Nature of Teaching and Teacher

Roles

What is Teaching?

Teaching is the Pedagogical practice in which a

knowledgeable individual, commonly referred to as the
teacher or educator, transfers knowledge, skills,
information, or wisdom to another individual or a
collective group of individuals, also known as students
or learners.

The Roles of a Teacher

The responsibilities of an educator contain multiple
dimensions and extend beyond the simple dissemination
of information.

As a Person

A teacher is a someone who fulfills the function of an

educators, facilitating the transmission of knowledge,
skills, and advice to pupils across diverse educational
contexts.

As a Professional

In the realm of professional responsibilities, the

term “Teacher” refers to a someone who has
received formal training and education in order to
effectively provide instruction, direction, and
support to a students in various educational
settings.

As a Community Leader and Social Advocate

In addition to their primary job in the classroom, teachers

often assume the responsibilities of community leaders
and social advocates, thereby exerting a positive
influence on their local communities and society as a
whole.

As a Model of Character

Educators frequently assume the role of exemplars for

their pupils.

As an Expert

A teacher, in the context of expertise, can be

defined as an educators who possesses a
comprehensive understanding and specialized
knowledge in a certain subject matter or academic
discipline.

Challenges in Teaching

Multicultural Classrooms
Multicultucal education should not be regarded as a mere
chore to be completed or as a final objective to be
achieved.

The utilization of diverse activities and games

within multicultural educational settings
represents a commendable approach to
cultivating inclusivity and promoting the active
engagement of students in sharing their
respective cultural backgrounds. This explores
instructional strategies that can be employed to
effectively address cultural diversity within the
classroom setting.

The subsequent examples illustrates factors that can

advance the cause of intercultural education:

1. Content Integration

The integration of cultural practices, cultural

values, history, and respect for cultural diversity
can be incorporated into the curriculum of basic
education across numerous subjects.

2. Cultural Immersion

Students have the opportunity to experience immersion

in many cultures.

3. Celebrating Cultural Diversity

In a manner akin to the practices seen at the United
Nations Month Celebration and Linggo ng Wika,
students have the opportunity to partake in the derive
pleasure from many cultural forms such as dance,
folks literature, music, visual arts, and attire.

4. Cultural responsive pedagogy

Educators employ teaching methods, attitudes, and

tactics that demonstrates regard for the cultural values,
cultural mindset, and cultural behaviors of the students.
5. Teaching Local Cultures

Teachers will facilitate the acquisition of knowledge

regarding local culture among students through the
utilization of lectures, field trips, and symposium.

6. Using the Local Language as a medium of

instruction

It is imperative for educators to provide

assistance in the execution on the mother
tongue-Based Multilingual Education (MTB-
MLE) initiative of the Department of Edaction
(DEPED).

Here are various methodologies that can be

employed to incorporate indigenous knowledge into
the curriculum
1. Real-life story model
2. Problem-based approach
3. The proposal entails extending invitations to
individuals residing within the local community, as
well as esteemed leaders within the
community,to serve as resource persons within
the school setting
4. Teachers have the capacity to create various
educational resources.

Learner-Centered Teaching

Educators ought to prioritize the recognition of

Learner-Centered Education and constructivist teaching
methodologies.

Children with special Needs

Special education is a distinct field within the

realm of education that aims to
comprehensively comprehend the
characteristics and requirements of diverse
learners who possess exceptional needs.
 The following are few fundamental components of
special needs education:

1. Individual Education Plan (IEP)

Special education begins with the development of an

individualized education plan for each students.

2. Inclusive Education

Is a philosophy that encourages the inclusion of

children with special needs in regular classrooms
alongside their typically developing peers.

3. Specialized Instructions

Children with special needs may require specialized

instruction and teaching methods.

4. Support-Services

The topic of special needs refers to those who require

more support and accommodating.

5. Accommodation and Modification

It is the adjustments made to the curriculum and

learning environment to meet the child’s needs.

6. Specialized Programs
 Some children with special needs may benefit from
specialized program.

7. Early Intervention

It is a crucial for children with special needs.

8. Parent and Family Involvement

Parents and families play a critical role in the education

of children with special needs.

9. Transition Planning

As a children with special needs approach adulthood,

transition planning becomes important.

