MIND MAP

TEACHERS
> Curriculum Planning
> Lesson Preparation
> Delivering Lessons
> Making Handouts
> Encouraging discussion and independent thinking
> Boosting Creativity
> student assessment
> Self-evaluation
> Promoting collaboration
> designing extra curriculum activities

Skills
The teachers should have pedagogical skills of which he has a deep understanding
of their subject area, knowledge of how students learn specific subject matter and
a range of strategies and practices that support student learning.
In order to prepare students for their future career, teachers should present
students with situations in which they need to figure things out for themselves to
help students develop critical thinking and problem solving preparation. Also,
teachers can create a very dynamic environment within the classroom in order to
help students adapt and be versatile.

DISCUSSION SPRING BOARD

Cultural discomfort
In a situation classroom, the students were used with the idea that teachers were
the one who has full authority within the room .The role of the students is to
listen and write down the information given by the teachers then memorize it.
But then there was a discomfort between the teachers and students when the
curriculum shifted to a learner-centered instruction. Wherein this time, the
teachers let students to be involved in the class discussion and have the right to
suggest. In this case it can’t be avoid that students were cross the line.
CULTURAL ORIGINS
Yes. Especially when we talked about punctuality of the students. I like my
students to be on time in class meetings. For me it is a sign that he/she is a
responsible student. But some students have this belief that being late is better
than never attending the class at all. So it is justifiable for them to be late because
they can’t see my point of view why being punctual is important. Maybe because
of their cultural origins which they believe that it’s still okay to be late.

CULTURAL GENDER
I have observed cultural gender issues related to homosexual. Some students
stick to a traditional view that gender should only be male and female. When
these students encounter homosexual person in the class they tend to become
distant and aloof. My concern is that I want my classroom to be child-friendly, so I
want them to develop social relationship between one another regardless of
gender. This issue will also raise a conflict about collaboration resulting to an
uncomfortable learning experience of the homosexual students.
LATENESS
Lateness and absenteeism was always been a problem. As a teacher, I always
encounter students who have small interest towards studying and if not late,
they’re absent. These affect very much their grades and progress in the class.
Most of these students belong to the slow learner category. But some of these
said students recover by improving their performances in the class. But then
others stayed the same until the end of school year.
CULTURAL CONFLICT
I have observed cultural conflicts about family background. A student grew
annoyed with a classmate who continually told jokes about a particular ethnic
group. It is because the student’s family background was related to the said
ethnic group. The joke-teller not knowing about his classmate’s background never
considered why such jokes might be offensive. He didn’t mean to offend his
classmate but he did.
PLAN AN ACTIVITY
No single teaching approach will engage each student at once, but building a
strategy to consistently deliver culturally-responsive lessons will help appeal to
diverse learners with distinct background.
An activity that I think which is best suited to these is to give them a reflection
activity like, “how do each of them differ among the other members?” In doing
so, the students will realize that everyone is unique. Teacher should also establish
inclusion by regularly grouping students with different classmates, encouraging
discussion to solve problems. With these, they can share unique perspective.

CULTURAL CLASSROOM BEHAVIOR

One of the cultural classroom behaviors that need to be addressed is cheating. In
a classroom situation, students view cheating as normal. They continually
provided answers to one another during test-taking. To the students helping
others who have difficulty and working together are important values. As their
teacher, I warned them many times not to let the others copy their answers,
because copying is also cheating. In addressing this issue, I have to be strict during
tests and set an example to punish those who were caught cheating. They have to
understand that honesty really is the best policy. It is not a good idea that you
passed the test not because you have learned but because you cheated. They
have to be responsible to their own learning because it’s not good to rely on
others.

PLAN AN ACTIVITY (GENDER)

Students learn best in an environment that acknowledges respects and
accommodates each learner’s background, individuality and gender.
For me the activity suited for this is a student writing-based activity about
opinions and feelings concerning the opposite sex. Ask the students to discuss in
writing their feelings and opinions about the “opposite” gender roles with respect
to their culture. Separate students according to gender for presentation of essays.
Then each student should read his/her paper to the class. After that, the opposite
sex should be given a chance to respond about the points they agree with and
explain their viewpoints.
In this case, the students will analyze personal and cultural attitudes towards the
other gender. And they will develop a healthy, equitable, and realistic attitude
with each other’s differences.

