Christine Dianne L.

Dela Cruz BSEDE 2

SUMMARY OF THE TOPIC

I. ON BECOMING A GLOBAL TEACHER

“Being world class does not mean going internationally and showing our best out there. Being
world-class is passion and commitment to our profession; being world- class is giving our best
teaching. Being world-class starts right inside the classroom.” - Conrado de Quiros

A Global Teacher is a competent person who is armed with enough skills, appropriate attitude
and universal values to teach students with both time tested as well as modern technologies in
education in any place in the world. He or she is someone who thinks and acts both locally and
globally with worldwide perspectives, right in the communities where he or she is situated.

Global Education has been described by two definitions:

- UNESCO defines global education as a goal to become aware of educational conditions
or lack of it, in developing countries worldwide and aim to educate all people to a certain
world standard.
- Global Education is a curriculum that is international in scope which prepares today’s
youth around the world to function in a one world environment under teachers who are
intellectually, professionally and humanistically prepared.
UNESCO’s Education 2030 Incheon Declaration during the World Education Forum established
a vision “Towards inclusive and equitable quality education for lifelong learning for all.”
Sustainable Development Goal (SDG) 4 for Education is one of the seventeen goals of the
United Nations SDGs. By 2030, the seven outcome targets of SDG 4 must have been achieved.
These are:
● Universal primary and secondary education.
● Early childhood development and universal pre-primary education.
● Equal access to technical/ vocational and higher education
● Relevant skills for decent workGender equality inclusion
● Education for sustainable development and global citizenship

Global education is an effort to help individual learners to see the world as a single and global
system and to see themselves as a participant in that system. It is a school curriculum that has a
worldwide standard of teaching and learning. - James Becker (1988)

Also, Global education poses a variety of goals ranging from increased knowledge about the
peoples of the world to resolutions of global problems, from increased fluency in foreign
languages to the development of more tolerant attitudes towards other cultures and peoples.
Global education embraces today’s challenges as national borders are opened. It paves the way
for borderless education to respond to the needs of educating children of the world they are
entering. It offers new curricular dimensions and possibilities, current scientific and
technological breakthroughs for completely new frontiers in education.

Thus, to meet the various global challenges of the future, the 21st Century Learning Goals have
been established as bases of various curricula worldwide. These learning goals include:
1. 21st century content: emerging content areas such as global awareness; financial,
economic, business, and entrepreneurial literacy; civic literacy: health and environmental
awareness.
2. Learning and thinking skills: critical thinking and problem solving skills, communication,
creativity and innovation, collaboration, contextual learning, information and media
literacy. ICT literacy , Life literacy , 21st century assessments

Global education is always attached with global teachers. They are the people involved in
making global education possible. Global teachers are those who think both locally and globally.
They are competent, armed enough with different skills, aware of modern technologies, having
universal values and have a wide range of perspectives.

II. THE EDUCATIONAL SYSTEM OF SELECTED COUNTRIES OF THE WORLD

1. Australia
- Language of instruction - English is the official language of Australia and the
main language of instruction in the education system. Australian Qualifications
Framework - The Australian education system is distinguished from many other
countries by the Australian Qualifications Framework (AQF). (opens in a new
window) The AQF was established in 1995 and is a national policy that covers
qualifications from the tertiary education sector (higher education and vocational
education and training) in addition to the school-leaving certificate; the Senior
Secondary Certificate of Education.

