1.

Patience
More than anything, teachers need patience. It is important to remember that not everyone learns at the same
speed and that things are going to happen in the classroom that you have no control over. Teachers must learn
to roll with the punches.
2. Self Control
There are going to be days when little Johnny has a rough morning, and he is going to take his feelings out on
his teacher simply because he is young and does not know any better. Teachers need self control, so when
Johnny mouths off to his teacher, he or she will be able to step back and ask Johnny, "What's wrong with you
this morning?"
3. Professionalism
Teachers are role models and need to remember that they are not students. In fact, students look up to their
teachers, so they need to pride themselves on professionalism. Dress professionally and act professionally, and
your students will take you seriously.
4. Attitude
Teachers need to possess a "can-do" attitude and encourage students that they can do anything as long as
they put their minds to the task.
5. Fairness
Treat all students as fairly as you can; even though this doesn't always seem easy.
6. Respect
If teachers respect their students, they will be respected by their students. This goes back to being a role
model.
7. Intelligence
Teachers should demonstrate a high level of intelligence and knowledge. Teachers may not know all the
answers, but they should know where to find the answers to the questions that they do not know.
8. Act Proactively
Do not react to situations; instead take a proactive approach and prevent situations from getting out of hand.
Know how to deal with the student who disrupts class before he becomes a habitually disruptive student.
9. Integrity
Teachers should have morals and ethics and should not compromise their integrity.
10. Humor
Make learning fun for students and not only will you make it more memorable, you will enjoy teaching so much
more and your students will value and respect you as a teacher so much more

1. Auditory and musical learners

Auditory learners like to hear solutions and examples explained to them, and may gravitate towards music
subjects and group learning as a way to understand information. Auditory learners often have a high
aptitude for distinguishing notes and tones in music and speech.
Qualities often associated with auditory learners include:

 Possessing a ‘good ear’ for music and tones

 May be distractible

 Likes to talk to self / others / hum / sing

Auditory learners might say words out loud or hum tones to better learn them. This strategy is key for
keeping musical learners engaged in class lessons.

How to engage an auditory and musical learner

If you’re a music teacher, you’re in luck. Auditory learners will be engaged from start to finish. For other
subjects however, engaging aural learners requires some tact and forethought.
The key here is your voice (and the voice of your students). Write down something on the whiteboard, then
read it out loud. Work on your delivery so you can express learning material in interesting and engaging
tones. Similarly, encourage your students to read back their own notes to themselves (and the class).
Hearing the sound of their own voice and the voices of others is engaging to auditory learners, but it can
be a great learning tool for students of all types.
Other strategies you can try include:

 Recording lessons for later listening and reference

 Encouraging auditory listeners to ‘teach others’ verbally

 Seating them away from distractions

2. Visual and spatial learner

Visual learners like diagrams, drawing out concepts, charts and processes. They learn by looking at visual
concepts, creating them, and watching other people create them. Visual learners might be organised or
creative in their application, and find things like colours and shapes useful.
Visual learners often possess the following qualities:

 Habitual doodlers / drawers

 Observant

 Not easily distracted

 Enjoys planning

 Prefers visual instructions

How to engage a visual and spatial learner

To engage a visual learner in the classroom you’ll want to include elements like maps, diagrams and
imagery. If you have a projector, try to include relevant images to go along with the course content. In
geography and history, maps are helpful, while for maths and logic, go with diagrams.
Charts, images and diagrams will aid most students, so catering to visual learners doesn’t mean you have
to ignore other types. When it comes to self-driven learning, encourage the spatially aware to sketch out
their ideas, create mind maps and flowcharts. It should probably come to them naturally, but a bit of
prompting can always help.
Other tactics you can use include:

 Sitting visual learners near the front

 Using colour codes and cues

 Encouraging note taking and recopying notes during study

3. Verbal learner

Verbal learning includes both writing and speaking. Verbal learners might have a preference for reading
and writing, word games and poems. Verbal learners know the meanings of a broad category of words, can
use them effectively, and actively seek out new words to add to their repertoire.
Some qualities associated with verbal learners include:

 Intellectual

 Bookworm
  Good story teller
Verbal learners often seek out careers in journalism and writing, administration, law and politics.

