Generationism
by James Peter Flores

The process of learning is complicated and ever-changing, including a wide range of experiences, activities, and changes in intellect. Basically, learning is the process of acquiring new information, abilities, attitudes, or behaviors through a variety of methods. It is an essential component of human development that happens in both purposeful and unplanned contexts throughout a person's life rather than only in formal educational settings. Learning is more than just memorizing facts; it's about absorbing and applying knowledge to make a significant shift in one's comprehension or skill. Learning can be viewed more broadly as an ongoing process of discovery, change, and assimilation. The environment in which education happens is also very important. The learning environment maybe it a formal classroom, the workplace, or another setting is greatly influenced by the context. Learning is to be more successful in environments which promote curiosity, collaboration, and critical thinking. On the other hand, an unpleasant or unwelcoming setting might hinder the process of learning, posing challenges to understanding and memory. The way the learning environment is set up, including its resources, interactions, and degree of difficulty, has a significant influence on how well students learn. Teachers carry an essential function in the field of formal education. The learning process is guided by teachers, professors, peers, or facilitators who offer expertise, guidance, and feedback. A teacher's effectiveness is derived from both their subject-matter expertise and their flexibility in customizing their teaching methods to meet the requirements and styles of their students. The learner-teacher relationship, which is marked by mutual respect, trust, and good communication, improves the educational process as a whole. Teachers create an environment that captures students' curiosity and satisfy their need for knowledge by functioning as mentors, guides, and facilitators. The underlying need that motivates students to participate in and continue with the learning process is known as motivation. A sense of freedom, curiosity, and the sense of value of the learning outcomes are just some of the variables that may have an impact. On the other hand, extrinsic motivators, like grades or incentives, could result in learning that is broader and may not help students retain information over time. In simple terms, learning is an ongoing and complicated procedure that includes students' active participation, the environment in which they learn, the type of material that is presented, the role that educators play, and their eagerness to learn new things. It can be found everywhere in life, not only in traditional educational settings. Acknowledging the complexity of learning enables the creation of lessons, supportive environments, and more effective teaching strategies that enable students to learn continuously throughout their lives. As the understanding of the educational process advances, so too does our ability to create settings that encourage inquiry, critical thinking, and a sincere passion for learning.Teaching is a lot more than just imparting knowledge; it is a complex and dynamic profession. It requires careful interaction of instructional techniques, social skills, and in-depth knowledge of the subject matter and the various learning needs of students. Teaching is essentially the important and careful act of assisting people of any age in gaining knowledge, skills, attitudes, and ideals. It's a fun and dynamic process that calls for flexibility, imagination, and a sincere desire to support students' academic and personal development. Effective delivery of knowledge is an important part of teaching. This calls for the clear arrangement and delivery of information in a way that is understandable, interesting, and accessible to students. It goes beyond just sharing facts. Skilled educators recognize the importance of arranging materials in a clear manner, utilizing straightforward and concise vocabulary, and integrating multiple pedagogical approaches to suit the generation needs. A key component of teaching is the skill of making challenging concepts understandable so that students are able to digest and remember the information given by the teacher. Creating an open and motivating learning atmosphere is also another essential component of good teaching. The learning environment in the classroom has a big impact on students' motivation, engagement, and overall experience too. As an educator I will promote a secure, friendly and empathetic atmosphere that foster an encouraging environment for creative thinking and teamwork. Positive classroom is facilitated by valuing varied points of view, creating open communication, and fostering a sense of inclusivity. In addition, imparting knowledge to students’ teachers also play the roles of guide, a facilitator, and role model, which helps to shape the social dynamics in the learning environment. Evaluating students effectively is another aspect of promoting their learning. Also, assessment tools for testing students' comprehension, provide an environment for feedback and improvement is the main focus of this philosophy. Formal assessments, which include talks, projects, and quizzes, give continuous feedback that may guide decisions about education and point out areas that could require more support. Exams and final projects are examples of summative evaluations that provide an overview of overall performance. A diverse approach to assess students that incorporates both formal and informal components enable educators to monitor student progress, modify their strategies for instruction, and support students in becoming skilled in the subject matter and over the year they can use what they’ve learn in the real context scenario.My main goal for planning my pupils' educational journey is to foster a diverse range of skills that go beyond the limits of their academic knowledge. In addition, to being excellent in the fields they have selected; I see students who are capable of handling the complexity of a world that is constantly changing. The development of critical thinking and problem-solving abilities is central to this concept. My goal is for my students to be competent in critical information analysis, evidence evaluation, and well-reasoned argument construction. This fundamental skill is not only essential for academic achievement but also serves as a foundation for making wise judgments in every area of life. I want to promote a lifelong appreciation of learning outside of the classroom by supporting self-directed learning. With this self-directed approach, they are better equipped to learn and adjust throughout their lives in a world that is changing constantly. In a broader sense, I emphasize the significance of adaptability and commitment. I encourage students to overcome difficulties and fight in the face of failure by providing meaningful guidance. These attributes offer students a resilient attitude that encourages them to pursue their goals and are essential for both academic success and handling life's challenges. Academic achievement is one of the main objectives of this philosophy, which includes seeking higher overall grades, subject-matter mastery, and planning to take tests. This indicates a student's comprehension of the material as well as their capacity for successful application of knowledge. Developing critical thinking and problem-solving abilities is also essential. In order to promote a deeper comprehension of the subject matter, instructors should encourage students to critically analyze information, work independently to solve complicated issues, and apply their knowledge to real-world circumstances. Learners' excellent attitudes and principles are intended to be reinforced through character development actions. These could involve encouraging accountability, morality, and compassion in order to guarantee that kids flourish intellectually and make important contributions to society in general. Promoting moral behavior in the classroom and in personal relationships provides the foundation for students to grow into responsible, socially conscious individuals. The use of technology plays an essential role in the modern era. In addition, I want my students to use technology for research and collaboration, studentsshould learn how to navigate and evaluate digital content. Students should also learn about responsible online behavior and put it into practice. These objectives give students the tools they need to succeed and it will prepare them for a world driven by technology. In order to achieve the difficult goals that are established for my students, a wide range of projects, tasks, and outputs can be employed by carefully utilizing technology to improve the learning process. The combination of flexible learning and educational platforms can facilitate the achievement of academic goals. By incorporating multimedia content and computer simulations into the discussion, I can accommodate different learning styles and provide students with immediate feedback, allowing them to absorb complicated ideas at their own pace. Online collaborative projects and forums help students develop their critical thinking and problem-solving abilities by allowing them to examine material together and come up with creative solutions with the help of technology.Making my teaching philosophy work in the classroom means turning beliefs about teaching into practical actions. Start by being clear about what you believe about teaching, learning, and the role of education. The thing I will do is think about my own values and goals as a teacher. Once I have a clear goal, I will make sure that every discussion, lesson plan, and lesson I teach reflect my beliefs, values, and goals. The teaching materials and methods I am going to use should match the trend of using digital tools and providing essential materials in teaching. Creating a positive, inclusive, and friendly classroom environment is also important. Set clear rules, include everyone, and make the class a friendly place to learn. A good environment supports this teaching philosophy and encourages students to be active in their learning. Using the different teaching methods I gathered this semester is the key. Mix things up to suit different students and keep things interesting. Try activities where students work together or apply what they learn to real-life situations. This way, the teaching methods will match the goals I want for providing a well- rounded education. Reflecting on what's working and what needs to be changed. This philosophy is open to feedback from students and other teachers. This will help me adjust and improve my teaching methods as well as my style. I am thinking or considering my strengths and areas where I can improve. How I communicate and manage the class comes from my own characteristics. Understanding myself as an educator will help me adjust my teaching to best suit of my students. Considering students' traits too based on their generational trends is also the main factor in this teaching philosophy. Every student is different, so as an educator trying to understand their backgrounds, learning styles, and abilities will make my teaching fit their needs and make learning more inclusive and effective. Being aware of different cultures is important. Include diverse perspectives in teaching, be mindful of cultural differences, and create a class where everyone feels respected. This way, I can contribute as an educator to helping global citizens appreciate diversity. In simple terms, making this teaching philosophy work means turning my beliefs into actions in the classroom. Matching what I want to teach with what I believe, creating a positive environment, using different teaching methods, and adapting to what the generation needs. To further discuss generationism, this teaching philosophy will consider and incorporate a