THE CHALLENGES AND PROBLEMS FACED BY TEACHERS IN THE NEW NORMAL MODALITY ( Research) PDF

Preview

Summary

THE CHALLENGES ANDPROBLEMS FACED BYTEACHERS IN THE NEWNORMAL MODALITY.CHAPTER 1THE PROBLEM AND ITS BACKGROUNDIntroductionEducation is important for an individual’s improvement, it allows an individual to be prepared for the future and for life experiences. In fact, education is the key to success. T...

Description

THE CHALLENGES AND PROBLEMS FACED BY TEACHERS IN THE NEW NORMAL MODALITY.

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Introduction Education is important for an individual’s improvement, it allows an individual to be prepared for the future and for life experiences. In fact, education is the key to success. Teachers are one of the most important members in our society. They are the ones who gives purpose to their students through sharing their knowledge and set up their student for success. In the new normal learning modality cause by the pandemic, students and faculty members are adjusting. Many students on social media are ranting their stress because of the activities given by the teachers. However, teachers are also adjusting to the new learning modality. They are also experiencing challenges and problems in this new learning modality. There are plenty of teachers who doesn’t have internet access in their homes which cause them to buy load for data connection which is deducted from their own budget. There are also teachers who aren't knowledgeable in modern society especially the elder teachers but, the problem is that they have to adjust in the new learning modality. They should also be creative in executing activities for their students, specially the group activities. They also need to have gadget and internet access to stay connected to their student so they can monitor their student on a weekly basic

activity. They must always be available to respond to their student queries and concerns.

Instead of babbling teachers out because of the deadlines given students should also be thoughtful and understanding about their teachers struggle, in this new learning modality. They should appreciate the effort given by their teachers to successfully execute their activities to educate their students. In addition to that, every teacher is facing different kinds of struggle in this new learning modality, they should also be the one to adjust first to be able to guide their students well.

Conceptual Framework A universal challenge in the field of teacher education is the innovative vision of the basic knowledge and skills required for the teaching profession especially nowadays because covid 19 is now relevant to modern education. A conceptual framework illustrates what you expect to find through your research. It defines the relevant variables for your study and maps out how they might relate to each other. You should construct a conceptual framework before you begin collecting data. It is often represented in a visual format. The first chart is about negative effects to the teachers by the new learning system such as having difficulties in lessons, in new system of teaching and other students’ behavior. The second chart

is about the positive effects to the teachers by the new learning system which includes having job during pandemic and they serve practically to the community. Teachers still do their best to teach their students online in new system of teaching.

CONCEPTUAL FRAMEWORK

NEGATIVE

PROBLEMS AND CHALLENGES

POSITIVE

FACED BY TEACHERS IN THE NEW LEARNING MODALITY

SURVEY

CONCLUSION

Statement of the Problem This phenomenological study aims to determine the challenges and problems faced by teachers in the new learning modality. Specifically, it aims to answer the following questions: 1.What are the challenges and problems that teachers encounter in the New Learning Modality? 2.How do they cope and adjust with the changes in the mode of teaching?

Scope and Delimitation

The focus of this study is to determine the Challenges and Problems faced by Teachers in the New Learning Modality. Because of the threat of COVID 19 the problems are more stressed out, the internet access, when the online teaching are connectivity poor and the time management of the teachers and students also. The Teachers are facing the new system of teaching, We should know the challenges of every teachers in our online classes. Knowing their problems in the new teaching system, for every student must be aware to the challenges they are facing. For us researchers,

this study helps us to understand the situation and to make it easy for us to learn. We need to cooperate with teachers, because that is the best way to succeed in this new learning modality.

Significance of the Study

This study is conducted to determine the challenges and problems faced by Teacher's in New Learning Modality and shall be beneficial to the following:

Students. This will help in extending to students the information regarding to the struggles that the teachers are dealing with.

Teachers. This research will help them to know what to do when in terms of dealing with different problems.

Future Researchers. This research study will be helpful in providing informations that will serve as guide in doing future researchers especially when the theses will be related in the current study.

Definition of Terms

1.Babbling - the action or fact of talking rapidly and continuously in a foolish, excited, or incomprehensible way. 2.Deducted - subtract or take away (an amount or part) from a total. 3.Execute - carry out or put into effect (a plan, order, or course of action). 4.Plenty - a large or sufficient amount or quantity; more than enough. 5.Queries - a question, especially one addressed to an official or organization.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This section represents the different ideas precepts and concepts of the different authors that are relevant to this study. This chapter will present interrelated ideas for the Problems and Challenges faced by Teachers in the New Learning Modality and selected approaches to helping overcome it.

Related Literature

The classroom teacher has a variety of roles and responsibilities that change according to the students he or she instructs. In this next section, the teacher’s roles include individualizing and differentiating instruction, selecting age-appropriate teaching strategies, and acting as the facilitator of learning.

