By displaying global authentic artifacts from their travels global teachers can

By displaying global authentic artifacts from their

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By displaying global authentic artifacts from their travels, global teachers can make the global experience real for the students who have not yet traveled abroad. Authentic artifacts such as foreign currency, pottery, jewelry, clothes, and artworks can validate the importance of global experiences and make an indelible impression on a student. This may inspire the student to learn more about the world he or she lives in and can arouse the curiosity of the learner through touch and sight. Dr. Percy Richardson mentioned that global teachers used textbook selection with global themes. Textbooks are critical in teaching with a global perspective because they help reinforce the experience the teacher has had abroad, and they introduce global trends and contributions made by foreign countries. If a student has not traveled abroad, it is through the textbook that the student will acquire his knowledge about globalization. Textbook selection is just as important as the faculty experience, so faculty members need to devote time to reading available textbooks before making a final selection. Moreover, Dr. Percy Richardson added that gaining global experience through teacher exchange programs is essential for global teachers. If a teacher has not studied or traveled abroad as a student or for pleasure, there are various opportunities to do so. Many institutions participate in faculty exchange programs where faculty members can gain the global experience needed. By participating in these programs, the faculty can gain knowledge of different cultures, values, and norms; brings a global value-added perspective to the classroom and the college community at large; learns a different way of teaching the respective disciplines; supports campus-wide globalization, and supports the concepts of global citizenship. Another important aspect of teaching with a global perspective is the need to teach foreign languages, both as a discipline and in a shared learning community. Teachers who teach foreign languages understand the importance of immersing students in a language by taking them abroad. Students who are immersed in a foreign language can more readily master the art of speaking, reading and writing it. Students who study a foreign language abroad learn different approaches to speaking the language that is not their mother tongue. They have a unique experience learning a new culture, its social norms, and traditions compared to students who have not traveled abroad. Teaching from a global perspective provides future employers of students with global workers. Such teaching produces students who possess the knowledge of languages, culture, social systems, dress, religion, and cultural norms, as well as skills for employment in the global marketplace. Also, it teaches global citizenship and cultural tolerance, as well as good stewardship of the world's resources.
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By learning different languages and traveling abroad, students can move easily from one country to another based on the demands of the job, their global travel experiences, and their skill sets. Filipino educators must equip students with the knowledge needed to understand race, color, creed, language, customs, norms, religion, global politics, and foreign business practices for them to compete in the global workforce of the Twenty-First Century.
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