student- centered approach inside the classroom. This means actively involving students in the learning process, valuing their opinions, and adapting new teaching strategies based on their needs and feedback. Encourage questions and discussions every time. Fostering an environment where students feel comfortable expressing their own unique thoughts and exploring ideas will be beneficial to me and to my students as well. By giving them a voice in their education, I will empower them to take ownership of their learning journey.As an educator, I've set some important goals for myself to make my teaching better. These goals are like targets I want to reach to be a more effective and supportive educator. Firstly, I aim to create a positive and engaging learning environment for my students, including the needs of their generation. I believe that when students feel good about coming to class, they learn better. So, one of my goals is to make the classroom a friendly place where everyone feels welcome. To achieve this, I set simple rules, encourage kindness, and involve students in decision-making. I want them to know that their opinions matter. My other goal is to improve the way I teach. I want my lessons to be interesting and helpful for my students. To do this, I will plan to use different ways of teaching. I'll include activities where students work together, and I'll try to connect what we learn in class to real-life situations. This way, the lessons become more fun and relevant, and students can see why learning is important. I've also set a goal to understand my students better. Every student is unique; this is what I learned throughout my year as a sophomore, with different backgrounds, interests, and ways of learning. I want to take the time to get to know them individually. This means paying attention to what they like, how they learn best, and any challenges they might face. Knowing my students better will help me tailor my teaching to meet their needs. To make sure that my goals are specific and achievable, I've made them smart. This means they are clear, measurable, important, and have a timeline. For example, instead of saying I want to be a better teacher, I say I want to include group activities in every lesson to make learning more interactive. This way, I can see if I'm reaching my goal. Breaking down these goals into smaller steps is essential. For instance, to create a positive environment, I'll start by setting clear expectations for behavior in the classroom. I'll also make sure to praise and recognize students when they follow these expectations. Little by little, these actions contribute to the bigger goal of creating a positive learning environment. Continuous learning is a crucial part of being an educator. So, I've included a goal to stay updated with new teaching methods and ideas that the old and current generations need. Attending workshops and conferences and reading about educational advancements are ways I plan to achieve this. Learning from other teachers and sharing my experiences with them will also help me grow as an educator. Feedback is valuable in reaching my goals. I want to know what my students think about my teaching and if there are areas where I can improve. I'll ask for feedback regularly and use it to make changes in how I teach. It's like having a guide to show me the way forward. Reflecting on my teaching is like looking in a mirror. I want to think about what's working well and what needs adjusting. Keeping a journal where I write about my experiences, successes, and challenges will help me see patterns and make improvements over time.

Inspirevolution
by Ingrid Zyra Grimaldo

In my own perspective, learning is acquiring knowledge in various areas whether in terms of academics or in practical aspects of life. At least for me, learning comes from our experiences in life, we learn when we succeed and we learn when we fail. The encounters that we are experiencing in our life provide lessons and growth that contributes to our personal journey of learning. For me typically, what happens in a learning situation is that.. First, let me say this, I am the type of person who you can call dumb or stupid when I encounter a certain situation that I don’t know what to do or what to say because it is literally obvious that I don’t know what to do, you can see it and embarrassingly, you can feel it. Here’s a short story that justifies my statement, when I first applied to this program (Bachelor of Secondary Education Major in English) my interviewer at that time was Ma'am Eloisa Bayangos and she asked me a question “What is the difference between parable and fable?” I didn’t know the answer. Yes. That is a simple question yet I didn’t know the answer, I kept thinking at that time “I should’ve known this” or “I encountered this before, but why did I forget?” the time is almost running out yet I still couldn’t form an answer, I didn’t know what to do in that situation so I just straight up said “Ma’am, I am really sorry but I don’t know the answer.” In my head, I wished at that time to just simply vanish and I am cursing myself out in my head for not knowing the answer for that simple question that I should’ve known already. I can feel Ma’am Eloisa’s eyes on me, which I will humbly admit that I think she’s disappointed and honestly, I was also disappointed in myself during that time. When the interview finished, I took my phone out of my pocket and searched for the answer to Ma’am Eloisa’s question, which enlightened me and also made me feel embarrassed. Well, up until to this day, I still know the difference between parable and fable. My point is, what happens in a learning situation is first, we, as humans, are beginners. For me, when we encounter a certain situation and it is the first time we are experiencing it, sometimes we tend to mess up, but in messing up, that’s where the learning comes from, that’s where the knowledge comes from. In my case, admitting that I didn't know the answer during the interview was truly a humbling experience. However, in that moment, I believe that I set the stage for my own growth. Now, I am here in this program. I am experiencing a lot and learning a lot in this program and I hope I will continue to learn a lot more from the professors, from my blockmates and from my experiences. Ultimately, my experience during the admission did not only allowed me to learn the correct answer afterward but it also showcased the importance of humility in the learning process. What happens in a learning situation is a continuous cycle of encountering, experiencing, and sometimes messing up in these encounters because this is part of life. In a learning situation, we acknowledge gaps in our knowledge and we actively work to fill these gaps. Through these experiences or encounters, we evolve from beginners to individuals who are empowered with the lessons and insights that we gain along the way of our journey of being a human, who is continuously learning and improving.When I first got into College of Education, admittedly, I first thought of teaching as one of those professions that I could label as “easy.” However, now that I am in the College of Education and currently in my second year under this program, I realized that I still have a lot of things to learn when it comes to being a teacher. For the majority, ‘teaching’ is the practice of passing on proficiency, expertise, or understanding to others. Be that as it may, having spent my first year here on our campus, I am confident to say that I have gained several valuable insights about ‘teaching.’ In a deeper sense, I see teaching as a duty, passion and a mission—as it involves a lifelong commitment to fostering learning, critical thinking, innovation, and personal development; all of which plays a vital role in the overall progress of learners. I see teaching as touching young minds and hearts where teachers not only impart knowledge but they also inspire, guide, and foster the intellectual and emotional growth of their students. I see teaching as something that anyone can execute but it is not something that everyone can execute accurately and effectively because teaching is not just about instilling knowledge but it is also about instilling values and helping learners to develop their passion and love for learning. I believe I can facilitate teaching in my own way and have this philosophy in teaching by first, understanding that every learner has different backgrounds, by understanding that the class that I will teach in the future will have diverse needs and learning styles and I should be able to cater to their needs or accommodate their needs. I can facilitate “teaching” in a sense that I will create a safe and healthy learning environment where it encourages honesty, respect and open communication for everyone. I will encourage my students to think critically and apply the knowledge that they gain into real life situations. As a future English teacher, learning grammar and literature is challenging since English isn’t our first language, but by encouraging my students to apply what they learn in my class in real life situations can help them master the English language. I want my students to have a fun learning environment. I can incorporate games for them while they are still learning. I know some people find English subject as boring so I want to do that in my class. Also, I will employ various teaching techniques to cater different learning styles such as discussions, presentations, group activities or even role playing to keep my students involved and engaged. I will be flexible and I will be willing to adapt my teaching methods based on changing needs or educational trends. I will reflect on my teaching practices as much as possible so that I will know where the areas that I should improve on. I will give feedback to my students so that they will know which are the areas they should improve and I will accept feedback and constructive criticism from the students, parents and colleagues to keep improving. I believe that by combining these teaching practices or strategies, I can create a learning environment where it promotes effective teaching, supports students’ learning and inclusivity, growth and positive learning experiences for every individual.As a future teacher, I just simply wish that my students will obtain these things from learning: First, I expect them to have the ability to analyze and evaluate information so that they can make knowledgeable decisions. I remember before, when I was still in grade school, I used to hate questions that required me to really dig down information inside my brain so that I could answer it logically. Now, I realized that teachers do that so that they can see how well students can analyze information, think critically, and apply their knowledge in practical ways. I understand that the purpose of such questions is to go beyond simple memorization of facts and encourage deeper understanding for students. I aspire to have students that use their critical thinking skills because I really do believe that these skills are crucial for success in both academic and real-life situations. I believe that by promoting this skill can empower students to become learners that can adapt to any circumstances or challenges and manage to navigate in an ever changing world. Second, as I want to promote an inclusive learning environment where each learner can feel safe and happy, I expect my students to effectively express themselves in writing and most especially, in verbal. By encouraging students to express themselves, I aim to help them develop strong communication skills that will serve them well in their future endeavors. This involves not only conveying information clearly and accurately but it also involves actively listening to others and understanding different perspectives. I want my students to feel confident in speaking or sharing their opinions, to feel confident in asking questions and in participating in classroom discussions.
