The Salient Role of Teachers in the ‘New Normal’ Set-up of Education
Maria Kathrina V. Gemora
It is not curricula and learners who need to make significant changes in the shift to distance education. Teachers are now switching from conventional to integrated learning. While there are a lot of common aspects between the standard and the hybrid learning set-up when it comes to instruction and implementation, there seem to be a bunch of new things as well. Over this, there have been various responsibilities that teachers need to take on to develop efficiently and teach successfully amid adjustments.
Simply downloading a video and holding a video call cannot be deemed an efficient instructional technique until it is well-planned and well-implemented. Similar to conventional curriculum style, teachers should still adhere to the learning goals of e-learning classes; most notably, whether they are paired with face-to-face group meetings.
The professional teacher should be familiar with the learning goals of his/her subject experience and plan the learning exercises that are consistent with it. Both practices, all online platforms, and all evaluation methods can serve as a benchmark in the accomplishment of the learning objectives.
Technology is an underlying part of learning approaches. As much as technology-savvy learners are expected, teachers should also be technologically competent. They can be more knowledgeable than the teachers, as far as possible. Teachers will only optimize the digital abilities of learners if they are themselves technologically capable. Apart from the teacher's willingness to use modern technologies, teachers should learn how to fix technical challenges that could impede learning.
Since classroom hours are reduced in blended learning classrooms, teachers can dedicate time to delivering coaching for learners to participate in online content and smartphone apps. In particular, learners should be expected to be open to feedback to improve their listening and reasoning skills. Teachers can also have positive and supportive input that learners will use to advance their academic skills and improve self-management.
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The author is Teacher I - ALS at Burot Integrated School, Tarlac City