2. Brunei Darussalam
- The education system is largely content driven, with an emphasis on students
passing the examinations. Primary Certificate of Education Examination (PCE)

3. Canada
- Education in Canada is available to children the year they turn five (except in
Ontario and Quebec, where children may start a year earlier). Depending on the
province, kindergarten may be optional. The table below shows, generally
speaking, the ages between which children are required to attend school (note that
requirements may differ for homeschooling, which is legal across Canada)
4. China
- Compulsory education law: The Law on Nine Year Compulsory Education -
which took effect on July 1, 1986, established requirements and deadlines for
attaining universal education tailored to local conditions and guaranteed school
-age children the right to receive at least nine years of education (six -year
primary education and three years secondary education). People's congresses at
various local levels were, within certain guidelines and according to local
conditions, to decide the steps, methods, and deadlines for implementing nine
-year compulsory education in accordance with the guidelines formulated by the
central authorities. The program sought to bring rural areas, which had four to six
years of compulsory schooling, into line with their urban counterparts. Education
departments were exhorted to train millions of skilled workers for all trades and
professions and to offer guidelines, curricula, and methods to comply with the
reform program and modernization needs.

5. England
- Legally compulsory education Full -time education is compulsory for all children
aged 5 to 18, either at school or otherwise, with a child beginning primary
education during the school year they turn 5.Children between the ages of 3 and 5
are entitled to 600 hours per year of optional, state -funded, pr e -school
education. This can be provided in "playgroups", nurseries, community childcare
centers or nursery classes in schools.

6. Japan
- The Japanese educational system is supplemented by a heavy emphasis on
extracurricular activities, also known as shadow education, which are any
educational activities that don't take place during formal schooling.

7. Korea
- Education in South Korea is provided by both public schools and private schools.
Both types of schools receive funding from the government, although the amount
that the private schools receive is less than the amount of the state schools. . The
country has one of the world’s highest -educated labor forces among OECD
countries. The country is well known for its obsession with education, which has
come to be called "education fever".

8. Malaysia
- In Malaysia, primary education and secondary education make up 11 years of free
education. The government undertakes the responsibility of a sound education
system. Pre -Tertiary education (pre -school to secondary education) is under the
Ministry of Education (MOE) and tertiary or higher education is looked after by
the Ministry of Higher Education (MOHE)
 9. New Zealand
- Education in New Zealand is a student -centered pathway providing continuous
learning progression and choice so that students’ progress every year, and their
learning at one level sets the foundation for the next steps along a chosen
pathway.

10. Philippines
- The education system of the Philippines has been highly influenced by the
country’s colonial history. That history has included periods of Spanish,
American and Japanese rule and occupation. Like the United States, the
Philippine nation has an extensive and highly inclusive system of education,
including higher
education. This is one of the shortest terms of formal education in the world.

11. Russia
- Russia has one of the best mass -education systems in the world, producing a
literacy rate of 98% (higher than most Western European countries). The system
consists of obligatory basic education and higher education.

12. Singapore
- Singapore attained the highest marks in the PISA student assessments in 2016,
across all subjects tested. Singapore has a huge range of international schools,
teaching in English and other major world languages.

13. South Africa

- Most international schools teach lessons in English, with the exception of German
and French schools, which teach bilingually.

14. United States of America

- The American education system offers a rich field of choices for international
students. And uses the K12 Curriculum.

III. MULTICULTURAL EDUCATION

Multicultural education is an idea, an educational reform movement, and a process (Banks,

1997). As an idea, multicultural education seeks to create equal educational opportunities for all
students, including those from different racial, ethnic, and social-class groups. Multicultural
education tries to create equal educational opportunities for all students by changing the total
school environment so that it will reflect the diverse cultures and groups within a society and
within the nation's classrooms. Multicultural education is a process because its goals are ideals
that teachers and administrators should constantly strive to achieve. it recognizes the role
schools can play in developing the attitudes and values necessary for a democratic society. It
values cultural differences and affirms the pluralism that students, their communities, and
teachers reflect. It challenges all forms of discrimination in schools and society through the
promotion of democratic principles of social justice.

Moreover, Multicultural education values different student cultures and prepares students to
thrive in a diverse world. At its core, multicultural education fosters equality, justice, and equity,
and it establishes the reality of philosophical ideals in classroom environments. Multicultural
education is what schools implement to establish equitable educational opportunities for all their
students. It is also an ongoing process of helping students succeed in their academic and personal
lives.

