Unit 1 Topic C

Challenges in Teaching
Elaiza Jane A. Reyes, LPT
Instructor I, CAS Languages Department
Don Honorio Ventura State University
What is culture?
 Culture
•the deposit of knowledge, experience, beliefs,
values, attitudes, meanings, social hierarchies,
religion, notions of time, roles, spatial
relationships, concepts of the universe, and
material objects and possessions acquired by a
group of people in the course of generations
through individual and group striving. (Samovar
& Porter, 2001, p. 8)
What is multicultural education?
Multicultural Education
•According to Banks and Banks (2010),
“Multicultural education incorporates the
idea that all students – regardless of their
gender, social class, and ethnic, racial, or
cultural characteristics – should have an
equal opportunity to learn in school” (p. 3).
1. Multicultural classrooms
•Multicultural classroom: For Tartwijk, Den
Brok, Veldman, and Wubbels (2009),
“Multicultural classrooms are characterized
by a diversity of ethnicity, religion, mother
tongue, and cultural traditions” (p. 453)
 1. Challenges in a Multicultural
Classroom
•Challenge 1: Ethnicity
•Challenge 2: Racism and Inequality
•Challenge 3: Different
Epistemologies/“Ways of Knowing”
•Challenge 4: Learning Styles
What can we do?
•Understanding Yourself

To understand the self, teachers’ “cultural

biases” and “ethnic prejudices” should be
thoroughly analyzed before asking students
to do so (Gay & Howard, 2000).
What can we do?
•Developing Intercultural/ Competence

-Recognize, when planning lessons and other

classroom activities, the cultural differences
in how students see, know, and interrelate
with knowledge and the classroom
environment.
What can we do?
•Developing Intercultural/ Competence

- Understand how our own culture might

differ from the students
What can we do?
•Developing Intercultural/ Competence

-Plan activities that will help students to

understand cultural differences, the causes
of cultural conflict, and the relationship
between cultural differences and social
inequalities.
What can we do?
•Using Nondiscriminatory Assessment Strategies
• teachers need to learn how to use other means
such as dramatizations, role-playing,
interviews, observations, peer feedback, audio
and visual journals, and conversions of learning
from one form or genre to another (e.g., from
words to pictures, essays to poetry, writing to
speaking). (Gay & Howard, 2000, p. 14)
What is learner-centered
teaching?
 Learner-centered class is a model wherein
students are placed at the core of the learning
process. Here, students’ needs, opinions,
backgrounds and goals are acknowledged and
incorporated within the learning environment. In
this model, teachers are guided by what is best
for the students when helping them to learn or
make decisions.
2. Learner-centered Teaching
1. Role of a teacher
2. Rush to implement the approach
3. Lack the knowledge and skills to
incorporate technology into their own
teaching
4. Structure of their organization and
policies
2. Learner-centered Teaching
1. Role of a teacher
2. Rush to implement the approach
3. Lack the knowledge and skills to
incorporate technology into their own
teaching
4. Structure of their organization and
policies
What can we do?
1. Allow for student choice and autonomy

•providing project, classroom and homework

assignment options
•Providing more types of question types in
assessments also gives students the chance
to make their own choices
What can we do?
2. Use open-ended questioning techniques

