Objective 13: Applied a personal philosophy of teaching that is learner-

centered. (PPST 7.1.2)

TEACHING PHILOSOPHY OF A MAPEH TEACHER

My experience training education students to teach MAPEH has been

incredibly fulfilling. It has given me a chance to help students gain
confidence in their capacity to teach MAPEH and advance professionally as
a teacher. As a MAPEH educator, my goal is to help students comprehend
the process of inquiry by seeing MAPEH as a process of posing questions
about body kinesthetic, carrying out problems to find the answers, and
formulating interpretations based on the data. Additionally, I want to
increase their excitement for MAPEH education and their capacity to
design and deliver courses to encourage students curiosity and a
thorough grasp of the subject.
I employ several pedagogical techniques based on my views about
teaching and learning to assist my students in achieving these learning
objectives. First, I ask my students about their prior knowledge and
beliefs before introducing any new material. Students do not enter our
classrooms with a blank slate; instead, they bring various ideas that
influence how they interpret further information and create new
knowledge. To help my learners become aware of their own thoughts and
then develop and improve them during the learning process, I unearth
their past knowledge. For instance, I ask students to complete two pre-
assessments before starting a science techniques course. One is a
reflective journal post asking them to list the essential elements of
successful science lessons. The second activity requires them to analyze a
science lesson plan, find its advantages and disadvantages, and propose
improvements to overcome those disadvantages. These tests allow me to
determine how much they value teaching science as an inquiry-based
subject and how well they can modify lesson plans to suit students'
needs. I give the same tests at the end of the semester to gauge how my
students' concepts and skills have changed over time.
Moreover, to aid them in developing their foundational concepts and
skills, I provide my pupils with various learning experiences and activities.
To assist them in creating fresh perspectives on and understandings of
professional practice, I also ask them to critically examine and discuss
their ideas regarding various representations of practice, such as learning
objectives, anchoring questions, investigations, sensemaking,
assessment, and equity. I employ frameworks for small- and large-group
discussions to encourage reflection and challenge students' minds. I act
as a mentor and facilitator, encouraging students to take charge of their
own education and engage with one another's viewpoints. These tactics
support the development of a learning community. I allow my students to
independently reflect on the representations of practice through journal
writing, encouraging them to express their viewpoints and back up their
arguments with facts. I give them comments and do regular evaluations
to learn more about their comprehension and to help me decide how best
to assist their development.
Finally, I am aware that I still have a lot to learn about what it takes
to be a successful MAPEH teacher educator. I continuously evaluate my
own teaching in my MAPEH methods course to develop as a teacher. For
instance, I engage with colleagues during weekly planning sessions to
reflect on and enhance my teaching approach. Additionally, I base my
teaching decisions on student assessments, adjusting my lesson plans
from one class and year to the next. In addition, I research the lessons I
teach, looking for trends in how students approach projects and express
themselves in student interviews.
 TEACHING PHILOSOPHY OF A MATHEMATICS TEACHER

According to my teaching philosophies, every teaching and learning

experience should be self-motivating, burden-free, joyful, and appropriate
for the modern day. I want to provide the students with a natural
environment where they may study at their own pace. Instead of merely
imparting knowledge, instructions, and resources to students, teaching
should aim to foster a culture of independent learning in which they are
inspired to learn on their own. The goal of education should be to foster
curiosity, analysis, comprehension, and critical thinking, all of which lead
to self-study. Once a student begins self-studying, they usually find it to
be enjoyable and less of a hardship.
I think the teaching and learning process is not "One Size Fits All" in
terms of variation in teaching style. Ignacio Estrada once stated, "If a
student can't learn the way we teach, maybe we should teach the way
s/he learns." I believe that instruction should be arranged from simple to
tough. It becomes challenging for students to comprehend the notion
when we suddenly introduce something into their brains that are beyond
their comprehension. As a result, they lose motivation and abandon their
studies. The curriculum transaction should be simple and student-friendly
as a result. According to Nelson Mandela, education is the most effective
tool to change the world. Cesar Chavez also stated that "the goal of all
education should unquestionably be service to others." I thus constantly
work to encourage and inspire my students to be kind, compassionate,
and humane.
Three essential building elements, knowledge, critical thinking, and
curiosity are what I think to make teaching successful. These
fundamentals are interconnected in an enduring, circular fashion:
knowledge improves our understanding of the world and ourselves,
critical thinking enables us to apply knowledge in countless ways, and
curiosity—which results from realizing the limits of our current knowledge
—prompts us to seek out new information.
Making lessons entertaining and hilarious is also essential for
stimulating interest in learning. In my classes, I always utilize humor to
address this. My kids benefit from this as they become more alert and
eager to learn. Developing 21st-century skills like critical thinking,
creativity, collaboration, communication, information literacy, media
literacy, technology literacy, flexibility, leadership, initiative, productivity,
and social skills should be the main focus of education, in my opinion. I
inspire students to think about their position and how they fit in society
by using case studies, real-world examples, and thought-provoking
questions.

Concludingly, the capacity to learn depends on the range of ways

math is taught, such as acting, cooperative groups, visual aids, hands-on
activities, and technology. Everyone can learn, but this ability depends on
how math is presented. As a result, I like to adapt my teaching methods
to a unique class. Numerous people have succeeded in life without being
mathematicians. As a result, obsessing over arithmetic scores is entirely
unjustified. Math phobia may be conquered with a patient, upbeat, and
supporting approach toward kids. In a broad sense, education should
strive to produce people with human, democratic, social, national, and
individual ideals who can thrive in the modern world.
 MY TEACHING PHILOSOPHY

A good teacher is called to sow and nurture seeds that will develop
and mold tomorrow and has a strong trust in the future. They must be
skilled in assessing students' interests, aptitudes, and prior knowledge to
develop learning activities that will test them intellectually and encourage
growth. Moreover, in my opinion, one should also be aware of motivation
and how peer relationships affect learning. I don't separate my pupils or
put them in competition with one another since I want every student to
succeed at a high level. Since I know that social interaction is the primary
means of learning, I design my lessons to allow for as much beneficial
student collaboration and cooperation as possible.

A competent teacher should be knowledgeable in their topics and

have experience teaching them. They must thoroughly understand the
discipline's knowledge creation, organization, and connections to other
disciplines. They must be a student of society and the ever-changing
environments in which students live and use their understanding of the
topic to introduce their pupils to critical thinking techniques. In addition,
they must be eager to share their knowledge and experience with their
pupils. A teacher is the most effective type of role model. I am always
conscious of my incredible responsibility to "walk my words" with my
students. I must follow my own principles and ideals if I expect them to.
Because I set high standards for both myself and others, I frequently
meet those standards. I try to treat everyone with dignity and respect
and demand the same of my pupils.

Even though I've written a teaching philosophy, I truly like to focus

on learning and how I may help others learn. Giving information is merely
the beginning of teaching and only a tiny portion of learning. However, I
feel that this is a working definition many of us have come to accept. It is
simple to link learning with memorizing knowledge when it is presented.
Learning does not always involve memorization since it also involves
thinking. I'm starting to realize that a teacher's most significant
contribution to a student's education is to inspire the student to think
critically and aspire to learn more.

Finally, I believe in the ability of questions and questioning

techniques to elicit thought. I make it a point to pose questions with no
definitive "correct" answer. A teacher's most effective tool to aid student
learning is using questions; thus, I'm always striving to improve as a
"questioner." A teacher, in my opinion, exists to serve. A teacher is
committed to education, their field, their pupils, and creating the greatest
future possible for all of us to live in. These are the difficulties I chose to
face when I decided to become a teacher. I'm still devoted to them.