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Throughout my Teaching Experience placements, my understanding of teaching and learning has developed significantly. When I first started my Teaching Experience, I had a clear idea of the type of teacher I wanted to become, but I did not fully understand how different the reality of teaching could be from what is discussed in theory. I entered the classroom feeling excited, but also nervous and uncertain about whether I would be able to manage a class, explain concepts effectively and build meaningful relationships with learners. Each Teaching Experience gradually helped me become more comfortable in front of learners and gave me a clearer understanding of the teacher I want to become. My previous teaching philosophy was mainly based on the belief that teaching should be learner-centred, supportive and guided by constructivist and sociocultural principles. I believed that learners learn best when they are actively involved in the learning process, encouraged to ask questions and given opportunities to work with others. I still strongly believe in these principles, but my experiences in different classrooms have allowed me to critically examine and refine these beliefs. Initially, I understood a learner-centred classroom mainly as one where learners participate in discussions, group activities and practical tasks. However, my experiences taught me that learner-centred teaching involves much more than simply planning interesting activities. It requires understanding that every learner is different. Some learners are confident and willing to answer questions, while others may know the answer but feel too shy or afraid of being wrong to participate. I remember moments when I would ask a question and the classroom would become completely quiet. At first, this made me question whether I was explaining the work properly. Over time, I learned not to take these moments personally and instead found different ways to encourage participation. These experiences taught me to be more patient and sensitive to learners' individual needs. My understanding of the teacher's role has also changed. Previously, I strongly viewed the teacher as a facilitator and guide. I still believe that teachers should guide learners towards constructing their own knowledge, but I now understand that teachers also need to provide clear explanations, structure, modelling and support. There were moments during my Teaching Experience when I felt proud when learners understood something after I had explained it in a different way. Those moments reminded me why I chose teaching. At the same time, there were lessons that did not go exactly as planned, which sometimes left me disappointed in myself. However, these experiences taught me that not every lesson will be perfect and that mistakes are part of becoming a better teacher. Assessment has also influenced my teaching philosophy. I have learned that assessment should not simply be about giving learners marks. It should help the teacher understand what learners know, where they are struggling and what needs to be revisited. I became more aware of how learners' responses, classwork, questioning and participation can provide important information about their understanding. This changed the way I think about assessment because I now see it as a tool for improving teaching and supporting learners rather than simply measuring performance.PAGE 2MY TEACHING PHILOSOPHY
My experiences also strengthened my belief in the importance of creating a safe and respectful classroom environment. I realised that learners are more likely to participate and ask questions when they feel comfortable and know that they will not be embarrassed for making a mistake. I want my future classroom to be a place where learners feel seen, heard and valued. I also learned that being a caring teacher does not mean avoiding discipline. There were situations where I had to become more firm and establish boundaries. Initially, I found this uncomfortable because I wanted learners to like me. However, I came to understand that learners need consistency, structure and clear expectations. Being a good teacher therefore means finding a balance between being approachable and maintaining professional authority. Another important part of my development has been confidence. Standing in front of learners initially made me nervous, particularly when I was unsure how they would respond to me. With every lesson I taught, I became more comfortable speaking, giving instructions and managing classroom interactions. I am still aware that I have areas that I need to improve, but I no longer see nervousness as a sign that I am incapable of teaching. Instead, I understand that confidence develops through experience, preparation and reflection. Looking back at my earlier Teaching Experiences and comparing them with my final placement makes me realise how much I have grown. Technology has also influenced my teaching philosophy. I recognise that digital tools can make lessons engaging and provide learners with different ways of interacting with content. However, my experiences also showed me that technology is not the only way to create an effective lesson. Some of my most meaningful teaching moments happened through simple discussions, questioning, board work and learner participation. I therefore believe that technology should be used purposefully when it supports the learning objective rather than simply being used because it is available. Reflection has become one of the most important parts of my development as a teacher. After lessons, I often thought about what went well, what I could have done differently and how learners responded to the lesson. Sometimes I felt proud of myself, while at other times I felt that I could have done better. I have learned to use both feelings as opportunities for growth. Feedback from mentors and peers has also helped me recognise areas where I can improve, particularly in making lessons more interactive and using a wider range of resources and questioning techniques. I now understand that a professional teacher should never stop learning. As I complete my final Teaching Experience, I feel a mixture of excitement, pride and nervousness about entering the teaching profession. I know that I am not a perfect teacher and that I still have much to learn. However, I feel more prepared than when I first stepped into a classroom. My experiences have taught me that teaching is not only about delivering curriculum content. It is about