Multicultural education is a process that permeates all aspects of school practices, policies and
organization as a means to ensure the highest levels of academic achievement for all students. It
helps students develop a positive self-concept by providing knowledge about the histories,
cultures, and contributions of diverse groups. It prepares all students to work actively toward
structural equality in organizations and institutions by providing the knowledge, dispositions,
and skills for the redistribution of power and income among diverse groups. Thus, school
curriculum must directly address issues of racism, sexism, classism, linguicism, ablism, ageism,
heterosexism, religious intolerance, and xenophobia. Multicultural education advocates the belief
that students and their life histories and experiences should be placed at the center of the teaching
and learning process and that pedagogy should occur in a context that is familiar to students and
that addresses multiple ways of thinking. In addition, teachers and students must critically
analyze oppression and power relations in their communities, society and the world.

To accomplish these goals, multicultural education demands a school staff that is culturally
competent, and to the greatest extent possible racially, culturally, and linguistically diverse. Staff
must be multiculturally literate and capable of including and embracing families and
communities to create an environment that is supportive of multiple perspectives, experiences,
and democracy. Multicultural education requires comprehensive school reform as multicultural
education must pervade all aspects of the school community and organization.

IV. TEACHER EXCHANGE PROGRAMS

In essence, a teacher exchange means that you swap jobs with another teacher in another part of
the world for a specific time period. You get to learn how teachers teach and students learn in
other locations across the globe. You can teach abroad for as little as two weeks to as long as a
full academic year. The Teacher Exchange Program, a category of the U.S. Department of State’s
Bridge USA, affords foreign nationals opportunities to teach in primary and secondary
accredited educational institutions in the United States for up to three years. The Teacher
Exchange Program, like all exchanges, is intended to provide participants with broad exposure to
U.S. culture and society, and to foster greater appreciation among Americans of the participants’
home countries. Specifically, teacher exchanges prepare educators to shape young people into
positive agents of change. Participating teachers bring interactive teaching practices to their
students and colleagues, building the critical thinking skills, inquiry, and analytical approach that
foster good citizenship. A typical teacher exchange participant can be expected to influence at
least 1,000 students and 50 colleagues during his or her career, creating a powerful multiplier
effect. A teacher exchange is where qualified teachers can swap places with teachers in other
countries, typically for a semester / year. It’s the perfect opportunity to share ideas and
knowledge, as well as learn about educational practices from different countries. It’s also a
wonderful way to truly appreciate the meaning of the phrase, “walking a mile in someone else’s
shoes!”

In 2014, Twenty-four (24) Filipino teachers from public and private schools in the Philippines
are now in Korea to participate in the United Nations Educational, Scientific and Cultural
Organization (UNESCO) Asia-Pacific Center of Education for International Understanding
(APCEIU) Teacher Exchange program. Under the program, they will teach their major subjects,
along with Philippine history and culture, to Korean elementary and middle school students in
various regions of South Korea. Under the programme, teachers from selected countries,
including the Philippines, Indonesia and Mongolia, are invited to teach in Korean schools while
Korean teachers are also sent to schools in the participating countries. This program is part of the
“2013 Asia-Pacific Teacher Exchange for Global Education” hosted by the Korean Ministry of
Education (MOE). Last year, the 2012 Korea-Philippines Teacher Exchange Program was
successfully implemented with the participation of 19 Korean teachers and 30 Filipino teachers.

“Through programs like the KTEP, Filipino and Korean teachers have the opportunity to learn
from each other’s best practices in the field of education, as well as from strong cross-cultural
connections. This exchange epitomizes the true essence of people-to-people cooperation with its
focus on global citizenship education,” Department of Foreign Affairs – Office of Asia and the
Pacific Affairs Assistant Secretary Nathaniel Imperial said in his congratulatory message.

And for UNESCO-Asia Pacific Center of Education for International Understanding (APCEIU)
Director Lim Hyun Mook, countries should work together to overcome the challenges of the
pandemic in education.

