Reflection Notes 1
As a participant in the LAC on adapted and culturally
appropriate teaching practices for indigenous learners, I was
extremely engaged and motivated by the topic's significance. This
LAC gave me significant insight into the many needs and
experiences.
One significant revelation that struck me was the need of
knowing and accepting my students' ethnic origins. As a teacher,
you must recognize that indigenous strategies offer a rich
tapestry of traditions, values, and ways of knowing to the
classroom. The LAC stressed the importance of shifting away from
a monocultural approach and adapting teaching practices that
reflect and celebrate indigenous cultures. This reflection
prompted me to reconsider my instructional materials, activities,
and methods.
Another key component of the LAC was the understanding of
the particular problems in managing the reading activities during
"Buwan ng Pagbasa 2022." Historical and institutional causes
have frequently resulted in educational inequality and cultural
isolation. This discovery pushed me to thoroughly analyze my
own prejudices, preconceptions, and teaching approaches. It is
critical to provide a secure and supportive classroom climate in
which varied reading activities feel seen, heard, and valued.
Incorporating indigenous viewpoints, literature, and resources
into my classroom can play a critical role in encouraging cultural
pride and good identity development.
The LAC also stressed the significance of developing strong
relationships with my students and their communities.
Collaborative connections with elders, local leaders, and families
can provide vital insights into my students' individual needs,
desires, and aspirations. These linkages allow me to develop a
better knowledge of how different activities might promote cultural
traditions, community values, and learning styles, allowing me to
build learning experiences that resonate with their lived
experiences and foster a sense of belonging.
Furthermore, the LAC taught me the value of utilizing
indigenous pedagogies and knowledge systems. Various
approaches to teaching reading frequently emphasize experiential
and holistic approaches in which storytelling, oral traditions, and
connection to the land play an important role. Incorporating these
pedagogies into my teaching practice can increase student
engagement, critical thinking, and cultural resilience. I am
motivated to look into community-based learning possibilities,
invite guest lecturers, and develop shared spaces in the classroom.
Finally, this LAC has emphasized the significance of culturally
relevant teaching practices for students. It has inspired me to
create inclusive and powerful learning environments by prompting
me to critically think on my own behaviors, biases, and
preconceptions. I am committed to infusing perspectives,
knowledge, and pedagogies into my teaching practice, as well as
to building meaningful relationships with my students and their
communities. I believe that by doing so, we may create
transformative educational experiences that honor indigenous
traditions, promote diversity, and encourage indigenous learners to
realize their full potential.
Reflection 2
Reflection Notes during LAC
“Established safe and secure learning environments to
enhance learning through the consistent implementation of
policies, guidelines, and procedures.”
I was quite interested in and motivated by the issue as a
participant in the LAC on creating safe and secure learning
environments to boost learning. Here are my notes for reflection,
colored by my experience:
Throughout the LAC, I came to understand how crucial it is to
have clearly defined policies, rules, and processes in place in order
to establish a secure learning environment. As a teacher, I
frequently see the benefits of having clear standards and regular
procedures on the wellbeing and academic development of my
pupils. It was comforting to learn more about this subject and the
real advantages these frameworks offer educational
The LAC also stressed the crucial part that teachers play in
encouraging good mental health in their children. Teachers are in
a unique position to observe children' emotional health because
they work directly with them on a regular basis. This insight made
me think about how I may better incorporate psychosocial support
into my teaching and my personal activities. Some of the tactics
that spoke to me were including mindfulness practices,
encouraging open communication, and offering resources for
mental health education. Teachers must prioritize their own health
as well since doing so will help them foster a safe and
compassionate learning environment for their students.