SITUATIONS THAT AROSE

Because students are diverse, it would be a problem for them to adjust in a new
cultural environment. Like for example, during elementary a student was used to
teachers speaking bisaya during instruction. But when he enters high school, most
of his teachers and classmates are now Masbateno. So he has difficulty in
adjusting to his new environment. A student was reluctant to participate in
activities or speaking in the multicultural classroom because he is still learning in a
new environment that is unfamiliar to him.

HOW DID YOU ADDRESSED THIS ISSUE

In order to addressed that issue, as a teacher should consider that my learners are
different from one another. My methods of instruction should not only benefit
few of my students but rather to all of them. So I change the language I used
during discussion into tagalog so that all of them will now understand. Then, I set
many group activities in the class to make my students become comfortable with
each other.

IDENTIFY CLASSROOM BEHAVIOR THAT NEEDED TO BE ADDRESSED

Classroom behavior that needs to be address is the ‘‘clash” between students
because of cultural values. What is culturally appropriate in one culture may be
highly inappropriate in another.
As a teacher, the first thing I have to do is to have a chat with the said students.
You have to understand why each of the students is upset. Try to see the situation
from each person’s perspective. They should know that values differ among
different people groups and that certain innocent behaviors may be offensive to a
particular group of people. Help your students understand the value differences
between cultures. And remember not to take sides.

HEARING IMPAIRMENTS
As a teacher I need to adjust my way of instructions. For example:
Keep my instructions brief and uncomplicated as much as possible. When
repeating instructions, repeat exactly without paraphrasing.
I should present my lecture information in visual format (e.g., chalkboard,
Powerpoint slides, handouts, etc.).
Keep front seats open for students who are deaf or hard of hearing .
Assist the students with finding an effective note taker from the class.
Repeat the comments and questions of the other students, especially those from
the back rows.

VISUAL IMPAIRMENTS
As a teacher here are some of the strategies I should do:
Students with low vision must physically manipulate concrete materials to master
the basic concept of math.
Labeled objects in the room should be at the student’s eye level.
Papers should be well-spaced bold black lines is useful for printing and
handwriting.
The student should be as close as possible to a demonstration.
The room should be well-lighted.
HEALTH DISORDERS
I should be aware of the health disorders and make the learning environment
comfortable for them. The classroom should always be clean and free from
diseases. If there are certain things that are forbidden for the child to do because
it might be risky for his health, as a teacher I should know. Sometimes it’s
necessary to change the child’s activity from others so that he can cope up with
class.

SPEECH AND COMMUNICATION DISORDER

Teaching students with disorder includes:
Allowing more time for a student to complete activities, assignments, and tests.
Having a student sit near you to easily meet the learning needs.
Discussing possible areas of difficulty and working with the student to implement
accommodations
Using peer assistance when appropriate
Creating tests that are appropriate for the student with speech impairment (for
example, written instead of oral or vice versa.)

WERE GENDER ROLES ADDRESSED THIS WEEK

To address gender roles the most important tools is education. When discussing
gender gaps, it is important to note that sex and gender do not mean the same
thing. Sex refers to physical realities, while gender refers to economic, social and
cultural attributes, roles and opportunities which determine what is expected,
allowed and valued in a woman or man and girl or boy.

ADDITIONAL COMMENTS
Learners enter our classroom with a diversity of experiences. They may differ
from you and each other in ethnicity, race, socioeconomic status, gender,
cognitive development, and social development. Our job as teachers is to reach
and teach all learners. What might seem an overwhelming task can be better
accomplished through understanding ourselves, as well as understanding the
cultural practices of the learners in front of us.

