Philosophy of teaching
This strand focuses on learner-centered personal philosophy of teaching.
My Personal Philosophy of Teaching.docxTEACHING PHILOSOPHY
The teaching profession demands not only skill and knowledge but also a clear understanding of one’s core beliefs about how students learn and how teachers influence that process. My personal philosophy of teaching encapsulates the values and principles that guide my everyday practice. I have included this document in my portfolio as evidence for Strand 7.1 because it represents a culmination of introspection, experience, and ongoing learning. It is a foundational expression of who I am as an educator and what I strive to become.
I selected this document as evidence for Strand 7.1 because it clearly articulates my student-centered approach and commitment to reflective, inclusive teaching. It reflects my belief that teaching is a humanizing and transformational process, one that honors the individuality and potential of every learner. This philosophy drives my pedagogical decisions—whether in choosing strategies like inquiry-based learning or in creating safe spaces for student voice.
The value of this piece in my portfolio lies in its representation of both my current identity as a teacher and my aspirations for growth. It not only grounds my teaching in values like empathy, equity, and relevance but also signals my openness to change, innovation, and continual self-improvement. It serves as both a mirror and a compass, reflecting my present stance and guiding my professional journey.
To enhance further my teaching practice, I plan to deepen my understanding of culturally responsive pedagogy so I can better support the diverse experiences and backgrounds of my students, and to further integrate student voice and choice into my instructional planning to enhance autonomy and engagement. I also aim to refine my use of formative assessment in making learning visible and guiding individualized feedback and continue engaging in professional development that strengthens my reflective practice and aligns with evolving learner needs.
Professional reflection and learning to improve practice
This strand focuses on the importance of reflection and learning for teaching practices.
Checked DLP (1).pdfCHECKED DLP
This document presents a checked Problem-Based Learning (PBL) Detailed Lesson Plan (DLP) focused on the topic Sectors and Segments of a Circle. The lesson plan integrates real-life context and inquiry-based learning strategies to deepen students’ understanding of geometry. As part of my commitment to professional growth, this DLP was reviewed by my supervising teacher and annotated with feedback. This evidence demonstrates my ongoing effort to improve classroom instruction through reflective practice and responsiveness to feedback.
I selected this particular DLP as evidence because it marks a significant shift in my instructional approach, from traditional lecture-based teaching to student-centered learning through problem-solving. The annotations and corrections made by my supervisor highlighted areas where I needed to better scaffold student inquiry and clarify problem situations. By reflecting on these points, I revised my questioning techniques and adjusted the pacing of the lesson to better support student learning. This experience was valuable because it reminded me that teaching is an iterative process, one that benefits greatly from honest feedback and purposeful reflection. Including this lesson plan in my portfolio signifies my dedication to refining my practice and ensuring that mathematical concepts are taught in a way that is both engaging and meaningful to students.
To enhance my practice teaching, I aim to enhance my ability to design and implement Problem-Based Learning strategies that promote higher-order thinking, and to improve the clarity and structure of mathematical problems presented in the lesson. As well as to respond constructively to feedback and incorporate it into future lesson planning, and support students’ conceptual understanding of geometry through real-life applications and active inquiry.
DLP TODA & WALLANG.docxREVISED DLP
This revised Detailed Lesson Plan (DLP), co-developed with a fellow preservice teacher, is a problem-based lesson on Sectors and Segments of a Circle designed for Grade 10 learners. Initially reviewed and annotated by our supervising teacher, the lesson was revised based on feedback to improve the clarity of the task, enhance student engagement, and strengthen scaffolding strategies. This collaborative revision process reflects our shared commitment to continuously improving our teaching practice through professional dialogue and reflective action.
I chose to include this revised, co-created lesson plan as evidence because it illustrates our capacity to engage in collaborative professional reflection. The initial feedback highlighted areas that needed adjustment—specifically, the real-world context of the problem was not sufficiently clear to all students, and the task instructions needed more structure. Working together, we refined the problem scenario, clarified instructions, and added checkpoints to guide students through the problem-solving process.
The process of co-revising this DLP provided a valuable opportunity to reflect on our planning decisions, listen to each other's insights, and respond thoughtfully to feedback. It demonstrated how professional collaboration can lead to deeper reflection and stronger instructional design. Including this in our portfolio emphasizes not only our responsiveness to feedback but also our belief that teaching is enriched through shared experiences and continuous learning.
For future plans, I aim to apply collaborative reflection and feedback in enhancing instructional design and improve lesson clarity and student guidance in problem-based tasks. I also plan to create more meaningful, real-life mathematical problems that deepen student understanding and strengthen co-planning practices as part of professional development and peer learning.