CAPIZ STATE UNIVERSITY

MAIN CAMPUS
 Teacher’s Prayer

Lord, as I leave for school today,

I pause a while to call on thee;
I seek thy guidance that I may
Perform my task day after day.

Grant me the patience to calmly bear,

The rigors of teacher’s oh! Let me fare;
And give me strength of body and soul
The trials that I may endure

Courage I seek, Lord to have Faith,

Ro put ideas into test
Initiative to try out things
That might improve the job I’m in.

I ask for wisdom not to miss,

Each opportunity to do my best
To treat each child with outmost care
So when he’ll grow, he will farewell.

Humility I ask of thee,

That others view I also see
But make me brave to stand and fight
For the things that I deem to be right.

Thy blessing Lord, on me bestow,

That whatever to wilt I will do
So I can say at the end of the day
Dear Lord, I did my task today.

BREAKTHROUGH EDUCATION
 By Henry S. Tenedero

Change even if for the better, is always met by resistance. While your intentions are
good and you are brimming with enthusiasm. Others, learners, or parents may not
understand you at all. In cases like this, the best thing to do is to introduce learning and
teaching styles that changes slowly and gradually. Take note too, of your student’s
reaction and feelings toward the brand new you and the new version of your lessons. Bear
in mind that water cuts by the riverbed not by the brute force but by continuously and
consistently flowing through it. Here is a guide to help teachers prepare for class after
having been exposed to the theories of multiple intelligences and learning styles.

THE SUBCONSCIOUS WISHES OF STUDENTS

Students came to class not just to learn. To them, a school is a place that opens up a
world of experiences and endless possibilities. To make learning more special for
students, each teacher must keep in mind what students want to be treated inside the
classroom. The following are the possible needs and expectations of your students. A
teacher must be resolved to provide for each. 1. Belonging – it is important for students to
feel that they belong. 2. Respect – the student should be valued for whatever difference of
opinion, race, color, or creed. 3. Appreciation – it is a basic human desire to be
appreciated. 4. Safety – students should learn in a non-threatening atmosphere. This way
they can freely contribute their ideas during class discussion. 5. Success – students love
to feel successful in their contribution to the school. Small successes should duly
recognized and as important as big ones. 6. Interaction – part of everyday school life is to
meet new friends and build positive relationships.

STUDENT AS AUDIENCE MEMBERS

Your students have not only different learning styles but varied personalities too. They
will, therefore react to you, as speaker or lecturer in different ways. Some may show
interest others may demonstrate indifferences or even cynicism. Don’t be disappointed if
you feel that your jokes are falling flat or if your students are unresponsive to your
efforts. You’re not ineffective it’s just a matter of knowing your audience.

The following are the basic type and possible attitudes of students as audience members.

1. The Jailbird more often than not has his arms crossed in front of him. He feels
obligated to be there, and would rather be elsewhere. You can draw this person out,
possibly over time. Be patient.
2. The Traveler has a generally cool mood. His mind tends to take off from any points of
personal interests. Be gentle in recalling this person’s attention to the lesson at hand.

3. The Graduate frowns and rolls his eyes with a look of superiority. He is a deadly
serious, deadpan type. Be clear and precise. Don’t expect and don’t ask him to do
anything frivolous.

4. The Learner smiles a lot and demonstrates enthusiasm. He likes you, or the lesson, or
both. Be thankful!

When faced with something new and different, an internal struggle takes place in your
students. These are between themselves and other audience members; between
themselves and the presenter; between themselves and the lesson materials, or between
themselves and the learning environments. You can calm and ease such tensions through
light probing questions such as “Is there any word or phrase that’s not clear? Can you
hear me over there at the back?” the possible tension easing questions and remarks are
endless. You may address them to the class in general, to one particular student in front of
the class, or to a student on a one-on-one basis.

BUILDING UP YOURSELF IMAGE

Your over-all impact boils down to how well you present the “new you” to your students.
To make them feel your sincerity and to encourage them to give learning and teaching
styles a try the following “I” exercises to psyche yourself up.

I Know – I have reviewed my lesson plan for today. I know what technique I will try out,
and I know how to go about it.

I Believe – What and how I am going to teach the lesson is both important for the welfare
of my students.

I Can – I have the knowledge. I have the skills. If I make a mistake, I can sorry and try
again.

