Focus On Learning Environment PDF

**Four areas in Creating a Fair Learning Environment with your learners** a. **Promoting peace** b. **Gender fairness** c. **Indigenous People's welfare** d. **Human Rights Education** - **Peace Education** addresses conflicts in school and the community by using resolution approaches...

**Four areas in Creating a Fair Learning Environment with your learners** a. **Promoting peace** b. **Gender fairness** c. **Indigenous People's welfare** d. **Human Rights Education** - **Peace Education** addresses conflicts in school and the community by using resolution approaches that are informed by the community's political structure, historical forces, and cultural beginnings. Harris (2003) emphasizes that the **role of teachers in maintaining peac**e in classrooms: - Provide learners with awareness regarding how conflicts arise and how to control their emergence. - Teachers create opportunities for learners to explore approaches to resolve conflicts. - Teachers encourage learners to become promoters of peace and harmony in their communities.  **Teach students how conflicts start and how to stop them before they grow** - Students need to understand the root causes of conflicts, such as misunderstandings, differences in opinions, or competition for resources. By raising awareness about these triggers, learners can recognize early warning signs of a conflict. - Educators can teach strategies to prevent conflicts, such as effective communication, active listening, empathy, and managing emotions like anger or frustration. This knowledge empowers students to address issues calmly before they escalate.  **Give students chances to learn and practice solving conflicts** - Teachers can create role-playing activities or simulations where students practice resolving conflicts in a safe and supportive environment. - These activities can help students explore different approaches, such as negotiation, compromise, or mediation. For example, they can learn how to find common ground, express their needs clearly, and seek win-win solutions. - Encouraging group discussions and teamwork can also help students navigate real-life disagreements while maintaining respect for others.  **Encourage students to spread peace and harmony in their communities** - Teachers can inspire students to apply what they learn in their schools and communities. For example, they might lead community service projects, promote anti-bullying campaigns, or support initiatives that bring people together. - By empowering learners to become role models for peaceful behavior, they can influence others to adopt positive practices and create a ripple effect of harmony. An important document in relation to the promotion of peace is the **United Nations Declaration of Peace** (United Nations, 1999). Its principles cover safeguarding life and practicing nonviolence by educating people. - Activities that aim at knowing and promoting human rights; - Approaches to meeting the needs of future generations; - Lessons in giving people equal opportunity and respect; - Exercises in freedom of expression; and - Discussions on social justice and democracy, solidarity, and tolerance between and among nations. **2. Activities That Aim at Knowing and Promoting Human Rights** - **Human rights education** helps individuals understand their own rights and the rights of others. This includes the right to life, freedom, and equality. - By engaging in activities that explore human rights---such as workshops, debates, or storytelling---learners can develop empathy and awareness of injustices. - Such education creates informed citizens who can advocate for fairness and equality in their societies, reducing the likelihood of violence or oppression. **3. Approaches to Meeting the Needs of Future Generations** - This principle highlights **sustainability and environmental responsibility.** Ensuring peace involves safeguarding the natural resources and opportunities that future generations will need to thrive. - Through lessons on environmental stewardship, conservation, and sustainable development, learners can understand the importance of balancing current needs with the well-being of those yet to come. - It also ties into promoting equity---ensuring future generations inherit a world free from exploitation and conflict over resources. **4. Lessons in Giving People Equal Opportunity and Respect** - A peaceful society requires that everyone, regardless of gender, race, religion, or socioeconomic status, is treated fairly and given equal opportunities. - Lessons in schools can focus on **inclusion and diversity** by teaching students to respect differences and challenge discrimination. - Through role models, inclusive policies, and discussions on equity, people learn how to build communities where no one is marginalized. **5. Exercises in Freedom of Expression** - Promoting peace also involves allowing individuals the right to express their thoughts, beliefs, and opinions without fear of persecution. - Education can foster this by teaching students **critical thinking** and the respectful exchange of ideas. For instance, open discussions, debates, or creative writing activities can encourage learners to voice their perspectives while respecting others\' viewpoints. - Freedom of expression also ties to holding governments and institutions accountable, promoting transparency, and reducing tensions that arise from suppression or censorship. **6. Discussions on Social Justice and Democracy, Solidarity, and Tolerance** - **Social justice** involves addressing inequalities and ensuring everyone has access to resources, opportunities, and protections. Teaching this principle encourages fairness in society and reduces conflict stemming from disparities. - **Democracy** is central to peace, as it allows people to have a say in how they are governed. Lessons can focus on the importance of voting, civic participation, and respecting democratic processes. - **Solidarity and tolerance** encourage people to stand together despite differences. This includes promoting understanding between different nations, cultures, and religions. Activities like cultural exchange programs, interfaith dialogues, and teamwork projects help foster these values. In teaching peace education in formal (classroom) and non-formal systems (communities), Thapa, Dhungana, Mahalingan, & Connileau (2010) describes: - The knowledge-based approach, which is referred to as addressing peace contexts based on how available information present it; - The skills-based approach, which gives importance to integrating peace concepts to one's life's skills; and - The values-based approach, which is grounded on social responsibility and ethics. **1. Knowledge-Based Approach** - **What it means:** This approach focuses on teaching facts and information about peace and conflict. It's about understanding what peace is, why conflicts happen, and how they can be resolved. - **Why it's important:** People need to know about the causes of conflicts, the effects they have on people and societies, and examples of how peace has been achieved in the past. - **How it's done:** - Teachers can use books, videos, or discussions to explain peace-related topics. - Lessons might include stories about famous peacebuilders, global issues like wars, or local conflicts and how they were solved. - Students are encouraged to think critically and question what they learn to understand peace better. **2. Skills-Based Approach** - **What