relationships, patience, responsibility, adaptability and making learners feel that they are capable of succeeding. My refined teaching philosophy is therefore based on the belief that learners learn best when they are actively involved, respected, supported and challenged, while also receiving clear guidance and structure from their teacher. I want to be a teacher who listens to learners, understands their differences and adapts my teaching to support them. Most importantly, I want my learners to leave my classroom not only having learned something from the curriculum but also feeling more confident in themselves. My Teaching Experience has shown me that becoming a teacher is a journey rather than an achievement that ends with obtaining a qualification. I am leaving this final Teaching Experience with a deeper appreciation for the profession and a stronger sense of the teacher I want to become. I may still experience nervousness and uncertainty as I begin my career, but I now know that these feelings can exist alongside confidence, passion and growth. I am ready to continue learning, reflecting and developing my professional identity as an educator.PAGE 3
As I enter the teaching profession as a beginner teacher, I understand that effective classroom management is essential for creating an environment where meaningful teaching and learning can take place. During my Teaching Experience, I learnt that classroom management is not only about correcting inappropriate behaviour. It is also about establishing clear expectations, developing positive relationships with learners and creating routines that encourage learners to take responsibility for their own behaviour. Before my Teaching Experience, I explored classroom management strategies and considered how theoretical approaches to behaviour and classroom management could be translated into practical strategies. I wanted to develop a tool that would be creative, respectful and suitable for Grade 7 learners. I therefore created a classroom management tool called “DJ Classroom: Tune In to Learning.” The tool uses a music and DJ theme to communicate classroom expectations through simple visual signals. Instead of repeatedly stopping my lesson to correct learners, I could use the visual tool as a quick reminder of what was expected. The aim was to encourage positive behaviour, learner self-regulation and maximum time for teaching and learning.PAGE 4DJ Classroom: Tune In to Learning 🎧🎵 MY CLASSROOM MANAGEMENT TOOL
🎧 DJ CLASSROOM: TUNE IN TO LEARNING 🎧 My classroom management tool was designed to look like a music player or DJ control panel. It consisted of different signals that represented different classroom expectations. The main signals were: 🟢 PLAY – We Are Learning This signal indicated that learners were focused, participating, listening to instructions and completing their activities. Teacher message: “Keep playing – we are on track!” 🔵 LOWER THE VOLUME – Refocus This signal was used when the classroom became slightly noisy or learners began talking while working. Instead of stopping the lesson to repeatedly tell learners to be quiet, I could simply point to the Lower the Volume signal. Teacher message: “Let's bring the volume down so everyone can concentrate.” 🟡 PAUSE – Stop, Look and Listen The pause signal was used when I needed the attention of the whole class. Learners understood that they needed to stop their activity, look towards the teacher and listen to the next instruction. Teacher message: “Pause. Eyes this side, please.” 🟣 REWIND – Try Again The rewind signal was used when learners needed to correct something or repeat an instruction. It reminded learners that making a mistake was part of learning and that they could try again. Teacher message: “Let's rewind and try that again.” ⭐ ON BEAT! – Positive Reinforcement This was the positive section of the tool. When learners were focused, cooperative and actively participating, I could acknowledge the class as being “On Beat!” This allowed me to recognise positive behaviour instead of focusing only on inappropriate behaviour. PAGE 5
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REFLECTION ON TEACHING EXPERIENCE5.1 Service-Learning Reflection My Service-Learning experience and School-Based Social Action Project was a meaningful opportunity to connect what I have learned as a student teacher with a real need within the school community. My project focused on SDG 12: Responsible Consumption and Production and was based on the theme “Keep Our School Clean: Reduce, Reuse and Recycle.” The purpose was to create greater awareness among learners about littering, responsible waste management and the importance of keeping their school environment clean. One of the most valuable parts of the project was seeing how learners responded to practical activities. We used awareness posters, recycling messages and existing school bins to encourage learners to take greater responsibility for their environment. The project also included a school clean- up, and I was able to document the environment before, during and after the clean-up. Seeing the difference made me realise that even a relatively small project can create a visible and meaningful impact when learners are actively involved. The project was not without challenges. Working with learners of different ages and personalities required patience and flexibility. Managing the project alongside teaching responsibilities also required good organisation and time management. At times, I had to adjust my plans according to the school environment and the learners' responses. Instead of allowing these challenges to discourage me, I learned to be more proactive, communicate clearly and work collaboratively with others. This experience helped me develop important skills such as planning, communication, organisation, collaboration, problem-solving and leadership. More importantly, it strengthened my understanding that teaching extends beyond presenting content in a classroom. Teachers also have a responsibility to develop learners' values, attitudes and sense of responsibility towards their communities and environment. Personally, the experience made me more confident and aware of my ability to take initiative. I felt proud when I saw learners participating in the project and becoming more aware of their surroundings. It also reminded me that meaningful learning can happen through practical experiences. I became more patient, responsible and community-minded, and I learned that as a future teacher I can contribute to positive change both inside and outside the classroom.