V. BRINGING THE WORLD INTO THE CLASSROOM THROUGH EDUCATIONAL

TECHNOLOGY

Technology is perhaps the strongest factor shaping the educational landscape today. Many school
districts are showing support for increased levels of technology in the classroom by providing
hardware such as tablets and computers, enhancing internet connectivity, and implementing
programs designed to improve computer literacy for both teachers and students. Although
teachers generally appreciate the benefits of educational technologies, they often find smooth
and effective integration of new educational technologies challenging. From acquisition of new
technology equipment to adaptation of curricula and teaching techniques to incorporate new
educational tools, technology integration presents significant challenges to educators at each
level of school systems. To realize effective technology integration, school administrators should
seek assistance to identify and provide ongoing training. The International Society for
Technology in Education approves materials aligned to their standards for integration of
technology into the classroom, including student curricula that integrate technology (addressing
student standards), professional development resources (training teacher standards), as well as
assessments (evaluating student standards). Professional development programs approved by the
ISTE include face-to-face instruction, online courses, online communities of learning, online
learning modules, and in-class mentoring, and target development of different levels of teacher
technology skills.

Additionally, some school districts use master teachers successful in implementing educational
technologies to lead professional learning communities, meeting regularly to train and support
technology integration. Finally, schools and teachers should pursue training from educational
software companies and educational technology researchers. Many software companies offer free
professional development courses, online training, and continuing support to educators.

Teachers may use technology throughout the curriculum or to complement a specific lesson.
Variations in technology usage reflect important differences in teachers' beliefs about the utility
of technology in the educational process. Many technologies claim to improve the academic and
cognitive abilities of students, but claims can be false and are often only created as
advertisement. Having to verify the truthfulness of these claims is an additional burden placed on
the educator, who may not have time to search for classroom technologies in the first place.
Perhaps as a consequence, decisions about technology are often made by school or district
administrators without input from teachers. In some ways, this can be helpful by saving teachers
the time and effort required to evaluate technologies, but lack of choice can also negatively
impact an instructor’s perception of the technology. Teachers may view the new technology as an
imposition, when in reality the technology may make their teaching experience easier and more
enjoyable.

While the importance of teacher autonomy in the selection of educational technology cannot be
understated, it does introduce the burden of sifting through a vast number of available
technologies. A second solution to encouraging acceptance of classroom technology is a call for
better organization of available technologies. While a typical internet search will turn up
thousands of results for educational technology tools, there are very few places that effectively
organize and evaluate available technologies. Teachers should be able to easily find and access
rigorously tested technologies within a specific learning domain. In fact, this book can serve as a
valuable resource to teachers looking to find such technologies. Better organization of
empirically validated educational technologies will serve to save valuable time and will place
less of a burden on the teacher.
Although the task of technology integration presents significant challenges to school districts,
school administrators, and teachers alike, exciting new educational technologies are increasingly
available that offer teachers novel ways of presenting material to students. Research on the
reading and writing technologies reviewed throughout this book demonstrates they can have
considerable positive impacts on student performance. And, efforts to adopt new educational
technologies in the classroom will be rewarded, albeit with some potential barriers.

VI. THE PROFESSIONALIZATION OF THE TEACHING PROFESSION WITH

BASIC LAWS

A. PD 1006 PROVISIONS RELATING TO THE PROFESSIONALIZATION OF

TEACHERS, REGULATIONS IN THE PHILIPPINES AND OTHER
PURPOSES.
- Presidential Executive Order 1006 is an executive order issued in 1977 by the late
President Ferdinand E. Marcos that provides for the professionalization of
teachers regulating practice in the Philippines and for other purposes. The
objective of the decree is to compare the PD 1006 and RA 783 laws as well as
professional training. In PD 1006, the exam must be passed if a candidate has
achieved an overall average of at least 70 percent in all subjects, with no marks
below 50 percent in any subject. PD 1006 made teacher IDs a prerequisite for
teaching. After this PD 1006 was proclaimed as another law to professionalize
teachers, Republic Law 7836 became known as the Philippine law to
professionalize teachers in 1994. Like PD 1006, this law recognized the important
role played by teachers in nation building.