it means:** This approach is about teaching people the practical skills they need to live peacefully and resolve conflicts. - **Why it's important:** Knowing about peace isn't enough; people need tools to handle disagreements, communicate effectively, and work with others. - **How it's done:** - Teach students how to listen to others and express themselves without anger. - Role-playing activities can help them practice solving arguments or negotiating. - Students might also work in groups to practice teamwork and learn how to solve problems together. **3. Values-Based Approach** - **What it means:** This approach focuses on building strong morals and values, like kindness, fairness, and responsibility. It teaches students to care about others and act in ways that promote peace. - **Why it's important:** Peace comes from within. When people value respect, empathy, and justice, they are more likely to create harmony in their communities. - **How it's done:** - Teachers can encourage students to think about what's right and wrong through stories, discussions, or personal reflections. - Activities like community service or helping others show students the importance of being kind and working together. - Schools can promote values like tolerance and solidarity by celebrating diversity and teaching respect for all cultures and beliefs. **Why These Approaches Work Together** To teach peace effectively, all three approaches are important: - **Knowledge** gives students the understanding they need about peace and conflict. - **Skills** help them apply this understanding in real-life situations. - **Values** guide their actions and decisions, ensuring they act responsibly and ethically. For example, a student might learn about the history of peaceful protests (knowledge), practice resolving a disagreement with a friend (skills), and develop respect for other people's opinions (values). Together, these approaches create a well-rounded education for promoting peace. **Why should gender be studied?** **Gender** is defined as the cultural, social, and behavioral expectations related to a person's being male or female (Bever, 2016). Our expectations when we find out that a child to be born male or female are influenced by the socio-cultural beliefs on the roles performed by the sex (e.g., little girls will play with dolls while boys with toy cars). These socio-cultural beliefs are extended to the classroom when it comes to the types of activities we teachers design for our learners. Gender-inclusive teaching, as further explained by Bever (2016), focuses on content and pedagogy that informs learners of gender stereotypes and empowers them to overcome these stereotypes so that they can be successful learners. **What is Gender?** - Gender is about the expectations society has for people based on whether they are male or female. - For example, many people expect girls to like dolls and boys to like toy cars. These ideas come from cultural and social beliefs about how boys and girls should behave. **How These Beliefs Affect the Classroom** - When teachers design activities for students, these same cultural beliefs can influence what they do. - For instance: - Teachers might give boys more active tasks like building or problem-solving. - Girls might be encouraged to do quieter tasks like writing or arts and crafts. - Without realizing it, these stereotypes can limit what students think they're capable of doing. **What is Gender-Inclusive Teaching?** - **Gender-inclusive teaching** means creating lessons and activities that challenge these stereotypes. - It helps students learn that boys and girls can do the same things equally well. For example: - Both boys and girls can enjoy playing sports or doing creative work. - Both can excel in math, science, art, or any other subject. **Why is This Important?** - When teachers use gender-inclusive methods, students learn not to let stereotypes define them. - This empowers all students to believe in their abilities and reach their full potential, no matter their gender. - It also helps create a fairer and more respectful environment where everyone has the same opportunities to succeed. **How Teachers Can Use Gender-Inclusive Teaching** 1. **Choose Fair Activities:**\ Design tasks that don't favor one gender over the other. For example, avoid assuming only boys will like building things or only girls will enjoy drawing. 2. **Talk About Stereotypes:**\ Explain to students what gender stereotypes are and how they can limit people. Teach them that it's okay to break those stereotypes. 3. **Encourage Everyone:**\ Support all students equally, encouraging them to try activities or subjects that might not be traditionally linked to their gender. 4. **Use Inclusive Language:**\ Avoid making assumptions like saying, \"This is a task for boys,\" or \"Only girls like this.\" **How should gender be integrated into teaching?** Every day, teachers are given the opportunity to make a difference in learners' lives such as confronting gender stereotypes. Lessons and activities focusing on how people should empower one another and be sensitive about one's differing gender roles are applied as learners relate with their parents and other community members. **This process is called gender-inclusive teaching where a sustainable community is created based on proactively nurturing the learners' potentials**. **In creating a gender-friendly learning environment, teachers must remember that gender-sensitive and responsive materials should be made available across subjects and be applied to a variety of settings. Gender-friendly learning should be a style of teaching and can be done by integrating a myriad of activities that learners may engage in and after class. Likewise, examples of activities or real-life situations, gender-sensitive materials should be included like males taking charge of household chores (e.g., clothes-washing) and females engaging in house repairs or gardening.** The society's culture, national identity, and values are found in every classroom. The teacher's challenge is to empower learners to work beyond what their culture has imposed on them. Listed are strategies in promoting a gender-fair and inclusive classroom. 1. **What's in the box.** Names of learners are placed in a box to encourage a balanced participation in the classroom. The teacher will pick a name from the box during class sharing. 2. **Taking Turns.** The teacher will encourage points of views coming from various gender orientations. the views are not to be negated but be made to find a common ground to make the views acceptable for all. 3. **Working on Our Goal Together.** The teacher provides award points when learners of different gender orientations share responsibilities. Examples of these shared responsibilities include equal division of tasks in reporting of output from an experiment. 4. **Let's Rotate.** All learners with different gender orientations are given the opportunity to lead a group or be an active group member with roles identified as "group leader," "researcher," and "scribe". 5. **What you think Matters.** Teachers engage all learners as they go around the room. Questions may focus on what they liked best in the lesson and what they have learned form the discussion or activity. 6. **Working Together.** To ensure that all learners with varied gender orientations are working together, create a strategic classroom seating arrangement. 7. **My Team.