TPS2602
Assignment 02
Unique No: 671941
Assessment on 22 July 2025
, TPS2602
Assignment 02
Assessment Date: 22 July 2025
UNIQUE NUMBER: 671941
QUESTION TWO – MY TEACHING PHILOSOPHY
1. Why Do I Want to Become a teacher?
My decision to become a teacher is shaped by my lived experiences in the South
African schooling system, where I saw first-hand how quality education can change
lives. I believe, like Vygotsky (1978), that learning is a social and interactive process,
and I see the teacher’s role as a guide who supports learners as they build knowledge
within their cultural and social context. This belief assumes that each learner brings
something valuable to the classroom and that teachers must recognise and respond to
this diversity. However, I am aware of the tension between this ideal and the reality of
overcrowded classrooms and limited resources. Still, my commitment is rooted in a
desire to empower learners to think critically and become active participants in society,
drawing on Freire’s (1970) view of education as liberation. I am particularly inspired by
educators who helped me see potential in myself when I doubted it, and I aim to be that
same catalyst for others. Teaching, for me, is not just a career, but a calling to shape a
more just and inclusive society.
2. Strategies I Will Use to Improve My Learners’ Academic Performance
Improving academic performance requires careful planning, reflection, and a deep
understanding of learners’ individual needs. I will use differentiated instruction, as
recommended by Tomlinson (2014), to ensure each learner is supported at their level of
readiness, but I also acknowledge that this can be difficult in large, under-resourced
classes.
Assignment 02
Unique No: 671941
Assessment on 22 July 2025
, TPS2602
Assignment 02
Assessment Date: 22 July 2025
UNIQUE NUMBER: 671941
QUESTION TWO – MY TEACHING PHILOSOPHY
1. Why Do I Want to Become a teacher?
My decision to become a teacher is shaped by my lived experiences in the South
African schooling system, where I saw first-hand how quality education can change
lives. I believe, like Vygotsky (1978), that learning is a social and interactive process,
and I see the teacher’s role as a guide who supports learners as they build knowledge
within their cultural and social context. This belief assumes that each learner brings
something valuable to the classroom and that teachers must recognise and respond to
this diversity. However, I am aware of the tension between this ideal and the reality of
overcrowded classrooms and limited resources. Still, my commitment is rooted in a
desire to empower learners to think critically and become active participants in society,
drawing on Freire’s (1970) view of education as liberation. I am particularly inspired by
educators who helped me see potential in myself when I doubted it, and I aim to be that
same catalyst for others. Teaching, for me, is not just a career, but a calling to shape a
more just and inclusive society.
2. Strategies I Will Use to Improve My Learners’ Academic Performance
Improving academic performance requires careful planning, reflection, and a deep
understanding of learners’ individual needs. I will use differentiated instruction, as
recommended by Tomlinson (2014), to ensure each learner is supported at their level of
readiness, but I also acknowledge that this can be difficult in large, under-resourced
classes.
