TPS2602
Assignment 02
Unique No: 671941
Assessment on 22 July 2025
, TPS2602
Assignment 02
UNIQUE NUMBER: 671941
Assessment Date: 22 July 2025
QUESTION TWO – MY TEACHING PHILOSOPHY [10]
2.1 Why I Want to Become a Teacher
My desire to enter the teaching profession rests on the belief that education can
transform individuals and communities. This belief assumes that access to meaningful
learning experiences enables people to gain agency and make informed choices about
their lives. The role of a teacher, therefore, extends beyond knowledge transmission to
one of nurturing human potential. Inspired by mentors who encouraged intellectual
curiosity and self-reflection, I have come to see teaching as a deeply relational practice,
where learning happens through dialogue, scaffolding, and shared inquiry (Vygotsky,
1978). The teacher must strike a balance between guiding learners and allowing them
to construct their understanding—an approach aligned with Piaget’s (1952) cognitive
constructivism. This raises a tension: how can structure and freedom coexist in one
classroom? Yet it is within this tension that growth emerges. Teaching thus becomes a
moral and intellectual responsibility, shaping not just academic knowledge but the social
and emotional development of learners. Ultimately, I am drawn to teaching because it
offers a sustained way of contributing to human development and justice through daily
acts of care and challenge.
, 2.2 Strategies to Improve Learners’ Academic Performance
Improving learners’ academic performance involves more than delivering content—it
requires an intentional, responsive approach to how learners engage with and make
sense of knowledge. I will use formative assessment not just to track performance but
to inform and adapt instruction in real-time (Black & Wiliam, 1998). This approach
presupposes that learning is a dynamic process, and that teaching must be flexible
rather than fixed. Differentiation based on learners’ needs, abilities, and interests
ensures that instruction remains inclusive and equitable (Tomlinson, 2014). However,
differentiation can introduce practical challenges, such as managing time and
resources. These are addressed through strategic planning and collaborative support
systems. Cooperative learning will be used to foster deep processing of content, social
accountability, and collaborative reasoning (Johnson et al., 1994). By embedding
metacognitive strategies, I encourage learners to monitor their thinking, which
cultivates independent, reflective learners (Flavell, 1979). The integration of goal
setting supports agency and accountability (Locke & Latham, 2002), while linking
lessons to real-life applications strengthens meaning and engagement. The long-term
effect of these strategies is to move learners beyond performance metrics toward
genuine understanding and self-directed learning.
Assignment 02
Unique No: 671941
Assessment on 22 July 2025
, TPS2602
Assignment 02
UNIQUE NUMBER: 671941
Assessment Date: 22 July 2025
QUESTION TWO – MY TEACHING PHILOSOPHY [10]
2.1 Why I Want to Become a Teacher
My desire to enter the teaching profession rests on the belief that education can
transform individuals and communities. This belief assumes that access to meaningful
learning experiences enables people to gain agency and make informed choices about
their lives. The role of a teacher, therefore, extends beyond knowledge transmission to
one of nurturing human potential. Inspired by mentors who encouraged intellectual
curiosity and self-reflection, I have come to see teaching as a deeply relational practice,
where learning happens through dialogue, scaffolding, and shared inquiry (Vygotsky,
1978). The teacher must strike a balance between guiding learners and allowing them
to construct their understanding—an approach aligned with Piaget’s (1952) cognitive
constructivism. This raises a tension: how can structure and freedom coexist in one
classroom? Yet it is within this tension that growth emerges. Teaching thus becomes a
moral and intellectual responsibility, shaping not just academic knowledge but the social
and emotional development of learners. Ultimately, I am drawn to teaching because it
offers a sustained way of contributing to human development and justice through daily
acts of care and challenge.
, 2.2 Strategies to Improve Learners’ Academic Performance
Improving learners’ academic performance involves more than delivering content—it
requires an intentional, responsive approach to how learners engage with and make
sense of knowledge. I will use formative assessment not just to track performance but
to inform and adapt instruction in real-time (Black & Wiliam, 1998). This approach
presupposes that learning is a dynamic process, and that teaching must be flexible
rather than fixed. Differentiation based on learners’ needs, abilities, and interests
ensures that instruction remains inclusive and equitable (Tomlinson, 2014). However,
differentiation can introduce practical challenges, such as managing time and
resources. These are addressed through strategic planning and collaborative support
systems. Cooperative learning will be used to foster deep processing of content, social
accountability, and collaborative reasoning (Johnson et al., 1994). By embedding
metacognitive strategies, I encourage learners to monitor their thinking, which
cultivates independent, reflective learners (Flavell, 1979). The integration of goal
setting supports agency and accountability (Locke & Latham, 2002), while linking
lessons to real-life applications strengthens meaning and engagement. The long-term
effect of these strategies is to move learners beyond performance metrics toward
genuine understanding and self-directed learning.