How to engage a verbal learner

Verbal learners will want to write down notes, talk about concepts and potentially present them as well.
The trick with verbal learners is knowing what adjacent types of learning apply to them – are they an
outgoing or more introspective verbal learner? Some may lean more to talking, while others to reading and
writing. Try to cater to preference while also using their verbal abilities to push personal boundaries every
once in awhile.

4. Logical and mathematical learner

Perhaps unsurprisingly, mathematical learners err towards careers in programming, accountancy, science,
research and other number and pattern-orientated careers. Some qualities associated with mathematical
learners include:

 Pattern recognition

 Good with numbers

 Predisposition towards grouping and classification

How to engage a logical and mathematical learner

Mathematical learners will greatly appreciate any type of learning that logically explains the subject at
hand. For maths, that’s easy. For other subjects, it requires some effort and planning:

 History and geography: Try to include statistics and classification taxonomy in your lesson plans.

 Literature: Ask your students “What category of book is this?” Or in poetry, have them learn the
meters and explain them to other students.

 Music: Teach both musical instrument classification (woodwind etc) and the mathematical
relationships between notes.

 Art: A good starting point is the colour wheel and the effects of combining different colours.
With logical students, always look to incorporate a system. If you’re unsure, include the students in the
development of that system. They’ll benefit from it greatly.

5. Physical or kinesthetic learner

Commonly called hands-on learners, kinesthetics prefer to physically engage with the materials of the
subject matter. Some qualities associated with physical learners include:

 Preference to ‘get their hands dirty’

 Energetic, may drum fingers or shake legs

 Action-orientated and outgoing

 May deprioritise reading and writing

Physical learners represent about 5% of the population, and gravitate towards careers with lots of hands
on work like emergency services, physical education and sports.
How to engage a physical or kinesthetic learner

Channeling the energy and excitability of physical learners is key to offering a good lesson. Taking breaks
so they can move around can help, but so can encouraging roleplay and movement within the lesson itself.
Physical interaction is also important. The use of props and models will greatly benefit a kinesthetic
learner. Give them something to grab onto and they’ll process information much better than from a book
or whiteboard.
Other strategies to engage physical learners include:

 Encouraging movement during study (don’t punish them for fidgeting)

 Decluttering desks and surfaces so they can focus on learning

6. Social and interpersonal learner

Social learners show preference towards groups and collaboration. Some, but not all, will gravitate towards
leadership within a group. Some of the qualities often associated with this type of learner include:

 Extraverted

 Good communicator

 Sensitive and empathetic

It’s important for educators to understand that not all social learners are extraverted or highly
communicative, and that they can also be visual, auditory, verbal, logical or physical learners. The
interpersonal aspect perhaps better describes the settings in which they are most comfortable, rather than
how they absorb information.
As such, teachers should be cognisant of the breadth of variation between different types of social
learners. For example, social doesn’t strictly mean verbal. Some social learners prefer to listen in a group
setting, rather than on their own.

How to engage a social and interpersonal learner

To engage a social learner, encourage both group collaboration and presentation. Consider:

 Roleplaying historical events or works of literature

 Collaborating on maths problems

 Working as a class on comprehension questions

Interpersonal learners like to ‘do’ and to ‘share’. This can sometimes lead to distraction for other students
who are more intrapersonal in their learning habits. To prevent this, try to channel social learners into
providing value to the group, giving them tasks that use their energy usefully, with a focus on empathy for
their classmates.

