Learners' Development Matrix
Learners' Development Matrix
Embedded Files
Junior high school students, typically aged 13-15, tend to seek acceptance from their peers and value social connections. They may also display occasional stubbornness. This means that in the teaching-learning process, teachers should provide group work where all students can contribute, while also being sensitive to their emotional needs. Activities should promote problem-solving and critical thinking, with discussions involving open-ended questions. Furthermore, incorporating hands-on tasks and reflective exercises, like journaling, can further support their development and engagement in learning.
In Retrospect
In Retrospect
During junior high school, I saw reflections of myself in both the similarities and differences among students. Some were passive, others tried to participate, some sought attention, and others wanted to feel they belonged. Junior high was a period of transition for me—moving from being a bullied student in elementary to becoming a bully myself in JHS, seeking refuge from my own fears. By Grade 9, I began to change; and by Grade 10, I evolved into a leader, shaped positively by one of my teachers.
There were two teachers who helped me, both English teachers—one in junior high and one in senior high. The former explicitly helped me become self-aware in ways that transformed me into a leader, writer, and student. He believed in my potential and mentored me. The latter implicitly taught me to remain gentle with students, showing that it's possible to earn their genuine respect not through intimidation, but by kindness, making them respect you because they want to, not because they feel obliged. This, too, shaped me as a leader, albeit more subtly.
In essence, we really don't know where, how, and when our influence will start and stop as teachers, which is why it's best to always bring out the best in our students (and in ourselves as teachers). Sometimes, it begins with something as simple as showing interest in their stories of triumphs and struggles, learning from their experiences, and adjusting our materials and teaching methods to fit their context. Junior high is a time when students are still adjusting and exploring, and many of them just want to be heard — that one student who’s struggling may have immense potential but is held back by self-limiting beliefs; that one bully might just be overcompensating for insecurities; and that one overcompetitive student may be under immense pressure. Our role as teachers, therefore, isn't just to give knowledge, but to draw out a learner's potential and create empathy in the classroom, shaping our students’ mindset, emotional state, and disposition.
Learning Artifacts
Learning Artifacts
I like Vygotsky's sociocultural theory because it highlights how social interaction can influence cognitive development, with language and guidance from a more knowledgeable individual playing key roles. As a teacher, I see myself in that role, facilitating students' learning by engaging with them and guiding them through various concepts. Another theory I appreciate is Bandura's social learning theory, as it complements Vygotsky's by focusing on the importance of modeling and observational learning. It places responsibility on me to be a good role model for my students, knowing they can learn by watching my actions and behaviors.
Both theories can be integrated through the concept of "gelling," which blends learner-centered and teacher-centered approaches. Gelling allows me to provide guidance and structure (teacher-centered) while also encouraging students to engage, interact, and learn from each other (learner-centered). This aligns with Vygotsky's idea of collaborative learning and Bandura's focus on observation, where I can model positive behaviors and thinking patterns, and at the same time, give students the space to learn actively from their social environment.
To apply Vygotsky’s sociocultural theory and Bandura’s social learning theory through gelling, I can provide activities that blend teacher guidance with student interaction. For instance, collaborative group projects and peer tutoring allow students to learn from each other while I provide scaffolding and feedback as the more knowledgeable guide. Activities like role-playing and think-pair-share foster both social interaction and observational learning, where I model behaviors and thinking processes that students can imitate. Through scaffolded learning, I gradually reduce my support as students become more confident, encouraging them to learn independently while observing their peers. These activities promote cognitive and behavioral development by balancing teacher-centered approach with learner-centered engagement.
These theories can help me as a future teacher by emphasizing the importance of my role in shaping my students' cognitive and behavioral development. They remind me that my influence extends beyond direct instruction; it's also about creating an environment where students feel supported.
Page updated
Report abuse