The Teaching

Profession
Percival Y. Capitulo, PhD, LPT, FRIEdr
The Multicultural Classrooms
Challenges in
Teaching Learner – Centered Teaching

Multi – grade Classes

ICT Integration

Brain – Based Education

Multiple Intelligences

Children with Special Needs

MULTICULTURA
L CLASSROOM

Teachers can help to

overcome superficial
What is Multicultural
differences to create
Classroom?
a multicultural,
democratic society.

The new curriculum Teachers will

will consist of a wide determine bias and
variety of teaching carefully monitor all
strategies that students in the
embrace the diverse classroom to assure
cultures in the that diversity is
classroom. valued.
Creating a Multicultural Classroom

Use multicultural books and materials

Show an appreciation of cultural, racial, and ethnic differences

Avoid stereotypes

Acknowledge differences in children

Discover the diversity within the classroom (know your students

and their backgrounds)
Accept and embrace all of your students
Challenging the Status Quo: Subcultures in
the Classroom
Gender

Race

Class

Religion/culture

Other Subcultures

Exceptionalities
Gender
Early researchers
reinforced prejudices
While there are physical
because they found
differences between
significant differences
men and women, most
between boys’ and girls’
are the result of
standardized math,
environment.
verbal, and spatial skills
examinations.

Recent research has

demonstrated that these
measured differences
are beginning to
disappear.
Race and Racial and ethnic
prejudice emerges as a
result of power
Ethnicity relationships that develop
as part of the socialization
process.
As young people grow,
they often establish
personal identity by
excluding others who are
not like them.
This sense of “otherness”
can lead to feelings of
either domination or
submission.
Class As children begin to mature, they
often recognize differences in the
class position (or family income)
of their schoolmates.
Individuals from working-class or
even lower- middle-class families
may be discriminated against.
Researchers have shown that
nearly two million people living
below the poverty line work full
time.
Like sexism and racism, classism
can be a potent form of
exclusion, ridicule, and prejudice.
Religion and Prejudice based on religion and
Culture
culture is often subtle and
guarded.

Its impact can be just as potent

in excluding individuals from
the “in group” or making
individuals vulnerable to
ridicule.
Religious and cultural
preferences may be virtually
invisible in the classroom during
most of the school year, but can
appear during holiday
Other Differences in speech or dress due
Subcultures: to our region or community can
Geography, be the basis of prejudice in the
Community classroom.
and Lifestyle
Those with different sexual
orientations may also be
discriminated against.

Teachers should demonstrate

through their own actions that
toleration for different attitudes,
behaviors, and lifestyles is
essential in our multicultural
Exceptionalities Since the early 1980s, students
with exceptionalities have
increasingly been
mainstreamed into regular
classrooms.

Today there are more than 6

million students in the U.S. who
are considered “exceptional.”

These include individuals

identified as mentally retarded,
learning disabled, visually or
speech impaired, hearing
impaired, emotionally or
behaviorally disturbed, or
physically impaired.
LEARNER Learner centered teaching is an
approach that places the learner at the

CENTERE
center of the learning. This means that
the learner or student is responsible for
learning while the tutor is responsible for
facilitating the learning. This is also known

D as student-centered learning.
Learner-centered teaching helps you
pave the road to learner success. This

TEACHING idea of the teacher as the “facilitator”

means that the focus of teaching shifts
from the teacher to the student. This type
of teaching should put learners’ interests
first.
Why is a learner-centered approach
important? Taking a learner centered
approach is important for adult teaching
environment for many reasons. One is
that it helps to develop learners who can
learn and work on their own. This means
that it enables life-long learning and
independent problem-solving.
Learner-centered Act Act as Facilitators and Guides