•Open-ended questioning encourages clear

communication and provides students with
reassurance that their thoughts and ideas
matter.
What can we do?
3. Encourage student collaboration and
group projects
They are gaining an appreciation for the
diversity that exists in our schools and
communities.
What is multi-grade teaching?
3. Multi-grade teaching
•Multi-grade teaching is regarded as an
instructional organization where a teacher
teaches more than one grade level in a
single classroom (Aryal, 2003; Berry, 2010)
•Multi-grade setting results from some
conditions such as low population density,
few available teachers, mobile schools, and
absenteeism of teachers (Little, 2005)
•The practice of multi-grade teaching is
widespread in rural areas as a smaller
number of enrolments is usually observed
in some schools (Aksoy, 2008).
3. Multi-grade classes
•Curriculum organization
•work overload
• classroom management
• learner performance
• lack of support
--Mulaudzi (2016)
3. Multi-grade classes
•preparation and planning of daily lessons,
•the inadequacy of instructional materials,
• classroom management supervision,
•familiarity of different schemes in teaching
multi-grade classes,
• application of teaching methodology in real
teaching-learning situations,
(Mirando, 2012, p. 117).
3. Multi-grade classes
•lack of school facilities,
• schedule of activities,
•big class size, language barrier
• poor working conditions of teachers,
•inadequate pre and in-service training of
teachers in specific skills related to multi-grade
teaching,
(Mirando, 2012, p. 117)
What can we do?
•Find commonalities among their students.
At the same time, they also maximize the
dispersed characteristics and abilities of
their students.
•advanced students were allowed to help
their classmates
What can we do?
•Grouping the students
•Praying
•using the web
• having time management and
self-conditioning
(Naparan et.al. 2021)
 4. Information and Communication
Technology (ICT)
•Information and Communication
Technology (ICT) in education is the mode
of education that use information and
communications technology to support,
enhance, and optimize the delivery of
information.
 4. Information and Communication
Technology (ICT)
External Variables
•Limited accessibility and network connection
•Schools with limited ICT facilities
•Lack of effective training
• Limited time
• Lack of teachers’ competency
 What can we do?
• obtain funds for resources via non-traditional
sources (e.g., crowd funding, grants)
• identify effective professional development
programs
• request training on newly adopted educational
software directly from software companies
 What can we do?
• ensure that adequate technical,
administrative, and peer support is available
to teachers during the implementation
•provide teacher training that highlights
constructivism and student-centered
education
What is multiple intelligence?
4. Multiple Intelligence
•Designing Lessons: Design lessons including
all the intelligences.
•Include Interdisciplinary Units: integrate
interdisciplinary units which provides
diverse types of learning experience.
4. Multiple Intelligence
•Projects: students learn to work on complex
projects
•Assessments: get students engaged in
analyzing assessments
5. Teaching children with special needs
•Non-Instructional Responsibilities
•Lack of Support
• Dealing With Multiple Disabilities
• Lack of Support From Parents
•The Difficulty of Discipline in a Special
Needs Classroom
What can we do?
•Lean on others
collaborate with the entire team, including
teachers, case managers, therapists, the
student, and their parents,” says Rocheleau.
What can we do?
• Don’t reinvent the wheel
“The IEP is designed to give a template of
how to help the student, so there should be
clear goals or classroom accommodations
already written for teachers to follow.”
-Individualized Education Program
What can we do?
• Keep instructions simple

•try to break things down into smaller tasks

that feel more manageable and allow them
to feel like they are accomplishing things
throughout the day.
What can we do?
• Assume your student can do something
until proven wrong
“Let all your students have a chance to shine,
support them when they do not succeed, and
never assume a student cannot do
something without seeing for yourself.”
• https://www.awej.org/images/AllIssues/Volume7/Volume7Number3September2
016/1.pdf Ahmed Chouari- Cultural Diversity and the Challenges of Teaching
Multicultural Classes in the Twenty-First Century September, 2016
• https://files.eric.ed.gov/fulltext/EJ1096028.pdf-Teaching and Learning with ICT
Tools: Issues and Challenges from Teachers’ Perceptions Simin Ghavifekr[- nd
• https://www.educatorone.com/blog/Challenges-of-Implementing-Multiple-Intelli
gence-in-the-Curriculum/
• https://www.accreditedschoolsonline.org/education-teaching-degree/teaching-s
tudents-with-disabilities/
• https://journals.researchsynergypress.com/index.php/ijtaese/article/view/510/1
42-Challenges and Coping Strategies of Multi-Grade TeachersGenesis Balongkit
Naparan1, Ivy Leigh P. Castañeda, MaEd1
• https://www.accreditedschoolsonline.org/education-teaching-degree/teaching-s
tudents-with-disabilities/
 Unit 1 Topic D
•Four Pillars of Education
Learning to Know
 Learning to Know

•the acquisition and development of

knowledge and skills that are needed to
function in the world. Examples of skills
under this pillar of learning include literacy,
numeracy, and critical thinking.
Learning to Live Together
 Learning to Live Together

•involves the development of social skills and

values such as respect and concern for
others, social and inter-personal skills and
an appreciation of the diversity among
people.
 Learning to Live Together

•These skills would enable individuals and

societies to live in peace and harmony.
Learning to Do
 Learning to Do

•the acquisition of skills that would enable

individuals to effectively participate in the
global economy and society
 Learning to Do

•These skills are often linked to occupational

success, such as vocational and technical
skills, apprenticeships, and leadership and
management competencies.
Learning to Be
 Learning to Be
•These include cultivating one’s self
analytical and socials skills, creativity,
personal discovery and an appreciation of
the inherent value provided by these
pursuits
 Learning to Be

•An example under this pillar is a teacher

who participates in training workshops that
will enhance his/her knowledge and skills in
the teaching learning process.
•http://iflex.innotech.org/GURO21/module1
/l1_20.html