** Arrange for meetings where all members of the class from teams with classmates who they feel safe to discuss gender concerns with (e.g., LGBTQ-related). 8. **Wellness Break.** Teachers provide guidelines for wellness breaks for learners, including restroom breaks. The goal of the wellness break is for learners to feel safe in addressing their health needs. 9. **Box of Gender**-Ideas. Teachers may set up a "Gender-friendly ideas" box where learners are encouraged to write their ideas on how the classroom may be more gender inclusive and responsive. 10. **Winning Moments**. When learners display behavior that encourages gender-sensitivity and gender-responsiveness, these are considered as "teachable moments." Teachers should take the opportunity to discuss how the behavior is considered helpful and encouraging for the members of the class. **1. What's in the Box** - **What it is:** The teacher puts the names of all students in a box and randomly picks a name when it's time to share ideas in class. - **Why it's important:** This ensures that everyone, regardless of their gender or personality (e.g., shy or outgoing), gets a chance to participate. It prevents the same students from answering all the time and creates a fairer classroom environment. **2. Taking Turns** - **What it is:** The teacher encourages everyone to share their opinions, including students with different gender identities or orientations (e.g., boys, girls, LGBTQ+ students). Instead of rejecting anyone's view, the teacher helps find a way to connect the ideas so everyone feels respected and included. - **Why it's important:** This builds mutual understanding and teaches students how to listen to others, even if their perspectives are different. It creates an atmosphere where everyone's voice matters. **3. Working on Our Goal Together** - **What it is:** The teacher gives points or rewards to groups where students of different genders work together and share tasks equally. For example, if a group is working on a science experiment, both boys and girls (or students with different orientations) will divide the work fairly and share the credit for their results. - **Why it's important:** This promotes teamwork and shows students that everyone, regardless of gender, can contribute equally to achieving a goal. **4. Let's Rotate** - **What it is:** In group activities, the teacher ensures that everyone, regardless of their gender, gets a chance to take on important roles like being the leader, researcher, or note-taker. - **Why it's important:** This helps students practice different skills and shows that leadership or specific tasks are not limited to certain genders. For example, girls can lead groups, and boys can take notes, breaking stereotypes about roles. **5. What You Think Matters** - **What it is:** The teacher walks around the classroom and asks all students for their thoughts, such as what they liked most about the lesson or what they learned from the activity. - **Why it's important:** This makes every student feel valued and heard, regardless of their gender or orientation. It also helps the teacher understand how students are engaging with the lesson. **6. Working Together** - **What it is:** The teacher arranges the classroom seating in a way that encourages students of different genders to interact and work together. For example, boys, girls, and LGBTQ+ students might be seated in mixed groups to collaborate. - **Why it's important:** This ensures that students build connections and work respectfully with others who might be different from them, creating an inclusive and supportive learning environment. **7. My Team** - **What it is:** The teacher organizes team meetings where students can discuss sensitive topics, such as gender issues or concerns, with classmates they trust and feel safe with. - **Why it's important:** This helps students, especially those with LGBTQ+ identities, feel supported and creates a safe space where everyone can share their feelings without fear of being judged or excluded. **What significant tenets in indigenous people education should be integrated in designing instructional materials?** **Alleviation from poverty** is a motivation for most Indigenous people to seek education. Due to the distance of indigenous peoples\' communities from the urban and rural communities, illiteracy rates among these special groups are high. Education among people in Indigenous communities is seen as an advantage and a disadvantage. As an advantage, education is believed to advance literacy among people in these communities. As a disadvantage, education is perceived as a means of alienation. ### CHATGPT: Alleviation of Poverty Many Indigenous people want to get an education because it can help them get out of poverty. With education, they can get better jobs and earn more money, which can improve their lives. **Geographic and Social Barriers** Indigenous communities are often far away from cities or towns, making it hard to get to school. Because of this, many people in these communities are not able to read or write as well as others, which can make it harder to succeed in life. **Education as an Advantage** Education is seen as a good thing because it can help people learn to read, write, and do math, which can open up more opportunities. It can also help people keep their culture and language alive if schools include their traditions. Education can also give them the skills to stand up for their rights. **Education as a Disadvantage** However, some people think education can be a bad thing because it can make Indigenous people feel disconnected from their culture. In the past, schools made children forget their traditions and languages, and instead, they had to follow Western ways of living. This can make people feel like they are losing their identity or who they really are. In simple terms, education for Indigenous people can be both helpful and hurtful. It can help people improve their lives, but it can also take away part of their culture if it\'s not done in a way that respects who they are. **Discussion question: How would education make indigenous peoples value their culture while addressing ways to improve the quality of their lives?** One of the things teachers should be prepared for is the support needed by **indigenous people** when it comes to school adjustment. Specifically, they need to be guided in understanding the school policies and the culture between and among learners. Likewise, as teachers, we need to provide information to our learners to be sensitive of the cultural background of their classmates who are members of indigenous groups and to be sensitive and mindful as to how they relate with these learners (e.g., not to impose on their classmates do what they do because they are used to it). As teachers, we need to make our learners aware of the culture of indigenous peoples in the region in particular and in the Philippines in general. Tauli-Corpuz (2010) listed the following teaching principles in addressing the needs of indigenous peoples: 1. Worldviews are integral in designing teaching approaches for indigenous education (formal or nonformal). Arrangements must be made if bilingual education is to be integrated in the primary grades. 2. Contents of materials to be distributed among learners must be thoroughly checked for discriminatory contents and erroneous historical accounts. This is to ensure that there is no false information made about them. If there is malicious information, these must be corrected. 