My Reflection Journal Entry as a Grade 10 English Teacher:
Embracing a Learner-Centered Teaching Philosophy in the Two Remaining Quarters of
S.Y. 2022-2023
As I reach the end of the school year, I take this opportunity to reflect on my journey as a
Grade 10 English teacher, where I implemented a learner-centered teaching philosophy in the
context of being an elementary education teacher. This approach prioritized the needs and
interests of my students, making them active participants in the teaching-learning process. In the
remaining two quarters of the school year when I was tasked to handle Grade 10, I strived to
create a supportive and engaging learning environment that fostered a love for literature, critical
thinking, and self-expression.
The First & Second Quarter:
In the first and second quarter, it was Mrs. Jeaneth Molina who handled the both Grade
10 Humility and Grade 10 Prowess. I had no idea where she I focused on. It could be that she
prioritized building strong connections with the students and understanding their individual
learning styles. As I have known her to be, she may also have introduced "Literary Circles," where
students formed small groups to read and discuss different novels. As she had done during my
high school years, she must have had indulge the students in creating small groups and gave
assignments to students such as the Discussion Leader, Vocabulary Enthusiast, and Connector,
ensuring that all students actively participated in the analysis and shared their perspectives.
Specific Activity: "Literary Circles" Instructions: Form groups of four to five students.
Choose a novel from the provided list and read it together. Assign roles to each group member,
such as the Discussion Leader who leads the conversation, the Vocabulary Enthusiast who
highlights interesting words, and the Connector who relates the story to real-world events. Meet
regularly to discuss the chapters and share your insights. The "Literary Circles" activity was
meticulously documented in the Daily Lesson Log (DLL) for the week of [specific date]. It
showcased students' active involvement in the reading process and their engagement in literary
discussions.
Third Quarter:
By the third quarter, even though I did not that much of ideas regarding my students
aptitude, I have observed that my students' interests and passions influenced their motivation to
learn. To nurture this aspect, I introduced "Genre Exploration Projects," where students could
choose a genre of literature that fascinated them and delve deeper into it. They researched the
characteristics of the genre, analyzed notable works, and created book recommendations for their
peers.
Specific Activity: "Genre Exploration Projects". Instructions: Choose a literary genre that
interests you, such as fantasy, dystopian fiction, or historical romance. Research the defining
features of the genre, read and analyze representative works, and compile a list of recommended
books. Present your findings to the class and share why you find this genre captivating. The
"Genre Exploration Projects" were extensively documented in the DLL for the week of [specific
date]. It demonstrated students' active involvement in their learning by allowing them to explore
literature through their personal interests.
Specific Activity: "Literary Analysis Project". Instructions: In groups, select a literary work
and conduct a comprehensive analysis. Explore themes, characters, symbolism, and literary
devices used. Create a presentation that effectively communicates your analysis to the class,
utilizing your chosen format. The "Literary Analysis Project" was meticulously outlined in the DLL
for the week of [specific date], showcasing the students' critical thinking, collaborative skills, and
creativity.
Fourth Quarter:
As we entered the final quarter, I aimed to connect literature to real-world issues. I
assigned to my students a "Book Talk Project" where students read and discussed books that
addressed relevant social and cultural topics. They engaged in thoughtful conversations about
societal challenges and potential solutions, fostering empathy and critical awareness.
Another project that the students were to do was “Sineliksik”. It is a film-making project
that showcase their talents in making short films or documentary where relevant social are to be
tackled. This project shall be based on facts and research-based.
Specific Activity: "Debate and Public Speaking Competition". Instructions: Select a topic
of interest and engage in debates with your peers. Present well-reasoned arguments, provide
evidence, and engage in respectful discussions. Participate in a public speaking competition,
delivering persuasive speeches on topics that matter to you. The "Debate and Public Speaking
Competition" was meticulously outlined in the DLL for the week of specific date, documenting
students' engagement, critical thinking, and public speaking abilities.
Specific Activity: "Book Talk Project" Instructions: Choose a book that tackles a current
social or cultural issue, such as discrimination, mental health, or environmental concerns. Read
the book individually, and come prepared to participate in the Community Book Club discussion.
Students are to share their insights, reflections, and ideas for addressing the issues raised in the
book through individual class reporting. Book Talk captured students' engagement in meaningful
discussions about real-world challenges.]
Final Reflection:
As I reflect on the two quarters, I am filled with a sense of pride in the growth and
development I witnessed in my students. The consistent involvement of learners in the teachinglearning process was evident through their active participation in various activities. Each specific
activity mentioned in this reflection was thoughtfully documented in the Daily Lesson Log (DLL).
The log serves as tangible evidence of my commitment to a learner-centered approach, capturing
the instructional strategies used and the outcomes observed.
I have taken pictures throughout the school year to document the students' active
involvement in their learning journey. These images showcase their enthusiasm, creativity, and
engagement during literary discussions, poetry slams, genre exploration projects, and community
book club discussions.
Embracing a learner-centered teaching philosophy has been a truly rewarding experience.
It has allowed me to cater to my students' diverse needs and interests, fostering a genuine love
for literature and empowering them to think critically and express themselves confidently. As a
high school English teacher, I am inspired to continue refining and adapting my teaching practices
to ensure that each student's voice is heard and valued.
Embracing a learner-centered approach in my high school English classroom has not only
nurtured a love for literature and language but also instilled in my students a sense of agency and
a desire for lifelong learning. I am grateful for the opportunity to witness their growth and to be a
part of their educational journey.
As an English teacher, I am committed to continuously refining and adapting my teaching
practices to better cater to the unique needs and interests of my students. I believe that by placing
the learner at the center of the teaching-learning process, we create an environment where
students flourish intellectually, emotionally, and creatively.