Abstract:

Education is a vital component of an individual’s growth and development as part of the workforce and society, it is critical that the students are taught and nurtured well early on. Multifarious aspects influence the learning of students in this system; and among the central facets is the teacher.
Among the trends is the paradigm shift of the teacher acting as the facilitator of learning rather than the traditional sole source of information in a classroom setting. However, a usual setback of the Philippine culture in education covers a strange gap between the teacher and the learners. Introspect of the interaction within the four walls of a classroom hinders the optimum development of facilitator-learner scheme, thus hindering the adequate learning of the students, especially in the light of language learning. Factors impeding the acquisition of language learning include apprehension and anxiety to express thoughts and ideas. And unless the learners acquire certain degree of confidence to express language proficiency, there might be a stagnancy of scholarship.
This paper explores this particular dynamic in the Philippines. Participant observation is performed to elicit and describe this in detail. And discussions with stakeholders were implemented to identify the perspectives of each party. With this methodology, specific themes are ascertained. This type of study is central toward the development of curricular appropriations to meet the desirable clarifications in their behaviour.

Keywords:

Language education, classroom management.