"Amidst the academic storm, teachers weather

every norm, turning challenges into stepping

stones for minds to warmly adorn."
CHALLENGES IN
TEACHING
 Multilingual and Learner-centered and
Multicultural classroom Constructivist Teaching

CHALLENGES
Children with special needs Multigrade classes
IN TEACHING

ICT Integration
Multiple Intelligences Brain-based Education
TEACHING IN
MULTICULTURAL AND
MULTILINGUAL CLASSROOM
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 Philippine
where there are more than 107 ethno linguistics groups. Each
learner in the class has different religions, speaks difficulty
language and etc.. Teachers 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
classrooms.
LANGUAGE
It plays an important role in teaching and learning process. In real life,
educational and society are inseparable. It is 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 III
 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.
The use of teaching materials based on local language tend to result to higher
literacy rates, (Leauter, 2004)

Using local language also gives meaning and context to allot of ideas learning in
school. And it is one way to promote understating 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 is 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 development of some disciplines.
THE FOLLOWING ARE THE EXAMPLES OF THE THINGS THAT CAN
PROMOTE THE CAUSE OF MULTCULTURAL EDUCATION.

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 IMMERSON - students can be immersed in different culture
3. CELEBRATE CULTURAL DIVESITY – 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, for a and symposia
6. USE OF LOCAL LANGUAGES AS A MEDIUM OF
INSTRUCTIONS – teachers 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 used 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 TO

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
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 interventioins.
 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, serious emotional
disturbance, specific learning disabilities, speech (language) impairments,
visual impairmetns, blindness, traumatic brain injury, 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.
 Special education teacher needs to have deep devotion, commitment, and
passion to teach special learners.
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 necessitates teachers to employ
effective instructional methods and strategies and apply and
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 studetns 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 the 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
 The 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.
Gardner’s theory of Multiple Intelligence IMI).
GARDNER’S THEORY OF MULTIPLE INTELLIGENCE (MI)
 LINGUISTIC INTELLIGENCE – ability to analyze informatio8n and
create product involving oral and written language.
 LOGICAL-MATHEMATICAL INTELLIGENCE – ability to
develop equations and proofs, make calculations, and solve abstract problems.
 SPATIAL INTELLIGNCE – 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.
 NATURAL INTELLIGENCE – ability to identify and distinguish
among different types of plants, animals, and weather formulations 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 teacher 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
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, and 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:
(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
 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 patterns 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 (meaning 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.
 Sylvester (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 and CD and other forms.
Microsoft Apple, and other companies developed different software that is
utilized in education nowadays.
 It is also 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.
 The term ICT, short for Information and Communication
Technology, embraces all forms of technologies that enables all
people to receive information and communication 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’ presentation, 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 21 st century
skills that must be 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.