Learning and teaching can be tiring too. Stress can hit you or your students act at any
time during the school day. When you feel it creeping up on you, or when you sense it
creeping up on your students, take a break. Recharge yourself and your class with
“energizers” such as deep breathing, yawning, pausing, and visualization.
 Acknowledgements

The BSEd English 4A would like to express their sincerest thanks and
gratitude for the following persons who made the class of Special Topic III
possible and successful one:

Dr. Elmer Albaladejo, course facilitator for the unending reminders

and patience throughout the entire class of Special Topic III.

Dr. Ma. Lida A. Solano, Dean of College of Education.

To our beloved parents, relatives, friends, and to those people who

never stopped motivating and supporting us in every way they can.

Thank you won’t be enough for the efforts, help and motivation you
all have shown to us throughout the class of Special Topic III. Without you
all this won’t be a success.

Most of all, to the Almighty God, the source of our strength and
knowledge who never failed to shower us in his love and blessing.

To God be the Glory!

SPECIAL TOPIC
SPECIAL TOPIC
 A Teacher for the World: Are You In?

THINK ABOUT THESE:

“If you consider teaching as a system wherein the adult (the teacher) is given the
responsibility to guide and educate the young (the learner), there is wisdom in refocusing the
attention to the teachers to train them to capably lead the young.”

“To produce global citizens is to provide global education.”

WHAT IS A LEARNER?
They are the ones who are complaining that their teachers are not making them learn as
they should.

GLOBALIZATION AND GLOBAL EDUCATION

It pertains to the increasing ease with which somebody on one side of the world can
interact with mutual benefit, with somebody on the other side of the world.

GLOBALIZATION
 Is a simplified term of describing the spread and connectivity of economic and cultural
life all over the world.
 It encompasses a multitude of disciplines, communities, and cultures.

“There is no area of human activity that is not affected by Globalization.”

WHERE CAN BE SEEN THE IMPACT OF GLOBALIZATION ON EDUCATION?

Due to the advent of globalization, the way people think, study and learn have changed
tremendously. The effects if globalization on education can be seen in the rapid developments in
technology and communications, changes within learning systems, the changing roles of students
and teachers, and major concern on lifelong learning. More so, there is a shift in the concept of
learning as contained and organized in school, to the learner with the vast potential to learn from
all his experiences.

WHERE CAN BE SEEN THE IMPACT OF GLOBALIZATION ON EDUCATION?

The use of internet and other computer forms paved the way for alternative learning
systems in education like online learning and distance learning. Educationally sound and well
packaged curriculum materials become the priority of schools as well as the technologically
sophisticated “solutions”

WHAT DOES THE TEACHER NEEDS TO DO IN THIS GLOBALIZATION?

 Carry out the lesson effectively and effect learning.
 Master the subject matter.
 Implement efficient classroom management strategies.
 Understand the learners in order to maximize learning.
 Bring a global touch in the classroom.
 Make sure that students learn how to communicate in English in a variety of audiences
considering rich cultural context.
 In this borderless information society, education has to respond to additional demands of
a rapidly globalizing world by raising awareness of societal and cultural diversity and the
idea of a global village.

WHAT IS GLOBAL EDUCATION?

 Defined as an “education which promotes the knowledge, attitudes and skills relevant to
living responsibility in a multicultural, interdependent world” (Fisher & Hicks, 1985,
p.8).
 Kniep (1985) states that “global education consists of efforts to bring about changes in
the content, methods and social context of education in order to better prepare students
for citizenship in a global age.”

WHAT IS GLOBAL EDUCATION?

 It develops skills such as critical and creative thinking, problem solving, conflict
resolution, and communication skills.
 It promotes values like respect for diversity, a commitment to peace and harmony, and
empathy with peoples of the world thus, taking concrete steps locally and globally to
make a better world.
 It must be thoroughly planned and consciously taught.

WHAT IS THE MISSION OF GLOBAL EDUCATION?

 It is outlined in UNESCO’s Recommendation on Education for International
Understanding, Cooperation and Peace. This document calls on teachers in schools
around the world to promote education at all levels with an international dimension and a
global perspective in, to understand and respect all peoples cultures, values, and ways of
life, to become aware of the increasing global interdependence between peoples and
nations and to understand the necessity for international solidarity and cooperation.

ON BECOMING A GLOBAL TEACHER

 The realities of globalization and global education have increased the demand for a
global teacher who can effectively carry out the challenges of the globalized world.

WHAT ARE THE CHARACTERISTICS A TEACHER IN A GLOBALIZED WORLD?