3. Local contexts must be considered in curriculum design. The information and activities afforded to them must be in relation to the day-to-day activities the indigenous peoples have and integrate how communities function. Opportunities to get information from community elders-both from the integration community and the indigenous peoples-must be utilized to learn about how they have been co- existing. 4. Curriculum design for basic education should integrate respect for indigenous peoples and discussions of their culture and ways of life. Explorations should be made with regard to their pedagogies (e.g., stories, songs, practices, and ways of knowing). 5. Education for indigenous peoples should be designed with learning paths that highlight the value of celebrating their identity and working for the cultural enrichment of their communities. 6. Schools may set up mobile schools to reach remote indigenous communities. 7. Learning resources should be made available for indigenous peoples in their communities. ### 1. **Worldviews and Bilingual Education** **Explanation:** When designing teaching methods for Indigenous education, it\'s important to consider the unique worldviews, beliefs, and practices of Indigenous communities. If teaching in two languages (bilingual education) is part of the plan, especially in primary school grades, careful planning is needed to make sure both languages are supported and used effectively. **Example:**\ If Indigenous children speak their native language at home and need to learn a national language in school, the curriculum should respect both languages. Teachers should be trained to help children learn in both languages, making sure they don\'t lose their cultural identity. ### 2. **Checking for Discrimination and Historical Errors in Materials** **Explanation:** Any learning materials or resources used by students should be thoroughly checked to make sure they don't contain harmful stereotypes or wrong information about Indigenous peoples. This ensures that no false or biased ideas are being taught. If such mistakes are found, they must be corrected right away. **Example:**\ A history book might wrongly describe Indigenous peoples as primitive or \"uncivilized.\" The teacher would need to replace this with accurate, respectful information about Indigenous cultures, their achievements, and history. ### 3. **Considering Local Contexts in Curriculum Design** **Explanation:** The curriculum should reflect the daily life and traditions of Indigenous peoples. The learning activities should be relevant to their culture, work, and how their communities live. It's also important to involve community elders (both from Indigenous and other communities) to share their wisdom and help create learning materials that truly reflect their way of life. **Example:**\ If Indigenous children are part of a farming community, lessons could include activities on planting, farming, or understanding the natural environment. Elders might share traditional farming practices that have been passed down for generations. ### 4. **Respecting Indigenous Cultures in Curriculum** **Explanation:** The curriculum should not only respect Indigenous peoples but also teach about their cultures, traditions, and ways of life. This could include storytelling, songs, or other practices that are central to their education and beliefs. Teachers should explore and integrate these traditional methods of learning into the classroom. **Example:**\ A teacher might invite elders to tell traditional stories to the class, helping students understand the importance of storytelling in preserving culture. Students could also learn Indigenous songs or participate in cultural practices as part of their education. ### 5. **Celebrating Indigenous Identity and Culture** **Explanation:** Education for Indigenous students should focus on celebrating who they are, their history, and their culture. It should also encourage students to contribute to the cultural growth and well-being of their communities. **Example:**\ A lesson might involve students creating art that represents their identity and culture. It could also include discussions on how their cultural traditions can be shared and preserved for future generations, making them feel proud of their roots. ### 6. **Mobile Schools for Remote Communities** **Explanation:** Sometimes, Indigenous communities live in remote areas where it's hard to reach a school. To help these children get an education, mobile schools (temporary or moving schools) can be set up in these areas. These schools bring education directly to them. **Example:**\ A mobile school could be a van or bus that travels to rural areas to provide lessons. Teachers could visit different Indigenous communities, ensuring that children who live far away from regular schools still have access to learning. ### 7. **Making Learning Resources Accessible in Communities** **Explanation:** Educational materials, such as books, online resources, or teaching aids, should be made available in Indigenous communities. This makes it easier for both children and adults to continue learning, no matter where they live. **Example:**\ Local libraries in Indigenous communities could provide books and learning resources in the Indigenous language. Schools could also provide printed materials or digital content that respects the local culture and language, helping the community stay connected with education. **How should Human Rights Education be taught?** An emerging field in education concerns the teaching and learning of human rights or Human Rights Education (HRE). This was prompted by the growing concerns on human rights in the world and how learners should be able to practice and encourage community members to practice respect and acknowledge the dignity of one another. As an educational theory and practice, HRE seeks to integrate relevant concepts in mainstream education, specifically human rights, norms, values, and social justice. The United Nations defines HRE as \"training, dissemination, and information efforts aimed at the building of a universal culture of human rights through the imparting of knowledge and skills and the molding of attitudes\" (United Nations, Office of the High Commissioner for Human Rights, 1997, p. 5). Specifically, HRE is directed to teach respect for human rights and our fundamental freedoms; focus on the development of the person and sense of dignity; promote understanding, gender equality, and tolerance among all nations; and enable people to participate in a free society. When HRE is applied in classrooms, teachers need to consider that its principles are for lifelong learning. This actualizes a fair learning environment and a safe learning space for learners. When learners feel safe in the classroom, they are able to better respond to tasks given by the teacher and have greater room for creativity. The following are the kinds of pedagogy promoted by HRE: 1**. Experiential and Activity-centered.** The learners\' learning about how they learned about their rights and the rights of others are explored. 2**. Problem-posing**. The learner\'s prior knowledge of human rights, if found oppressing, are challenged and explained by the teacher. 3\. **Participative.** The teacher explores ways in which learners can provide others with better information on their misconceptions. This often involves soliciting ways t promote equal rights among learners. 