IV Challenges in Teaching

This chapter focuses on the different challenges of teachers either in local or global context. This starts with addressing
cultural diversity, responding to the needs of special learners, handling class site, dealing with learners with various
talents and intelligences, and Integrating ICT in the teaching and learning process. The objectives of this chapter are the
following:

Analyze the challenges for teachers in addressing cultural diversity, responding to the needs of special learners, handling
class size, dealing with learners with various talents and intelligences, and integrating ICT in the teaching and learning
process

Discuss best teaching practices on how teachers meet the different challenges they encounter and experience in school
D

Multilingual and Multicultural Classrooms

Learner-centered and Constructivist Teaching

Children with Special Needs

CHALLENGES IN TEACHING

Multigrade Classes

Multiple Intelligences

Brain-based Education

ICT Integration

A. Teaching in Multicultural and Multilingual Classrooms

Multicultural education is an interesting and important topic for teachers. At its heart is a deep concern about equity,
respect for diversity, cultural literacy, and fair treatment for everyone in school. Multicultural education does not only
concern itself with cultural minority groups and indigenous people. Multicultural education is for every learner in school.
Given the growing diversity of the contemporary society, t critical for teachers to become culturally literate and
instructionally effective in teaching a culturally diverse class.

Learners are different in terms of language, religion, ethnicity, belief, nationality and culture. This holds true in the
Philippines where there are more than 107 ethno linguistic groups. Each learner in class may be a member of a different
cultural group attends a different church, speaks a different language, or behaves differently. Every day, they bring these
diversity and individual differences in the classroom. Teachers are challenged to use pedagogical approaches that are
culturally relevant and responsive They are encouraged to develop instructional materials and curriculum models that
are culturally inclusive.

The country is also host to a growing number of foreigners who visit the country to study in Philippine schools. Many
have come to study English or some have parents doing business or assigned to work in the country. Aside from these,
there are also Filipinas who were born from foreign descent-like the Filipino-Chinese, Filipino-Americans, Filipino-
Spanish, and many others-who were born here and have decided to stay in the country. The cultural diversity in our
country demands all teachers to be equipped and empowered to address the needs of a culturally diverse classroom. It is
important for teachers to promote equity, fairness, and respect among students.
Another big issue and challenge in multicultural settings is language. Language plays an important role in the teaching
and learning process. In real life, education and society are inseparable. Education is a social activity that is important for
all human beings. Various ideas and skills are transmitted and developed using the language of the people. Dewey (2001)
elucidates that language instinct is the simplest form of social expression of the child. Hence, it is the greatest of all
educational resources that is innate to the child and can be used in learning. Language has been recognized as an
important tool in the production of knowledge and the development of culture because of its power to epitomize reality.
It is believed that learners create and construct meaning based on their experiences and use their first language in
understanding and processing ideas.

Given that the Philippines is a country of many local languages, the Department of Education has recently implemented
the Mother Tongue-based Multilingual Education in its K-12 education program. This enables teachers to use the first
language of the learners to be the medium of instruction from Kindergarten up to Grade 3. Filipino and English language
proficiency is developed from these levels but very gradually. The mother tongue is used in instruction and learning
materials of other learning areas. Through this program, learners are hoped to retain their ethnic identity, culture,
heritage, and values. Theories and researches also confirm that children learn better and are more active in class and
learn a second language even faster when they are first taught in a language they understand., the Department of
Education has recently implemented the Mother Tongue-based Multilingual Education in its K-12 education program.
This enables teachers to use the first language of the learners to be the medium of instruction from Kindergarten up to
Grade 3. Filipino and English language proficiency is developed from these levels but very gradually. The mother tongue
is used in instruction and learning materials of other learning areas. Through this program, learners are hoped to retain
their ethnic identity, culture, heritage, and values. Theories and researches also confirm that children learn better and
are more active in class and learn a second language even faster when they are first taught in a language they
understand.

