SEGOLAME TOBOTI

201601640

ETP 300: TEACHING PRACTICE- PGDE

TEACHING PRACTICE REFLECTIVE REPORT (3 JUNE – 18 JULY 2025)

Introduction

Teaching is more than delivering content, it is a craft shaped by experience, reflection, and a

deep commitment to learner growth. My teaching practice at Tutume McConnell College

provided a transformative opportunity to experience the dynamic environment of a real

classroom. This reflective essay captures the journey I undertook, focusing on the key

experiences, challenges, achievements, and the personal and professional growth I encountered.

It is deeply grounded in my teaching philosophy, which emphasizes constructivist theory and

active learning approaches. Throughout this essay, I draw connections to educational theories

and cite relevant literature to offer a rich and reflective narrative of my experience.

My Teaching Philosophy: A Constructivist Approach

I believe that learners are not passive recipients of knowledge but active participants in

constructing it. My teaching philosophy is heavily influenced by the constructivist theory,

particularly the work of Vygotsky (1978), who emphasized the role of social interaction in

learning. I support inquiry-based learning, cooperative learning, and problem-based learning

because these methods align with the notion that students learn best when they are engaged,

challenged, and working collaboratively.

During my time at Tutume McConnell College, I sought to implement these methods as much as

possible, designing lessons that placed the learner at the center. This philosophy guided my
interactions with students and colleagues, and it was tested and strengthened through real-life

experiences in the classroom.

The First Week: Adjusting to a New Environment

The first week at Tutume McConnell was filled with nervous anticipation. I was stepping into a

professional role where students looked up to me for guidance and knowledge. I was welcomed

warmly by the teaching staff, which eased my transition into the new environment. However, I

also felt overwhelmed by the demands of lesson planning, classroom management, and

navigating the school's expectations. I was particularly struck by how important school culture is

in shaping teacher and student behaviors. The college had a respectful and disciplined

atmosphere, which reminded me that a conducive learning environment begins with structure. It

confirmed the relevance of Vygotsky’s (1978) concept of the Zone of Proximal Development,

where the teacher must scaffold the learning process within an environment that encourages risk-

taking and exploration.

Planning and Preparation: Bridging Theory and Practice

Throughout my practicum, I became deeply involved in preparing lesson plans, teaching

materials, and assessments. I taught biology and chemistry, which required not only subject

mastery but also the ability to communicate complex ideas in simple terms. My lesson on

"Nutrition in Animals" stands out as a highlight. I had set clear objectives: to describe digestion

and distinguish between physical and chemical digestion. To promote understanding, I used
diagrams, analogies, and class discussions-strategies aligned with active learning principles

(Prince, 2004).

Planning revealed the gap between theoretical knowledge and classroom realities. Often, time

constraints or student misbehavior forced me to adapt on the spot. This experience made me

realize that flexibility is a key component of effective teaching. I learned to prepare alternative

examples, adjust pace, and modify activities to match student needs skills that cannot be fully

grasped without firsthand classroom experience.

Classroom Management: From Anxiety to Confidence

One of my early challenges was classroom management. In one lesson, students were disengaged

and talking during instruction. Initially, I felt frustrated and questioned my authority as a teacher.

However, after discussing with my mentor teacher and reflecting on my approach, I realized that

the problem was not solely the students' behavior but my classroom presence and structure.

I began to incorporate clear expectations, consistent routines, and positive reinforcement

strategies. I used proximity, verbal cues, and non-verbal gestures to manage the classroom. Over

time, I saw significant improvements in student behavior and engagement. This experience

highlighted the importance of classroom management as a foundation for learning and taught me

the value of building mutual respect and rapport with students (Marzano, 2003).
Active Learning in Practice: Making Learning Meaningful

Implementing active learning strategies had a profound impact on my teaching. I conducted

group discussions, peer teaching, and hands-on activities to encourage participation. For example,

when teaching about plant nutrition, I conducted an experiment on testing a leaf and I allowed

students to participate by being hands on by performing other tasks that I had demonstrated to

them. Also, during a lesson on transport in plants, I used a real-life scenario of sipping a drink

with a straw to potato strips in salt and distilled water. This hands-on activity was praised by

both learners and my mentor for effectively simplifying a complex concept. Similarly, my lesson

on vascular tissues incorporated a labelled diagram and role-play that helped students remember

functions of xylem and phloem. This experience validated my belief in constructivist teaching.

