MY TEACHING PORTFOLIO
Goal of student learning
The goal of student learning is to make sure student:
- become more active participants in the learning process
- become independent learners
3.identify what is important to their own learning
4.achieve their full potential.
Great teachers inspire students by demonstrating belief in their students’ abilities and by providing the support students need to meet challenging academic demands.
Personal Philosophy
My teaching philosophy is based on my belief that all children are unique and must have a stimulating educational environment where they can grow physically, mentally, emotionally, and socially. Classroom participation and open class discussion are essential to my teaching method. It is my desire to create this type of atmosphere where students can meet their full potential. I will provide a safe environment where students are invited to share their ideas and take risks.
I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe that I owe it to my students, as well as the community, to bring consistency, diligence, and warmth to my job in the hope that I can ultimately inspire and encourage such traits in the children as well. Teaching is a process of learning from our students, colleagues, parents, and the community. This is a lifelong process where you learn new strategies, new ideas, and new philosophies.
In my view, there is no one “best” way to teach. My philosophy and pedagogy fit well with my own personal traits and attributes but I still have much to learn. While I am deeply appreciative of the encouraging words I have received from former students I am also never completely satisfied with a course, even if by all objective measures, it went well. I am constantly evolving as a teacher. For me, therefore, teaching is as much a process of learning as of instructing.
Belief and practices of assessment and evaluation
Assessment for learning in the day-to-day classroom instruction is critical in bringing about students’ mastery of 21st century competencies such as learning how to learn, thinking about own thinking and knowing how to plan, monitor and evaluate own thinking and understanding.
Therefore, the key in assessing students for these 21st century skills is through classroom assessment, where small group work is made possible. Indeed, classroom assessment practices must change in tandem with the changing needs of the 21st century education. Besides that, Reflective teaching also is the best practice and evaluation in teaching. Reflective teaching is a self-assessment of teaching, wherein an instructor examines their pedagogy, articulates reasons and strengths for their strategies, and identifies areas for revision or improvement. Reflective teaching involves an examination both of one’s underlying beliefs about teaching and learning and their alignment with actual classroom practice, throughout a course and afterwards.
Self-reflection of teaching development
Creating a teaching portfolio was a wonderful way for me to reflect on what courses I have taught, methods I have used, and importantly what did and did not work. This allowed me to think critically about how to change future classes for the better.
Self-reflection refers to an activity or process in which an experience is recalled, considered, and evaluated, usually in relation to a broader purpose. It is a response to past experience and involves conscious recall and examination of the experience as a basis for evaluation and decision-making and as a source for planning and action. Self-reflection is a thinking process in which an individual seriously considers and thoughtfully judges prior experience of the self. The consecutive engagement in reflection commonly leads the self to generate a change in conceptual perspectives.
I am determined now that self-reflection in teaching involves changes in the way we usually perceive teaching and our role in the process of teaching. Academician who explore their own teaching through critical reflection develop changes in attitudes and awareness which they believe can benefit their professional growth as educator, as well as improve the kind of support they provide their students. Self-reflection is a valuable tool for self-evaluation and professional growth. I believe that experience alone is insufficient for professional growth, but that experience coupled with reflection can be a powerful momentum for academician development
Self-reflection involves moving beyond a primary concern with instructional techniques and “how to” questions and asking “what” and “why” questions that regard instructions and managerial techniques not as ends in themselves, but as part of broader educational purposes. Asking “what and why” questions give us a certain power over our teaching. We could claim that the degree of autonomy and responsibility we have in our work as educator is determined by the level of control we can exercise over our actions. In reflecting on the above kind of questions, we begin to exercise control and open up the possibility of transforming our everyday classroom life.