WHAT ARE SOME REASONS YOUR STUDENTS HAVE COME TO THE PROGRAM.
Most of them would say that they enter the program because it’s free and in
order to improve their English fluency. They want to learn English more and
acquire the necessary academic skills like note-taking, research and citation,
speeches and oral presentations, article summarizing, expressing opinions,
effective study habits and writing papers. With these, they can have their desired
employment

CAN YOU IDENTIFY STUDENTS

Yes. Some students have progress throughout the program. Each of the students
brings out the different skills, interest, and background, and life experiences to
the learning situation. Some of them learn by doing, others by listening, speaking,
reading or writing. Many students learn better when there are visuals or real
objects to use.
IN YOUR ESTIMATION
In my opinion, students have not yet developed the independence from the
program because they still need guidance and supervision from the teacher.
Although they already have the skills and knowledge in English language, they are
still in the state of independence in the program. Outside the program, in real-
world situation, they are not sure where to turn, don’t know the options available
to them, and can’t decide what the next step is.

WHAT ARE THE AREAS OF ACADEMIC READINESS

The students are not yet ready in test-taking skills, group projects and writing
papers in English. With these, the teacher should:
Allow students time to process questions and answers
Utilize assigned peers (buddies) for each student
Focus on the transmission of meaning and the development concepts rather than
correct grammatical forms
Develop non-verbal ways for students to demonstrate their knowledge (role
playing, interactive games, drawings, etc.)

EXHIBIT LEVEL OF COMFORT

An environment where they can both improve their English and learn content
that enables them to gain desirable employment. I can see that they are
comfortable with the new environment. They have established familiarity with
the facilities and people. They also have develop social interaction with their
surrounding environment.
PLAN A STUDENT GOAL-SETTING
Goals should be SMART.
Distribute a handout about “Reaching My Goals”. Have the students write down
two short term goals and two long term goals. After they have identified their
goals, have them list steps they need to do to accomplish each goal. Ask the
students to share their ideas on setting educational goals. And let them identified
what will be the possible obstacles upon reaching their goals.
INTRODUCE A VITAL
Inviting guest speakers to share their views and experiences about the profession
that they choose. This can be done during career week program. The students will
have an idea about what career the will choose. Those who are at doubt will fix
their mind upon listening to the guest speakers.
CAMPUS RESOURCES
There are resources on campus that can help students to achieve their
educational goals. These are:
Career services. This may include mock interviews, career exploration or
identification, and resume creation.
The school library, the most valuable campus resources. They hum social and
intellectual activity, and are truly the center of learning. They contain the critical
resources that make learning possible---books, journals, workstations, etc. ---as
well as skilled specialists who can help a student navigate a research topic.
OBSTACLES STUDENTS
The obstacle that the students mention about goal-setting is they don’t
understand the importance of goals. It’s normal because if they grew up that their
parents didn’t have goals, didn’t talk about goals, didn’t encourage them to set
goals, then they are very likely to grow up with the idea that goals are not even a
part of normal existence. Another one is the fear of failure. Students don’t set
goals because they are afraid to fail and be disappointed for not achieving their
goal.
PROACTIVELY
Yes some students are getting serious in achieving their goals. They are forming a
habit that aim to develop self-discipline, to continue working toward their target
goal, rather than becoming distracted and going off in other directions, as most
students do.
HOW CAN THE PROGRAM
The program can better prepare the students if they used community and
campuses resources fully. The program is better if it is link with the best resources
they can have. The students can explore a wide range of ideas, experiences and
activities rather than being stock on what the program will offer.

WERE ANY COMMUNITY RESOURCES

This week I make the students interview ESL (English as their Second Language)
teacher in their community. Ask them to give at least difficulties that the teacher
encounter. I think the experience was worth it because they have learned from it.
Aside from that it give me an advantage as a teacher because they are now aware
of what problems I have encounter in teaching them English language.

ADDITIONAL COMMENTS
The ability to set goals and make plans for your accomplishment is the master skill
of success. I have learned that I should create goals, create plans and keep them
confidential. Don’t tell anyone about it, show them instead. Also I should expect
temporary failure and setbacks as a normal and natural part of achievement.
When this happens, just pick yourself up and try again. I will eventually succeed.
THE MAIN CHARACTER
I watched THE LIFE OF HELEN KELLER. The main character of the movie was Helen
Keller. She was born on June 27, 1880 in Tuscumbia, Alabama. She was stricken by
an illness that left her blind and deaf. Keller’s teacher, Anne Sullivan, helped her
make tremendous progress with her ability to communicate. During her lifetime,
she received many honors in recognition of her accomplishments.