4\. **Dialectical**. The learners are encouraged to share their thoughts and clarify thei beliefs. Clarification may be supplemented by credible sources (e.g., learnin resources). **5. Analytical.** The teachers ask the learners how they learned about their conceptions to human rights and how they practice it in their communities. **6. Healing.** The teachers and learners promote inter- and intrapersonal support to address human rights violations. **7. Strategic Thinking-oriented**. The teachers and learners explore ways of achieving the goals they set without any violations of rights. 8**. Goal and Action-oriented.** The teachers and learners promote collective action in achieving human rights sensitivity and equality in communities. ### 1. **Experiential and Activity-centered** **Explanation:** Learners explore how they came to understand their rights and those of others through hands-on activities or personal experiences. **Example:**\ Students participate in a role-playing activity where one group plays as individuals denied access to basic rights (like education or freedom of speech), and the other group acts as observers. Afterward, they discuss how these experiences made them feel and what they learned about rights and fairness. ### 2. **Problem-posing** **Explanation:** The teacher identifies misconceptions or harmful ideas learners have about human rights and helps them see why those ideas might be unfair or wrong. **Example:**\ A student believes that only boys should get to play certain sports at school. The teacher explains why this idea excludes others and asks the class to think of ways to ensure everyone has equal access to opportunities, regardless of gender. ### 3. **Participative** **Explanation:** Learners work together to share ideas, correct misunderstandings, and find ways to promote equal rights among their peers. **Example:**\ Students create posters or presentations to teach their schoolmates about gender equality, the importance of treating everyone fairly, or other human rights issues. They brainstorm together on how to make their message clear and effective. ### 4. **Dialectical** **Explanation:** Learners openly share their thoughts about human rights and discuss their beliefs. The teacher supports this by providing accurate and credible information to clarify any misunderstandings. **Example:**\ During a class discussion, a student says they believe only adults should have the right to vote. Another student disagrees, saying young people can also make good decisions. The teacher then shares information about countries where voting is allowed at age 16 and discusses why this works in some places. ### 5. **Analytical** **Explanation:** Learners think about how they came to understand human rights and how they apply these ideas in their daily lives. **Example:**\ The teacher asks the class: *"Where did you first learn about fairness or human rights? Was it at home, in school, or from something you saw or read? How do you show fairness to others in your neighborhood or school?"* ### 6. **Healing** **Explanation:** Teachers and students work together to support each other emotionally and create a safe space to address human rights issues. **Example:**\ A student shares a story about being bullied because of their race or religion. The teacher leads a discussion where classmates share supportive words and talk about how they can prevent this from happening again. They also work together to make the student feel welcome and included. ### 7. **Strategic Thinking-oriented** **Explanation:** Learners and teachers plan practical ways to achieve goals that respect everyone\'s rights. **Example:**\ Students and the teacher decide to start a "No Bullying" campaign at school. They carefully plan activities like awareness talks, making posters, and encouraging students to report bullying. They make sure the campaign respects everyone's rights, including the right to privacy for those who share their stories. **Learning Responsibility and Balance of Power in Classrooms** **Ideas on Power and Interaction** Ivinson (2000) highlighted the following four key ideas about classroom power and interaction: 1\. Teachers and learners share power inside the classroom. The teachers provide activities that promote learning (considered a power in planning and managing their learners\' learning) while learners choose to act in ways that promote learning (considered a power with regard to defining the relationship dynamics with the teacher). The transaction shapes the type of classroom atmosphere that may either be helpful or detrimental to academic success and school adjustment. 2\. The context and culture developed in a classroom are shaped by both the teachers and learners. How teachers react to the learners\' behaviors, whether constructively or debilitating, may influence the way the learners form a schema of the power relationships between the teachers and learners. 3\. In the context of this relationship, conflicts arise when teachers and learners have personal issues that are raised in classrooms. The personal agenda of both teachers and learners should be cleared so that the two may work together to promote peace and harmony inside their classrooms. 4\. The discourse between teachers and learners represents the power relationship between the two. Teachers should promote an atmosphere where learners can voice out their thoughts, to produce improved classroom power relationships. ### 1. **Sharing Power in the Classroom** **Explanation:** In the classroom, both teachers and learners share power. Teachers guide the learning by planning lessons and activities, which gives them some control. However, learners also have power because they can choose how they engage with the lesson and decide how they interact with the teacher. The way they work together helps create the classroom environment, which can either help or hinder learning. If teachers and learners work well together, the classroom can be a positive place for learning. If not, it can make it harder for students to succeed. **Example:**\ If a teacher encourages students to share their ideas and allows them to choose some topics to discuss, students feel more in control and engaged. This creates a more positive and productive classroom environment. On the other hand, if the teacher doesn't listen to students\' ideas and only dictates everything, students may feel disconnected, which could harm their learning. ### 2. **Context and Culture Shaped by Teachers and Learners** **Explanation:** The culture of the classroom, including the way people behave and communicate, is influenced by both the teacher and the students. How teachers respond to students' actions can either encourage positive behavior or make students feel discouraged. If a teacher responds with encouragement and understanding, students learn to respect the teacher and feel comfortable participating. If a teacher reacts negatively or harshly, it can create a tense environment where students feel afraid or reluctant to engage. **Example:**\ If a teacher calmly guides a student who made a mistake, that student will likely feel supported and try harder next time. But if the teacher criticizes the student harshly in front of the class, it could make the student feel embarrassed and may make them less willing to participate. How the teacher reacts shapes how students see the teacher and how they behave in the classroom. ### 3. **Conflicts and Personal Issues** **Explanation:** Sometimes, conflicts arise when personal problems or issues between teachers