7. Solitary and intrapersonal learner

Solitary learners can be visual, auditory, physical, verbal or logical learners. Fulfilling all the needs of the
solitary student will ensure they are fully engaged. Some of the qualities often associated with this type of
learner include:

 Independent

 Introspective

 Private
Intrapersonal learners may gravitate towards careers with a lot of self determination or motivation, as well
as solitary workloads. Think:
  Researchers

 Writers and authors

 Programmers and coders

How to engage a solitary and intrapersonal learner

In a classroom environment it can sometimes be difficult to engage a solitary learner. They might sit
silently in the back of the classroom, only to ace the exam at the end of semester. For the educator, it’s
important to engage them during class. Provide visual materials, books and learning aids. Designate quiet
areas, and collaborate with defined sharing time so the solitary learner can feel adequately prepared.

Mixed learning approach

With large classrooms, it’s not always easy to personalise lessons, but using a mixed learning approach
throughout coursework can help you cater to each type of learning style. You may decide to focus on a
particular learning type each lesson, or incorporate multiple strategies within each lesson. The most
important element is first recognising the differences in student learning – the rest will flow from there.

Information and Communications Technology (ICT) can impact student learning when teachers are digitally literate and
understand how to integrate it into curriculum.
Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some
contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing
chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during
class time, and the “flipped classroom” model where students watch lectures at home on the computer and use
classroom time for more interactive exercises.
When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills,
provide creative and individualized options for students to express their understandings, and leave students better
prepared to deal with ongoing technological change in society and the workplace.(18)
ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the
requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at
effective ICT use.(16)
Deped to boost ICT in schools starting
2018
By Ma. Cristina Arayata December 15, 2017, 7:48 am
MANILA -- To enhance the knowledge, skills of teachers and students, the Department of
Education (DepEd) vowed to further improve the information and communications technology
(ICT) in schools next year.
"We will ensure all schools have computers," incoming DepEd ICT director Abram Abanil told
the Philippine News Agency in an interview.
He said DepEd will look into the ratio of computers to students to ensure there is enough
equipment in schools.
"Aside from having a computer laboratory, we also need to look at how many laboratories will
be needed if there is a large number of enrollees," Abanil added.
More ICT devices will be procured next year, as the DepEd targets to provide devices in
classrooms and not just in laboratories.
"We're planning to procure at least one presentation device, and maybe one tablet per
classroom, so the teachers could use these daily,"
Abanil told PNA.
Right now, teachers would need to ask for a schedule in the computer laboratory before they
could use ICT device in teaching.
DepEd will also push for internet in all schools with the support from the Department of
Communications and Information Technology (DICT).
Abanil explained that the DICT lays out the internet connection infrastructure, and at present,
the country relies only on two providers -- Globe and Smart.
"The coverage and internet speed of these two are very limited, especially in rural areas.
Even if we provide schools with budget for the internet, if there is no provider, it would be
useless," he said.
The DICT would help DepEd have a mechanism to distribute learning resources to the
teachers, Abanil added.
DepEd is also looking at procuring a learning management software, which the teachers
could use to deliver modules and other learning materials, according to Abanil.
Massive ICT training for teachers
Abanil is not sure though if DepEd could provide a massive ICT training for teachers by next
year, but noted that the agency certainly plans to conduct this.
One of the problems that he sees is the utilization of computers, since many teachers,
especially the elders, "are not yet exposed to these technologies".
"Before, computer technology is being introduced to secondary schools, buy recently, DepEd
has been introducing ICT to as early as Grade 4 students," Abanil added.
Hence, DepEd plans to conduct massive training to improve the ICT skills of elementary
teachers.
He said he is not sure if this could be done in 2018 since DepEd still needs to define the
competencies of teachers.
"We have to determine first the ICT skills that the teachers need. From there, we would
determine the training and types of programs for them," Abanil added.
The incoming ICT director added that the agency is working on an "HR system" to get the
profiles of teachers, as this will also be used for the training program.
Meanwhile, Abanil said the major challenges in boosting the ICT in schools are the logistics
and the size of DepEd.
"DepEd has 47,000 schools, and many of these are in remote areas, so the problem would be
on the logistics to deliver the computers. There are almost 700,000 teachers we need to build
up the skills, and these teachers need to teach about 21 million students," he said m, adding
that this will take a huge effort.

