Hanna Abdool Mohammed
EDFL 5400
Pedagogy as Process Portfolio
PART A
INTRODUCTION
Purpose Statement
This portfolio was created to showcase my professional journey as a Modern Foreign Language (MFL) teacher in training and captures a summary of my development and awareness of the theoretical underpinnings of teaching and learning. It showcases my pedagogical growth over the course of the DipEd programme that has led to improved proficiency in the field of teaching, and highlights strategies that have refined my skills and competency as a teacher. It also provides insights to my personal philosophy on being a teacher in the 21st century which reflect my beliefs, values, and conceptions about teaching.
This site will allow readers a glimpse into my pedagogical growth and development towards providing a meaningful pathway for teaching and learning while focusing on my technical capabilities as it relates to planning and instructional materials. It also reflects my cognizance of the technological needs of the 21st century learner, and my plans to address these needs for optimized teaching and learning in my classrooms.
Finally, this portfolio communicates my personal transformation from the teacher I was before embarking on this journey, to the teacher I’ve become after 11 months of intensive education and training. It summarises my critical evaluation of the impact this programme has had on me as a MFL teacher, the challenges I have faced, and the value the DipEd experience has imparted on my praxis.
Letter to Self
1B Dumfries Road,
Hermitage Village,
San Fernando
January 20th, 2023
Dear Hanna,
I write this letter to remind you of why you chose to become a teacher, your purpose for pursuing the Diploma in Education (DipEd) program and what you hope to achieve upon completion of the program.
Several factors influenced your decision to become a teacher. It began with passion, for Spanish was easily your favourite subject during secondary school. You would tire your then classmate; a Colombian native with your pesky requests to chat in Spanish. This, combined with your natural affinity towards sharing and helping others to understand, also contributed to your decision. It was not all intrinsic but also for extrinsic and altruistic reasons, as you would often hear others refer to teaching as the “noble” profession; one that carried respect and regard. This left you with a desire to add value to society and build somewhat of a legacy in the career path you would choose.
Let your memory transport you back to your secondary and university days. Do you remember how much of an impact your teachers had on you? You would often categorize the “boring” teachers, the “condescending” ones, and the remarkable ones, who made the learning process engaging, exciting and inclusive to such an extent that you would be upset when you missed a class. You would easily recall your favourite teachers who made you feel like you could achieve whatever you put your mind to. You knew what kind of teacher you would be should you ever become one.
Do you recall your first teaching experience? All the lunch times you volunteered that made you fall in love with the process of teaching? You were able to witness the progress of learners through your explanations. This brought about a joy that you felt was your calling. Remember how often you would hear your co-workers comment on your nature of explaining? It was not uncommon to hear “you would make a great teacher”.
Despite all the dreadful narratives that were associated with this program, you still chose it with a firm purpose in mind; to expand your skills and competencies by learning from experts in the field of education. I know that you are also eager to learn from other teachers from across the country through their distinct experiences and techniques of teaching foreign language.
You have seen your colleagues in education at their peak of frustration battling the demands of this program, but you have also witnessed the tremendous benefits they have acquired. They have assured you that this program will broaden your horizons as an educator, and I know that once you remain committed and consistent you will achieve your goals. You have embarked on this journey not only for your betterment, but for the greater benefit of your beloved students.
Remember self, that when the going gets tough, the tough get going! May you sail smoothly towards your destination.
I wish you an enriched and fruitful experience.
Yours faithfully,
Hanna.
Initial Philosophy about Teaching
My current teaching philosophy is anchored by the premise that every child has an ability to learn, and it is left to me as an educator, to demystify their hindrances, barriers, and challenges and use this to better inform my methods of instruction.
I view the role of a teacher as a holistic one - a critical figure in a student’s life. My purpose in the classroom extends beyond imparting content knowledge. As teachers we must attempt to develop students to become confident, empowered and openminded. To achieve this, classrooms must be a safe space for expression and inclusion to support their emotional and mental health. I believe in equipping them with the life skills necessary to become adults that add value to society; a sense of civic pride and integrity, making good choices, and developing positive attitudes towards themselves and others. It is important for me to train them in good habits such as time management, honouring commitments, goal setting and having self-discipline.
I strive to build on the bonds I create with my students to have a sense of their personality, interests, and aversions. This influences my style because I am cognisant of what appeals to them, but it also fosters a level of trust and respect- a connection which can make the process easier, as they are more inclined to cooperate with me.
I draw from my own experience and what made me goal oriented as a student. The teachers in my life infused nurturing qualities into their approach, and were approachable, as opposed to those who imparted intimidation and prejudice which I found to be barriers to learning. I believe in having a sense of humour in the classroom but also being firm to maintain a sense of order and respect which keeps students focused on the tasks and objectives - an approach I modelled from secondary school teachers that was effective for me as a student.
For me, being a teacher is likened to that of a gardener nurturing varying plants, representative of the diversity of students. She must identify their unique needs as we identify our students' varying learning styles. The gardener cares for her plants all under the same conditions, as we nurture students within the same classroom. She has a common goal; for her plants to achieve growth and blossom to their full potential, as do teachers with students.
The gardener endures patience as every plant will take varying periods of time to blossom and produce fruits. A teacher also endures patience as each child learns differently taking different lengths of time to grasp concepts and process information. The gardener contributes to the welfare of his community through harvesting the fruits of labour availing them to nourish the community. Similarly, teachers build our nation through educating their students and enabling them to become productive members of society. Students’ newfound knowledge, skills, attitudes, and competencies then form an integral part of our future workforce, thus enhancing the welfare of our people and economy.