B. RA 7836 AN ACT TO STRENGTHEN THE REGULATION AND

SUPERVISION OF THE PRACTICE OF TEACHING IN THE PHILIPPINES
AND
PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND FOR
OTHER PURPOSES.
- R.A. 7836 The Philippine Teachers Professionalization Act of 1994 is an act that
mandates the conduct of the Licensure Examination for Teachers of LET. Enacted
in recognition for the "role of teachers in nation-building and development
through a responsible and literate citizenry." In PD 1006, in order that a candidate
may be deemed to have successfully passed the examinations, he must have
obtained a general average of at least 70 per cent in all subjects, with no rating
below 50 per cent in any subject. But in RA 7836, the rating was not inscribed in
the act. ABUBO Item PD 1006 RA 7836 Observation 1. Teachers refers to all
persons engaged in teaching at "Teachers" — refers to all persons engaged in
They have almost the same definition at the elementary and secondary levels,
whether on a teaching at the elementary and secondary levels, teacher. After pd
10006, ra 7836 is for professional teachers. Another section they amend is the
section 26 Registration and exemption where professional teachers who have not
practiced their profession for the past five years shall take at least (12) units of
 education courses. In RM 78, series of 2018 merely reiterates the Teachers
Professionalization Act (RA 7836) that requires a license (LET) for basic
education teachers, subject to exceptions under the law. This is echoed in the
DepEd’s Manual of Regulations for Private Schools in Basic Ed (D.O. 88, s 2010
as amended).

C. RA 9293 AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT

NUMBERED SEVENTY-EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836),
OTHERWISE KNOWN AS THE “PHILIPPINE TEACHERS
PROFESSIONALIZATION ACT OF 1994”
- Dissemination of Republic Act No. 9293 (An Act Amending Certain Sections of
Republic Act numbered Seventy eight Hundred and thirty Six (R.A. 7836)
otherwise known as the Philippine Teachers Professionalization Act of 1994). For
the information and guidance of all concerned, enclosed is a copy of the Republic
Act. RA 9293 Teachers Professionalization Act practice teaching under this Act.
under this Act. refers to the Professional Regulation Commission. and improving
the quality of basic education. Executive Department of the Philippine
Government responsible for ensuring access to, promoting equity in and
improving the quality of basic education. An act amending certain sections of R.A
7836 Must be a graduate of a school, college or university. Those who have not
practiced their profession for the past 5 years shall take at least 12 units of
education course (6 units of pedagogy and 6 units for content courses or the
equivalent training and number of hours DECS was amended and was changed to
DEPED.
- A. Teaching refers to the profession concerned primarily with classroom
instruction, at the elementary and secondary levels in accordance with the
curriculum prescribed by the Department of Education, whether on part-time or
full-time basis in the private or public schools. B. Teachers refers to all persons
engaged in teaching at the elementary and secondary levels, whether on full-time
or part-time basis, including industrial arts or vocational teachers and all other
persons performing supervisory and/or administrative functions in all schools in
the aforesaid levels and qualified to practice teaching under this Act. C. Board
refers to the Board for Professional Teachers duly established and constituted
under this Act. D. Commission refers to the Professional Regulation Commission.
E. Department of Education also known as DepEd. Previously known as DECS.
Executive Department of the Philippine Government responsible for ensuring
access to, promoting equity in and improving the quality of basic education. Year
Approved and Implemented April 21, 2004.
 SUMMARY OF LEARNING