S/he should possess:

• Expertise in is field
• A good communicator
• Pragmatic
• Critical thinking
• Problem solver
• Creative thinking
• Information literacy

CHARACTER VS COMPETENCE

A global teacher should have the heart to love the unlovable, to endure the unbearable
and he or she must have the competence to make learning possible. The CHARACTER of the
teacher refers to his/her personal characteristics. While COMPETENCE refers to the professional
traits of the teacher needed in the effective performance of his/her work.
THE TEACHER WITH CHARACTER
 “A teacher should be a model of good behavior before he/she can demand the same
behavior from the students.”
 A teacher with desirable character should have:

CLASS
Commitment
Love of Learners
Accountability for high standards
Sociability
Sincerity
THE TEACHER WITH COMPETENCE
• A competent teacher should have:
• The professional artistry to induce learning among students.
• Information and communication technology literacy skills.
• Teachers must also collaborate with other educators to learn how to implement new
technology in the classroom, and how to prepare students to enter a global economy.

HOW TO HAVE A LIFELONG LEARNING?

 He/she needs to make sense of the experiences around him/her.
 The teacher must have the skill:
• Learning how to learn
• Reflection
• It can provide the “bridge” from an educator’s technical knowledge to
professional competence (Schon, 1987).

SCHEMA CHARACTERIZING THE GLOBAL TEACHER

THE GLOBAL TEACHER

 DISTANCE EDUCATION
ALTERNATIVE LEARNING SYSTEM BEYOND BORDERS

DISTANCE EDUCATION
(Distance Learning, Open Learning, E-learning, Online Learning or Web-based Learning)
A field of education that focuses on the pedagogy and andragogy technology, and
instructional system design that aim to deliver education to students who are “nZot
physically on site”.

History of Distance Education

1. Correspondence Education (1700)
 Printed materials sent through the mail
 Television (After WWII)
 Videotape, programmed instruction and telephone
2. Audio conferencing and video conferencing

Characteristics of Distance Learning

 Provides learning opportunities.
 Learner – centered.
 Provides learning packages designed for self- directed learning.
 Has an organizational structure and clear institutional systems.
 Distance education is an outgrowth of research.

Advantages of Distance Education

3. Distance education does not require commuting.
4. You can complete most of the classes at your convenience.
5. Live anywhere, study from anywhere while pursuing the education of your
choice.
6. Gain extra knowledge.
7. Self- paced learning.
8. Accessibility.
9. Convenience and flexibility.
10. Interaction.
11. Individualized Instruction.
12. Vast Resource Readily Available.
13. Potential.
14. Cost.

Key Players in Distance Education

 1. Students
2. Faculty
3. Facilitators
4. Support Staff
5. Administrator

Four (4) Types of Interaction

1. Learner- Content
2. Learner- Instructor
3. Learner- Learner
4. Learner- Technology/ System

Synchronous vs. Asynchronous Interaction

Synchronous: “real- time”.
Examples:
1. Two-way video conferences
2. Telephone conversations
3.
Asynchronous: “delayed- time”
Example: Instruction may be delivered via the web or videotapes, and the feedback could
be sent via e-mail messages.

Distance Education Technologies

 Print Technology
 Computer Technology
 Video Technology
 Audio Technology

Research and Distance Education

 University of the Philippines Open University (U.P.O.U)
 Melinda Dela Pena Bandalaria (2007) Impact of ICT’s on Open and Distance
Learning in a Developing Country Setting: The Philippine Experience
 Brenda McDonald (2009) Appropriate Distance Education Media in the
Philippines and Mongolia.
 EMBRACING SPECIAL EDUCATION

A. Special Education
In short SpeEd, is an individually planned and systematically implemented and
carefully evaluated instruction to help exceptional children achieve the greatest
possible personal self-sufficiency and success in present and future environments.

RA 7277 (Magna Carta for Disabled Persons)

Described the persons with disabilities are part of Philippine society and so the
State shall give full support to the improvement of the total well0being of disabled
persons and their integration into the mainstream of society.

Definition of terms of Section 4 of Republic Act 7277.

1. Disable Person – are those suffering from restriction or different disabilities as

a result of a mental, physical or sensory impairment to perform an activity in
the manner or within the range considered normal for a human being.
2. Individualized Education Program – commonly called an IEP, is a legal
document, collaboratively prepared by the special education team of
professionals.

3. Mainstreaming – or Least Restrictive Environment to the maximum extent for

the child to participate with non-disabled peers in conjunction with the general
education curriculum.

