Teaching philosophy:

Drawing on social constructivism (Vygotski,1978), my teaching philosophy aims to

build a learning environment where students learn mathematical knowledge primarily

through their interactions with groups and peers and enhance their critical thinking, problem-

solving, and analytical thinking. I will ensure collaboration with parents and other teachers.

The future practice about the students constructing valuable mathematical knowledge in

collaboration with peers and groups: The classroom will be divided into groups in some

lessons with peers depending on the lesson plan and the activities needed; each group will

have different students’ abilities. For example, I will distribute students into heterogeneous

groups based on their differences. Each member in the group will have a specific task and

every day the student’s task will be rotated around the group member to ensure that all

students will have equal opportunity to study. Because each student is comprised of various

learners with diverse interests and backgrounds. Therefore, each member had something

unique to share in their group’s construction of the puppet show. The activities will be

designed with a high level of collaboration to integrate groups and peers at a more engaging

academic level. The group discussion and decision making through the group in the activities

is best application of theory(Kim, 2001,p.2).In addition, I will request one student to explain

math problems to the whole class on the board and call her “little teacher” In this way, I will

apply collaborative learning throughout the class.

How I will connect the social constructivism to enhance their critical thinking, problem-

solving, and analytical thinking. I will create peer and group activities considering these three

criteria. Through the class, I will try to explain the logic behind the process to reach the

solution, define why the formal work, and explain concepts. I will give students time to
reflect on it. Also, I will give students feedback on their work. As well as, I will also use the

formative assessment to show student feedback such as self-assessment, raised hands,

quizzes, and think-pair-share. “The results from research suggest that formative assessment

can be more beneficial to encourage low achieving students in primary-grade mathematics

classrooms”. (Gezer, et al,2021, p. 673)

I will collaborate with parents and other teachers because they are a part of the academic

system. Engaging parents in the learning process has a positive impact on student’s

performance and behavior in class.

Standard 1:1.3 Be accountable for and to the learner to ensure the physical, emotional, and

psychological well-being of learners. This means that teachers have the accountability to

word the learner in implementing school policies and procedures to meet with students’

physical, emotional, and psychological well-being. In addition, it will create a classroom

environment that promotes learner optimal performance. Accountability is defined as “proper

behavior, and it deals with the responsibilities of individuals and organizations for their

actions towards other people and agencies” (Levitt et al., 2008, p. vii). Teachers must show

teachers accountability toward: Students, Schools, Society, and Government. Teachers are

accountable for using effective policies and procedures. That will ensure a safe and

supportive environment for all.

The future intended practice that, there are several types of teacher accountability that

I will consider in my future career to ensure the safeguarding of learners’ physical, emotional,

and psychological well-being is achieved by following the right school policies and

procedures such as; accountable to myself, students, parents, governments:

Firstly, accountable to myself, I am committed to promoting positive mental health and

emotional well-being to all learners, parent’s society, and governors. It is part of my career

accountability. As I will be a teacher, I should follow all the rules and regulations of the

Ministry of Education. Also, I will take accountability for my actions, especially in the

current education system.

Secondly, accountable to students “Teachers are primarily accountable to the learners”

(Maphosa et al. 2012, p. 546). I will provide the right support to the learner. So, they will

understand the school policies and procedures. As well as I will encourage them to practice it

in school. At the beginning of the course, I will organize the presentation of the critical rules

and regulations needed. I will explain them to students and share with them previous

students’ stories. it is necessary to show students the importance and results of following

school policies and procedures in the learners’ physical, emotional, and psychological well-

being.

Finally, parents are an effective factor in the education system. so, aware them about school

policies and procedures. it is an important method to ensure that all students will be guided in

school and society. In my point of view, organizing monthly meetings for the parents to

update them about current the situation of learners’ physical, emotional, and psychological

well-being.
Standard 2: Demonstrate knowledge of educational research and learning theories. At this

point, teachers can (1) integrate knowledge such as educational research and theories into to

teaching process, learning experiences, and related activities. As well as (2) identify

appropriate applications of educational research and learning theories. As we studied in

EDUSC1 learning theories have a greater impact on student learning performance and student

behavior.it is a new way to encourage students to reach their full potential. There are several

types of learning theories such as behaviorism, cognitive constructivism, and social

constructivism.