Firstly, we had a virtual meeting to tackle these topics. Our leader was kind enough to discuss
everything and make us understand what was the context in this chapter. And through
researching, I learned more about global education, which means a goal to be aware of what is
needed in education, what is lacking, how to fill those gaps, and a deeper understanding about
diversity as well as working to achieve the goals of global education presented by the United
Nations. I also learned that global education needs global teachers, teachers who are prepared
professionally and intellectually. And also, I learned that Global education enables people to
understand the links between their own lives and those of people throughout the world. It
increases understanding of the economic, cultural, political and environmental influences which
shape our lives. Global education helps students to develop the skills, attitudes and values which
enable people to work together to bring about change and take control of their own lives. Global
education works towards achieving a more just and sustainable world in which power and
resources are more equitably shared. Global education involves learner-centered and culturally
responsive teaching and learning practices using schools, communities and the world as the
classroom.

In addition, Global education aims at opening a global dimension and a holistic perspective in
education in order to help people understand the complex realities and processes of today's world
and develop values, attitudes, knowledge and skills that will enable them to face the challenges
of an interconnected world. So, Global education is an overall approach to education that focuses
on developing students' understanding of other cultures, the history and geography of different
countries and people and the current events faced in various parts of the world.

Moving on with the Educational System of Selected Countries in the world, I learned that
education is universal. I have seen from a different educational system from this lesson that basic
education is compulsory in most countries and of course our very own, Philippines. This
enforcement was the positive response to the global education presented by the United Nations. I
also learned that these countries may differ on a number of years in every level, primary or
secondary, but they have the same goal, global competence.

And there are many differences between the education systems in developed countries and
developing countries. In general, the differences are clear; developing countries often lack the
equipment and skills to allow their education systems to excel, whereas richer countries have had
more years of ‘getting it right’ and have developed to a higher standard. However, much of the
differences come down to perspectives and priorities.

Due to COVID-19, education issues in the Philippines have increased and received new
challenges that worsened the current state of the country. With the sudden events brought about
by the health crisis, distance learning modes via the internet or TV broadcasts were ordered.
Further, a blended learning program was launched in October 2020, which involves online
classes, printouts, and lessons broadcast on TV and social platforms. Thus, the new learning
pathways rely on students and teachers having access to the internet. Despite these issues, the
education system in the Philippines is still seen as one of the most developed in Asia: rates of
basic education completion, higher education participation and adult literacy are comparable to
far more developed economies in Hong Kong, Singapore and South Korea.

Meanwhile, in Multicultural education, I learned that in a classroom with diverse students, the
teacher must provide various approaches in teaching. A teacher should be sensitive enough when
it comes to the learner’s language, race, socioeconomic status, gender, ethnicity, culture, and
religion. I learned that in order to address these differences, the teacher should avoid stereotyping
as well as biases. And to achieve harmonious relationships within the classroom, the teacher
should ensure all students have an equal opportunity to participate in class discussion and supply
activities that can foster collaboration and develop intercultural relationships. I learned that the
goal of multicultural education is to advocate for better opportunities for learning, especially for
those who are marginalized based on the color of their skin, or where they come from. The goal
of multicultural education is to lead debate and discussion on topics such as educational,
economic and social equity.

As well as the Teacher exchange Program,is to enroll Exchange Visitors to teach full-time in
primary and secondary accredited educational institutions. It provides opportunities for teaching
professionals with a qualifying degree to teach in partner accredited educational institutions
abroad. Once they return to their home countries, teachers put what they've learned to work in
their own classrooms and schools.The Teacher Exchange Program, like all exchanges, is
intended to provide participants with broad exposure to U.S. culture and society, and to foster
greater appreciation among Americans of the participants' home countries.

In bringing the world into the classroom through educational technology, I learned that
technologies are now part of our education system. It linked us to knowledge, resources, and
order thinking skills. Technologies now play a vital role not merely inside in a certain classroom
but as well as in school worldwide. And because of this, teachers should prepare using
technologies in teaching as part of global demand for quality education.

