Statement of Teaching Philosophy

Below is a summarized version of my teaching philosophy. For a detailed Statement, you can download the PDF version.

INTRODUCTION

Teaching, for me, is more than a profession. It is a calling to inspire and empower learners to discover their unique potential. Growing up, I viewed education as a societal obligation, a means to excel academically, and a pathway to meet expectations. Over time, however, I realized that true education transcends the confines of traditional schooling. It is not merely about meeting minimum standards or following a prescribed curriculum; rather, it is about nurturing curiosity, fostering resilience, and equipping learners with the skills and mindset to thrive in an ever-changing world. I believe that education should be a transformative experience, one that encourages learners to explore, question, and construct their own understanding of the world. My teaching philosophy is rooted in the belief that every learner has unique strengths and potential, and it is my role as an educator to create an environment where these can flourish.

MY PHILOSOPHY

A teaching philosophy is a reflection of one’s core beliefs about teaching and learning. For me, it is a commitment to creating a learner-centered environment that prioritizes the needs, interests, and abilities of each student. I believe that education should be a collaborative process, where the teacher acts as a facilitator, guiding students as they construct their own knowledge and develop critical thinking skills. This approach aligns with the principles of constructivism, which emphasizes the active role of learners in building their understanding through experiences and interactions. My teaching philosophy centers on creating a holistic, inclusive, and engaging learning experience that empowers students to develop essential skills, knowledge, and values. I believe that learning is most effective when it is experiential, collaborative, and tailored to individual needs. By fostering a growth mindset and encouraging curiosity, I aim to help students become lifelong learners who are confident, resilient, and capable of solving real-world problems.

VALIDITY

To support students in achieving their learning goals, a teacher must employ strategies that foster active participation and critical thinking. I agree with the constructivist view that learning should involve creating scenarios where students can interpret information based on their own understanding rather than passively receiving knowledge. I draw inspiration from John Dewey’s philosophy of pragmatism, which emphasizes the importance of experiential learning and real-world applications. Dewey believed that education should be rooted in practical experiences, enabling students to connect their learning to the world around them. Similarly, I strive to create lessons that are relevant, hands-on, and meaningful, allowing students to apply their knowledge in authentic contexts. Additionally, I align with Lev Vygotsky’s sociocultural theory, which highlights the role of social interaction and scaffolding in learning. I believe that students learn best when they are supported by knowledgeable others—whether teachers, peers, or mentors—who guide them through their zone of proximal development. By providing appropriate challenges and support, I help students reach their full potential.

APPLICATION

• Experiential Learning: I design hands-on activities and real-world projects that allow students to explore concepts through practice and application. For example, in teaching programming, I incorporate coding exercises and problem-solving tasks that simulate real-world scenarios.

• Collaborative Learning: I facilitate group discussions, peer reviews, and team projects to encourage collaboration and critical dialogue. By working together, students learn to appreciate diverse perspectives and develop teamwork skills.

• Differentiated Instruction: I tailor my teaching methods to meet the unique needs of each student. For visual learners, I use diagrams, charts, and multimedia tools. For auditory learners, I incorporate discussions and audio resources. For kinesthetic learners, I provide hands-on activities and interactive tasks.

• Technology Integration: I leverage technology to enhance learning, using tools such as PowerPoint presentations, educational software, and online resources to make lessons more engaging and accessible.

• Formative Assessment: I use frequent, low-stakes assessments—such as pop quizzes, class discussions, and guided practice sessions—to monitor student progress and provide timely feedback. This helps me identify areas where students need additional support and adjust my teaching strategies accordingly.

EFFECTIVENESS OF MY TEACHING PHILOSOPHY

I believe my teaching philosophy is effective because it:

• Fosters Curiosity and Critical Thinking: By encouraging exploration and inquiry, I help students develop a love for learning and the ability to think critically.

• Promotes Collaboration and Teamwork: Through group activities and discussions, students learn to work together, share ideas, and solve problems collectively.

• Builds Resilience and a Growth Mindset: By emphasizing that mistakes are opportunities for learning, I help students develop resilience and a positive attitude toward challenges.

• Prepares Students for Real-World Applications: By connecting lessons to real-world contexts, I equip students with practical skills and knowledge that are relevant beyond the classroom.

CONCLUSION

In conclusion, my teaching philosophy is rooted in the belief that education should be a transformative and empowering experience. By creating a learner-centered environment that values curiosity, collaboration, and resilience, I aim to help students achieve their fullest potential. I am committed to continuous growth as an educator, always seeking new ways to inspire and support my students on their learning journey.

REFERENCES

Dewey, J. (1938). Experience and Education. New York: Macmillan.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Nickerson, C. (2024). John Dewey On Education: Impact & Theory. Simply Psychology.
Melby, C. S. (1994). Ghana Primary School Development. Accra: Ghana Publishing House.