Based on the innovative literacy efforts documented in the IK Notes (Leautier, 2004), the use of teaching materials based
on local language tends to result to higher literacy rates. It is not only more effective, but it also underscores the value of
cultural norms and practices in the development, planning, and implementation of the science curriculum. Using the
local language also gives meaning and context to a lot of ideas learned in school.

Furthermore, using the local language for teaching and learning is one way to promote the understanding of various
concepts in a particular socio-cultural perspective and context. This kind of situated pedagogy increases the chance for
learners to feel ownership of their education and reduces the conditions that hinder their acquisition and learning of
various knowledge and processes. Understanding the context (personal, cultural, and environmental) is important and
using the local language is vital in teaching and learning. Vygotsky (1962) explains that language plays a crucial role in
forming abstract concepts, and these abstract concepts, according to Banks and Thompson (1995), are critical to the
development of some disciplines. Therefore, language really plays an important role in developing ideas.

There are several instructional strategies that can be used in addressing cultural diversity in the classroom. The following
are examples of the things that can promote the cause of multicultural education:

1. Content Integration Cultural practices, cultural values, history, and respect for cultural diversity can be integrated in
the various contents of the subjects taught in basic education.

2. Cultural Immersion-Students can be immersed in different cultures. This will allow students to observe the life of other
people and to have a firsthand experience of their culture and values.

3. Celebrating Cultural Diversity-Similar to what is done in the UN Month Celebration and in the Linggo ng Wika, students
can experience and enjoy different cultural dance, folk literature, music, visual arts, and costumes.

4. Culture Responsive Pedagogy - Teachers use pedagogical methods, approaches, and techniques that respect the
cultural values, mindset, and practices of learners.
5. Teaching Local Culture - Teachers will introduce local culture to students through lectures, fora, and symposia

6. Using the Local Language as Medium of Instruction-Teachers need to support the implementation of the Mother
Tongue-Based Multilingual Education (MTB-MLE) program of the Department of Education. They should help in the
development of instructional materials for teaching local language and culture to the students.

The Philippines is also home to various indigenous groups. The Philippine 1987 Constitution encouraged the state to
provide an education that is relevant to their culture and indigenous practices of these indigenous people. Pawilen
(2013) identified several approaches that can be used to integrate indigenous knowledge in the curriculum.

1. Real-life Story Model - Indigenous knowledge is embedded in the daily life experience of young children as they grow
up. They live and grow in a society where indigenous knowledge is interwoven into the lives of people. Parents or old
folks serve as teachers, and the lessons are related to the values and struggles of people. Their views about nature and
their reflections on their experiences in daily life can be seen in their literature, art, and music.

Drake (1998) originally proposed the idea to use stories called "story model" which develops a personal, cultural, and
global story as the context for any topic to be learned.

2. Problem-based Approach-Learners are exposed to different lessons in problem. solving. By doing problem-solving
activities, learners are exposed to practical situations or issues that are important to them and to their community.

3. Inviting Local Folks and Community Leaders as a Resource Person in School-This allows community leaders and elders
to share their knowledge and wisdom to the students.

4. Developing Instructional Materials for Teaching Indigenous Knowledge-Teachers can develop modules, worksheets,
and learning kits that will help introduce local history, community values, and indigenous knowledge of the community
to the learners.

B. Teaching Special Education Classes

Special education is an area in education that seeks to understand the nature and needs of different learners with special
needs. As a field of study, it trains teachers and other professionals to respond to the needs of special learners in terms
of pedagogy. curriculum, and other forms of educational interventions. In a regular classroom, we can only observe
students with learning difficulties, physical disabilities, behavioral problems, and who are gifted. With the help of
scholars and practitioners in the field of special education, we have come to realize and learn that special learners can be
classified in different ways.

Wolery and Wilbers (1994) describe the various classifications of children with special needs according to the type of
disability of each learner like deafness, dual- sensory impairments, hearing impairments, mental retardation, multiple
handicaps, orthopedic impairments, other health impairments, serious emotional disturbance, specific learning
disabilities, speech (language) impairments, visual impairments and blindness, traumatic brain injury, autism, and also
those learners diagnosed with medical conditions. Special learners also include children and youth living in difficult
context like those located in war zones and economically depressed areas. While there are special schools to cater to the
needs of special learners, many of them are attending regular classes and part of inclusive education programs.