and students come up in the classroom. These problems can affect the learning environment, so it\'s important that both teachers and students clear up any personal issues. This way, they can work together more effectively and create a peaceful atmosphere for learning. **Example:**\ If a student is having trouble at home and is acting out in class, the teacher might get frustrated. If this frustration is not addressed, it could lead to conflict. The teacher needs to recognize the student's personal situation and approach the issue with understanding. Similarly, if a teacher has personal stress, it might affect their ability to interact with students. It\'s important for both sides to acknowledge these issues and work together to keep the classroom peaceful. ### 4. **Discourse as Power in the Classroom** **Explanation:** The way teachers and learners talk to each other reflects the power dynamic between them. Teachers should create an environment where students feel comfortable sharing their thoughts, asking questions, and participating in discussions. When students feel their voices are heard, it helps balance the power in the classroom, making the relationship between the teacher and students more positive and effective. **Example:**\ A teacher who encourages students to ask questions and share their opinions during lessons creates a classroom where everyone feels valued. Students feel empowered because their ideas are respected. This can lead to better learning because students are more likely to be engaged and contribute. In contrast, if the teacher only lectures without allowing students to speak, it creates an imbalance where students may feel powerless. In describing the roles teachers and learners have in classrooms, Donnelly, McGarr, and O\'Reilly\'s (2014) research on the forms of decision-making used by teachers and learners in addressing class issues drive the patterns of interactions and serves as a basic guide. **A welcoming teacher may influence learners to become more participative of classroom goals; however, going beyond being welcoming may promote learners whose behavior is disruptive because they think that the teacher will permit those behaviors.** This relationship is further understood as forming a dichotomy or a two-pronged approach in designing classroom activities. For example, there are approaches where teachers ask learners to design a learning contract where teachers facilitate the learning goals of the learners while the learners decide on the types of learning processes they think they will learn best, whereas the other side of the dichotomy would be teachers asking questions, learners responding, and the teacher deciding whether the answer is correct. In both cases, the learners are willing to engage in the classroom relationship if they are provided with the parameters of the relationship that is to be established. A \"didactic contract\" has been termed by Donnelly et al. (2014), where the learners\' expectations of their teachers are aligned with the teachers\' expectations of their learners. The learners expect that their teachers will effectively teach them while the teachers look forward to working with learners who are willing and interested to learn. This contract is usually implicit but is evident in teacher-learner interactions inside the room. **Chatgpt:** This passage discusses the relationship between teachers and learners in classrooms, focusing on how their roles and decision-making impact interactions and learning dynamics. Here\'s an explanation in simpler terms: **Key Ideas** 1. **Teacher-Learner Roles:** - Teachers and learners both have specific roles in the classroom, and their interactions are shaped by how they make decisions together. - Teachers can influence how learners behave. For example, a welcoming teacher can encourage students to participate in achieving classroom goals. However, if the teacher is overly permissive, it may lead to students misbehaving because they feel the teacher will tolerate it. 2. **The Dichotomy (Two-Pronged Approach):** - The research identifies two contrasting approaches to designing classroom activities: - **Approach 1: Learner-Centered Contract** - Teachers guide the process, but learners take responsibility for setting their learning goals and choosing the learning methods that work best for them. For example, learners and teachers might create a \"learning contract\" together. - **Approach 2: Teacher-Led Instruction** - Teachers ask questions, learners answer them, and the teacher evaluates whether the answers are correct. Here, the teacher takes more control over the learning process. 3. **The \"Didactic Contract\":** - This term refers to the mutual expectations between teachers and learners: - Learners expect teachers to teach effectively and provide meaningful learning opportunities. - Teachers expect learners to be willing, interested, and engaged in the learning process. - While this \"contract\" is not explicitly stated, it is understood through their interactions in the classroom. **What It Means in Practice** The passage highlights the importance of balance in the teacher-learner relationship: - Teachers need to establish clear boundaries and expectations to create a productive learning environment. - Learners are more likely to engage if they understand their role and see that the teacher is supportive but still maintains structure. - The way teachers and learners interact (whether it's collaborative or teacher-led) should align with the goals of the classroom and the needs of the students. **Why It Matters** Understanding this dynamic helps teachers design classroom activities that: - Encourage student participation. - Avoid permissive or overly authoritarian approaches. - Foster mutual respect and effective collaboration between teachers and learners. In analyzing power dynamics in classrooms, two analytical frameworks are used: Gore (1995) and Cornelius and Herrenkohl (2004). Gore (1995) outlined the \"the micro level of classroom interaction.\" Below are the teachers\' techniques: 1\. **Surveillance.** This is where teachers supervise learners. Being supervised is expected by the learners. 2\. **Normalization.** This is when teachers define norms. Teachers usually enter a learning contract with their learners, provide them with suggestions, and set the rules for the learners to observe. 3\. **Exclusion.** This is where teachers define what, when, and where certain behaviors are acceptable. Here, the teachers enumerate the rules and boundaries in class. 4.**Distribution.** This is where teachers organize the class, whether they are grouped by abilities, heterogeneously, or based on a grouping criterion. 5**. Classification**. This is when teachers distinguish individuals or groups from one another. 6\. **Individualization**. This is when teachers align a characteristic to yourself or another person. **7. Totalization.** This is when teachers categorize the learners\' characteristics and use these categories in dealing with them (e.g., collaborative learning). 8. **Regulation.