for LEARNERS:

 Requires more discipline, concentration, and focus in order to profit from effective tactics.
 Less reliance on direct instructor supervision.
 Requires more initiative and resourcefulness to perform well
 Less individual attention from a less experienced teacher
Teachers' Challenges

 Requires a more thorough examination of student developmental features across the age levels
participating in the class and practical and variable techniques and strategies within a
multigrade class.
 More attention to classroom organization as a learning environment is required.
 More precise and systematic record-keeping is required to maintain student achievement,
curriculum development, and implementation.

Challenges for the COMMUNITY and SCHOOL SYSTEM

 Student achievement may be low in programs that lack the necessary resources and teachers
who are not adequately trained.
 Teachers, supervisors, and administrative personnel must be trained to meet multigrade
teaching and administration demands.

4. ICT integration

Integration of ICT Challenges

A. Change aversion: The easy way out is to maintain the status quo. Educators are
accustomed to and comfortable with the old way of instruction and hence reject change
and stepping outside their comfort zones. According to the researchers, technological
experimentation is typically outside the purview of teachers and school administrators'
job descriptions.

B. Lack of hardware and instruction on using it: Schools are still unsure of which
computers and other technological equipment to employ.

Institutions must comprehend their needs and work under them. The availability of
gadgets is critical for efficient and trouble-free operation.Institutions and teachers must
prepare themselves to have students work collaboratively on a single device and
separately on a single device. There is also a need for instructors to receive sufficient
and timely guidance on using technology effectively.

C. Children will know more than I do attitude: Today's children are more engaged and
knowledgeable regarding technical matters. Teachers are terrified of the potential of
technology and the power of knowledge it may provide to kids. This mindset that
children may know more than I do makes educators feel uneasy and defend
themselves.

Instead, teachers should connect with and interact with other students, attempting to
learn alongside them. To reap the benefits of this combination, teachers must also
become learners.
 D. Technology Fear : Educators have a fear of the unknown when it comes to new
technologies. They are hesitant to try out new technologies. Also, the concept of having
to learn everything at once deters people from incorporating technology. Another
reason they avoid the idea is that they believe a technology coach must have all the
answers.

E. Inadequate training opportunities and restrictive teaching models: Educators do not

have adequate training or technical support. There is not enough time to practice with
new and ever-changing technologies because there are many roles to fulfill. The current
teaching models are too rigid to be changed.

Educators, professors, and the entire school and university systems may and do benefit
from technology. Basic literacy in subject areas will be required of students and
educators in the twenty-first century, but pupils will also require basic
scientific,economic, and digital literacy.

Teachers must be able to grasp the benefits of technology as a learning tool to

comprehend the benefits of using it for learning correctly. They must see the tools
advantageous to their students and themselves, allowing them to do their tasks more
efficiently. Classrooms must provide learning settings that reflect an understanding of
what motivates students to learn.

5. Brain-based education

Brain-based education strives to improve and expedite the learning process by selecting a curriculum
and method of delivery for each group of students based on the science of learning. Educators must set
aside traditional conventions when using this strategy. They must also let go of preconceived notions
about learning and previous behaviors. Instead, teachers must draw inspiration for future course
delivery from the most recent cognitive science breakthroughs.

The following are some of the typical obstacles that come with brain-based learning:
- Finding individuals and resources to learn from that you can trust (websites,famous people,
etc.)
- choosing a learning format or vehicle (in person, online, books?
- setting aside time to make it happen (learning plus the implementation)

6. Multiple intelligences

A. Visual-Spatial Intelligence (Visual-Spatial Intelligence) - is a skill that allows people to

visualize objects. These people are usually good with maps, charts, films, photographs,
and directions.

B. Linguistic-Verbal Intelligence- is the ability to understand and communicate in a variety

of languages.
 People with high linguistic-verbal intelligence can utilize words well in both writing and
speech. These people are usually excellent at composingstories, memorizing facts, and
reading.

C. Intelligence logical-mathematical -Reasoning, spotting patterns, andrationally assessing

situations are skills that people with high logical-mathematical intelligence have. These
people tend to think in terms of numbers, relationships, and patterns.

D. Bodily-Kinesthetic Intelligence - is a type of intelligence that is based on the sense of

touch. Body movement, action, and physical control are suitable for those with vital
bodily-kinesthetic intelligence. People with good hand-eye coordination and dexterity
are usually good in this field.

E. Intelligence in Music -People with a high level of musical intelligence can think in terms
of patterns, rhythms, and sounds. They have a tremendous musical appreciation and are
frequently talented in musical composition and performance.

F. Interpersonal Intelligence - People with high interpersonal intelligence are adept at

comprehending and communicating with others. These people are adept at analyzing
feelings, motivations, desires, and intentions.

G. Intrapersonal Intelligence - is a type of intelligence that exists between people.

Intrapersonal intelligence is the ability to recognize and understand one's emotional
states, feelings, and motivations. They like self-reflection and analysis, fantasizing,
examining interpersonal interactions, and evaluating their personal qualities.

H. Naturalistic Intelligence - These people are known to be acutely observant of even

minor changes in their surroundings.

Multiple Intelligence Challenges

 Encourages teachers to differentiate their teachings to fit the requirements of varied students
 Provides eight distinct learning routes if a student is struggling with the traditional approach.

7. Children with special needs

Special needs is an umbrella phrase covering many conditions, ranging from those that resolve quickly to
those that will be a lifelong burden and from moderate to severe.Developmental delays, medical issues,
psychiatric conditions, and congenital conditions can all affect children with special needs. These
children's unique requirements necessitate adjustments in order for them to realize their full potential.

Triumphs and Challenges

 Milestones are frequently missed, foods are forbidden, activities are shunned, and experiences
are denied to children with special needs. These obstacles can be particularly difficult for
families, making special needs feel like a sad label.
 Their child's unrealized potential will always sadden some parents, and some conditions worsen
over time. Other families may discover that their child's trials sweeten victories and that
incredible strengths frequently complement deficits.