I believe that by having this skill it will help them feel confident in themselves and it will empower them to navigate in situations socially and professionally. Third, I expect my students to obtain the ability to think in innovative ways and to creatively craft new ideas. I want my students to not just learn, but also to become masters of innovation. I do not want them to just absorb information but I want them to also incorporate and use their ideas into something fresh or new. I want them to think that learning is not about following the footsteps of others, I want them to think that learning is about leaving their own footprints that leads to innovation. I want to create a classroom where I am not just creating mere students but I want to create students who are visionaries. I want my students to foster knowledge not as a tool but as an instrument for creative expression. I believe that by nurturing these students, they can become creators of ideas who can build bridges between what's already known and what has yet to be discovered. Lastly, I want my students to have the ability to adapt to changes and be able to adjust in different situations. I want my students to not just be mere students, but individuals that are brave enough to navigate to the ever-shifting seas of change. I want to encourage my students that learning is not just about memorizing information but it’s also creating a mindset that even in the face of uncertainty, it thrives, they thrive. I want them to think that change isn’t scary, but it is a thrilling adventure for them waiting to unfold. I want them to think that challenges are not a sign of end, it serves as a stepping stones for growth. In essence, I do believe that at the end of the day, I expect my students to know that in my class, it's not just about learning to adapt; it's also about embracing change as an opportunity for growth and turning each circumstance that life throws into a chance for them to shine brighter and grow wiser. These expectations for my future students is not a sign that I’m rigidly setting rules but rather this is a reflection of my aspiration to create an enriching learning environment in the future. I acknowledge that every student is unique, and I strive to create an atmosphere that allows their individual strengths to flourish. It's about recognizing that education is not a one-size-fits-all system; it's a journey made for each student's needs and aspirations. These expectations from me are not rooted from a desire for control but it’s coming from a passion for empowerment. I want my future students to feel equipped, not constrained; inspired, not confined. My expectations are a vision of education where teachers and students engage on a shared journey of never ending exploration and discovery.I realized that there’s only one class that I really enjoyed before. It’s not a Mathematics class of course, I hated that. It’s not a Filipino class, heck, not even an English class. It’s a Science class. One may ask as they are reading this “Why? You’re an English Major.” Let me explain, in that Science class, every lesson felt like an exploration, a hands-on journey that went beyond textbooks and lectures. The teacher didn't just stand at the front of the room, reciting and explaining facts and equations; that teacher ignited our curiosity with experiments and demonstrations. It was a place where questions were encouraged, where mistakes were seen as opportunities to learn. The classroom is filled with the excitement of discovery, making learning not just a task but an adventure. I want to bring that same spirit or vibe into my future English classes. I want my students to feel the same thrill of unraveling the mysteries of language and literature. Just as that Science class showed me the beauty of the natural world, I aim to reveal the beauty within words and stories. I believe that education should be more than a transfer of facts or information; it also should be an experience that leaves a lasting impact on every individual. By infusing my lessons with enthusiasm and engagement, my goal is to inspire a love for learning that goes beyond the classroom. My goal is to let my students experience that learning can be enjoyable. I recollect that from the past, and well up until to this day this feeling persists—I harbored a fear of failure. With that being said, another key objective of mine is to create a safe learning environment. I’ve said this in my previous paragraph and I will not be tired of repeating it. I want my classroom to be more than just a place to earn grades; I want it to be a safe space where students feel free to make mistakes. I want my students to feel comfortable taking risks and expressing their thoughts without fear of judgment. I believe that by doing so, they will be more engaged in the process of learning. Having a thought that I can be a teacher where my students will not feel scared to approach me or where they will not feel embarrassed when they make a mistake in my class, genuinely warms my heart. I want to be a teacher who shows empathy and understanding, I want my students to feel seen and heard and that is why it’s one of my ultimate goals in the future. I want to create a culture of collaboration rather than competition, where students support each other in their learning journeys. I want my students to feel a genuine connection with their peers, to collaborate and learn from each other. By creating a supportive and inclusive environment for my future students, I hope to empower my students to not only excel academically but to also develop essential skills such as teamwork, communication, and resilience. With the goals I stated, I intend to achieve all of that by first letting my students to have a freedom to choose, what literary works they want to read, we will have discussions regarding that, I will ask some thought-provoking questions to ignite their curiosity, and encourage them to express their opinions and interpretations freely. Another strategy to promote hands-on, experiential learning activities into the English curriculum like for example, interactive writing workshops, where my students can experiment with different writing styles and genres, I believe that by doing this, they will be able to not only have hands-on learning but also they will be able to express themselves freely. I will create storytelling sessions, multimedia projects or role plays to foster their collaboration skills. I believe that by fostering an environment that values exploration, curiosity, and creative expression, students can experience the joy and love for learning English language and literature in a way that surpasses traditional classroom boundaries.Now that I am in the College of Education and currently in the process of learning things, I came to the conclusion that being a teacher is undeniably a challenging yet immensely rewarding profession. In operationalizing my teaching philosophy, which centers on fostering exploration, creativity, inclusivity and an enjoyable learning process. How do I implement this in a classroom set-up? First and foremost, for me it’s important to recognize the importance of adaptability. As a future teacher, I must be flexible in adjusting my teaching strategies or methods to accommodate the diverse learning styles and needs of my students in the future. This involves staying informed about innovative teaching strategies, technologies, and educational trends that can enhance the overall learning experience for my students. I will encourage open communication and respecting various perspectives to instill a sense of belonging to each and everyone of my students. I hope to inspire a deeper understanding and appreciation for knowledge and learning.