teachers must:
Provide Anytime, Anywhere and On-Demand
Provide Support

Embody Core Values That Support Deeper

Embody Learning

Encoura Truly Encourage Students Drive Their Own

ge Learning

Create Real-World and Authentic Learning

Create Experiences

Leverag Leverage Technology to Personalize Learning

e

Commit Commit to Professional and Personal Growth

Act as Facilitators and Guides

→ “The role of a teacher to create an atmosphere that generates autonomous student

learning. When this happens students are happy, parents are happy and
administrators are happy.”
→ “With personalized learning, the role of teachers also shifted from traditional
teaching to facilitator of learning. Teachers are creating opportunities for students
to work in groups, collaborate, experiment, discuss and revise. With students at the
center of their learning, teachers are becoming more of a support person guiding
their progress and learning. This has also led to more data driven decision making.”
→ “Our roles are different from those in other public schools. We are given learning
opportunities every day. A new strategy, a new way of teaching a skill, etc. Our
curriculum lends itself to flexibility, and a teacher can modify assignments to meet
the needs of all student learning.”
→ “Teachers are the facilitators. They are the gateway for the students in all things
MULTI – GRADE CLASSES
ICT
INTEGRATIO What is ICT
(Information and
N Communication
Technologies)
Integration?

Different technological
tools and resources used
to communicate, create,
disseminate, store, and
manage information”,
Computers, the Internet,
broadcasting
technologies.
ICTs: High- tech devices,
such as computers and
software, Technologies
used to transmit, store,
create, share, or
exchange information
(radio, television, DVD,
telephone, satellite
systems, computers,
networks, hardware,
software, video-
conferencing, etc.
Importance Students
of ICT in
School 1. Looking for answers to their questions
on the internet
2. Having more possibilities to be
employed
3. Enabling students to move to higher-
order thinking
4. Developing constructive thinking skills

5. Enhancing student understanding

6. becoming knowledgeable
Importance
of ICT in Teachers
School

1. Facilitator/ Coach

2. Fruitful teachings

3. Framework for
improving teaching
Importanc → Administrators
→ Use of automated systems

e of ICT in → Important tool in research,

library, documentation, etc.

School
BRAIN – BASED EDUCATION

→ What is Brain – Based Education?

