The Challenges of

Teaching
Chapter 1
Nature of Teaching and Teacher Roles
The Challenges of Teaching

Images from: https://www.theage.com.au/education/students-benefit-

from-multicultural-classrooms-20140508-zr6mf.html
https://medium.com/interactive-designers-cookbook/on-howard-gardners-theory-of-
multiple-intelligences-and-interactive-media-2c9ab0fce32b
https://www.borgenmagazine.com/special-needs-children-developing-countries/
https://uniliterate.com/training/workshops/ict-workshop/#.X1TPbXkzbIU
Multicultural Classrooms
• The educational process is known as multicultural if
there are two or more students in one classroom
have come from other countries or were raised in
different customs and traditions.
• Its main goal is to provide equal opportunities for
school learning to students of different gender, race,
social class, coming from different cultures and
ethnic groups.

https://blog.noplag.com/challenges-of-multicultural-education/
Multicultural Classrooms
• There are also some more specific goals of
multicultural education:
• Promote cultural democracy in the society and
schools in particular;
• Improve academic achievements of all students;
• Develop skills, attitudes, and knowledge
necessary for functioning in the community;
• Gain cultural competency etc.

https://blog.noplag.com/challenges-of-multicultural-education/
Multicultural Classrooms
• Here are some problems in a
multicultural classroom:
• Language barrier
• Domination of different learning styles
• Non-verbal behavior
• Presenting one topic from different perspectives
• Diversity of extracurricular activities
• Teaching communication skills
• Constant work with parents
https://blog.noplag.com/challenges-of-multicultural-education/
ICT Integration
Here are the different challenges in ICT integration:
• To achieve a consistent level of ICT
infrastructure in schools.
• There continues to be enormous disparity in the level of ICT
availability and in the level of ICT use in schools, especially between
schools in rural areas and schools in urban areas

• Teachers are not trained to create and

implement teaching materials themselves.
• Some teachers feel they can teach more content and make students
understand better by using traditional chalk and talk method.
https://www.slideshare.net/amolsweetpain/challenges-in-
integrating-ict-in-school-education
ICT Integration
• Time factor
• The teachers complained that the free time was too short
for them to prepare their lesson using ICT – surfing,
skimming ,selecting. • If have technical problem during
lesson, take time to solve

• Malfunction of computer, server, router and

LCD.
• Although technicians were positioned in all these schools,
the frequent technical malfunction had imposed problem
to teachers
https://www.slideshare.net/amolsweetpain/challenges-in-
integrating-ict-in-school-education
ICT Integration
• When teachers use the electronic management
system for writing reports, taking attendance,
setting timetables and preparing lesson plans
• If a server breaks down, the teachers could not get access
to the site - teacher will be frustrated.

• Updating and correction process take a long

time

https://www.slideshare.net/amolsweetpain/challenges-in-
integrating-ict-in-school-education
Multiple intelligences
• The theory of multiple intelligences challenges
the idea of a single IQ, where human beings
have one central "computer" where
intelligence is housed.
• Howard Gardner, the Harvard professor who
originally proposed the theory, says that there
are multiple types of human intelligence, each
representing different ways of processing
information:
Multiple intelligences
• Verbal-linguistic intelligence refers to
an individual's ability to analyze
information and produce work that
involves oral and written language, such
as speeches, books, and emails.
• Logical-mathematical intelligence
describes the ability to develop
equations and proofs, make calculations,
and solve abstract problems.
Multiple intelligences
• Visual-spatial intelligence
allows people to comprehend
maps and other types of
graphical information.
• Musical intelligence
enables individuals to
produce and make meaning
of different types of sound.
Multiple intelligences
• Naturalistic intelligence refers
to the ability to identify and
distinguish among different types
of plants, animals, and weather
formations found in the natural
world.
• Bodily-kinesthetic intelligence
entails using one's own body to
create products or solve problems.
Multiple intelligences
• Interpersonal intelligence
reflects an ability to recognize
and understand other people's
moods, desires, motivations, and
intentions.
• Intrapersonal intelligence
refers to people's ability to
recognize and assess those same
characteristics within themselves.

https://www.edutopia.org/multiple-intelligences-research
images from: https://www.verywellmind.com/gardners-theory-
of-multiple-intelligences-2795161
Multiple Intelligences
• There are several ways to incorporate Multiple
Intelligences into curriculum
• Designing Lessons: Design lessons including all the
intelligences.
• Include Interdisciplinary Units: integrate
interdisciplinary units which provides diverse types
of learning experience.
• Projects: students learn to work on complex projects
• Assessments: get students engaged in analysing
assessments.
https://www.educatorone.com/blog/Challenges-of-
Implementing-Multiple-Intelligence-in-the-Curriculum/
LET’S WATCH THIS!
To know more about
Howard Gardner’s 8
Multiple Intelligences,
watch the video by
visiting this URL.

https://
www.youtube.com/
watch?
v=s2EdujrM0vA
What is Special Education?