I want to encourage my students to connect their learning to the world around them, fostering their
curiosity that extends beyond the confines of the classroom. Additionally, I recognize the importance of building strong relationships with my students. Understanding their individual needs, challenges, and strengths allows me to tailor my approach to better support their academic and personal growth. This requires active listening, empathy, and a commitment to creating a safe and nurturing learning environment. Lastly, I acknowledge the significance of continuous professional development for teachers. I want to embrace a growth mindset and to continuously improve my teaching practices to ensure that I remain effective and responsive to the changing needs of my students. Having all of that said, I recognize that one of my personal qualities that influence the way I teach is my humor. I firmly believe that injecting a dose of happiness into the learning process, not only for capturing my students' attention but also to create a more relaxed and enjoyable learning experience. I want my students to not be tense all the time when I am inside of the classroom, I want the vibe to be light and happy so they can freely express themselves and to connect with me. Secondly, my passion for ensuring that students truly grasp the material fuels my teaching approach. I strive to create an environment where every student feels supported, encouraged, and inspired to achieve their academic goals. My passion acts as a catalyst for their own enthusiasm, motivating them to actively participate in their educational journey. Moreover, my empathy plays an important role in my approach to teaching. Understanding the unique needs, challenges, and backgrounds of each student allows me to create a classroom that is inclusive and supportive. I am aware of the fact that every learner is an individual with distinct strengths and areas for growth. By approaching teaching with empathy, I am not only building stronger connections with my students but also creating an environment where they feel understood, valued, and encouraged to reach their full potential. These qualities create a dynamic and enriching educational experience that goes beyond the transmission of knowledge, fostering an atmosphere where students can thrive academically and personally.While writing this paper, I asked myself a myriad of questions, really digging into the intricate layers of my thoughts and reflections. Pondering upon my thoughts, I stumbled upon the realization that my goals and journey as a teacher are like a constellation, it stretches far beyond the mundane task of just dumping facts, it extends into realms of personal and professional growth, instilling values and the desire to have a profound impact on my students' learning journey. To continually improve myself as an individual and a professional, I've set out on a quest for continuous improvement. Engaging in professional development opportunities, embracing feedback, and cultivating a mindset of perpetual learning are the cornerstones of my journey. By actively seeking ways to enhance my teaching skills, staying attuned to emerging educational trends, and collaborating with peers, I aim to evolve into a more effective and innovative educator. Instilling knowledge is just the tip of the iceberg; I am committed to weaving a rich tapestry of values into the educational experience. This involves creating an atmosphere where values such as empathy, respect, and perseverance are not merely taught but vividly exemplified. I incorporate real-world scenarios that showcase the application of these values, fostering an environment where students are not just academically informed but also guided by a strong ethical compass. Creating a lasting impact on my students' learning process is a multi-faceted endeavor. I employ dynamic teaching methods that resonate with their experiences, encouraging critical thinking and curiosity. Beyond the curriculum, I actively seek opportunities to be a mentor and guide, offering support and inspiration to help them navigate challenges and discover my students’ unique potential. By sharing personal stories of my perseverance and success while I am here in the journey of learning, I aim to inspire them not just academically but as individuals with countless possibilities.I want to leave them an impactful mark that they are not just mere students, they are unique students who have different strengths and weaknesses, abilities and characteristics. In essence, the path to achieving these goals involves a commitment to continuous improvement, values-driven teaching, and being a catalyst for transformative learning experiences. Through a dynamic and student-centered approach, I aspire to leave an enduring impact on the educational journey of my students, fostering not only academic success but also instilling values and a sense of inspiration that will accompany them throughout their lives. Through this wild, student-centered escapade, I'm not just aiming for gold-star grades; I'm aiming to leave a trail of inspiration and values that'll echo in my students' lives, turning them into the superheroes of their own stories. The journey of a teacher isn't a one-off movie; it's an ongoing series with twists, character arcs, and unexpected plotlines and we must be able to navigate through it because who knows what epic adventures await in the next episode?

Constructivism
by John Andrew Hitosis

As a student, the concept of learning is a fundamental aspect of my educational journey as a future educator. When I think about what learning means to me, I envision a process of acquiring knowledge, understanding new concepts, and making connections between ideas. However, learning is not just about memorizing facts or figures; it's about actively engaging with information, questioning assumptions, and critically reflecting on what I know. This is where the philosophy of constructivism comes into play. I chose Constructivism because it emphasizes the idea that learners actively construct their own understanding of the world through their experiences and reflections. Instead of simply absorbing information, I encourage my students to explore, question, and experiment to build their own knowledge and meaning. This approach to learning resonates with me as it empowers me to take an active role in my education and teaching field and encourages me to develop critical thinking skills, creativity, and a deeper understanding of the subjects I study. In a learning situation based on my teaching philosophy which is constructivism. I envision myself and my students are actively involved in the learning process. Instead of being passive recipients of information, my students are encouraged to explore and discover knowledge for themselves. This can involve hands-on activities, group discussions, problem-solving tasks, and other interactive experiences that promote active engagement and deeper understanding. By being actively involved, they can connect new information to what they already know, which helps them to build a more solid foundation of knowledge. Moreover, in a constructivist environment it is often social. This means that they have the opportunity to learn not only from their experiences but also from interacting with their peers. By sharing ideas, collaborating on projects, and engaging in discussions, they can gain new perspectives and challenge their own thinking. This social aspect of learning encourages them to consider different viewpoints, communicate effectively, and develop important collaborative skills that are valuable both in and out of the classroom. Additionally, learning in a constructivist setting is often contextual and authentic. This means that the learning experiences are connected to real-world contexts and are relevant to their life. Instead of learning in abstract terms, they have the chance to apply their knowledge to solve practical problems, explore meaningful topics, and engage with tasks that have real-world significance. This approach helps them understand the practical value of what they are learning and motivates them to explore topics in greater depth. In the context of various teaching philosophies, constructivism stands out as a student-centered approach that aligns with my personal beliefs about learning. It contrasts with other philosophies such as behaviorism, which focuses on external stimuli and reinforcement to shape behavior, and cognitivism, which emphasizes the internal mental processes of learning. While these philosophies have their merits, constructivism resonates with me because it emphasizes the active role of learners in constructing their own knowledge and understanding.Teaching, as I understand it, is not just about imparting knowledge, but about creating an environment that fosters active learning and knowledge construction. As a teacher, my role is to guide, support, and challenge students in their journey of understanding and meaning-making. I aim to facilitate this process by creating a learner-centered classroom where students are encouraged to explore, question, and engage with the subject matter. I strive to provide a variety of learning experiences that cater to different learning styles and abilities, allowing students to construct their own understanding through hands-on activities, collaborative projects, and real-world applications. By encouraging critical thinking, problem-solving, and self-reflection, I empower students to take ownership of their learning and become active participants in the construction of knowledge. My goal is to create an environment where students feel safe to express their ideas, make mistakes, and learn from them, ultimately fostering a love for learning and a deep understanding of the world around them.As a teacher guided by the principles of constructivism, I aim for my students to develop a wide range of skills as a result of their learning experiences. I expect them to gain not only knowledge of the subject matter but also critical thinking skills, problem-solving abilities, and the capacity for independent learning. Furthermore, I seek to foster their creativity, communication skills, and collaborative capabilities. Through the process of constructing their own understanding, I want my students to become adept at analyzing information, applying concepts in diverse contexts, and approaching challenges with a solution-oriented mindset. Additionally, I aim for my students to cultivate a sense of curiosity, adaptability, and a passion for lifelong learning. These skills are essential not only for success in their academic pursuits but also for their personal and professional growth in a rapidly changing world. In alignment with these expectations, the goals I set for my students revolve around the development of a deep and meaningful understanding of the subject matter, coupled with the ability to apply this knowledge in practical settings. I aspire for my students to become critical thinkers who can evaluate information, draw connections between concepts, and form well-reasoned conclusions. Furthermore, I aim for them to become effective communicators who can articulate their ideas clearly and collaborate with others to achieve common objectives. In addition, I seek to instill in them a sense of responsibility, empathy, and ethical decision-making, preparing them to become active and engaged members of their communities. Ultimately, my goal is for my students to emerge from their learning experiences with a well-rounded skill set and a passion for continuous growth and learning.To achieve these goals, I will implement a variety of activities, projects, and tasks that promote active learning, critical