→ Brain-based learning refers to teaching methods, lesson designs, and school programs that are based
on the latest scientific research about how the brain learns, including such factors as cognitive
development—how students learn differently as they age, grow, and mature socially, emotionally, and
cognitively.
→ Brain-based learning is motivated by the general belief that learning can be accelerated and improved
if educators base how and what they teach on the science of learning, rather than on past educational
practices, established conventions, or assumptions about the learning process. For example, it was
commonly believed that intelligence is a fixed characteristic that remains largely unchanged
throughout a person’s life. However, recent discoveries in cognitive science have revealed that the
human brain physically changes when it learns, and that after practicing certain skills it becomes
increasingly easier to continue learning and improving those skills. This finding—that learning
effectively improves brain functioning, resiliency, and working intelligence—has potentially far-
reaching implications for how schools can design their academic programs and how teachers could
structure educational experiences in the classroom.
→ Brain-Based Education is the purposeful engagement of strategies that apply to how
our brain works in the context of education. Brain-based learning has hatched a new
discipline now entitled by some as educational neuroscience, or by others as mind,
brain, and education science (Sousa, 2011). Whatever we call this "not really new
discipline," it is a comprehensive approach to instruction using current research from
neuroscience. Brain-based education (aka educational neuroscience) emphasizes how
the brain learns naturally and is based on what we currently know about the actual
structure and function of the human brain at varying developmental stages. Brain-
Based Learning is also the application of a meaningful group of principles that
represent our understanding of how our brain works in the context of education. - 1. 2.
3. 4. 5. 6. 7. 8. 9.
MULTIPLE
INTELLIGENCE Naturalist Intelligence
S Musical Intelligence
Logical-Mathematical Intelligence
Existential Intelligence
Interpersonal Intelligence
Bodily-Kinesthetic Intelligence
Linguistic Intelligence
Intra-personal Intelligence
Spatial Intelligence
Naturalist Intelligence
→ Naturalist intelligence designates the human ability to
discriminate among living things (plants, animals) as well
as sensitivity to other features of the natural world
(clouds, rock configurations). This ability was clearly of
value in our evolutionary past as hunters, gatherers, and
farmers; it continues to be central in such roles as
botanist or chef. It is also speculated that much of our
consumer society exploits the naturalist intelligences,
which can be mobilized in the discrimination among cars,
sneakers, kinds of makeup, and the like.
Musical Intelligence
→ Musical intelligence is the capacity to discern pitch,
rhythm, timbre, and tone. This intelligence enables us
to recognize, create, reproduce, and reflect on music,
as demonstrated by composers, conductors,
musicians, vocalist, and sensitive listeners.
Interestingly, there is often an affective connection
between music and the emotions; and mathematical
and musical intelligences may share common thinking
processes. Young adults with this kind of intelligence
are usually singing or drumming to themselves. They
are usually quite aware of sounds others may miss.
Logical-Mathematical Intelligence
→ Logical-mathematical intelligence is the ability to
calculate, quantify, consider propositions and
hypotheses, and carry out complete mathematical
operations. It enables us to perceive relationships and
connections and to use abstract, symbolic thought;
sequential reasoning skills; and inductive and deductive
thinking patterns. Logical intelligence is usually well
developed in mathematicians, scientists, and detectives.
Young adults with lots of logical intelligence are
interested in patterns, categories, and relationships.
They are drawn to arithmetic problems, strategy games
and experiments.
Existential Intelligence
→ Sensitivity and capacity to tackle deep questions
about human existence, such as the meaning of life,
why we die, and how did we get here.
Interpersonal Intelligence
→ Interpersonal intelligence is the ability to understand
and interact effectively with others. It involves
effective verbal and nonverbal communication, the
ability to note distinctions among others, sensitivity
to the moods and temperaments of others, and the
ability to entertain multiple perspectives. Teachers,
social workers, actors, and politicians all exhibit
interpersonal intelligence. Young adults with this kind
of intelligence are leaders among their peers, are
good at communicating, and seem to understand
others’ feelings and motives.
Bodily-Kinesthetic Intelligence

→ Bodily kinesthetic intelligence is the capacity to

manipulate objects and use a variety of physical
skills. This intelligence also involves a sense of
timing and the perfection of skills through mind–
body union. Athletes, dancers, surgeons, and
crafts people exhibit well-developed bodily
kinesthetic intelligence.
Linguistic Intelligence

→ Linguistic intelligence is the ability to think in words

and to use language to express and appreciate
complex meanings. Linguistic intelligence allows us
to understand the order and meaning of words and to
apply meta-linguistic skills to reflect on our use of
language. Linguistic intelligence is the most widely
shared human competence and is evident in poets,
novelists, journalists, and effective public speakers.
Young adults with this kind of intelligence enjoy
writing, reading, telling stories or doing crossword
puzzles.
Intra-personal Intelligence