• Special education provides students with

special learning needs, specialized
instruction designed to meet their
unique learning needs, giving them the
opportunity to develop to their fullest
potential.
Who are the Learners with
Special Needs?
1. Children with Intellectual
Disability
refers to the substantial limitations
in present functioning.
1. Children with Intellectual
Disability
 it is characterized by significantly sub-
average intellectual functioning, existing
concurrently with related limitations in two or
more of the following applicable adaptive
skill areas : communication, self care, home
living, social skills, community use, self
direction, health and safety, functional
academics, leisure and work

 2. Giftedness and Talent
 refers to high performance in intellectual, creative
or artistic areas, unusual leadership capacity and
excellence in specific academic field.
 it refers to the traits of above-average general
abilities, high level task commitment, and creativity
 it shows in superior memory, observational powers,
curiosity, creativity, and ability to learn .
3. Specific Learning Disability
 a disorder in one or more of the basic
psychological processes involve
understanding or in using language, spoken or
written, which may manifest itself in an
imperfect ability to listen, think, speak, read,
write, spell or to do mathematical calculation
3. Specific Learning Disability
 conditions as perceptual handicaps,
brain injury minimal brain dysfunction,
dyslexia and development aphasia
4. Emotional and Behavioral
Disorder
 condition exhibiting one or more of the
following characteristics over a long period of
time to a marked degree, which adversely
affects educational performance:

a. inability to learn which cannot be explained

by intellectual, sensory, and health factor
4. Emotional and Behavioral
Disorder
b. inability to build or maintain satisfactory
interpersonal relationships with peers and
teacher
c. a general pervasive mood of unhappiness or
depression
d. develop physical symptoms or tears
associated with personal or school problems
5. Speech and Language
disorder or Communication
Disorder
 when the impact that a communication
pattern has on a person’s life meets one of the
following criteria:

a. the transmission and/or perception of

messages is faulty
5. Speech and Language
disorder or Communication
Disorder
b. the person is placed at an economic
disadvantage
c. the person is placed at an learning disadvantage
d. there is a negative impact on the persons
emotional growth
e. the problem causes physical damage or
endangers the health of the person
6. Learners with Hearing
Impairment
 hearing disabilities raging from mild to
profound, thus encompassing children who
are deaf and those who are hard of hearing
a person who is hard of hearing has a
significant hearing loss that make some
adaptation necessary
6. Learners with Hearing
Impairment
 a person who is deaf is not able to use
hearing to understand speech, although he or
she may perceive some sounds
7. Learners with Visual
Impairment
 display a wide range of visual disabilities –
from total blindness to relatively new
residual (remaining) vision
a child with a low vision is able to learn
through the visual channel and generally
learns to read print
7. Learners with Visual
Impairment
a child who is blind is totally without sight
or has so little vision that he or she learns
primarily through the other senses, such as
touch to read braille
8. Learners with Physical
Impairment
 it may be orthopedic impairment that
involves the skeletal system – the bones,
joints, limbs, and associated muscles
 health impairment include chronic illness,
that is, they are present over a long periods
and tend not to get better or disappear
8. Learners with Physical
Impairment
 it may also be neurological impairment
that involves the nervous system affecting the
ability to move, use, feel and control the
certain part of the body
Children with Special Needs
• The challenges of the special education teacher
include:
• The Widespread Misperception That Teaching is Easy
• . The various disabilities of the students with whom special
education teachers work multiplies the job’s difficulty. Special
education teachers are largely unrecognized and unsupported by
the public.

• Non-Instructional Responsibilities
• Special education teachers often find themselves being required to
go to meetings, conducting assessments and dealing with loads of
paperwork.
Children with Special Needs
• The challenges of the special education teacher
include:
• Lack of Support
• At a time when many large school districts are experiencing high
levels of growth, special education teachers are being asked to do
more with less. There is often very little in the way of technical
assistance provided by school administrations.

• Dealing with Multiple Disabilities

• A special education teacher’s classes may have students with
various disabilities. Since each student is a unique case, the
teacher must modify their lessons to suit each disabled learner by
providing individualized education programs.
Children with Special Needs
• The challenges of the special education teacher
include:
• Handling the Problems of an Inclusive Classroom
• The concept of having classrooms that contain both special needs
students and students who are developing typically is becoming a
popular one. This type of education poses new challenges for a
special education teacher. For example, many students who have
no disabilities are unaccustomed to dealing with those who do.
Teachers in these classes are charged with eliminating cruelty and
insensitivity from among their students and ensuring that those
with special needs are treated with respect.
• Lack of Support from Parents
• Some parents of special needs children are disinterested in the welfare
of their children and fail to provide them with adequate care.
Alternatively, they may be overly protective. Both can be problematic for
the child and for their teacher.
Children with Special Needs
• The challenges of the special education teacher
include:

• The Difficulty of Discipline in a Special Needs

Classroom.
• Disabled children may have behavioral issues including
restlessness and moodiness. They may also exhibit problems like a
short attention span or an inability to understand what is being
taught. Special education teachers have to learn how to deal with
these problems as well as how to take appropriate disciplinary
measures.
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