thinking, and practical application of knowledge. These may include group discussions, collaborative projects, case studies, real-world problem-solving tasks, research assignments, and presentations. By incorporating project-based learning experiences, I aim to provide students with opportunities to explore concepts in depth, apply their knowledge in real-world scenarios, and develop essential skills such as teamwork, leadership, and adaptability. Furthermore, I will integrate technology and multimedia resources to engage students and provide them with diverse learning experiences. Through these activities, I seek to create an environment that encourages students to construct their own understanding, engage in meaningful dialogue, and develop the skills necessary for success in both their academic and professional endeavors.In my pursuit to operationalize my teaching philosophy, constructivism, in the classroom, I cultivate a learning environment that encourages intellectual curiosity, collaboration, and problem-solving. Constructivism is more than just a theoretical stance to me; it's a living, breathing methodology that I strive to incorporate into every aspect of my teaching. This does not merely mean asking students to work together on an assignment; it involves fostering a space where learning is an active, ongoing process, and where knowledge is not simply transmitted, but constructed. To implement this philosophy, I activate the classroom as a small place of 'real-world' situations. I design my lessons to be more than just a sequence of facts; instead, they are complex, dynamic scenarios that require students to actively participate and construct their understanding. This could involve group discussions, project-based learning, or even field trips that allow students to engage with the material in a hands-on, meaningful way. I challenge students to question, to inquire, to test hypotheses, and to reflect on their findings. My role is not to provide answers, but to guide students as they explore ideas, create connections, and construct knowledge. Moreover, I use assessment methods that promote reflective thinking and self-assessment. Rather than relying solely on traditional exams, I incorporate assignments that require students to reflect on their learning process and understand their strategies. This could mean project presentations, portfolios, or reflective journals. These assessment tools not only provide a more holistic view of student progress but also encourage students to become self-directed learners, a key principle or belief of constructivism. My approach to teaching is also heavily influenced by my personal characteristics and those of my students. I am a natural inquirer, always eager to gain new insights and perspectives. This quality is mirrored in my teaching style. I encourage my students to share their thoughts and ideas, fostering an environment of mutual respect and understanding. I am also patient and empathic, understanding that learning is a process that involves trial and error. I advocate for a growth mindset, emphasizing effort, perseverance, and resilience rather than perfection. Likewise, I also consider the diverse characteristics of my students. I acknowledge that each student brings unique experiences, perspectives, and learning styles to the classroom. Therefore, I strive to be flexible and adaptive in my teaching approach. For instance, if I notice that a student is more of a visual learner, I may incorporate more diagrams or visual aids into my lessons. Similarly, if a group of students show a keen interest in a particular topic, I may choose to delve deeper into that area, capitalizing on their curiosity and enthusiasm. In conclusion, operationalizing my teaching philosophy in the classroom involves creating a learning environment where knowledge is actively constructed, fostering a culture of inquiry and collaboration, and adapting my teaching approach to cater to the diverse needs and interests of my students. It's a constant process of reflection and adaptation, but it's one that I find incredibly rewarding. As a constructivist, I believe in the power of learning through experience, and I strive to bring this belief to life in my classroom every day.As a teacher committed to constructivist principles, I have set several important goals for myself to ensure that I am continually improving and adapting my approach to better serve my students. One of my primary goals is to continuously refine and expand my understanding of constructivist principles and instructional strategies, enabling me to create an environment that truly fosters active, meaningful learning experiences. To achieve this, I regularly engage in professional development opportunities, such as workshops and conferences, where I can collaborate with other educators and learn about new research and best practices in constructivist teaching. I also seek feedback from my colleagues and supervisors, and I actively reflect on my own teaching practices to identify areas for improvement. Another essential goal for me is to consistently create a classroom environment that is inclusive, supportive, and respectful of diverse perspectives and learning styles. To accomplish this, I regularly assess my teaching methods and materials to ensure that they are accessible to all students. I strive to create opportunities for student collaboration and dialogue, encouraging them to share their unique viewpoints and experiences. Additionally, I emphasize the importance of empathy and understanding in our classroom community, fostering an atmosphere where all students feel valued and empowered to engage in the learning process. Furthermore, I aim to cultivate a culture of critical thinking, creativity, and intrinsic motivation among my students. I believe that these skills are essential for their lifelong learning and success, and I am dedicated to providing them with opportunities to develop and practice these abilities. To achieve this goal, I design learning activities and assessments that challenge students to think deeply, solve complex problems, and express their ideas in diverse ways. I also encourage students to take ownership of their learning by setting personal goals, reflecting on their progress, and seeking out resources and support when needed. In addition to these goals, I am committed to fostering a growth mindset in both myself and my students. I believe that embracing a mindset of continuous improvement and resilience is crucial for overcoming challenges and achieving success. To support this goal, I provide constructive feedback to my students, emphasizing the value of effort, perseverance, and learning from mistakes. I also model a growth mindset in my own professional development, demonstrating to students that learning is an ongoing journey that involves exploration, adaptation, and resilience. Overall, my goals as a constructivist teacher are centered on creating an engaging, inclusive, and intellectually stimulating learning environment, where students feel empowered to construct their own understanding of the world and develop essential skills for their future endeavors. I am committed to ongoing reflection, professional growth, and the well-being of my students, and I continually seek out opportunities to enhance my teaching practice in alignment with my constructivist philosophy.

Entiretism
by Juason Rod Juanites

As defined by several sources across the internet, learning is the process wherein one’s mind absorbs, processes, and comprehends new information. It is the process where we are exposed to something that we haven’t yet discovered, and our abilities work together to decipher this untapped knowledge. But if I were to define "learning,” it is like traversing the infinite void of the unknown. When we were in our early stages of development as children, we were not aware of anything, as if we were an empty vessel to be filled with knowledge that we'd accumulate as we developed. Moreover, even in our late development stage, we still feel that we’re still lacking in the information that we have. We are aware that there is a vast, limitless, and mysterious nature to what is not yet understood or explored, whether it is our identity, ability, capability, talents, or others. That’s why learning is like traversing the infinite void of the unknown. It allows us to be aware that there is always more to learn, discover, and explore. Furthermore, learning makes us human, one who can seek, obtain, and share information that is crucial for the circulation of everlasting knowledge that we have from generation to generation. We obtain the knowledge that we can get in every learning situation. In a classroom setting, the learning situation is the medium that an educator uses to transmit information such as class discussion, activities, assignments, observations, and others. But learning is not exclusive to a four-corner room where one provides knowledge to their learners; it can happen in every situation when we learn something. Let’s say, for example, that by simply scrolling through your social media account, reading manuals, reading books, watching videos or movies, etc., once we’re exposed to new information, that’s a learning situation. We learn new words for the development of our language, we learn new ideas for our cognitive abilities, and we learn values for our moral and ethical growth. Those are some of the examples of holistic development in every learning situation. Even observing someone’s facial expression, gestures, and actions is a learning situation. It is the various scenarios, experiences, or opportunities in which individuals acquire knowledge. In addition, what happens in a learning situation is that we acquire information that is beneficial for our growth and development. We can say that learning situations are the key to unlocking the unopened doors of unfathomed and unexplored information. It enables us to have a connection between the learners and the learning; without these, it might be hard for us to acquire knowledge, or worse, we won’t be able to acquire any. In summary, learning is the process where we acquire knowledge, and learning situations are the opportunities, experiences, and situations that enable us to learn information. Lastly, we can say that everywhere, every time, and in every interaction, we learn; even the simplest act of conversing with strangers helps us acquire information. As long as we