The category of special learners also includes those who are considered as twice exceptional, intellectually genius, and
gifted. In the Philippines, there are only a few schools offering programs for gifted students. These are science schools,
special science classes in regular schools, and the Philippine School for the Arts. There are many gifted learners who
remain in regular schools because they have no access to special schools for the gifted. Meanwhile, the twice-
exceptional students are sometimes unnoticed by b teachers who seem to focus only on the weakness of such students.

It is inevitable for teachers to encounter learners with special needs in their classes. This poses an immense challenge
not only in classroom management but also in curriculum and instruction. Consequently, teachers need to modify the
curriculum and use instructional approaches that are relevant and responsive to the needs of these special learners. It is
also important to be careful in identifying a student as a special learner.

This sometimes causes tension with parents, as many of them are still not ready to accept that their child is a special
learner. Teachers need to carefully observe their students' behavior, abilities, and characteristics. They need to seek help
from special education specialists or medical doctors whenever it is needed.

Providing the needs of special education learners will certainly be one of the greatest challenges to every teacher. Most
teachers, either in public or private schools, are not equipped to handle special learners. Responding to the needs of
each special learner cannot be addressed by teachers' years of teaching experience. It requires special training in the
field of special education.

A special education teacher needs to have deep devotion, commitment, and passion to teach special learners. They need
to work closely with co-teachers, parents, and other professionals to understand the nature, behavior, and needs of
these learners.

C. Teaching in Multigrade Classes

Multigrade teaching involves the teaching of students from different grade levels in one classroom. This requires
teachers to develop a skill in handling different students' behavior and in addressing their needs and interests. Such
situation necessitates teachers to employ effective instructional methods and strategies and apply an efficient system for
classroom management. It also requires teachers' versatility to design an instructional plan that will cover all topics and
activities for all students from varying grade levels.

The teacher in a multigrade class should perform multiple tasks for all the grade levels in the classroom, no matter what
subject is being learned. The teachers are expert facilitators of the learning process. They bring the magic of learning in
their classes; they plan effective lessons for their students, monitor student's progress, and motivate students to learn.
They are resourceful, creative, patient, wise, and innovative.

In some private schools, multigrade teaching is done when they have small enrollment. In this case, classes could be
smaller and can be financially cheaper to operate than a complete school. The teacher assigned in one multigrade class is
required to develop separate worksheets and design different activities for each grade level. This could be a difficult task,
for a teacher handling a multigrade class should always be ready to respond to the needs of the students. In the
Philippines, the Seventh Day Adventist Church has implemented numerous successful multigrade classes in many of its
mission schools in the country.

The Department of Education is also implementing multigrade classes in many divisions in the country. Most of these
public schools operating multigrade classes are located in local communities that are geographically far. Thus, public
school teachers assigned in these schools face difficult challenges every day. Like other public school teachers, they
usually use their money to buy materials for their students and sometimes spend for the children's meals and snacks. In
addition, they make use of local and indigenous resources for their instructional materials. These teachers work with
community leaders and parents to do the necessary repairs needed for their classrooms.

Multigrade teachers in public schools are also like teacher missionaries in far-flung communities. They are strong
advocates of students' access to quality education. These teachers usually travel for a long distance to reach the school
and the students. They are happy to share their lives and their time to help young children learn. During their free time,
they also engage themselves in teaching basic literacy to adult learners in the community.