→ Intra-personal intelligence is the capacity to

understand oneself and one’s thoughts and
feelings, and to use such knowledge in planning
and derationing one’s life. Intra-personal
intelligence involves not only an appreciation of
the self, but also of the human condition. It is
evident in psychologist, spiritual leaders, and
philosophers. These young adults may be shy.
They are very aware of their own feelings and
are self-motivated.
Spatial Intelligence
→ Spatial intelligence is the ability to think in three
dimensions. Core capacities include mental
imagery, spatial reasoning, image manipulation,
graphic and artistic skills, and an active
imagination. Sailors, pilots, sculptors, painters,
and architects all exhibit spatial intelligence.
Young adults with this kind of intelligence may
be fascinated with mazes or jigsaw puzzles, or
spend free time drawing or daydreaming.
CHILDREN WITH SPECIAL NEEDS
→ Challenges and
Triumphs
Special → are commonly defined by what a
Needs child cannot do—milestones unmet, foods
banned, activities avoided, or experiences
denied. These hindrances can hit families
hard and may make special needs seem like a
tragic designation.
→ Some parents will always mourn their child's
lost potential, and some conditions become
more troubling with time. Other families may
find that their child's challenges make
triumphs sweeter and that weaknesses are
often accompanied by amazing strengths.
Each Family → Pick any two families of children with special
Has Different needs and they may seem to have little in
common. A family dealing with developmental
Concerns
delays will have different concerns than one
dealing with chronic illness. These families
will have different anxieties than one dealing
with mental illness, learning problems, or
behavioral challenges.
→ Special needs are a very broad term and
every situation is unique. Families should
focus on seeking the help and guidance
needed for their particular concerns.
Medical → Medical issues for children include serious
Issues conditions like cancer, heart defects,
muscular dystrophy, and cystic fibrosis. It also
includes chronic conditions like asthma and
diabetes, congenital conditions like cerebral
palsy and dwarfism, and health threats like
food allergies and obesity. A child may need
frequent medical testing, hospital stays,
equipment, and accommodations for
disabilities. Establishing a good support
system is very important when dealing with
uncertainty and any medical crises.
Behavior → Children with behavior issues may not
Issues respond to traditional discipline. Diagnoses
like ADHD,
fetal alcohol spectrum disorder (FASD),
dysfunction of sensory integration, and
Tourette's syndrome require specialized
strategies that are tailored to their specific
needs. Behavior issues can increase the risk
of problems at school. As a parent, you will
need to be flexible, creative, and patient.
Developmen → Developmental disabilities can change your
tal Issues visions of the future and provide immediate
difficulties in caring for and educating your
child. Diagnoses like autism, Down syndrome,
and intellectual disabilities often cause
children to be removed from the mainstream.
Quite often, parents become fierce advocates
to make sure their children receive the
services, therapy, schooling, and inclusion
they need and deserve.
Learning → Children with learning disabilities like dyslexia
Issues and auditory processing disorder (APD)
struggle with schoolwork regardless of their
intellectual abilities. They require specialized
learning strategies to meet their potential and
avoid self-esteem problems and behavioral
difficulties.
→ Parents of learning-challenged kids need to be
persistent. This includes working with your
child at home as well as teachers and schools
to ensure they get all the help they need.
Mental → Realizing that your child suffers from anxiety
Health or depression or has attachment difficulties
can be unexpected. Again, every child will be
Issues
different, yet these can leave your family
dealing with a roller coaster of mood swings,
crises, and defiance. It's important that
parents find the right professionals to help.
You will also need to make decisions about
therapy, medications, and,
possibly, hospitalization.
How to Teach Children Practice Practice Positive Classroom Management
with Disabilities?
Display
and Display and Review Classroom Rules.
Review

Employ Employ Positive Reinforcement.

Establish Non-verbal Signals Linked to

Establish Desired Outcomes.

Post Post the Schedule and Keep to It.

Use Positive Language that Focuses on the

Use Student, Rather Than the Disability.
 1.Keep things in perspective. A
Tips for dealing learning disability isn’t
with your child’s insurmountable. Remind yourself
that everyone faces obstacles. It’s up
learning disability to you as a parent to teach your
child how to deal with those obstacles
without becoming discouraged or
overwhelmed. Don’t let the tests,
school bureaucracy, and endless
paperwork distract you from what’s
really important—giving your child
plenty of emotional and moral support.
2.Become your own expert. Do your
own research and keep abreast of new
developments in learning disability
programs, therapies, and educational
techniques. You may be tempted to
look to others—teachers, therapists,
doctors—for solutions, especially at
first. But you’re the foremost expert on
your child, so take charge when it
comes to finding the tools they need in
order to learn.
3.Be an advocate for your
child. You may have to speak up
time and time again to get special
help for your child. Embrace your
role as a proactive parent and work
on your communication skills. It may
be frustrating at times, but by
remaining calm and reasonable, yet
firm, you can make a huge difference
for your child. that your influence
4.Remember
outweighs all others. Your child
will follow your lead. If you approach
learning challenges with optimism,
hard work, and a sense of humor,
your child is likely to embrace your
perspective—or at least see the
challenges as a speed bump, rather
than a roadblock. Focus your energy
on learning what works for your child
and implementing it the best you
can.
UNESCO's 4
PILLARS OF LEARNING TO KNOW
EDUCATION

