Reflective Essays

As I look back on my journey in the teaching field over the past semester, I came upon by the significant growth I’ve experienced, both professionally and personally. When I first started, I was unsure of my abilities, particularly when it came to facilitating discussions, managing a classroom, and creating engaging lessons. However, for several months, I’ve seen a marked improvement in these areas, which has given me a deeper sense of confidence in my role as an educator.

One of the most notable areas where I have improved is in my ability to maintain the flow of discussions and lessons. In the beginning, I often found myself either rushing through material or getting stuck on a particular topic for too long. It wasn't easy to determine when to move forward or pause for deeper understanding. Now, I’ve developed a better sense of timing and flow, ensuring that each lesson feels connected and coherent (Using Reflective Teaching to Develop Lesson Coherence and Provide, 2018). This has not only helped me stay on track with the curriculum but has also kept students more engaged, as they are able to see the continuity between lessons and understand how each concept builds on the last.

Classroom management is another area where I’ve seen significant growth. Initially, managing the behavior of a group of students felt overwhelming. I struggled with maintaining order while also fostering a positive and collaborative learning environment. However, through experience and practice, I’ve developed strategies that help me handle the classroom more effectively. I’ve learned how to set clear expectations, maintain consistent rules, and create an atmosphere where students feel respected and motivated to participate. I now understand that classroom management is not just about discipline but about building relationships with students, earning their trust, and creating a space where they feel safe to express themselves and engage in the learning process (Edmentum Inc., 2024).

Creativity has also been an unexpected area of improvement. At the start, I found it challenging to come up with fun and innovative activities that would keep students interested in the material. I was often too focused on the content, and less on how to present it in an engaging way. Over time, I’ve discovered that creativity is essential in the classroom. I’ve started to think outside the box and find ways to present lessons that are not only informative but also exciting for students. Whether it’s through interactive games, group projects, or hands-on activities, I’ve learned to make lessons more dynamic and student-centered. I’ve seen how this approach not only makes learning more enjoyable for students but also helps them retain information better because they are actively participating in the learning process as supported by Schroeder (2022) in his article Engaging Learners for Relevancy and Retention. Encouraging creativity allows students to explore new ideas and approaches, promoting a deeper engagement with the learning material (Hooker, 2023).

My ability to create lesson plans has also drastically improved. When I first began, lesson planning was a daunting task. I would spend hours trying to organize my thoughts, unsure of how to structure the lesson in a way that made sense and covered all the necessary content. Now, I find that I can create lesson plans much more quickly and with greater precision. I’ve learned how to break down complex topics into manageable parts and how to incorporate various teaching strategies to cater to different learning styles. This has allowed me to plan more efficiently and focus on making lessons engaging and relevant to the students.

Looking ahead, I am both excited and a little apprehensive about the next few months. We will soon be entering actual classrooms with students from specific grade levels, and this will be a significant step in my teaching journey. I understand that working with real students brings its own set of challenges, but I am eager to take on this new responsibility. I anticipate that this experience will push me to grow even further as an educator, and I am looking forward to discovering more about myself, my teaching style, and my ability to adapt to different classroom environments.

I also hope to learn from my resource teacher during this time. Observing their teaching strategies and seeing how they manage the classroom will be invaluable as I continue to refine my own approach. I plan to take note of the techniques they use to keep students engaged and how they handle any challenges that arise in the classroom. I’m also looking forward to learning from the students themselves—understanding their needs, preferences, and what methods work best for them. As proven by Sherrington and Stafford (2022), the students are an essential part of the learning process for teachers as well, and their feedback would be beneficial to continually improve my teaching methods.

In terms of my future goals, my main focus is simple: I want to create a learning environment that is fun, engaging, and exciting for my students. According to the American English Article (n.d.), when teachers use activities that make learning engaging and fun, students are more willing to participate and take risks. I hope that when they walk into my classroom, they feel a sense of curiosity and anticipation, eager to discover what they will learn that day. I want to make the learning process enjoyable so that students look forward to being in class and are excited about the material. My goal is to create lessons that are not only informative but also interactive, giving students the opportunity to actively participate and collaborate with their peers. This approach yields numerous benefits, making it an essential strategy in the classroom. (Senthamarai, 2018)

Moreover, I want to help students see the relevance of what we learn in class to their own lives. Particularly in teaching “Araling Panlipunan”, I want to show students that history, culture, and society are not abstract concepts but are deeply connected to the world they live in. This aligns with one of the guiding principles of Araling Panlipunan “Effective teaching of Araling Panlipunan is characterized as meaningful, integrative , value-based , challenging and active”. I hope to inspire them to think critically about the world around them and to see how the lessons we cover in class can be applied to real-life situations. I want to instill in them a love for the subject, and for learning in general, so that they leave my class not only with new knowledge but with a greater appreciation for education. By fostering these learnings and values, social studies education can greatly contribute to the well-being of a democratic society (Giving Compass, 2021).

