Unit F - Reflective Comprehensive Summary

The following is a comprehensive summary of the process engaged in during the development of
the portfolio. It begins with my initial philosophy as a teacher and how I grew through the
process as an Educator. This unit further highlights what was learnt from the Pedagogy as a
Process course, the various pedagogical enhancement strategies and the impact on the
participant. In going forward many of the strategies learnt will be adapted in my future practice
as I strive towards enhancing my student’s learning experience. The skills obtained from
engaging in this course of study will serve in good stead as I continue my craft as an Educator.

In commencing my job as a Teacher, I was placed in a classroom with no formal training

and students who were ready and willing to test my competence. My teaching strategy was

based on my concept of the role and function of a Teacher as I executed my duties.

In the absence of formal training I would think of various ways to deliver the curriculum

without knowing the basis of what I was doing or the theories that spoke to curriculum delivery.

These methods either came naturally, based on the methods I was exposed to as a student or

based on information obtained from colleagues.

In conceptualising my philosophy and approach to education and pedagogy, it is

tantamount to the craft of a blacksmith; painstakingly manipulating an amorphous piece of metal

which is fashioned into a sharp, well-balanced and durable sword. The craft of blacksmithing

involves a six-step process of self-discipline, the correlation to my practice as an educator.

In retrospect, my initial philosophy remains the same having gone through this

programme as I feel the same commitment to educating my students.

 Participating in the course further developed my skill and craft as an Educator by

enhancing my pedagogical skills and aligning my ideas, skills and delivery to theories in

Education.

Initially these ideas and teaching strategies were not aligned, as I was unfamiliar with any

theories in Education. The programme was instrumental in setting a foundation and applying

structure to my ideas and strategies.

There was definite growth with respect to my skill set as an Educator as I am better able

to understand my students and the ways in which they learn.

The planning of lessons assisted in this respect. I struggled to teach students that are

slower learners, and the planning of lessons helped me to prepare for these students. The success

of such planning was reflected at the last end of term examinations, as questions based on the

planned lessons were handled better by the students, in comparison to the less structured lessons.

Participating in the programme was useful for professional development as there is constant

change and development in the classroom and it is the duty of the Teacher to develop new ideas

and scientific methods to adapt to these changes.

The implementation of differentiated teaching strategies was met with disapproval by

some of the students. The students in the upper forms who were dissatisfied with this strategy

expressed preference for note taking and little or no interaction with their classmates during class

time. Considering such I decided to conduct my lower form classes utilising my new skills with

respect to the teaching strategies learnt. The students in the lower forms appreciated the student-

centered approach and the absence of note taking.

 The next step is to encourage the school’s administration to differentiate testing. The

students are appreciative of interactive lessons; however, they will not be tested in like manner

and there lies the difficulty associated with the absence of notes. I appreciate the time needed to

effect change within the school environment and would continue to plan my lessons based on the

strategies learnt as well as provide the notes on certain topics for the benefit of my students.

In conclusion, there is evidence of professional growth and improved skills resulting

from participation in this course. In moving forward, the new approach to teaching will benefit

the students and there will be constant improvement to meet the needs of the students. The

success of this teaching strategy will be shared with colleagues to encourage them to implement

new strategies in the classroom. Even though the students present challenges with respect to

learning, there is hope that various strategies can enhance their learning experience and improve

examination results in the future.