are discovering knowledge that we do not possess, we are learning, and learning never ends.Teaching is the process by which we transfer or share information with others. It is like a raft sailing on a vast ocean of knowledge, where the teacher is the sailor and the students are the passengers. In this journey, the teachers guide the students to navigate through the immeasurable range of knowledge as they embark on a collective voyage of exploration and understanding. Just as the sailor faces unexpected weather and challenges, the teacher should be able to adapt to these evolving teaching challenges that occur in a classroom setting. These can be technological advancements, communicational barriers, adjusting teaching methods, and the diverse needs and learning styles of students. On the other hand, the passengers or the students maintain the balance of the raft to remain afloat. We could say that, to make teaching effective, both the teachers and the students have their respective roles and responsibilities to create a learning environment that is rich with knowledge and discoveries. Teaching is like a raft because it allows us to sail on the ocean and helps us reach our destination. Moreover, teaching allows us to create remarkable memories for our students. Maybe there is some point where they’ll forget about the lessons that they’ve acquired, but the guidance, values, and experience that they learned will resonate for the rest of their lives. Teaching doesn’t solely mean instilling information; it also involves inspiring, guiding, and empowering learners to reach their full potential. It allows the teacher to instill knowledge in the learners that is essential for their development and goal achievement. To facilitate learning, I will create a knowledge-rich learning environment where everyone that’s within the classroom premises will feel that they are valued and appreciated. I would like to instill in my students that a classroom is not only meant for class discussions but also a place where they’ll spend their time, obtain new experiences, and meet new people as they continue with their academic journey. Moreover, I will teach my students that learning includes mistakes, and it is inevitable to commit one. This will serve as an eye-opener for my students, giving them the idea that everyone commits mistakes, even the teachers. That’s why they shouldn’t be afraid to voice out their ideas and opinions and be open to criticism and corrections. By doing this, I can help them develop their self-esteem, which is essential to improving the way they express themselves while receiving criticism from others. Fairness is also a must to facilitate learning. When handling a classroom that contains approximately forty to fifty students, it is crucial to maintain equality since we’re not just honing the holistic development of particular students; we’re teaching a whole class. Giving them equal treatment and fair opportunities creates a positive and inclusive learning environment that is essential in attaining our advocacy, “No student left behind.” Furthermore, I would also like to provide a fun and enjoyable learning experience for my students. I believe that a fun and interactive class is the key to better learning outcomes. Knowledge is not solely acquired from the teachers but also from their fellow students that’s why a knowledge-rich learning environment is created with the integration of efforts from both the students and the teachers.After giving them guidance and learnings, the first skill that I want my students to obtain is critical thinking, which will allow them to analyze and interpret information to make decisions. This skill will serve as the foundation for their academic journey since it enables them to understand, question, and explore the learning that they’ve obtained, giving them the opportunity to develop their intellectual independence and deepen and widen their understanding of the topic that they’ll tackle. Moreover, critical thinking skills allow them to fathom and analyze situations, giving them different perspectives and reasons that are essential for effective problem-solving. Another skill is the decision- making skill, which is interconnected with the first skill. This will help the students determine what they really want and choose what’s best for them. Decision-making involves assessing options, considering consequences, and choosing the best course of action. This skill will not only help in their academic choices but also in their personal and social decisions. By fostering this skill, we can help the students acquire rationality and independence when it comes to the path and decision that they’ll take. Communication skills are also crucial for students to acquire competency. I would like my students to be equipped with effective communication skills that will help them become effective writers, speakers, and listeners as they embark on their academic journey. The development of effective communication skills is a crucial aspect of my teaching philosophy, as this skill will help them thrive in their academic pursuits and professional goals. Moreover, as an English teacher, I would also teach my students to develop their appreciation of literature. The knowledge that they’ll acquire as they explore the world of literature is immeasurable. By developing this skill, it can help the students be exposed to various esoteric and unfamiliar words that can help them expand their vocabulary. Moreover, literature appreciation skills help the students learn about the different cultures, ideas, themes, and experiences of various authors. By navigating the world of literature, students can broaden their horizons, sharpen their analytical skills, improve their comprehension, and develop an undying passion for reading and writing. Next are leadership and collaborative skills that play a pivotal role in creating responsible, reliable, and cooperative learners. The development of leadership and collaborative skills is a fundamental aspect of my teaching philosophy. These skills not only contribute to the holistic development of students but also prepare them for success in various aspects of their lives. Leadership is a necessary skill that will allow them to guide, inspire, and teach their fellow students. On the other hand, collaborative skills will allow them to create a knowledge-rich environment where everyone has their own roles and responsibilities. These skills are not just tools for success in the classroom; they are essential life skills that will serve them well in their future endeavors. Lastly, I aim to develop digital literacy skills in my students since it is crucial for their academic and professional journeys. The advancement of technology is unpredictable; that’s why reinforcing the students with this skill can help them stay abreast of the world they are living in.As they thrive and wander on their academic journey, the first goal for my students is to obtain competency; they should be proficient and knowledgeable about the topics and discussions that they’ve had. Aside from that, they should also learn how to apply their acquired knowledge in a real-life context. Being competent is crucial for them to thrive in their future endeavors and succeed with their future goals. Secondly, it is to develop communicative competence. Students should be able to acquire mastery when it comes to communication to be able to effectively express their opinions, ideas, and emotions. Moreover, this will also help them build strong interpersonal relationships, collaborate effectively with others, and navigate various academic and professional situations. Thirdly, they must be equipped with essential skills for their future. Students must be equipped with various skills such as macroskills, critical thinking skills, problem-solving skills, and there’s more to mention. Cultivating these skills is necessary to make them prepared for the unknown future and be able to adapt to the drastic changes as they enter the life of adulthood. Lastly, I aim for my students to give importance to moral values. Aside from the academic and professional goals that I’ve set, instilling a strong sense of ethics, integrity, and empathy is crucial to shaping their character. In a classroom, we’re not just producing students who show excellence in their academic journey but also individuals who demonstrate integrity, compassion, and a sense of responsibility to themselves and the community. To attain these goals, it is necessary to implement activities and projects that support the learning process and outcomes of the students. First, students should learn through their own exploration and discovery; this includes research projects, take-home assignments, and reflection papers. By doing this, students can have the freedom to seek out the knowledge that they want to acquire and to develop the aspects that need further improvement. Secondly, learning through experience, this includes hands-on activities such as field trips, role-playing, art exhibitions, and others. By doing these, students are given remarkable experiences that are aligned with the topics and discussions. Thirdly, collaborative learning, everyone learns from their peers, classmates, and teachers. Activities such as group projects, class discussions, and debates help create a learning experience where students collaborate to share their thoughts, perspectives, ideas, and opinions. Another one is audio-visual learning, which includes activities such as watching videos, listening to podcasts, and using infographics. With the use of these materials, we can implement activities such as movie and poem analysis. In this way, we can determine the understanding and learning of the students from the content that they’ve watched or listened to. Lastly, is the assessment that is crucial to making these activities effective for the learners. With the use of proper assessment, we can determine if the students really acquired the learnings from the various activities that we’ve implemented. This includes rubrics, diagnostic exams, summative exams, and other forms of evaluation that provide valuable insights into the students' progress and achievements. These goals and activities are essential, especially for the students, to becoming well-rounded individuals in both their personal and professional lives.My main goal in operationalizing my teaching philosophy is to create an interactive, knowledge-rich, inclusive learning environment for my students. To make my teaching philosophy work, building an appropriate learning atmosphere is crucial. I believe that learning is more effective if learners are comfortable and motivated to enter and learn inside the classroom. Students are encouraged to build their own character, free from any academic pressure, and flexible enough to adjust to any corrections and criticisms. I want to instill in their minds that classrooms are their second home, where improvements are recognized and mistakes are viewed as opportunities for growth. Moreover, teaching methods that recognize students’ learning styles are crucial to making this teaching philosophy effective. As educators, we must have the flexibility and adaptability to adjust and cater to the learning styles and needs of our students. To create effective and balanced teaching strategies, teachers are highly encouraged to modify or create their own teaching methods and strategies that will enhance the holistic development of every student. Moreover, it is our duty to understand and make the most of various teaching approaches. That’s why it is important to acknowledge our students' different backgrounds, intellects, capabilities, and interests. Inspiring and motivating our students are also crucial factors in bringing my teaching philosophy to life. This involves recognizing and celebrating their achievements, both big and small. This acknowledgment will make them feel that in the learning process, every step is appreciated, no matter how big or small that is. As long as there is progress, they are learning. What influenced me the most to come up with this teaching philosophy is my lack of self-confidence. I want to create a learning environment that boosts the confidence of my students through supportive and extensive guidance. As you can notice, if a child lacks the confidence to speak upfront, their ideas, opinions, and feelings are rarely heard by others. In a recitation, even though they know the answer, they’ll still choose not to speak because they are afraid. In a class discussion, they tend to stutter or hesitate to share their thoughts, fearing judgment or criticism. These are just some of the scenarios where a lack of confidence can significantly hinder students' academic and personal development. That’s why my aim is to provide a positive learning atmosphere that will allow the students to become confident and competent. Confidence allows us to be free from the fear that imprisons us in discovering and expressing ourselves.

