Challenges in Teaching PDF

CHALLENGES IN TEACHING A. MULTICULTURAL CLASSROOMS  1. LANGUAGE BARRIER  Coming from different places and cultures  Learners get into the environment where a teacher speaks a language they do not understand at all and their task is not only to understand what a teacher...

CHALLENGES IN TEACHING A. MULTICULTURAL CLASSROOMS  1. LANGUAGE BARRIER  Coming from different places and cultures  Learners get into the environment where a teacher speaks a language they do not understand at all and their task is not only to understand what a teacher says but also gain new knowledge – twice harder than in customary classrooms.  2. DOMINATION OF DIFFERENT LEARNING STYLES  Learners absorb information in a variety of ways.  A teacher should offer his students all the learning styles (auditory, visual, tactile etc.) for learners to grasp information better.  3. NON- VERBAL BEHAVIOR  Body language of another ethnic group is difficult sometimes to understand.  If a teacher is not aware of the non-verbal behaviors characteristic of the society where his learners are from, that might bring about a variety of troubles and difficulty of right interpretation.  4. PRESENTING ONE TOPIC FROM DIFFERENT PERSPECTIVES  restricted number of school lessons does not always provide opportunity for teacher to present topics different prospective independent on the nationality or ethnic tribe  5. DIVERSITY OF EXTRACURRICULAR ACTIVITIES  It is teacher’s job to provide different extracurricular activities that would accustom learners to new traditions, a way of life relationships in this new society.  6. TEACHING COMMUNICATION SKILLS  Apart from difficulties in using a foreign language students may feel shy or unable to express their viewpoint because of being misunderstood.  Teachers should encourage students to discuss different issues, speak up their mind on a variety of topics and promote a pleasant atmosphere in the classroom.  7. CONSTANT WORK WITH PARENTS  Communication with parents can be helpful in order to understand how a learner feels in a new environment, how he has been raised from the childhood, what traditions influenced his view of the world, etc.  Source: https://blog.noplag.com/challenges-of-multicultural-education/ B. LEARNER – CENTERED TEACHING DESIGNS OF THE CLASSROOMS ARE NOT APPROPRIATE DESIGN FOR THE LEARNER-CENTERED TEACHING METHODS  Some teachers are in a rush to implement the approach without a thorough understanding of the principles and a careful plan of teaching.  It may be the case that while many teachers are personally committed to serving learners’ needs, the structure of their organization and policies may not accommodate or, in some cases, hinder the desire to be more learner-centered.  Teachers must try to manage all learners’ activities at once, which can be challenging when learners are working on different stages of the identical project  Because the teacher does not deliver instructions to all learners at once, some learners may miss vital facts.  Some learners choose to work alone, thus group work can become challenging  Sources: http://www.languageinindia.com/nov2017/annielearnercentredclassfinal.pdf https://files.eric.ed.gov/fulltext/EJ1247962.pdf C. MULTI–GRADE CLASSES  Requires more preparation of curriculum learning materials  Requires more careful study of learner’s developmental characteristics across the age levels involved in the class, approaches and strategies that are effective and viable within a multi-grade class  More investment in organization of the classroom as learning environment  More meticulous and systematic record keeping to keep track of student progress, curriculum development and implementation is required  Source: https://www.slideshare.net/Pilmathe2001/the-challenges-of-multigrade-teaching  D. ICT INTEGRATION  Concerns on the availability of technology infrastructure  Lack of technical support  Lack of teacher collaboration and pedagogical support  Insufficient time to master new software or integrate ICT during a class period  Lack of funds for operations and maintenance  Unavailability of ICT resources or materials in school in which ICT trainers were found difficulty to realize the knowledge and skills gained in trainings  Source: http://www.ijern.com/journal/2018/September-2018/13.pdf  E. MULTIPLE INTELLIGENCES  challenges of implementing multiple intelligence in the curriculum assessments of students and problems along with the instructions which are tailored for diverse learning preparation of individualized or differentiated instructions  Source: https://www.educatorone.com/blog/Challenges-of-Implementing-Multiple-Intelligence-in-the- Multiple Intelligences Caroline McHale PDST  MULTIPLE INTELLIGENCES Howard Gardiner, Psychologist  Dissatisfied with narrow range of ability that I.Q. tests measure  Fascinated with how the brain works  Wanted to devise a broader concept of intelligence  At least 8 systems for learning and for coming to awareness  Dr Howard Gardiner identified eight main categories of human intelligence:  Linguistic Bodily-kinaesthetic  Logical/ Intrapersonal Mathematical Interpersonal  Visual/spatial Naturalist  Musical Some people excel in one of these areas at the expense of the others, while others have a more balanced profile  LINGUISTIC / VERBAL  Demonstrate strength in the language arts: speaking, writing, reading, listening.  Sensitivity to sounds, rhythms and meanings of words  Associated with arguing, debating, persuading and telling stories  Like to read, write and listen  Enjoy writing stories  Often spell words accurately and easily  LOGICAL / MATHEMATICAL  The capacity to recognise logical or numerical patterns  Like to experiment, solve puzzles  Enjoy working with numbers and mathematical formulas  Love the challenge of a complex problem to solve  Ask the questions “how?” and “ why?”  MUSICAL  Love music and rhythmic patterns  Sensitive to sounds in the environment  Often reproduce a melody after hearing it only once  Like to have music in the background when working  Often quite skilled at mimicking sounds, language and accents  VISUAL / SPATIAL  Think in images and pictures  Often aware of objects, shapes, colours and patterns  Like to draw, paint, make interesting designs and patterns  Love jigsaw puzzles, reading maps and daydreaming  Strong opinions about such things as colours that go together, textures that are appropriate and pleasing  BODILY / KINESTHETIC  Control of body movements and the capacity to handle objects skilfully  Learn through their body sensations, enjoy touching, feeling and tapping  Enjoy role-play simulations, physical exercises  Movement is essential  Easily bored if they are not actively involved  INTRAPERSONAL  Like to work alone  Self reflective  Think about thinking  Highly intuitive  Inwardly motivated rather than needing external rewards  Other people will come to them for advise  INTERPERSONAL  Sensitivity to moods, feelings, motivation and desires of other people  Enable us to work with others  Listen effectively, negotiate, handle conflicts and get along well with diverse groups of people  Enjoy participating in cooperative learning groups  NATURALIST  Notice characteristics and patterns of the environment  Like to collect items from nature, study them and group them  Farmers, gardeners, botanists, geologists, florists. “MULTIPLEINTELLIGENCES PROVIDES A FRAMEWORK FOR ENHANCING INSTRUCTION AND A LANGUAGE TO DESCRIBE ONES EFFORTS.”  F. CHILDREN WITH SPECIAL NEEDS  Lack of teacher’s training in handling children with special needs  Lack of competence  Lack of concrete materials  Assessment and evidence of student growth  Collaborating with general education teachers  Variability of students’ needs  Lack of experience in an inclusion setting  Lack of experience dealing with sever and profound disabilities  Individualized lesson plans  Dealing with parents of “typically developing” students  Dealing with multiple disabilities  CHALLENGES IN TEACHING  The significant contributions of the teachers in the life of the learners are undeniable. They have all the opportunities to impact the lives of the learners. However, parallel to these opportunities are the challenges they are facing inside the classrooms.