EXCEPTIONALITY

Helen Keller is one of the most memorable women in history. Despite being blind
as well as deaf, she learned to communicate and lived a life devoted to helping
others. She learned to read and write Braille, and to read lips by feeling the
vibrations formed by the peoples’ mouth as they speak.

PROBLEMS/DIFFICULTIES

When she was made blind and deaf through fever at the age of nineteen months,
the prospects for her seemed anything but rosy. As Helen grew into a young girl,
she become increasingly frustrated with her inability to communicate.

PROVIDED SUPPORT

She was provided support by her parents who are very concern with her future.
So they hire Anne Sullivan as Helen’s teacher. Anne teaches her student proper
behavior in everyday situations long with academic lessons. The most challenging
lesson was to help Helen make connection about a word and a concept.

PROBLEM

A Study on Blind Students’ Experience of Provision and Support in Schools

RESEARCH METHODOLOGY

This is a qualitative study which aims to investigate what blind students

experience to be appropriate provision and support in schools. Data were
collected by means of three semi-structured interviews and they were fully
recorded by a mobile phone device. All interviews were transcribed for data
analysis.

FINDINGS

Result showed that the blind students experienced difficulties at three different
levels including physical/medical limitations, environmental limitations and they
needed extra support on their study. Findings showed that the informants receive
certain types of provision and support from the government and school however
result also indicated different challenges.

CONCLUSIONS

The informants suggested that blind students should be invited to participate in

decision-making events, their voice should be heard and they wanted to be the
decision makers for their education.

LEARNING DISABILITIES

A condition giving rise to difficulties in acquiring knowledge and skills such as

reading, writing, and reasoning.

ADHD
Attention Deficit Hyperactivity Disorder is the most commonly diagnosed mental
disorder of children, children with ADHD may be hyperactive and unable to
control their impulses.

SPEECH AND COMMUNICATION DISORDER

Is an impairment in the ability to receive, send, process, and comprehend

concepts or verbal, nonverbal and graphic symbol.

AUTISM

A mental condition, present from early childhood, characterized by difficulty in

communicating and forming relationships with other people and in using
language and abstract concepts.

MENTAL RETARDATION

Also called Intellectual Disability is characterized by below-average intelligence or

mental ability and a lack of skills necessary for day-to-day living.

PHYSICAL AND HEALTH IMPAIRMENTS

Physical Impairments include those caused by congenital abnormality,

impairments cause by disease, and from other causes. Health impairments
include diseases and/or chronic illness.

Both physical and health impairments are considered disabilities when they
interfere with education and other daily living.

VISUAL IMPAIRMENT

Visual impairment is a terms use to describe any kind of vision loss, whether it’s
someone who cannot see at all or someone who has partial vision loss.

HEARING IMPAIRMENT

Is a partial or total inability to hear.

GIFTEDNESS
Children are gifted when their ability is significantly above the norm for their age.

1. When possible, turn off equipment that creates background noises.

Look directly at the student and face him or her when communicating or
teaching.

Speak naturally and clearly. Remember speaking louder won’t help.

2. Seat or encourage the visually impaired student to come to the front of the
classroom.

Always treat the visually impaired student equally with other students.

Address all students by name so that the visually impaired student can learn to
associate names with voices of classmates.

3. Social and academic isolation may be an issue for students who are unable
to participate regularly in some class activities.

Because of lengthy period of hospitalization, students initially may be very

unsure of the level at which to pitch their work. Have a consideration with this
type of students.

4. Modifying activities or exercises so assignments can be completed by the

student, but providing the same or similar academic objectives.

Discuss possible areas of difficulty and working with the student to implement
accommodations

REFLECTIONS:

1 If I am the teacher I will do the same because all their suggestions are for the
students’ welfare. As a teacher, I should provide quality education by addressing
the learning gap. This is possible if I have effective strategies in teaching.
2. Remedial Programs should be taken seriously by the teachers and is
implemented by the government. This program is used to address gaps in basic
skills. The extra support can help them catch up to their peers. Remedial
programs are designed to close the gap between what a student knows and what
he’s expected to know. It often target reading proficiency gap or math skills.