4. Reasonable Accommodation – includes (1) improvement of existing facilities

used by employees in order to render these readily accessible to and usable by
disabled persons, and (2) modifications of work schedules.

5. Rehabilitation – is an integrated approach to physical, social, cultural,

spiritual, educational and vocational measures that create conditions for the
individual to attain the highest possible level of functional ability.
 6. Sheltered Employment – the provision of productive work for disabled
persons through workshops providing special facilities.

7. Social Barriers – refer to the characteristics of institutions, whether legal,

economic, cultural, recreational or other.

8. Zero Defect – specifying that all children, regardless of ability, are guaranteed
a free and appropriate public education.

Types of Disabilities.

1. Autism - is a neurological disorder that affects communication and the

processing of sensory information.
Echolalia is the repetitive communication disorder manifested by autistic
children.
2. ADD/ADHD – means Attention Deficit Disorder or Attention Deficit
Hyperactivity Disorder – is a biological, brain-based condition that is
characterized by poor attention and distractibility and/or hyperactive and
impulsive behaviors.
3. Learning Disabilities – refers to a disorder in one or more of the basic
psychological processes involved in understanding or using spoken or write
language which can result in difficulties in reading, writing, listening,
speaking, thinking, spelling, or mathematics.

Dimensions of Learning Disabilities

1. Dyslexia – an impairment in the ability to read or comprehend written

language which is considered to be a significant learning disability or
reading problems, and/or oral language.
2. Dysgraphia – is a disorder related to written language.
3. Dyscalcula or Dyscalculia – is the difficulty of the individual of
mathematical problems.
4. Mental Retardation – is a condition that affect an individual’s general
ability to learn school materials, adopt to the social demands

Classification:
1. Mild (50-55 to 70 IQ) – can learn basic academics
 2. Moderate (35-40 to 50-55 IQ) – can learn self-help
3. Severe (20-25 to 35-40 IQ) – can learn self-help but under
supervision.

5. Physical Impairment – are conditions that affect an individual’s gross-

motor or control or mobility and the fine-motor control.

Impairments:
1. Cerebral Palsy – paralysis of the brain involving muscle control,
posture and movement that is not progressive.
2. Hearing – a permanent or temporary disability in listening.
3. Visual – blindness is referred as having low or no vision.
4. Aphasia or Apraxia – expressive speech disorder or any language
impairments.

6. Gifted or Talented – another classification of children that needs special

education where these children exhibit excellence in their areas of
intellect.

Special Education Curriculum.

Two Approaches:
1. Integrative or Activity – Centered Curriculum Approach – these scope and
sequence of this approach is found in the child himself.
2. Child – Central Curriculum Approach – it is designed for the child as the
center of the educational process.

Disability Suggested Curriculum

-Weekly spelling test
-Active role in helping your students to gain skills
Learning Disabilities -Teach student to active homework independently
-Use graphs and books
-Pursue the cursive writing
-Balance of teacher-directed and self-directed
ADD/ADHF
activities
-Teach the child according to his/her needs and
Autism
interest
-Give homework, activities, assignments that needs to
Tourette Syndrome
be shorter.
-Use many cues in teaching and presenting
Mental Retardation
information.
 -Provide learnings that is suited to him/her and put
Gifted and Talented
forth effort on creativity.
-Use visual and verbal cues depending on type of
Physical disability.
Impairments -Provide graphic organizer or any digital type of
materials in presenting information.

SPECIAL TOPIC
BEFORE
DURING
AFTER
SPECIAL TOPIC
SPECIAL TOPIC
SPECIAL TOPIC
Alcazaren, Christian
Alimonsurin, John Christian
Arapoc, Annjaneth
Araza, Noeme
Arroyo, Carl Eduard
Bernada, Charry
 v

Blanco, France Lowie

Borres, Aisa
Cadiz. Michael Vaugn
Celino, Lea Jade
Custodio, Catherine Mae
Dadivas, Lorie Grace
Celino, Lea Jade
Francisco, Jesson
Laguing, Iris
Rio, Ma. Carmen
Sarbues, Ma. Blesilda Michaela
Senal, Lea Mae
Ubalubao, Barnadeth
 ”Education is not a privilege, it is a right “
said by William J. Clinton

To teach is what we desired from the beginning,

To learn is what we dared to achieve in this journey.
To inspire is what gives us our burning passion.
To be good, to be kind, to be a guide.
To be the start of a legacy that can change the whole nation.

