reflective summary
This teaching portfolio is a dynamic or ‘living’ document that I will continually update and edit. I will add new experiences, respond to new ideas and reflect on interesting pedagogy throughout my career. I plan to constantly grow as a teacher beyond this DipEd experience and this portfolio will help facilitate that process as it evolves as I myself will evolve with new experiences. This dynamic portfolio affords me the opportunity to look back on how my teaching has changed as well as what core principles I have stuck with.It will also add as a reference when I look back after hopefully pursuing my Masters in Education in the future.
The reflections in this portfolio demonstrate how my teaching has developed from one of a chalk and talk lecture based to one full of imagination, critical thinking and activity. Whereas I used to rely solely on lectures and PowerPoint, I now integrate active learning strategies such as inquiry, problem based learning and social interaction into my lesson plans. Since all students learn differently, I have grown to appreciate a wide variety of teaching strategies, including case studies, structured controversy, use of technology and individual reflection. I am constantly trying to orient myself toward how my student learn and to modify the methods I use to teach them, rather than simply focusing on the basic goals of presenting content and testing my students. I am also integrating varying curriculum areas into my lessons as well as HFLE objectives. This fluid teaching style allows me to be flexible with my teaching strategies and I find that this adaptability helps my students reach the learning objectives I have laid-out for them.
While I am flexible with what strategies I use in the classroom, I am committed to the core principles with which I approach teaching. Students will only want to be in my class if I show them that I want to be there. By being a personable and responsive instructor I find that my students are more engaged and that they want to participate in their learning process. Although I am strict with classroom policies and assignments, I am also very clear with my students the reasons for each assignment and policy. This clarity allows students to focus on their learning rather than wondering what is expected of them.
This portfolio demonstrates the metamorphological change that took place during my DipEd experience. I entered as a caterpillar without knowledge of the constructivist idea. Now I am emerged as a butterfly and my wings have embedded in them patterns of my constructivism and philosophical changes. I am now proud to say that I am no longer a teacher but an all rounded educator.
The reflections in this portfolio demonstrate how my teaching has developed from one of a chalk and talk lecture based to one full of imagination, critical thinking and activity. Whereas I used to rely solely on lectures and PowerPoint, I now integrate active learning strategies such as inquiry, problem based learning and social interaction into my lesson plans. Since all students learn differently, I have grown to appreciate a wide variety of teaching strategies, including case studies, structured controversy, use of technology and individual reflection. I am constantly trying to orient myself toward how my student learn and to modify the methods I use to teach them, rather than simply focusing on the basic goals of presenting content and testing my students. I am also integrating varying curriculum areas into my lessons as well as HFLE objectives. This fluid teaching style allows me to be flexible with my teaching strategies and I find that this adaptability helps my students reach the learning objectives I have laid-out for them.
While I am flexible with what strategies I use in the classroom, I am committed to the core principles with which I approach teaching. Students will only want to be in my class if I show them that I want to be there. By being a personable and responsive instructor I find that my students are more engaged and that they want to participate in their learning process. Although I am strict with classroom policies and assignments, I am also very clear with my students the reasons for each assignment and policy. This clarity allows students to focus on their learning rather than wondering what is expected of them.
This portfolio demonstrates the metamorphological change that took place during my DipEd experience. I entered as a caterpillar without knowledge of the constructivist idea. Now I am emerged as a butterfly and my wings have embedded in them patterns of my constructivism and philosophical changes. I am now proud to say that I am no longer a teacher but an all rounded educator.