D. Teaching in a Multiple Intelligence Classroom

The idea of learners having multiple intelligences came from the research of renowned Harvard University professor,
Howard Gardner. In 1983, Gardner published his book Frames of Mind, which presented the concept of multiple
intelligences. Gardner's theory of Multiple Intelligences (MI) presents a powerful notion that there are different separate
human capacities, namely:

1. Linguistic Intelligence - ability to analyze information and create products involving oral and written language

2. Logical-Mathematical Intelligence - ability to develop equations and proofs, make calculations, and solve abstract
problems

3. Spatial Intelligence - ability to recognize and manipulate large-scale and finegrained spatial images

4. Musical Intelligence - ability to produce, remember, and make meaning of different patterns of sound

5. Naturalist Intelligence - ability to identify and distinguish among different types of plants, animals, and weather
formations that are found in the natural world

6.Bodily Kinesthetic - ability to use one's body to create products or solve problems

7. Interpersonal Intelligence - ability to recognize and understand other people's moods desires motivations and
intentions

8. Intrapersonal Intelligence - ability to recognize and understand his/her moods, desires, motivations, and intentions

The MI theory became a powerful force that pushed many educators and schools to change the educational system
radically. It led teachers and schools to design curriculum and instructions that develop these multiple intelligences. It
has become a strong advocacy in education to provide opportunities to develop the talents, skills, and gifted potentials
of the learners. MI has become the guiding framework to design the curriculum in preschool and in some private
elementary schools.

In 2011, Gardner summarized the educational implications of the MI theory in education. According to him, an educator
convinced of the relevance of MI theory should "individualize" and "pluralize." Individualizing means that teachers
should know about the "intelligence profile" of their students. They should know how to use different teaching strategies
and assessment tools that bring out the capacity of each individual learner. Pluralizing means that teachers should
decide on which topics, concepts, or ideas are of greatest importance, and should then present them in various ways.
This will help teachers reach out to more students and help them better understand their lessons.

E. Teaching in a Learner-centered and Constructivist Classroom

In many teaching and learning documents in both public and private schools, teachers are always called to pay attention
to the demands of learner-centered education and constructivist teaching. Learner-centered education is one of the
promising products of the progressive movement in education. It refers to a kind of education that considers the
knowledge, skills, abilities, attitudes, interests, and beliefs that learners bring into the classroom. It pays attention to the
needs, concerns, and expectations of the learner, and also includes curricular and instructional practices that are
developmentally appropriate for learners.

In learner-centered education, providing the learner's social and emotional development is an equally important aspect
in planning the curriculum. Ladson (1995) includes teaching practices and pedagogy that are "culturally relevant,"
"culturally responsive," "culturally appropriate," and "culturally compatible" in the definition of a learner-centered
education. It recognizes the importance of building on the conceptual and cultural knowledge that learners bring to the
school. It reiterates the importance of developing a curriculum that is based on the interest, needs, developmental level,
and culture, which includes indigenous knowledge, of the learners. It empowers the learners as active participants and
leaders of the learning process. This idea is well supported by the theory of constructivism.
Constructivist paradigm posits that meaningful learning is constructed by the learners as results of their sensory
experiences with the world (Houtz & Thomas, 1996). Constructivist teaching and learning therefore lead to: (1) active
learning; (2) learning in a meaningful context; (3) reflective and intuitive problem-solving; (4) doing investigations; and
(5) providing real-life and hands-on experiences to the learners. It also gives opportunities for learners to interact with
the larger world, and make connections between the new knowledge they acquired and prior knowledge to create
meaningful learning.

F. Brain-based Education

Another significant challenge to teachers is to understand and apply the principles of brain-based education, which was
brought by research in neuroscience. Significant neuroscience studies provided several ideas on how the human brain
functions and people learn. Caine and Caine (1997) considers curriculum and instruction from a brain- based approach.
They begin with "brain-mind learning principles" derived from brain research findings and apply these principles in the
classroom:

1. The brain is a whole system and includes physiology, emotions, imagination, and predisposition. These must all be
considered as a whole.

2. The brain develops in relation to interactions with the environment and with others.

3. A quality of being human is the search for personal meaning.

4. People create meaning through perceiving certain patterns of understanding.

5. Emotions are critical to the patterns people perceive.

6. The brain processes information into both parts and wholes at the same time.

7. Learning includes both focused attention and peripheral input.

8.Learning is both unconscious and conscious.