The challenge for the middle school teacher is to differentiate or to adapt instruction to respond to the diverse student needs found in inclusive, mixed-ability classrooms (Tomlinson, 1995). A differentiated classroom offers a variety of learning options designed to tap into different readiness levels, interests, and learning profiles. According to Tomlinson (1995c), 18 “Teachers utilize (a) a variety of ways for students to explore curriculum content, (b) a variety of sense-making activities or processes through which students can come to understand and ‘own’ information and ideas, and (c) a variety of options through which students can demonstrate or exhibit what they have learned”

According to Tomlinson (1995b), there must be a reason to differentiate instruction. To be successful, the teacher must draw on classroom management and routines, prepare both students and parents for a differentiated approach to learning, and work with other faculty members to coordinate a team approach to learning. These considerations move the students toward student-centered learning, or self-directed learning, and help prepare them as they start their journey as life-long learners.

According to Dunn and Dunn (1972), a student contract “should be a part of every dynamic educational program,” and as a powerful teaching tool it should stimulate individualized learning (p. 31). They also stated that “individualized instruction is the one-onone relationship between a student and what he learns” (Dunn & Dunn, 1975, p. 5).

According to Karalis (2020), what is worth studying after returning to normality. In this situation it shows the problems we will face regarding new learning modalities and the challenges of the student and the teacher. Within the new normal, the situation presents a unique challenge to every educational leader’s decision-making process. Hence, to sustain the delivery of quality of instruction to every school, this article presents opportunities for responding issues, problems and trends that are arising and will arise in the future due to COVID-19 pandemic. The author has a keen interest in the current and future trends in the new normal education.

The present COVID-19 pandemic has brought extraordinary challenges and has affected the educational sectors, and no one knows when it will end. Every country is presently implementing plans and procedures on how to contain the virus, and the infections are still continually rising. In the educational context, to sustain and provide quality education despite lockdown and community quarantine, the new normal should be taken into consideration in the planning and implementation of the “new normal educational policy”. This article presents opportunities for responding issues, problems and trends that are currently arising and will arise in the future due to COVID-19 pandemic through the lens of education in the Philippines - the new educational norm.

For almost two pandemic months, mostcountries around the world have temporarily closed educational institutions to contain the spread of the COVID-19 pandemic and reduce infections (UNESCO,

2020). This closure has affected more than 1.2 billion learners worldwide with more than 28 million learners in the Philippines (UNESCO, 2020). Responses like community lockdown and community quarantine of severalcountries have led students and teachers to study and work from home which led to the delivery of online learning platforms (Crawford et al., 2020).

According to Julius Segovia, Melanie Moreno and Rhay Cayton, they are part of Teacher’s paradigm shift in the new normal. They are sharing their experiences and techniques in online class. They will have to adjust well to the new challenges that come with the new technique of learning. Some of Teacher’s are working from home, they need gadgets and internet to stay connected to their students so they can still properly monitor their students as well.

Before the pandemic, he prepared his lessons a few days or weeks before they are actually delivered to his students. This time around, his lead time had to be longer. “You need to prepare and finish all the modules for the entire semester before the classes get started,” said Julius Segovia. (Julius Segovia, 2020)

Another journalism teacher, Melanie Moreno, agrees that she had to pass hurdles upon hurdles to be able to conduct her classes, not only to keep things in order, but also to ensure learning among her students. “Preparing lessons during this pandemic is way more challenging than before since the concern is not just limited to making sure that the learning will be transferred to the learners, but also to making sure that this is actually

delivered to them,” says Melanie, who teaches in a public high school in Cavite. (Melanie Moreno, 2020)

R-Jay Cayton, a teacher in the Alternative Learning System (ALS) mode of education, finds pre-work more complicated than before. “The planning part is complex now since classes are online. My audio-visual materials, camera, and microphone need to be tested at least two days before my actual class. Before, it was a day before because I just needed to prepare my visual aids,” R-Jay, who teaches basic education-level English to mostly adult learners. (R-Jay Cayton, 2020)

However, the implementation of online learning posed different risks, problems and challenges to both the teachers and students, especially in the higher education institutions (HEIs) (Bao, 2020). In the Philippines, there are 10,794 cases as of May 11, 2020 and is still increasing (DOH, 2020) with more than four million cases worldwide (Worldometer, 2020). In response to these situations, educational leaders decided to adopt the new normal in education. At the basic education, the Department of Education (DepEd) will be implementing the Learning Continuity Plan (LCP), which will be in effect School Year 2020-2021 and classes will open on August 24, 2020 instead of June 2020 (DepEd, 2020).

Within the new normal, the situation presents a unique challenge to every educational leader’s decision-making process. Hence, to sustain the delivery of quality of instruction to every school, this article presents opportunities for responding issues,

problems and trends that are arising and will arise in the future due to COVID-19 pandemic. The author has a keen interest in the current and future trends in the new normal education.

Related Studies

The purpose of this study is to see the other article and strategies of the Teachers facing the Problems and Challenges in the New Learning System.

This review study investigates teachers perceptions concerning the impact of using tablet devices for teaching and learning purposes. An explorative focus group study was conducted with teachers. Teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies (Stone and Morris, in Issac, 2010).