This is our life as teachers.

A teacher of the world.
A “teacher” for the “world.”

But here we learned that every teacher in the world deserves a “break.”

Special Topic 3 helped us envision ourselves in the near future after our
graduation.
Indeed, the life of a teacher is truly overwhelming.
Imagine being the teacher for hundreds of students. This is the job who will
keep you up at night and will force you to wake up early in your bed,
sometimes it won’t even let you sleep at all.
Truth to be told, this profession that we dare to reach is somehow
exhausting…
and we keep asking ourselves, “can we do it?”, “can we reach it?, or “can
we make it?”

In this subject “Special Topic 3” that has been taught by Dr. Elmer
Albaladejo, all the questions were erased.
All the doubts in our heads were gone, and it’s because of what we
experienced in the field and how this subject guided and enlightened us to
see the beauty behind the horrors of a daily life of a teacher.

The line of direction seems so clear and transparent, and we, as aspiring
teachers, can walk right through it.
This is, the life of a teacher.
 ”Every expert was once a beginner “
said by Rutherford B. Hayes

People say when they watch theatre plays, “Behind every

curtain, is a story.”
For English 4A, all of us has a story to tell.

The life of a teacher is never ending, they say…and we do believe it’s true.

We started as students driven by passion, some were confused, and some

are unknown. As years pass by, we realize that the road that leads to being
a teacher is not easy as pie. We became more practical and logical and
passion seemed to be out of our system due to all the pressure given by our
course,
yet here in Dr. Albaladejo’s subject, we were reminded on how we started
and what we felt in the beginning when we took this course. We got to
reflect so much, and we were able to trace how much we’ve changed for
the past few years.
The passion that we thought was lost, only hibernated in our hearts. Now, it
woke up with memories of yesterday.
In our first meeting we were taught how to speak, how to communicate,
and how to pray. We realized that we were focused on philosophical
matters for these past few years that it felt that weren’t experiencing “how
to teach” firsthand.
In that moment, we woke up.
In that moment, our hearts burned with passion.
In that moment, after how many years, we became excited to learn and to
teach once again.

That first meeting gave us a mighty push as practice teach interns in the
beginning of the sem. It felt like the nervousness inside our system crashed
and was deleted. We were able to breathe freely, and with no worries.

In every seminar we attended, we learned and realized all the things we’ve
been missing as teachers.
Every teacher is a ball full of surprises.
A teacher is confident to do the things that seems to be impossible.
A teacher is daredevil committed to do anything just to enhance their
abilities.
A teacher is a teacher for all.
Hundreds of students, thousands of topics, millions of strategies and
techniques, and all of for one teacher.
 “An Investment in knowledge pays the best interest. “
said by Benjamin Franklin

One day, a teacher asked an intern, “How will you change the
future?”
The intern went silent for a second, and then answered, “By being the
change today.”
A simple, direct, yet meaningful answer.
Yes! This is how we teachers change the future, our days in our classroom is
an investment, the topics we discuss are foundations, the learning we share
are the materials that our students will use to build a better future.
Dr. Jose Rizal said. “The youth is the hope of a nation.” and these words is
what drives us to guide every children in the world, because a single child is
a possibility, a single child can make a difference, and a single child can
make one dream come true.
We, teachers, guides many children to make their dreams come true, make
it a reality, and create a huge difference.

Though, like in every profession and as all humans feel, it’s tiring us day by
day.
A drained and tired teacher can’t change the future right.

That is when we learned in Special Topic 3 the best advice we can ever hear
in our lives.
“The Breakthrough Edcuation” by Ismael V. Mallari.
In this, we learned how to deal with all the stress a teacher can get.
In this we learned how to rest our hearts and souls, and not to quit and be a
burnout.
In this, we became a true teacher of the world.

Teaching was never about the money. It was never about the fame or
anything materialistic.
It was about creating a good change in this world and building a legacy,
time can’t steal.
And this time, when we ask ourselves the same questions, we won’t be
confused anymore.

Because the last lesson of “Breakthrough Education” to us aspiring

teachers, is whenever we feel like giving up in our profession. Just take a
rest and state these lines inside your head.
“I Know! I Believe! I Can!
Thank you Dr. Albaladejo. This experience was a real game changer for us
aspiring teachers.
Truly, this is the drive were looking to feed our hungry passion. Thank you
very much from English 4A!
God Bless!