10. Legal Protection

Various laws, such as the individuals with

disabilities education act in the United States,
provide legal protections and guidelines for the
education of children with special needs.

Multi-grade class

-Multi-grade teaching refers to the instructional

practice of educating students from several
grade levels within a same classroom setting.
ICT Integration

- The integration of Information and Communication

Technology in education entails the assimilation of
technological tools, resources, and methodologies into
the instructional and learning procedures.

ICT Integration

Here are some key aspects of ICT integration in

education:

A. Digital Resources
B. Interactive Learning
C. Communication and Collaboration
D. Personalized Learning
E. Access to Information
F. Digital Literacy
G. Teacher Professional Development
H. Assessment and Feedback
I. Flexibility in Learning
J. Global Perspective
K. Inclusive Education
L. Cost-Efficiency

Brain-Based Education

Here are concepts subsequently used within the

educational setting.
1. The brain encompasses several components
such as physiology, emotions, fantasies, and
inclinations, functioning as a comprehensive
system. It is imperative to take into account the
entirety of the matter.
2. The development of the brain is contingent upon its
interactions with the environment and individuals
inside it.
3. One characteristic inherent to humanity is the pursuit
of individual significance.
4. Individuals construct significance by experiencing
specific patterns of comprehension.
5. Emotions play a crucial role in shaping individuals'
perceptions of patterns.
6. The brain concurrently processes information into
discrete components and integrated entities.
7. The process of learning encompasses both
concentrated attention and peripheral input.
8. Learning encompasses both unconscious and
conscious processes.
9. The organization of information in memory varies
depending on its meaningfulness and fragmentation.
10. Learning is developmental.
11. The brain forms an optimal amount of
connections within an environment that is both
supportive and demanding, with the impression of
threat hindering the process of learning.
12. Each individual's brain exhibits a distinct
organizational pattern.
MULTIPLE INTELLIGENCES

a. Linguistic Intelligence: The capacity to

critically examine and interpret data, as well as
generate tangible outcomes through the
utilization of spoken and written communication.

b. Logical-mathematical Intelligence: The capacity

to formulate mathematical equations and proofs,
perform computations, and solve abstract problems.

c. Spatial Intelligence: The capacity to perceive and

manipulate spatial pictures of varying scales, ranging
from macroscopic to microscopic.

d.Musical Intelligences: The capacity to

generate, retain, and interpret diverse
arrangements of auditory stimuli.

e. Naturalist Intelligence: The capacity to recognize and

differentiate various categories of plants, animals, and
weather phenomena present in the environment.

f. Bodily Kinesthetic: The capacity to utilize one's

own physical form in order to generate
commodities or address challenges.

g. Interpersonal Intelligences: The capacity to

 perceive and comprehend the emotional states,
wants, drives, and objectives of individuals.

h.Intrapersonal Intelligences: The capacity to identify

and comprehend one's own emotional states, wants,
and
intentions.

UNESCO’S 4 PILLARS OF EDUCATION

Th four pillars encompass:

1. Learning to Know: This particular pillar places

emphasis on the cultivation of cognitive abilities
and the acquisition of knowledge. The significance
of critical thinking, problem-solving, and a
comprehensive grasp of diverse disciplines is
underscored. This educational approach Posters a
sense of curiosity and active involvement among
learners, prompting them to delve into and interact
with a diverse array of material and concepts.

2. Learning to Do: This pillar places emphasis on the

cultivation and enhancement of practical skills and
competences. The educational approach fosters the
utilization of students' knowledge in practical
contexts, the cultivation of vocational proficiencies,
and the readiness to confront diverse professional and
personal obstacles. It advocates for an active and
practical methodology in the process of acquiring
knowledge.
3. Learning to Be: This pillar is focused on the
process of personal growth and the exploration of
one's own identity. The promotion of values,
attitudes, and emotional intelligence is fostered by
this phenomenon. The educational approach
encourages the development of a comprehensive
set of skills and knowledge that cultivates
introspection, innovation, moral principles, and a
strong feeling of individuality and direction.

4. Learning to Live Together: This principle highlights

the significance of social and interpersonal
competencies. The primary objective of this initiative
is to foster the cultivation of comprehension,
acceptance, compassion, and collaboration among
individuals hailing from various socio-cultural
contexts. This statement underscores the importance
of fostering peaceful and inclusive societies through
the avenue of education.