** This is where the teachers enforce control by setting sanctions and punishments. ### 1. **Surveillance** **Explanation:** Surveillance is when teachers monitor or supervise students' behavior and performance during class. It's expected that students know they are being observed as part of maintaining order and ensuring learning takes place. **Example:**\ A teacher walks around the classroom while students work on an activity to check if they are on task, offering guidance if necessary. Students know that their progress and behavior are being monitored. ### 2. **Normalization** **Explanation:** Normalization involves teachers defining what is "normal" or acceptable in the classroom. They set the standards, create rules, and make agreements (learning contracts) with the students to guide their behavior and performance. **Example:**\ At the beginning of the school year, the teacher discusses class rules with students, such as raising their hands before speaking or submitting assignments on time. These rules become the "norm" that everyone follows. ### 3. **Exclusion** **Explanation:** Exclusion is when teachers set boundaries for acceptable behavior, clarifying what students should and shouldn't do, and under what circumstances. It's about defining limits and rules for behavior in specific situations. **Example:**\ The teacher explains that eating in the classroom is not allowed, but students may eat snacks during recess in the designated area. This defines what behavior is acceptable and when or where it's appropriate. ### 4. **Distribution** **Explanation:** Distribution involves how teachers organize the class. They may group students based on abilities, interests, or other criteria to enhance learning and collaboration. **Example:**\ The teacher creates groups for a project. One group consists of students who excel in math, another has students with mixed skills, and another is based on random selection. Each grouping is designed to meet different learning goals. ### 5. **Classification** **Explanation:** Classification is when teachers distinguish between individuals or groups of students based on their characteristics, skills, or abilities. It helps in tailoring activities to the needs of different students. **Example:**\ The teacher identifies one group of students who are advanced readers and another group who need extra support in reading. This distinction allows the teacher to plan separate activities for each group. ### 6. **Individualization** **Explanation:** Individualization happens when teachers recognize and address specific characteristics or needs of a single student. It's about tailoring learning to fit an individual's strengths, weaknesses, or preferences. **Example:**\ A student struggles with writing but excels in drawing. The teacher allows the student to submit a comic strip to explain a story instead of writing a traditional essay. This adjustment recognizes the student's unique skills. ### 7. **Totalization** **Explanation:** Totalization is when teachers categorize students based on their characteristics or traits and use these categories to plan learning activities. This often helps in designing collaborative tasks or projects. **Example:**\ The teacher notices that some students are good at leadership, others excel in creativity, and some are great at organizing. The teacher creates diverse project teams where each student's strengths contribute to the group's success. ### 8. **Regulation** **Explanation:** Regulation involves teachers setting and enforcing rules by providing consequences for breaking them. This includes rewards for good behavior and punishments for rule violations to maintain order and discipline. **Example:**\ The teacher establishes that if students submit assignments late, they will lose points. However, if they consistently follow the rules and meet deadlines, they will earn bonus points or recognition. This ensures that students follow the rules while understanding the consequences of their actions. **Discussion question: How are the power techniques observed in your classroom? Give examples.** Cornelius and Herrenkohl\'s (2004) conceptualized the macro level of interaction which is classified into three aspects: ownership of ideas, the positioning of learners among each other with respect to certain ideas (partisanship), and the use of persuasive discourses within the classroom. Specifically, each is defined as: 1\. **Partisanship.** This has been described as the power between learner interactions. This is usually observed in group work where the assignment of roles is provided and the learners take responsibility for the roles they chose or those that were assigned to them. 2\. **Persuasive discourses**. These occur between teacher and learners and define the shared power inside the classroom. For example, as the teacher sets the rules at the beginning of the class, the learners take note of the class requirements and class policies. These discourses define the quality of relationships between people. 3\. **Ownership of ideas**. This focuses on how learners engage in ideas that are considered to be a product of their own discussions. Their perceptions of the information cascaded to them through various instructional materials will define the relationships formed between them and their classmates. ### 1. **Partisanship** **Explanation:**\ Partisanship refers to the way power is shared and managed among students when they work together in groups. During group activities, roles are either assigned by the teacher or chosen by the students themselves. Each student is responsible for completing their role within the group, which helps balance power and responsibility among members. This interaction defines how students collaborate, share power, and contribute to achieving the group's goal. **Example:**\ In a group project about recycling, one student may take on the role of leader to organize tasks, another might gather research, and another could create a presentation. Each student is accountable for their role, and their interactions determine how well they work together to complete the task. ### 2. **Persuasive Discourses** **Explanation:**\ Persuasive discourses are conversations or discussions between the teacher and students that define how power is shared in the classroom. For example, when a teacher explains the class rules and policies at the beginning of the school year, they are establishing their role as a guide and setting expectations. At the same time, students listen, accept, or negotiate these rules, which shapes the relationship between them. These discussions build trust, cooperation, and clarity in the classroom. **Example:**\ The teacher might say, "In our class, participation is very important. Let's agree on a rule where everyone contributes to group discussions." Students may then respond by sharing their thoughts, asking questions, or suggesting changes to the rule. This interaction helps create a respectful and cooperative classroom environment. ### 3. **Ownership of Ideas** **Explanation:**\ Ownership of ideas focuses on how students take responsibility for their learning by engaging with ideas and content that come from their discussions, group work, or individual reflections. When students feel that the ideas they are working with belong to them (rather than being dictated by the teacher), they are more motivated to learn and form better relationships with their peers. The way they perceive and use the information they receive from lessons or instructional materials can strengthen their sense of connection and collaboration with classmates. **Example:**\ In a class discussion about climate change, students brainstorm ideas about possible solutions. If a group decides to focus on tree planting as their project, they feel a sense of ownership because the idea came from their discussion. This shared ownership enhances teamwork, and they take