Abanil said it's very important for students to learn ICT. He cited that many of the high-paying
jobs these days are ICT-related.

"There is also an upcoming trend in AI (artificial intelligence). Who knows? Jobs requiring
manual labor might be replaced by machines (in the future). We need to prepare students so
they could adjust with the ongoing developments (in technology)," he said. (PNA)

http://www.pna.gov.ph/articles/1018975

ICT education should bridge tech gaps between teacher, student – DepEd

Bong Santisteban

Published 9:28 AM, December 11, 2017

Updated 10:49 AM, December 11, 2017

Andaya says that teachers should adapt to technological advances in education

in order to allow maximum learning with the use of modern gadgets

MANILA, Phillippines – With the emerging trend in Information and Communication

Technology (ICT) education, the Department of Education (DepEd) is addressing
technology gaps among teachers and students.

DepEd's Bureau of Curriculum Development Director Jocelyn DR. Andaya said in a

speech during the Education Summit last December 5, that closing the
technological gaps in ICT is the first step to enhancing the quality of education in
the Philippines.

"For the framework to work, a transformational and enabling environment must be

in place. While the learners are digital natives, most of the teachers today are
digital immigrants," she said.

Students are all digital natives – fluent "speakers" of the digital language of
computers, video games, and the internet, while teachers are digital immigrants
who were not born into the digital world but have adopted many aspects of the
new technology. Both terms were coined by Marc Prensky in 2001.
It is within this context that DepEd has been working in terms of closing the
technological gaps in ICT. Andaya also said that teachers should adapt to
technological advances in education to allow maximum learning with the use of
modern gadgets.

Challenges

In the consultative workshop during the Education Summit, school heads from all
over the country raised their concerns regarding ICT integration.

According to them, school heads must have enough capacity and appreciation of
the benefits of ICT through proper resource management. They also stressed the
importance of strategic external partnerships from private sectors.

https://www.rappler.com/move-ph/190657-ict-education-bridge-technology-gaps-
teacher-student-deped
Engage All Learning Styles in Every Lesson
Before discussing an example, let us review the three main learning styles.

 Auditory: Auditory learners learn best through listening and/or conversation.

 Visual: Auditory learners learn best through reading, writing, and/or visual aids.

 Kinesthetic: Kinesthetic learners learn best while moving and/or touching a stimulus related to the
lesson.

Now let us explore a sample lesson that engages all three learning styles. The goal of this lesson is to
teach students about what immigrants experienced arriving at Ellis Island.

1. The teacher provides a brief oral introduction to the day’s lesson: students will learn about immigrants’
Ellis Island experience by going through a simulation of Ellis Island. (The oral introduction engages
auditory learners.)

2. Students receive an immigrant card and have a few minutes to learn their name, age, where they are
from, if they are traveling alone or with a ‘family member’ in the class, and if they have any diseases.
(Holding the card engages kinesthetic learners, while reading engages visual learners.)

3. The class goes into the hall where stations are set up. Other teachers (or parent volunteers) act as the
customs agent and medical doctor. The agent asks the immigrants questions while the doctor checks
the eyes, mouth, and hair for signs of disease. (The conversation engages auditory learners. The
physical set up of the activity engages visual learners. Finally, the movement engages kinesthetic
learners.)

4. Based on their replies and/or diseases, students are sent to medical quarantine or a waiting room for
the boat ride to New York City. While sitting, they compose a brief essay/reflection on their experience.
(Writing engages visual learners.)

5. Finally, the class returns to the classroom where there is a discussion about the activity. (Students
sharing their reflections aloud reinforces the learning for auditory learners, while standing up to speak
does the same for kinesthetic learners.)

In summary, as long as a lesson has a visual component, and auditory component, and a kinesthetic
component, a teacher is likely to engage a greater percentage of her students than just by lecturing.