5.2 Online Microteaching Reflection My online microteaching experience provided me with an opportunity to practise teaching in a digital environment while receiving constructive feedback from my peers. Preparing for the lesson required me to think carefully about my learning objectives, explanations, questioning techniques, resources and the way I would maintain learner engagement without being physically present in a classroom. Overall, I felt that the lesson was well organised and that I was able to explain the content clearly. I was pleased that my peers found the topic interesting and engaging and that my explanations were easy to understand. Their feedback reassured me that I was able to communicate the key concepts effectively. I also used visual resources and questioning to support understanding, which helped make the lesson more engaging. The feedback from my peers was particularly useful because it showed me areas that I could improve. One peer indicated that the lesson could include more interactive visual elements, such as short videos, animations, diagrams or online activities. Another area for improvement was increasing learner participation through tools such as quizzes, polls, games or breakout activities. Although I asked questions and created opportunities for learners to respond, I realised that an online lesson requires even more deliberate planning to ensure that learners remain actively involved. I also recognised that I should make my learning objectives clear at the beginning of the lesson and include a stronger recap or formative assessment at the end. This would allow me to determine whether learners had understood the content and whether the lesson objectives had been achieved This experience taught me that effective teaching is not only about knowing the content or explaining it clearly. It is also about creating opportunities for learners to participate, think, respond and demonstrate their understanding. Technology can support learning, but it should be used purposefully rather than simply because it is available. I initially felt nervous about presenting online because I was aware that there was less immediate interaction than in a physical classroom. However, as I continued with the lesson, I became more comfortable and confident. The positive feedback made me feel proud of my progress, while the constructive criticism encouraged me to see improvement as an important part of becoming a professional teacher. Overall, online microteaching helped me develop my communication, presentation and digital teaching skills. It also reminded me that I should remain open to feedback and continuously look for ways to make my lessons more learner-centred, interactive and meaningful.
5.3 Reflection – Becoming a Professional Teacher My final Teaching Experience at Mulbarton Primary School gave me a deeper understanding of what it means to become a professional teacher. The three full days in the “Life of a Teacher” role allowed me to experience teaching beyond simply standing in front of a classroom and presenting a lesson. I became more aware of the many responsibilities teachers manage every day, including lesson preparation, assessment, providing feedback, classroom management, communication, meetings, administration and supporting learners' different needs. At the beginning of my Teaching Experience, I sometimes felt nervous and uncertain about whether I was fully prepared to handle the responsibilities of a teacher. I often relied heavily on my lesson plans because they gave me a sense of security. However, as I gained more experience, I became more comfortable responding to situations that did not necessarily follow my original plans. I learned that teaching requires flexibility because learners do not always respond in the way a teacher expects. One of the biggest lessons I gained was that classroom management is about much more than correcting behaviour. It involves creating a positive, respectful and structured environment where learners understand expectations and feel supported. I experienced situations where learners had different needs and personalities, and these experiences taught me the importance of patience, consistency and clear communication. Assessment was another important part of my professional development. I realised that assessment is not simply about giving learners marks. It provides information about what learners understand, where they struggle and how teaching can be improved. Giving feedback also requires care because learners need to understand their mistakes while still feeling encouraged to improve. Looking back at my development from the beginning of my Teaching Experience to the end, I can see significant personal growth. I became more confident in planning and delivering CAPS-aligned lessons, interacting with learners and adapting my teaching when necessary. I also became more comfortable taking responsibility and making decisions independently. . Emotionally, the experience included moments of nervousness, excitement, frustration, pride and fulfilment. There were times when I questioned myself, especially when a lesson or classroom situation did not go exactly as planned. However, overcoming these moments made me realise that confidence develops through experience. I felt proud when I saw learners understand a concept or participate successfully in an activity because those moments reminded me why I chose teaching as a profession. The feedback and guidance I received from my mentor also helped me identify my strengths and areas that still require development. I recognise that I need to continue strengthening my classroom management, differentiation, assessment practices and use of technology. I also want to become more confident in adapting lessons to meet the needs of different learners Overall, my final Teaching Experience has made me feel more prepared to enter the teaching profession. I now understand that being a professional teacher requires knowledge, preparation, patience, responsibility, emotional maturity and a willingness to learn continuously. I no longer see myself only as a student completing teaching practice. I am beginning to see myself as a developing professional teacher with responsibilities towards my learners, colleagues, school and wider community. This experience has strengthened my belief that teaching is not simply a career but a responsibility to make a positive difference in learners' lives. Although I know that there is still much for me to learn, I feel proud of how far I have come and excited about the teacher I am continuing to become.