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Reflective Practice

Below is my reflective practice.

LOCATION

On January 30, 2025, I had the privilege of facilitating a lesson titled "Introduction to HTML" for SHS 2 learners at UNCLE RICH SCHOOLS, located in Winneba Town, Effutu Municipal in the Central Region of Ghana. The lesson was conducted in the ICT Main Lab with 15 students present, lasting 80 minutes. This lesson was a significant part of my assessment as an intern at UNCLE RICH SCHOOLS for my Off-Campus Teaching Practice, evaluated by my supervisor, Madam Esther Gyimah.

OBJECTIVES

By the end of the lesson, my objectives were for each learner to be able to:

• 1. State what the acronym HTML stands for.

• 2. Define/explain what HTML is.

• 3. Explain the basic structure of an HTML document.

• 4. Identify basic HTML elements (e.g., Head, Body, & Footer).

STEPS TAKEN

To achieve the stated objectives, I implemented the following techniques and strategies:

• Learners were guided to recall their knowledge of document formatting in MS-WORD through a facilitator-led demonstration on how to make texts appear bold, italic, and underlined; how to align texts and add word arts; and how to insert pictures into an MS-WORD document, relating it to how contents are marked-up in web browsers.

• Direct instruction was provided by the facilitator to explain somewhat abstract concepts like HTML elements.

• Whole-class discussion was encouraged throughout the lesson delivery.

• Guided practice was provided to familiarize learners with the syntax of HTML.

• Question and Answer sessions were used as both a formative and summative learning strategy.

OUTCOME OF THE LESSON

• Learners demonstrated an understanding of the concept of Introduction to HTML, with most being able to explain the concept.

• Most learners were able to identify HTML elements and state their use.

• Some learners were able to state and explain the basic structure of an HTML document.

LEARNERS CONTRIBUTION

After the direct instruction session, learners were given the opportunity to discuss the basic structure of an HTML document. They engaged in class group discussions, which enabled them to generate their own knowledge and ideas about the concept of HTML. Most learners successfully related their knowledge of formatting documents in MS-WORD to the concept of Hypertext Markup Language. Additionally, learners confidently and flawlessly answered questions posed to them.

FACILITATOR'S REACTIONS TO LEARNERS' CONTRIBUTIONS

For learners who demonstrated exceptional intellectual abilities, I encouraged and tasked them to support their colleagues, assigning them as leads to class groups. Overall, I expressed my appreciation to the learners for their active participation and the display of intellectual capabilities during the lesson.

STRENGTHS

A retrospective look at the lesson revealed the following contributions to its success.

• 1. Relating the concept to the practical situation of formatting documents with MS-WORD helped learners to appreciate the lesson.

• 2. multiple teaching and learning techniques addressed different learning styles.

• 3. Appropriate Questioning and Answering sessions were evenly distributed.

AREAS FOR IMPROVEMENT

Upon reviewing the lesson, I identified the following areas for future improvement:

• 1. Exaggeration of facts.

• 2. Limited time for summarization and conclusion.

• 3. Class control measures.

INSIGHTS & APPLICATION

The lesson effectively highlighted the fundamental concepts of HTML and its role in web development. Learners gained a solid understanding of the HTML acronym and its meaning, which is crucial for creating web pages. They also grasped the basic structure of an HTML document, including the Head, Body, and Footer elements. This understanding allows learners to recognize the building blocks of web pages and the importance of these elements in conveying information to users. Consequently, it is anticipated that learners will apply their knowledge of HTML fundamentals to create simple web pages and comprehend HTML's role in web development.

CONCLUSION

The successful delivery of this lesson reinforces my belief that learners are capable of constructing their own knowledge when given appropriate guidance and support. By fostering a collaborative learning environment, students interacted and co-constructed their understanding of the topic, ultimately achieving the lesson's objectives. This experience underscores the importance of balancing student autonomy with targeted facilitation to promote deep learning and understanding.

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Mentors Assessment Comments

Comment: 1
Amewuga Derek has good mastery over subject matter, He also appears to be very audible and links R.P.K lesson introduction while maintaining an ordred lesson presentation to build momentum

Comment: 2
Amewuga Derek stated smart objectives that aligns with the instructional strategies of the lesson with much innovation. He exhibited much knowledge of the subject matter and properly linked relevant previous knowledge with the introduction of the lesson. He ensured effective communication between himself and learners.

Supervisors Assessment Comments

Comment
Amewuga Derek Endurance demonstrates mastery of the subject matter, he is able to meet learners at their level and engage learners in practical lesson sessions. He communicates with confidence an overall demonstrates good class control.