LEARNING TO DO

LEARNING TO LIVE TOGETHER

LEARNING TO BE
 →
LEARNING TO KNOW This type of learning is radically different from
‘acquiring itemized codified information or
factual\knowledge’, as often stressed in
conventional curriculum and in ‘rote
learning’. Rather it implies ‘the mastering of
the instruments of knowledge
themselves’.
→ ‘Acquiring knowledge in a never-ending
process and can be enriched by all forms of
experience’. ‘Learning to know’ includes the
development of the faculties of memory,
imagination, reasoning, problem-solving,
and the ability to think in a coherent and
critical way. It is ‘a process of discovery’,
which takes time and involves going more
deeply into the information/knowledge
delivered through subject teaching.
→ ‘Learning to know’ presupposes learning to
learn’, calling upon the power of
concentration, memory and thought’, so as to
benefit from ongoing educational
opportunities continuously arising (formally
and non-formally) throughout life.
LEARNING → This pillar of learning implies in the first
place for application of what learners
have learned or known into practices; it is

TO DO
closely linked to vocational-technical
education and work skills training. However,
it goes beyond narrowly defined skills
development for ‘doing’ specific things or
practical tasks in traditional or industrial
economies. The emerging knowledge-based
economy is making human work increasingly
immaterial. ‘Learning to do’ calls for new
types of skills, more behavioral than
intellectual.
→ The material and the technology are
becoming secondary to human qualities and
interpersonal relationship. Learning to do
thus implies a shift from skill to competence,
or a mix of higher-order skills specific to each
individual. ‘The ascendancy of knowledge
and information as factors of production
systems is making the idea of occupational
skills obsolete and is bringing personal
competency to the fore’.
LEARNING → In the context of increasing globalization, the
Delors Commission places a special emphasis on
TO LIVE this pillar of learning. It implies an education
TOGETHER taking two complementary paths: on one level,
discovery of others and on another, experience of
shared purposes throughout life. Specifically, it
implies the development of such qualities as:
knowledge and understanding of self and others;
appreciation of the diversity of the human race
and an awareness of the similarities between, and
the interdependence of, all humans; empathy and
cooperative social behavior in caring and sharing;
respect of other people and their cultures and
value systems; capability of encountering others
and resolving conflicts through dialogue; and
competency in working towards common
objectives.
 →
LEARNING This type of learning was first conceptualized in the Report
to UNESCO in 1972, Learning to Be (Edgar Faure et al), out
TO BE of the fear that ‘the world would be dehumanized as a
result of technical change’. It was based on the principle
that ‘the aim of development is the complete fulfillment of
man, in all the richness of his personality, the complexity
of his forms of expression and his various commitments –
as individual, member of a family and of a community,
citizen and producer, inventor of techniques and creative
dreamer’. ‘Learning to be’ may therefore be interpreted in
one way as learning to be human, through acquisition of
knowledge, skills and values conducive to personality
development in its intellectual, moral, cultural and physical
dimensions. This implies a curriculum aiming at cultivating
qualities of imagination and creativity; acquiring
universally shared human values; developing aspects of a
person’s potential: memory, reasoning, aesthetic sense,
physical capacity and communication/social skills;
developing critical thinking and exercising independent
judgment; and developing personal commitment and
responsibility.