Ultimately, my goal is to create a positive and inclusive classroom environment where all students feel valued, supported, and motivated to learn. I hope to apply everything I’ve learned from last semester in my future classroom and continue to grow as a teacher. The road ahead may be challenging, but I am excited about the opportunity to make a meaningful impact on my students’ educational journeys. I believe that with dedication, creativity, and a passion for teaching, I can achieve my goal of making learning both enjoyable and meaningful for my students.

As I look back on my journey through the Field Study Program, I am struck by the depth and breadth of experiences that have shaped my growth as an aspiring educator. These experiences, captured through my participation in learning episodes and weekly journal reflections, have been both challenging and transformative. They have provided me with invaluable insights into the realities of teaching, deepened my understanding of pedagogy, and reinforced my passion for fostering meaningful learning experiences.

The "Learning Episodes" section of my journey was a cornerstone of my development. Through Field Study 1 and 2, I had the opportunity to observe real classroom settings, engage with students, and apply theoretical knowledge in practical ways. Witnessing seasoned educators navigate the complexities of teaching was both inspiring and enlightening. Their ability to adapt lessons, manage diverse classrooms, and create engaging learning environments left a lasting impression on me. These observations underscored the importance of preparation, adaptability, and a student-centered approach to teaching (Brown, 2010; Tomlinson, 2017).

One particularly memorable learning episode involved designing and delivering a lesson plan. This experience tested my ability to translate abstract concepts into concrete learning activities. I recall the meticulous effort I put into ensuring the lesson was aligned with learning objectives and tailored to the needs of the students. Despite my initial apprehension, seeing students engage actively with the material and achieve the lesson’s goals was incredibly rewarding. This experience taught me the value of intentional planning and the importance of fostering a supportive and inclusive classroom environment (Darling-Hammond et al., 2005).

Complementing these learning episodes were my weekly journal entries, which served as a space for introspection and emotional processing. Each entry captured my thoughts, feelings, and reactions to the events of the week. At times, I grappled with self-doubt and questioned my capabilities as a future educator. However, writing these reflections allowed me to process these emotions constructively and recognize the growth occurring beneath the surface. I began to see challenges as opportunities for learning and setbacks as steppingstones to improvement (Schön, 1983).

For instance, one challenging week involved observing a class with students who exhibited varying levels of engagement and understanding. This experience initially left me feeling overwhelmed, as I struggled to comprehend how one teacher could effectively address such diverse needs. Upon reflection, I realized that differentiation and empathy are crucial components of effective teaching. This insight motivated me to explore strategies for catering to diverse learners, such as incorporating varied instructional methods and providing individualized support (Tomlinson, 2017).

Another recurring theme in my reflections was the importance of building relationships. Whether it was observing how teachers interacted with students or experiencing the warmth of a collaborative classroom community, I recognized that trust and rapport are foundational to effective teaching. These experiences reminded me that education extends beyond academics; it is about nurturing the holistic development of each student (Noddings, 2005).

Through it all, I realized the difficulty of the profession, but something about it calls to me. Despite the challenges and uncertainties, I am drawn to the idea of being part of students' growth and my own. As I finished the 160 hours of field study, I found myself torn on whether to fully pursue this profession. It is a decision that weighs heavily on my heart. Teaching demands so much—patience, resilience, and unwavering commitment—but it also offers profound rewards. The moments of connection, the spark of understanding in a student’s eyes, and the knowledge that I can make a difference are deeply fulfilling (Day et al., 2007).

This internal conflict fuels my anticipation for the internship ahead. I see it as my final opportunity to immerse myself in the realities of teaching and decide whether this path is truly mine. I am both excited and apprehensive about what lies ahead, but I know that this next chapter will bring clarity and growth. It is a chance to deepen my understanding of the profession, test my resolve, and solidify my aspirations.

As I look back on my journey, I am filled with gratitude for the experiences that have shaped my path. The Field Study Program has been a crucible of growth, where I learned to embrace challenges, reflect deeply, and refine my practice. Each learning episode and journal entry has contributed to my evolving identity as an educator, equipping me with the skills and mindset needed to make a meaningful impact.

In conclusion, my teaching experiences have been a tapestry of learning, reflection, and growth. They have taught me the importance of preparation, adaptability, empathy, and self-reflection. While the road ahead will undoubtedly bring new challenges, I am confident in my ability to navigate them with the lessons I have learned. This journey has reaffirmed my commitment to becoming an educator who inspires and empowers students to reach their full potential. I look forward to the continued growth and discoveries that lie ahead as I embark on this fulfilling path.