“A TEACHER-LEADER IN MOTIVATING STUDENTS’PARTICIPATION”

Every individual has own way of showing interest in one activity or argument. The skills required have become known collectively as 21st century skills and, increasingly employers and educators have been calling for their introduction at all levels of education and training. It is encouraging to note that Filipino child has an eagerness for education, despite the controlling influence of circumstances beyond the hold and even that of society.

In the study conducted by Robinson et.al (2014) entitled “Perception about Implementation of Differentiated Instruction”, the findings found out that the teachers perceive successful implementation of differentiated instruction as something that does take time to incorporate within the classroom, but practice and diligence make it possible. In addition, each of the teachers was passionate about the use of differentiated instruction not only within their classroom, but felt differentiated instruction should be practiced in all classrooms. Furthermore, many ideas such as choice boards, cooperative groupings, connection strategies, and enrichment activities were shared regarding differentiated instruction practices. Finally, the participants relayed the need for more direct professional development opportunities for differentiated instruction which addresses classroom management, implementation process, and hands-on session to create differentiated lesson plans and strategies that have been proven to work in the classroom across the curriculum.

A Teacher-Leader is well known about how the differentiate instruction in classroom is significant. As one of the goal was to implement professional development opportunity that includes cross curricular strategies and develop student’s participation in the classroom.

--oOo—The author is SST II at BABNHS