Moreover, another factor that influenced me in creating this approach is the different learning styles of the students. We are aware that in our teaching journey, it is inevitable to encounter different kinds of students, each with their own unique strengths, challenges, and personalities. Another characteristic is the competency and curiosity of the learners. Students should develop their sense of wonder by seeking more knowledge and skills. Moreover, as they seek out these learnings, they should acquire mastery so they can apply such information and skills to real-life situations. As an educator, one of the most important goals that I would like to achieve is to develop my love for learning. As we all know, when we’re traversing the path of education, we must have the commitment to spend our entire lives learning and teaching. “You cannot give what you do not have.” How can I create a learning environment when I myself, as a teacher, don’t know what to teach or what I am teaching? Developing my love for learning is not only beneficial for my students but also for myself. Moreover, I can achieve this by seeking out more knowledge and by thriving in my future academic journey. Collaborating with my future colleagues where we share our thoughts, opinions, and knowledge can also help in achieving this goal. In these ways, it will help me become an effective and inspirational teacher. Secondly, is to improve my teaching strategies. While having vast knowledge is essential, the methods and strategies I use to share this information are equally important. I won’t be able to create a knowledge-rich environment if the learning is not effectively shared and conveyed to my students. Having knowledge of the different teaching approaches is a huge contribution to becoming an effective teacher. Moreover, to achieve this goal, I would like to learn more about the various teaching methods and approaches, and aside from learning them, I’ll also apply and integrate them when I’m teaching or reporting. The improvement of my communication skills is also important for effective teaching strategies and methods. I can sharpen this skill by immersing myself in, studying, and using the language itself to become confident and attain fluency. Aside from the skills that I would like to improve, I also want to improve my personality and qualities as a teacher. Being a teacher is an influential figure for our students; they reflect the characters that are being shown to them, that’s why improving our qualities is a must. First is my consistency when achieving specific tasks or activities. There are some occurrences wherein I tend to pass some works that have lackluster qualities, thinking that as long as I pass my work on time, I’m fine with it. That’s why I aim to develop a habit of consistently delivering high-quality work. This involves setting higher standards for my work and taking the time to refine and enhance my output before submission. I believe that by demonstrating this commitment to excellence, I can instill a similar sense of diligence and pride in my students. My next goal is to achieve effective leadership and managerial skills, specifically in a classroom setting. As of now, I can notice that I am lacking when it comes to delegating tasks, managing time efficiently, and maintaining a well-organized classroom. To address this, I will seek guidance from experienced colleagues and mentors and actively teach myself about acquiring experiences by attending workshops, seminars, and courses. Moreover, I would like to improve my knowledge of technology. In today’s digital age, where technology continues to advance, it is crucial for educators to acquire navigational skills and grasp in various technological tools. I can improve this by exploring more of the tools that may contribute to making education more accessible for my students. Lastly, I am committed to creating an interactive, inclusive, knowledge-rich learning environment for my students, where everyone has an equal chance and opportunity to learn regardless of their background, ability, and intellect. I can achieve this by continuously educating myself on inclusive teaching practices and adapting my teaching methods to cater to my students’ diverse learning styles and needs.

Guidinism
by Trisha Anne Labareno

I view learning as a knowledge that is instilled within us. Learning is the knowledge that someone gave us and knowledge that we picked up from something. I can compare learning into planting, the more someone takes care of it, the more it grows as a healthy one, like in learning, there is someone that will guide us in every aspect of life, and since they guided us, we are now the people that will going to learn from them and able to apply it in our real based situations. For me learning is not only acquiring insights, but also for me learning is the capability to internalize and apply it ourselves. And I believe that we are learning from a person who is more knowledgeable than us, but learning is not only from them, because we can learn from ourselves, we can learn from the past experiences that we have through. Also to the mistakes that we commit, we can learn from them. There are many things that might have taught us and because of that, we may learn from it. However, in terms of education I view learning as an insight that is taught by the teacher, but not only the insights academically but also, the lessons that they will apply to themselves. Learning is like a roller coaster ride, sometimes we are going to panic because we cannot absorb the thought inside of that certain lesson and that makes us feel dizzy. But then, learning is very beneficial for us because it allows us to know what we do not know, that we may apply to ourselves. And I believe that learning bridges us to the destination that we wanted to be in. And In my perspective learning lasts, because learning doesn't just end in a classroom but, we might learn in every thing that we do. But how do we learn from this? because we are internalizing and applying the concept of the things that we are encountering and learning from it. And that is exactly what happens in a learning situation, the learners are able to understand the concept of the lesson that they are tackling and are able to apply it to the real based situations, for example when we are acquiring language, once we acquire words or phrases and understands its meaning we are able to communicate and convey the thoughts that we have to someone effectively. We are retaining and understanding the knowledge that we learn and are able to apply it to ourselves and somehow we are also able to teach it to others for them to know the lesson you have learned, and pass it to other people. Also, when you are able to use and improve your logical and critical thinking skills in a way that you understand the knowledge that has been shared to you. We are able to see the personal progress of ourselves from the information that we gain and I guess these are some of the things that happen in learning situations.We all have different definitions of teaching, but in my perspective teaching is like instructing someone who is a beginner and is just about to start learning something. For me teaching is instilling the knowledge that I know or maybe simply sharing the lessons you know in a particular thing. But in teaching, I must prepare yourself and make sure that the things that you are going to teach are based on factual things. I must also master and know every area of the lesson that you will be going to teach. That is why teaching is like a game, you should know first the mechanics of the game before you play it, like in teaching we must know every detail before we teach to someone, because once we share incomplete or incorrect lesson to them it might lead into confusion and disinformation that they might pass to someone because they taught the information that you gave to them is correct. Also in teaching, we also develop the skills of the learners and cultivate them, for them to be able to prepare themselves in the reality of the world. But teaching might be challenging, because there are some things that you need to sacrifice and things that you need to consider. Considering the different factors and different types of learning styles, I really need to create and implement different pedagogies to meet the needs of the learners. I need to prepare myself mentally, physically and emotionally. There are also different circumstances that you might encounter in teaching, that is why I really need to be fully equipped. Teaching is not easy, because you need to read, write, think, comprehend, study, study and study. But teaching is fulfilling once you see the learners of yours that they really learn about the lesson you are teaching to them academically and some life lessons that they can apply to themselves, and the most fulfilling part is once you see them to become a successful and moral individual. And as I teach I am the one who is responsible for facilitating the learners. For me to be able to process teaching inside the classroom, I will do some following steps that are very essential. The first step is creating some rules for my classroom management and state clear objectives as well every time I will start and discuss a lesson. The second step is to prepare engaging activities that the learners will find as an interesting and exciting one for them to be active in learning and that will suit their learning styles for us to have a fruitful learning. For the third step, every time that they do a great job, I will give them positive reinforcement as well as some constructive criticisms so that they become more motivated and make them realize that there is always room for improvement. And lastly, implementing a conducive and safe environment for the students, where they cannot feel the pressure, tells them that there is room for them and they belong inside of the class.The skills that I expected to be obtained by the learners as the result of their learning are different skills, and these different skills they might use in their lifelong journey not only as a student but also as an individual. The first skill that I predict that they will obtain is, the competency of using our second language. Our country declared that our second language is English, and until now we are still working on it because there are many students that are still having difficulty in acquiring our second language. And English language is also included in our curriculum that is why we need to teach it to our learners. Also, I expect that the learners will also obtain that they will improve in terms of their macro skills, which are the reading, listening, writing, speaking, and lastly viewing. I expect that they can master these skills as the years go by and in the step by step process that I can do, so that they can learn from it and be able to internalize it to themselves. I don't want them to learn for the sake of grades. I want them to learn