Social constructivism (Vygotski,1978) In my future mathematics class, I will create a

classroom environment in which students gain knowledge based on collaboration with peers

and group and teacher. For example, learning is based on interaction, discussion, and

knowledge sharing among students. Social constructivism is a philosophical stance that

accepts that both social interaction and individual meaning-making play pivotal and crucial

parts in the learning of mathematics” ( Bozkurt, 2017,p. 211). Thus, the classroom will be

viewed as a mini society of learners engaged in activity discourse and reflection. I will

provide concrete and contextually meaningful experiences where students are permitted to

raise their questions and construct models, and strategies. My roles in the class are to be the

facilitator, scaffolder, co-learner, and orchestrator. while the student’s roles are active

participant, collaborator, and reflective thinker.

Standard 3: Plan and implement lessons with clear, measurable objectives that respond to the

diverse needs of learners. (1) Teacher have to know their students to satisfy their academic

and personal needs. And, (2) design a lesson plan with clear learning objectives to meet the

appropriate needs of different groups of learners. As well as (3) give them effective support

to meet diverse needs

Once, the teacher is familiar with the personal needs of their learners. she can easily design

the appropriate lesson plan and classroom activities. One way a teacher does to know their

students is a formative assessment. “is an active and intentional learning process that partners

the teacher and the students to continuously and systematically gather evidence of learning

with the express goal of improving student achievement” ( Brookhart,at al,2008,p.6). The

formative assessment process provides data collection and data analysis to plan future

instruction. (Dayal, 2021, p.2). Based on the data collected in the formative assessment, I will

create the lesson plan and the objective of the upcoming lesson.

The purpose of writing clear learning objectives is to enable appropriate practical

decisions to be made, for instance, allowing teachers to select appropriate learning activities

and assessment tasks. Also, clear learning objectives and success criteria shared with students

help them to get a good fix on the object of their learning and what it will look like when they

have accomplished it. We studied in EDUSC1 about writing clear objectives by using

measurable verbs. For example, when a teacher selects a measurable verb that describes the

expected performance. it can indicate different levels of students' cognitive thinking. And

writing details such as time and criteria to make lesson objectives clear. The way that
enables the teacher to sit different levels of students' cognitive thinking is by utilizing

Bloom's taxonomy of educational objectives. Objectives can be written at Bloom’s six levels

of learning.

In my future intended practices about learning objectives, the first stage is how I will

introduce the learning objective to students to achieve a clear understanding of learning

objectives. The first approach is that I will share the LOs on the board so students can start

observing them as they enter the class. Then, I will ask students to interpret the Los. Another

way is that I will start the lesson with a warp-up activity and then introduce the students to

the Los. During my learn-to-teach observation, my mentor teacher was practicing to use of

warp-up activities in some lessons to introduce the learning outcome in class. I observed that

when students realize Los in such a starter activity, this increases their engagement and

attention of them in the classroom. The final approach is that I will re-write the learning

outcome in the question format, students will try to answer by prior knowledge, or they can

answer the question during the lesson. In my opinion this way, I can use it in some lessons

that I know students have a background in because it allows the learner to keep thinking and

creating, especially in math subjects.

The second stage is how I will help students to understand the learning objectives, I

will give students a clear understanding of where they are headed through well-written

learning outcome it should be Specific, Measurable, Achievable, Result-oriented, and

Time-bound (SMART).For instance Los of math subject:

By the end of this lesson, students should be able to solve the problems that require
calculating the surface area of composite solids when two solids join together
 In the future as a math teacher, I have to ensure that learners achieve the learning objectives.

I will ask students to create their success criteria aligned to the Learning goals. This will help

them understand the learning objectives and it is a form of formative assessment for the

teacher. The success criteria are the shows if students have met the goal. It used to provide a

clear and measurable goal for a lesson or unit of work”. (Read & Hurford, 2010, P. 87) “.

Establishing learning goals and success criteria is the first step in planning formative

assessment. Students should be engaged in developing success criteria .in the processes of

“identifying, clarifying, and applying those criteria in their learning” (OME, 2010, p. 33)

The differentiation “is an instructional approach that considers a student’s learning readiness,

learning style, and learning interest to meet academic needs” (Thompson,2009). In this way,

the teacher will give learners choice and flexibility in how they want to learn.