“Digitally-mediated learning encompasses more than knowledge of technology tools. Educators

must be prepared to mediate learning through ever-evolving digital tools. Media is rapidly taking
over teaching as students learn from gaming, open source knowledge, virtual scenarios, avatars
and Second Life. Educators must prepare for facilitative roles that can harness these
opportunities to best student advantage.” That is according to Jane Bailey.

Thus, technology will be a great asset in a classroom, as a motivational aid and a teaching tool to
help students succeed. The realms of technology in the classroom have expanded far beyond
mere word processing and basic presentations with images, and technology is now a prime way
to motivate students. Now, those same programs used for simple tasks are capable of so much
more. By using technology in this fashion, students can become more engaged in instruction and
achieve a more substantive learning experience. While it is important for teachers to understand
that they cannot become completely dependent upon technology as a means to enhance their own
teaching strategies, when technology is integrated into a teacher’s instructional calendar it can be
a tremendous benefit to students in the classroom.

For the PD 1006, it made a teachers' license a requirement for teaching. After three years of
effectivity of this decree a teacher without license shall not engage in teaching, whether in the
public or private elementary or secondary school. And it is hereby declared a policy that teacher
education shall be given primary concern and attention by the government and shall be of the
highest quality, and strongly oriented to Philippine conditions and to the needs and aspirations of
the Filipino people even as it seeks enrichment from adoptable ideas and practices of other
people. Together with RA 7836 which strengthens the supervision and regulation of the practice
of teaching in the Philippines. And All teachers are required to take and pass Licensure
Examination for Teachers (LET). While RA 9293 is responsible for ensuring access to,
promoting equity in and improving the quality of basic education.

We had a great time discussing these kinds of topics which can help in our dream of becoming a
teacher. My classmates were so participative and respected each of our perspectives. I can say, I
have learned a lot during this conversation that we had. Our leader did a very great job in
explaining everything. I’m looking forward to another discussion with my groupmates. Doing
these kinds of discussions is important to learning in all disciplines because it helps us to
process information rather than simply receive it. And leading a discussion requires skills
different from lecturing, which our leader has. And the goal of this discussion is to get us to
practice thinking about the course material. What I love about doing virtual discussions with my
groupmates is that we are not discussing to win an argument or to amuse our classmates but to
help each group member explore and discover personal meanings of a text through interaction
with other people.
 REFLECTION

In this chapter, I realize that being a world-class teacher does not require going in and out from
different countries. But being a world-class teacher has to take pride in its profession, a teacher
who can give quality education and has the passion to teach according to its principle. And
because of the competence of teachers in this generation, it gives us hope to become a better
person in the future. Like what I really feel right now, I do owe my teachers for giving me more
opportunities and sharing their knowledge. I realize that a world-class teacher has the capability
to turn learners into responsible individuals. And also, I observe that in order for one country to
facilitate good education it should be based on how other countries provide quality of education.
I see that through benchmarking, each country has been moving upward to achieve the best
education for their learners. When reading about basic education from different countries, I
realize that in higher education they are almost the same. The standards, requirements, and
qualification must be achieved by the students. As a future teacher, I must not ignore this
important knowledge, so that I could serve my country as best as required. I should meet the
standards given for the 21st-century teacher.

Moreover, I also realize after reading this lesson that there are a lot of ways to bring the world
into the classroom, such as using television, DVD’s and even checking news from the internet
that covers global issues. The only thing needed is the competence, resourcefulness, and effort of
a teacher. I see that to become a global teacher, I must be aware of this important ingredient, the
use of technology for innovative teaching. Despite the shortcomings, technology has a
tremendous impact upon education today in the era we are currently in. We are now in the digital
age where information is at our fingertips. Technology helps provide students with easy access to
information via the Internet that before involved trips to libraries. In addition, this access to
information can be free to students, by utilizing resources such as Wikipedia in a responsible
fashion. Technology can also be a gateway to the vast realms of creativity for students, allowing
them to participate in activities that they never would have dreamed possible.

