Professional reflection

Cultivating growth, Building Futures

As a student-teacher, my vision is to empower the minds of my students, instilling in
them a sense of curiosity, confidence, and critical thinking. I strive to create a
classroom environment that fosters creativity, celebrates individuality, and nurtures a
love for learning. Where students are encouraged to take risks, embrace failure as a
stepping-stone to success, and developing a growth mindset. By fostering a love for
learning, equipping students with essential skills, and fostering a sense of purpose,
my vision is to build a foundation for their future success and empower them to thrive
in an ever-changing world.
Strength and weaknesses of own teaching practice
Incorporating technology effectively into my lessons was a challenge for me as a
student teacher the school I was placed at was using more advanced technology. I
struggled to find appropriate resources, manage technical issues, and ensure
meaningful integration of technology for enhanced learning experiences. To address
this weakness, I can seek professional development opportunities focused on
educational technology integration. Workshops, online courses, and webinars can
provide insights into relevant tools and pedagogical approaches. Additionally, I can
collaborate with colleagues who are more proficient in integrating technology into their
teaching practice and learn from their experiences.
To transform this weakness into a strength, I will actively seek opportunities to
integrate technology into my lessons, exploring various platforms, apps and digital
resources that align with the curriculum and enhance student engagement. I will
experiment with different tools, seek feedback from students regarding their
experiences, and reflect on the impact of technology on learning outcomes. By
continuously updating my knowledge of educational technology, updating my teaching
methods to leverage its potential, and remaining open to ongoing learning, I will
develop proficiency in effective technology integration.
Quality of own teaching practice
First and foremost, my knowledge and expertise have significantly expanded
throughout my student teaching journey. In my initial year PRO280, I possessed a
foundation of subject knowledge but lacked the depth and breath necessary to
effectively convey concepts to students. Through dedicated study, continuous
professional development, and guidance from experienced mentors, I have deepened
my understanding of both the content and the pedagogy associated with my subject
area. I am now better equipped to plan and deliver engaging lessons that promote
student learning and achievement.
Classroom management was an area in which I faced numerous challenges during
my first year (PRO280). I struggled to maintain students’ engagement and address
disruptive behaviours effectively. However, through reflection and a commitment to
professional growth, I have developed a range of strategies that foster a positive and
inclusive environment. I have learned to proactively establish expectations, manage
transitions, and provide clear instructions. Additionally, I have implemented various
techniques to support student engagement, such as collaborative learning activities
and differentiated instructions to meet the diverse needs of my students.
One of the most areas of growth has been my ability to plan lessons and differentiate
instructions. In my initial years I often found it challenging to design comprehensive
lesson plans that catered to varied learning styles and abilities of my students. Through
experience and ongoing professional development, I have gained the skills necessary
to create well-structured and engaging lessons that align with curriculum standards. I
now confidently differentiate instruction to meet the individual needs of my students.
Initially, I may not have fully appreciated the value of self-reflection, but I have come
to recognize its transformative power. By evaluating my teaching practices, seeking
feedback from mentors and students and implementing changes based on that
feedback, I have developed a heightened self-awareness and willingness to adapt.
Teaching philosophy
My teaching philosophy is rooted in the belief that learning happens when students
are actively supported, engaged, and inspired to construct their own knowledge.
Drawing on theoretical frameworks and personal experiences, I strive to create a
dynamic and inclusive learning environment that fosters deep understanding, critical
thinking, and personal growth.
My teaching philosophy is informed by constructivist and socio-cultural theories,
recognizing that learning is a social and active process. I embrace the work of theorists
such as Lev Vygotsky and Jean Piaget, who emphasize the importance of scaffolding,
zone of proximal development, and the role of social interactions in knowledge
construction. By creating opportunities for collaborative learning, inquiry-based
approaches, and meaningful discussions, I aim to facilitate the construction of
knowledge and the development of higher-order thinking skills.
Experiences that shape my Beliefs: One poignant was during a project-based learning
where students designed solutions to real-world problems. As they researched,
collaborated, and applied their knowledge, I saw their confidence grow, their creativity
flourish, and their understanding deepen. Witnessing their journey from passive
recipient to active agents of their learning affirmed my belief in the potential for
transformative learning experiences.
I believe that learning happens when students are actively engaged in authentic and
meaningful tasks. By connecting the curriculum to students lives, interests, and
aspirations, I ignite their intrinsic motivation and curiosity. I value the cultivation of
critical thinking skills, as they empower students to analyse, evaluate, and apply
knowledge in real-world contexts. Through thought provoking questions, problem -
solving activities and opportunities for reflection, I encourage students to develop their
own unique perspectives. I believe that learning is not confined to the classroom; it
extends beyond, connecting students to their communities, the natural world, and
global issues.
Self-regulated professionalism
Currently, I am actively engaged in various professional development opportunities to
enhance my knowledge and skills. I seek out workshops, webinars, and conferences
relevant to my subject area and pedagogy, ensuring that I stay abreast of the latest
research and best practices in education. I understand that collaboration and
networking are essential aspects of self-regulated professionalism. By actively
engaging with my colleagues, both within my school and beyond, I can learn from their
experiences, share resources, and participate in professional learning communities.
I am committed to maintaining high ethical standards and professionalism in all
aspects of my role. I understand the importance of modelling integrity, respect, and
empathy for my students and colleagues.