pride in working together to bring their idea to life. Discussion question: How is the boundary of learning defined? The Philippine education system is entering an era of change. These changes are brought about by developing technologies, social media, the pandemic, and the need to have access to the latest and verifiable information. To address the changing dynamics in learner learning, a number of schools, if not all, have developed online and distance education programs. In 2020, the COVID-19 pandemic changed the landscape of education. The threat of the virus brought governments to review their healthcare systems and mechanism of encouraging communities to practice safety in dealing with people and in ensuring that they stay at home and only go outside to avail of essential services. The pandemic, likewise, affected how schools deliver their instructions. Public and private basic education schools, universities, and colleges shifted to online learning and distance education to ensure public safety among learners. The shift to distance and online learning prompted teachers and learners to get to know how the system works and to devise mechanisms that would ensure the effective and efficient delivery of the instructional materials. **Distance learning is referred to an educational approach where the teacher and learners are not confined in the classroom, are physically far from each other, and are separated by technology.** Instructional delivery mechanisms may be through print (e.g., modules are delivered to the learners and are either submitted by the learners back to the school), taken by the teacher, or sent via mail. The materials in distance education may be through voice, video, data, or print. Distance learning is usually an option given to adult learners as part of the alternative learning system (ALS) program of a school. Three types of classrooms exist in the current learning environment set-up: 1**. Traditional classroom**. Teaching in a traditional classroom involves a teacher and learners in a classroom (Tello, Aiken, & Stassen, 2013). In a traditional classroom, varied approaches can be integrated by the teachers as long as the learners are inside the classroom or within the school\'s premises (e.g., activities in the school\'s garden). Traditional classrooms enhance interaction between and among learners, and teachers to learners. The method of delivering information is the same for all learners and most activities are done in groups. Individual activities are carried out through tests but the results of these tests are usually processed in class. Teachers know how to motivate learners and manage in-class behaviors. When teachers supervise and are in constant communication with learners, it is called synchronous learning. Teachers work face-to-face with learners in addressing their learning needs. **2. Online classroom.** Environments that are online in nature involve synchronous and asynchronous modes of instruction. In a synchronous environment, the teachers and learners are connected via a learning management system (LMS) where the teacher can monitor what the learners are doing in real time. An example of this is a class conducted via a video-conferencing application where the teacher explains the lesson as a presentation is shared on-screen while the learners react to the presentation by asking the teacher their questions. This type of learning simulates what is happening inside the classroom since options for breakout groups are available, with physical distance being the only difference. The advantage of an online classroom is that learners may learn anytime from any part of the world; however, they need to have the equipment and knowledge in manipulating the equipment (e.g., mobile phones, laptops). This environment promotes opportunities to take virtual tours, stream video clips, and watch experts deliver their thoughts on a variety of issues. This approach is delivered through the Internet. 3\. **Hybrid classroom.** A classroom that blends online and traditional classroom is called a hybrid classroom. Both synchronous and asynchronous approaches in learning happen in a hybrid classroom with online materials used as supplementary materials to enrich the learners\' learning experience. In a hybrid classroom, teachers may provide activities in class or in session and give learners their reading materials on the content online. In a way, the best of traditional and online classrooms are enjoyed in a hybrid classroom. Two parallel processes take place in an online environment (Traxler, 2018): 1.Reflective and active learning takes place in an online environment as learners take responsibility for their individual learning. 2\. Technological knowledge is increased as teachers and learners engage in online instruction and learn to navigate how to use software related to learning. Teachers who have been trained or were learners in an online course are believed to be effective in the delivery of online instruction (Traxler, 2018). Teachers equipped in balancing traditional classroom approaches and assessments and online modes of instruction can increase learner engagement. The following are the approaches to online learning when categorized under synchronous and asynchronous modes. **Approaches to Online Learning** Synchronous learning refers to real-time learning via online resources. It could be through an LMS or social media: 1\. Audio and video conferencing 2\. Sharing of data and/or application 3\. Viewing of multimedia presentations together 4\. Live chat or group chat discussions 5\. Online slide shows 6\. Shared whiteboard or blackboard 7\. Virtual \"hand raising\" Asynchronous learning is referred to as an approach that uses online resources but viewing and learning from these resources are not shared at the same time or are \"time- delayed.\" The usual tools used are: 1\. E-mail 2\. Group chats 3\. Threaded discussion 4\. Newsgroups 5\. LMS bulletin boards 6\. Sent files or attachments **Online Education Sites** A number of online education sites are used by parents, teachers, and learners. Some online education sites require payment for access while others are considered freeware. In doing research, these sites provide updated information, new journal articles, or talks made by renowned authors and experts. There should be caution, however, in accessing some sites because the information stated in some sites may not be accurate. It is still best to countercheck the sources of information being used. Some educational sites include worksheets for learners to download and answer, while others offer real-time mechanisms for gathering learner responses. These websites are usually easily found when proper search tags are used in the search bar (e.g., worksheets for Grade 5). The Department of Education has a website where teachers and other experts upload their instructional materials for other teachers to use or as a sample for other teachers in creating their own worksheets. It is important, however, to consider copyright laws and plagiarism policies in using these resources. Lastly, some online education sites offer free courses to those who would like to work on their professional development. Some websites gather introductory courses from different well-known universities and offer them for free. If the adult learners find the course interesting and would want to pursue higher learning, the website offers continuing education where learners pay for the advance courses.