Millennializing' teachers towards 21st century pedagogy

Abstract

To achieve greatness of the future is to invest in education. To ensure quality education is to put premium on the quality of teachers and the kind of pedagogy they bring forth to the learners. Most often, teachers find it challenging, if not so problematic to suit and align their pedagogies to the nature of the seemingly unique generation of today's learners. It is important to build connections and bridge the gap between the teacher and learners if only to make sure that learning will take place. Millennial learners have their own ways and styles of dealing with issues about their education and life-be it a teacher's concept or their own experience. When a teacher learns to tailor-fit his pedagogy for his/her learners, everything will fall into place. This study looked into how the teachers facilitate their pedagogical tasks under the criteria: Classroom management and discipline, delivery of instruction and relation to and communication with the learners. By getting the extent of agreement from the learners' perspectives, the researchers were able to identify the underlying 21st century skills exhibited and demonstrated by the teachers while performing the tasks. A pedagogical development program was crafted after a careful analysis of the data with a hope that teachers will be able to relate more with the learners by having a deep sense of understanding the appropriate pedagogy for their learners. A descriptive-development method was used to describe the conditions, practices, trends and situations in the classroom. A validated selfmade instrument was used to solicit responses from two hundred fifty learners in a private secondary school in Batangas City. Frequency count and percent formula, weighted mean with 4-point Likert Scale and Pearson's Product Moment Correlation Coefficient were utilized to treat the data. The results of the study showed high extent of agreement that teachers facilitate their tasks the way it should be. Further revealed is the significant relationship between and among the pedagogical tasks under the aforesaid criteria.