Education systems took a heavy beating from the COVID-19 pandemic. And while we often hear of students' and parents' struggles with online learning, teachers have their fair share of challenges as well. Teacher’s struggling to their students because of the poor internet connection, that’s why there are times that the teacher is being distracted while having discussion.

(Allen & Seaman, 2014). Online education has become increasingly popular in the U.S. higher education within the last two decades, and most higher education institutions believe that this method

of instruction will be critical for the future of higher education.

Based on this findings, Tomlinson (1995) uses this four strategies to shape teaching and learning in an effective way the following strategies are:

(1) “Instruction is concept focused and principle driven.” All students come to understand the key principles. Such instruction enables struggling learners to grasp and use powerful ideas and at the same time, encourages advanced learners to expand their understanding and application of the key concepts and principles. This type of instruction stresses understanding rather than retention of fragmented bits of information.

(2) “On-going assessment of student readiness and growth are built into the curriculum.” Teachers do not assume that all students need the same segment of study, but continuously assess student interest and provide assistance when needed.

(3) “Flexible grouping is consistently used.” It encourages students to work in many patterns, whether in-groups or individually, or as one large group.

(4) “Students are active explorers,” and “teachers guide the exploration.” In the differentiated classroom the teacher works as a guide or facilitator of learning. Students learn to be responsible for their work and develop ownership of their learning. The students’ learning contract is one of many strategies that offers the foundation necessary for the learners

to assume the responsibility for their individual learning journey.

Furthermore, Issac (2010) explains that teaching tactics are that behavior of the teacher which he manifests in the class i.e., the developments of the teaching strategies, giving proper stimulus for timely responses, drilling the learnt responses, increasing the responses by extra activities and so on.

Based on this findings, (Orlich, Harder, Callahan, Trevisan, & Brown, 2010:4) the following are the difference between teaching method and teaching strategy in more detail:

1.Teaching Method: (1) it is limited to the presentation of subject matter; (2) methods come under strategy; (3) it is a micro approach; (4) teaching as an art; (5) effective presentation of subject matter; (6) classical Theory of human organization; (7) work is important.

2.Teaching Strategy: (1) when we try to achieve some objectives by any method it becomes strategies; (2) strategy is actually a combination of different method; (3) for E.g. Lecture or textbook or question answer method can be never be used separately;

(4) it is a macro approach; (5) it considers teaching as science; (6) its purpose is to create conducive learning environment; (7) it is based on modern theories of organization; (8) (pre determined objectives, becomes strategy); (9) behavior of students and teachers and their mutual relationship.

Applying these teaching strategies appropriately requires welltrusted means of knowledge are needed and the teacher's role appears. Although many people believe that good teaching is impossible to define in any general way, a large body of research suggests that certain characteristics are consistently associated with good teaching as viewed by students, other teachers, and administrators. In a study of winners of the Alumni Distinguished Teaching Award at Ohio State (Ebro, 1977).

To the researchers' knowledge, observation of classes identified the following characteristics of effective teaching.

1.First, good teaching practices encourage cooperation among students, this principle deals with teaching practices which encourages cooperation among students. (Beishuizen, 2001) suggested to the teachers to encourage participation in classroom and to create effective asynchronous discussion.

2.Second, Good teaching practices encourage active learning, they support project-based learning which determines that students learn valuable skills from seeing and doing.

3.Third, Good teaching practices provide the teacher with valuable feedback about students’ progress; and accordingly can make amendment to improve students’ learning.

4.Fourth, Good teaching practices communicate high expectations, teachers should communicate high expectations for students’ performance by giving them challenging assignments e.g. asking students to apply theories to realworld situations.

5.Fifth, Good teaching practices take into consideration the students' learning styles and allow students to research their own issue of interest, instead of assigning particular issues. This encourages students to express their own diverse points of view. Instructors can provide guidelines to help students select topics relevant to the course while still allowing students to share their unique perspectives.

6.Sixth, Good teaching practices respect commitment and punctuality. They began class promptly and were well organized. They taught at an appropriately fast pace, but stopped regularly to check students’ comprehension and engagement.

7.Seventh, Good teaching practices encourage rapport in the classroom with learners. Teachers praise students and provide warm classroom climate by allowing students to speak freely and express their opinions.

8.Eighth, good teaching practices enhance self-confidence, (Eison, 1990), stresses the importance of confidence for new teachers which can be built upon good planning, clear goals, and a cultivation of relaxation and self-esteem

9.Ninth, good teaching practices helps to sustain growth in teaching by involving continuing to learn. (Chism, 1993), suggests that experienced teachers can avoid burn out and continue to improve through stimulating their own thinking by taking advantage of opportunities to learn new approaches for teaching and reflecting on their teaching continually and making changes based on those reflections.

CHAPTER 3

METHODOLOGY

This chapter discusses how this study was undertaken. It includes the Research Design or the phenomenological design. The Population and Samples includes of se...