My personal observation has shown me that technology is a positive tool in the classroom. It
brings advantages in the teaching process both for educators and for learners. Motivation and
changes of attitude arise when efficiently employed. However, to reach a good understanding on
the use of technology, it is necessary to receive instruction. Furthermore, it is necessary to
rethink its use, apply accurate methods, and design new possibilities that better reach the goal of
the class, inside and outside the educational room.

Apart from this, I also realize that in multicultural classrooms is not merely to create awareness
of the differences between students but broadens the horizon of a teacher. Since the teacher
considers the student’s background and experiences, he/she can expand his/her knowledge and
strategies as well. I also realize that through this setting the students will unfold concern,
compassion, and charity towards others. Also, in a mainstream setting, the learners with
exceptionalities will be exposed to a broader opportunity. And as a future teacher, whether my
future students and I have different backgrounds, I must never discriminate. And as their teacher,
I should look at each of my learners as a unique individual. Furthermore, I see that the
information shared from this lesson should be kept in mind and the guidelines offered from this
discussion must be followed.

Teachers teach to enhance the development and learning of all children by providing a balance of
adult-guided and child-guided experiences. Teachers plan curriculum to achieve important
learning goals through learning experiences that include play, small group, large group, interest
centers and routines. Teachers are the ones who motivate the students to do better in every
domain and help them achieve life goals. Through their guidance, the students know to
differentiate between right and wrong. Teachers are the ultimate role models in a student's life.
They supply their students with essential information, introduce new ideas and topics, and try to
expand their interests. By teaching them to read and introducing them to a treasure trove of
literature, they help your child expand their perspective and enrich their ideas.

So, as a future teacher, to become a reliable and competent teacher, I should adapt to the
changing system and never stop learning. I must not forget the learning I had from this lesson
and use it to educate my future learners. And also, in order to make the learners live a
meaningful life, I must be their world-class teacher. I should be creative, reliable, innovative, and
competent. I must also engage myself into non-stop professional development in order for me
not to be left behind.

DOCUMENTATION

We’re having our virtual discussion in these pictures above. In the second one, one of my
groupmates sends screenshots of who is present during that time.
In these photos, we opened our cameras to take screenshots for this documentation.

REFERENCES

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April 4, 2022, from
https://mylearningviews.wordpress.com/2015/09/28/on-becoming-a-global-teacher/

ET.AL, A. M. J. (n.d.). Challenges and solutions when using technologies in the classroom.
Challenges and Solutions When Using Technologies in the Classroom. Retrieved April 5, 2022,
from https://files.eric.ed.gov/fulltext/ED577147.pdf

Peller, K. (2021, March 26). Do PD 1006 RA 7836 and RA 9293 help you become a professional
teacher? FIND ANY ANSWER. Retrieved April 5, 2022, from
https://findanyanswer.com/do-pd-1006-ra-7836-and-ra-9293-help-you-become-a-professional-tea
cher

WILMA. (0000–08-26). Pd 1006 Summary. HOW TO DISCUSS. Retrieved April 5, 2022, from
https://howtodiscuss.com/t/pd-1006-summary/81377

What Is Multicultural Education? An Educator’s Guide to Teaching Diverse Students. (2020, May
19). SCHOOL OF EDUCATION. Retrieved April 5, 2022, from
https://soeonline.american.edu/blog/multicultural-education

BHAGAN, S. U. Z. A. N. N. E. (2020, February 27). Teacher Exchange Programs: What They Are
& How You Can Do One. GOabroad. Retrieved April 5, 2022, from
https://www.goabroad.com/articles/teach-abroad/teacher-exchange-programs

Camangeg, A. C. (2016, August 26). Bringing the world into the classroom through educational
technology. SLIDESHARE. Retrieved April 5, 2022, from
https://www.slideshare.net/annieclairecamangeg/bringing-the-world-into-the-classroom-through-
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