Students responded enthusiastically when given a chance to explore and discover. As Biggs and

Tang (2011) note, deep learning occurs when students are actively involved in making sense of

new ideas. Active learning not only promoted better understanding but also created a classroom

atmosphere that was lively and inclusive.

Feedback and Assessment: The Power of Reflection

Assessment was another area where I grew significantly. I designed quizzes, worksheets, and

informal questioning sessions to gauge student understanding. I also learned to give timely and

constructive feedback, which is essential for learning improvement. In one instance, a student

who struggled with the topic of alkenes made remarkable progress after receiving specific

feedback and additional support.

support learning. This aligns with Black and Wiliam (1998), who argue that formative

assessment improves learning when it includes actionable feedback. Furthermore, reflecting on

student responses helped me identify gaps in my instruction and adjust future lessons

accordingly.

Mentorship and Collaboration: Learning from Others

A significant part of my growth came from collaboration with mentor teachers and fellow

student teachers. I received regular feedback on my teaching, which was both encouraging and

constructive. My mentor emphasized the importance of knowing each learner, planning with

differentiation in mind, and maintaining high expectations.

I also learned from observing other teachers, noting their classroom routines, questioning

techniques, and conflict resolution methods. These observations helped me refine my own style

and adopt best practices suited to my learners. Collaboration reminded me that teaching is not a

solitary profession-it thrives on shared knowledge, reflection, and support (Hattie, 2009).

Emotional Journey: Growth Through Reflection

Teaching is emotionally demanding. I experienced moments of doubt, joy, stress, and pride. I

remember the satisfaction I felt when a struggling student finally grasped the concept of

chemical bonding after weeks of tutoring. I also recall the disappointment when a lesson did not

go as planned due to technical issues. These emotional highs and lows deepened my appreciation

of teaching as a human-centered profession.

went well, what didn’t, and how I could improve. This habit not only made me a better teacher

but also helped me remain grounded and optimistic. As Schön (1983) suggests, reflective

practice enables professionals to learn from experience and continuously improve their craft.

Significance of the Experience and Personal Impact

My teaching practice experience has reshaped how I view education and my role within it. It

confirmed my passion for teaching and my commitment to student success. I now understand

that effective teaching goes beyond delivering content it involves empathy, patience, critical

thinking, and the ability to adapt.

I have grown in confidence, professionalism, and pedagogical skills. I have seen firsthand the

power of relationships, the importance of context, and the impact a teacher can have on learners’

lives. This experience has not only validated my teaching philosophy but also enriched it,

making me more open to lifelong learning and professional development.

Conclusion

My teaching practice at Tutume McConnell College has been an enriching, challenging, and

deeply transformative experience. It allowed me to apply my teaching philosophy, test

educational theories, and grow as an educator. The lessons I learned, from managing a classroom

to designing active learning experiences will remain with me throughout my teaching journey. I

leave this experience more inspired, more knowledgeable, and more committed to the noble

profession of teaching. I am grateful for the guidance I received, the students I taught, and the
growth I achieved. This practicum was not just a requirement- it was a cornerstone in shaping the

teacher I aspire to become.

Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. McGraw-Hill

Education.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education:

Principles, Policy & Practice, 5(1), 7–74.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to

Achievement. Routledge.

Marzano, R. J. (2003). Classroom Management That Works: Research-Based Strategies for

Every Teacher. ASCD.

Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of

Engineering Education, 93(3), 223–231.

Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic

Books.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.

Harvard University Press.