In my future career, at the beginning of the course. I will be designing a lesson, strategies,

and assessment considering differentiation in the classroom to reach all levels of learners.

There are many types of strategies that I will use to enhance students' individual learning

experiences. The differentiation methods that I will use are differentiation by outcome, task,

and support.
Standard 4: To improve engaging in professional growth this can be done through several

methods. (1)A professional teacher has to involve in collaborative professional learning

communities within and beyond the school. This can be done through short term goals in

which teachers participate in collaborative learning environments, both within their school

and in broader educational communities.

Future practice, I will attendance at workshops and professional development

sessions. As well as, encouraging teachers to attend workshops, conferences, and professional

development sessions that provide opportunities to enhance their teaching practices and learn

new methodologies. Also, I will make benefits from educational social media platforms. I

will engage in online professional communities and social media platforms dedicated to

education, where they can connect with other professionals globally, share insights, and stay

updated on current educational trends.

(2) Share professional knowledge and practices to facilitate professional growth of self and

colleague. Let me mention some effective ways to facilitate professional growth for both

myself and your colleagues:

 Participation in Professional Learning Communities (PLCs):

Encouraging teachers to actively participate in PLCs within the school where they can

collaborate with colleagues, share best practices, and collectively address challenges.
 Establish mentoring relationships and peer support networks. Experienced educators

can guide newer colleagues, sharing practical tips and providing constructive feedback.

 Co-ordinate with colleagues on lesson planning. Share effective teaching strategies,

classroom management techniques, and innovative approaches to engage students.

 Integrate technology tools for collaborative learning. Platforms like Google

Workspace, Microsoft Teams, or other educational apps facilitate seamless

communication and resource sharing.

 Integrate technology tools for collaborative learning. Platforms like Google

Workspace, Microsoft Teams, or other educational apps facilitate seamless

communication and resource sharing.

 Encourage regular self-reflection and peer reflection. Discuss successes and challenges

openly and seek input from colleagues on improvement areas.

(3) Engage in action research to enhance teaching and learning:

Over the years, action research has become a tool that is often discussed among

practitioners in educational setting (Mahani & Molki,2012, p. 209). It is no doubt that

involving in action research is a proactive and reflective approach to enhancing

teaching and learning. Action research involves systematic inquiry into one's own

teaching practices, with the goal of identifying areas for improvement and

implementing positive changes.

Future practice as teacher, I will participate in action research projects, where they

collaboratively investigate and address specific challenges or questions related to

teaching and learning. For example, I will take slow learner as a problem solving or

trouble maker to study in your action research.

 Reference:

Chapter 2: Learning Goals and success criteria - oregon.gov. (n.d.).

https://www.oregon.gov/ode/educator-
resources/assessment/Documents/learning_goals_success_criteria.pdf

Differentiated instruction and how to implement it: Learning A. Z. (2022, July 27).
https://www.learninga-z.com/site/company/what-we-do/differentiated-instruction

Thompson, V. (2009). The impact of differentiation on instructional practices in the

elementary classroom. Walden University.

Dayal, H. C. (2021). How teachers use formative assessment strategies during teaching:
Evidence from the classroom. Australian Journal of Teacher Education (Online), 46(7), 1-21

Gezer, T., Wang, C., Polly, A., Martin, C., Pugalee, D., & Lambert, R. (2021). The
relationship between formative assessment and summative assessment in Primary grade
mathematics classrooms. International Electronic Journal of Elementary Education, 13(5),
673-685.

Brookhart, S., Moss, C., & Long, B. (2008). Formative assessment. Educational Leadership,
66(3), 52-57.

Bozkurt, G. (2017). Social Constructivism: Does It Succeed in Reconciling Individual

Cognition with Social Teaching and Learning Practices in Mathematics?. Journal of
Education and Practice, 8(3), 210-218.

Kim, B. (2001). Social constructivism. Emerging perspectives on

learning, teaching, and technology, 1(1), 16.

Mahani, S., & Molki, A. (2012). Enhancing the quality of teaching and learning through
action research. Journal of College Teaching & Learning (TLC), 9(3), 209-216.

Read, A., & Hurford, D. (2010). ‘I know how to read longer novels’–developing pupils'
success criteria in the classroom. Education 3–13, 38(1), 87-100.