in a way that they really learn from the lessons that we have tackled and apply it to themselves. But these are not the skills that I want them to obtain, another one that I expect them to obtain is improvement of their cognitive and critical thinking skills. I want them to hone their judgment, logical thinking, and I want them to have their own decision making. As well as, I want them to improve their ability to process thoughts and information that they encounter. Also I want them to obtain the following skills in terms of manners. I do not want them to learn academically only, but also I want them to learn and obtain the correct manners and conduct as an individual. Also, in terms of communication I want them also to obtain the following competencies, in terms of linguistic, sociolinguistic, discourse, and strategic competencies, for them to be able to communicate to their peers as well as to their parents and instructors when they want to convey messages effectively. Also, I want them to obtain effective collaboration skills with their classmates and with other people. As well as, I also want them to learn the skills when it comes to planning and managing themselves effectively, because as a student and individual we all know that we are having conflict sometimes when it comes to these aspects. Besides, from these skills. I want them also to obtain the following life lessons that I might share with them in the future, because from my own experience, these kinds of lessons from someone, especially from my instructor, really imprints on me and uses it and remembers it every time that it's getting harder again. That is why I want them to experience that from me, and make them realize that I am not only a teacher inside of the class, I am also a friend and a guardian of them.There are six goals that I set for my students, and in order for them to achieve it I must implement different types of engaging activities that will catch their interests. One of the goals that I set for my students is to improve their skill in acquiring our second language. For them to be able to achieve and improve their speaking skills, the following activities that I might implement are more on performance based tasks for them to apply their learnings in a real based context. Some of the examples of the activities that I might implement is exchanging dialogues in a form of English medium, also I will implement drills before we start on the session. Like in terms of pronunciation, I will task them to imitate me the correct pronunciation of the words, as well as I will ask them to bring a short story book and let them to read it aloud in the front of the class, then we will having a open discussion about the certain story, and these are some of the few activities that I will implement to improve their skill in acquiring the second language. For the second goal, my goal is to improve their comprehension skills, nowadays this is one of the common problems that we are facing, so for me to increase their comprehension skills, I might implement the following activities like asking them to bring something that they can read that catch their attention a basic words of English are inside of it, then I will task them to underline or highlight the words that they do not understand and later I will give them a time to search it to their dictionaries and add it to their vocabulary bank. Another task is I will implement a book talk as well. I'm the one who will read it aloud to the class and after that I will ask some questions regarding the book and I let them answer it. For the third goal, I want them to improve their active reading and listening skills, inside the classroom. One of the tasks that I will implement is what I called, “teacher-teacheran”, in this task, I will assign them one by one to be the teacher in the class, I will give them the freedom to choose a short easy topics that catch their attentions and somehow connected to the actual topic of us. They will read and comprehend it, and discuss it with their classmates. This kind of activity will allow me to know, if the discussant really understands what she/he prepared, and if their classmates get an comprehensible input as well, about the information that the discussant gave. In this task I can see if there is a progress in their skills in terms of listening and reading. For the fourth goal, I do want them to improve their writing skills, and for them to attain it, I will implement different writing drills, such as essays, writing dialogues, reflections, journals, spelling and etc. so that I can track their performance in writing. For the fifth goal that I want them to achieve is align with viewing, I want them to get the thought of the things that they are watching. Since we already integrating technology inside and outside classroom, the activity that I implement is, I will provide a video or movie and let them to watch it, afterwards once we finished watching it, we are going to have an open discussion again, I will ask questions regarding the movie or video and they are the one who will answer it. And the last goal that I have for my learners is to learn from me, not only in terms of academics, but also in terms of being an individual. I want them to learn the things by doing, applying it to themselves and instill the lessons as well.For me to be able to operationalize my philosophy inside the classroom I should first know the purpose of it, why I need to do it and why it is important to do it. The following goals that I set for my students are the goals that are needed for them to adapt, especially that we are the ones who are preparing them for the reality of the world. These are the skills and goals that will help them to become more independent individuals. For me to be able to implement it inside the class, I will make clear instructions and rules to have an organized classroom management, second state the objectives and the possible result of the lesson to them. I will plan the lesson in a detailed form so that I can have my guide while teaching the students and will not miss any information that I need to give to them. Also, for me to operationalize my philosophy, I need to know the backgrounds of my students and their learning styles, so that I can make activities that are interactive and exciting for them. I need to make instructional materials that are comprehensible to them. I will also provide different activities and games that will lead into active learning, for example I will discuss an existing current problem and ask them what they think about it and what are the possible solutions that they can think of, to resolve that certain problem. So by that I can challenge their problem-solving skills and critical thinking. In implementing my philosophy inside the class, I should also assess myself and look if the activities that I provided are effective and suit their learning styles. So that, if it is not effective anymore I can create other strategies for them to have insightful learning. And lastly, to operationalize it effectively I will create a conducive, safe, and friendly environment for the learners, give them constructive criticism and positive feedback that might help to improve their performance inside the class. When it comes to my characteristics inside the classroom, I want them to look at me as a sister figure, an instructor that is approaching, caring, and an understanding one. I do not want them to feel fear in me, because I know that it might lead only into the thought that, “I will pass this activity, for the sake to pass this subject.”, Because for me
it does not mean learning. Yes, maybe I will be strict, but not super strict. I will still set boundaries, but I want them to connect with me freely if they are having difficulty. I am willing to extend my hands to them so that they can overcome the difficulties that they might encounter along the way. In addition to my traits when I am inside the classroom I will show to them my jolly side as well, so that we can have a fun and interactive learning. These are some of the characteristics, it will influence my way of teaching, and I guess by inserting these, will produce a positive outcome.To be an effective teacher in the future, these are the goals that I set for myself and also the steps that I will take in order for me to achieve my following goals. For the first goal, I want to master the following competencies that I need to obtain in order for me to convey the message clearly to the students, as well as for me to be able to transfer the following information and lessons that the students need to know. I need to improve my competencies in communication, strategies, classroom management, lesson planning and other competencies that a teacher must have. In able for me to achieve this goal, the step that I am going to take is, to have a class session with experts, attend as well seminars and webinars so that I can hear the following tips and information that they know about it and apply it to myself, also to seek advice from them, for me to improve my skills. The second goal that I set is to be able to master and enhance my knowledge about the subject matter that I will handle in the future. In order for me to attain it, I will study and comprehend it for me to be able to convey the thought of those certain lessons inside the subject matter that I am handling. I will also watch lecture videos from the experts regarding that certain topic, for me to understand it more.

The third goal is to develop teaching techniques that will suit my students' learning styles, for them to understand and internalize the lesson that we are tackling. I want to create new different strategies that will help me to handle my students well. In order for me to obtain this, I will observe my students, know their backgrounds and their interests, then relate it to our subject, so that I can catch their interests at the same time they are learning. The fourth goal is to develop my creativity when it comes to creating instructional materials that I need in teaching the lessons. One thing that I can do to improve my creativity is conceptualize first and watch different videos that will help me to gain ideas in designing the instructional materials. The fifth one is to improve designing a lesson plan. Because it is very crucial for us to plan and prepare every session of class from introduction until the end. For us to not miss something in teaching the lesson. In order for me to achieve this, I need to research some examples of it that are reliable and I can use as a guide and preference, so that I can plan properly and meet the objectives. Also, I can plan the assessments, feedback, and activities that I can implement while I am teaching. And my last goal is to have an active, fun, conducive and safe environment for my students and for me. For me, this is one of the most important things we need to do, to create an environment that they can feel that they are free to explore and they can feel that they are included. And for me to attain this goal, I will implement the following activities and games that will encourage them to learn more. I will also give them positive feedback and reinforcement to increase their motivation in learning. Because I believe that, by doing these, the learners will be able to understand, internalize, and learn more of the lesson and be able to apply it to themselves and to reality. In achieving these goals, I believe that I can achieve interactive teaching and fun learning with my students.

Edujoyance
by Celso Lazo Jr.

"Finding joy in the process of learning"For me, learning is a never-ending journey that extends well beyond the four walls of a classroom. It's not just about passively listening to a teacher or memorizing facts and figures. It's about how we take that knowledge and apply it to our everyday lives. As a student, I've come to understand that learning is not just about acquiring information, but about using that knowledge to grow, to thrive, and to face life. For me, learning is a continuous process of discovery and growth. It's about gaining new insights, developing critical thinking skills, and expanding our horizons. It's not limited to a specific time or place; it happens everywhere, all the time. Whether it's through reading a book, engaging in a thought-provoking conversation, or even making mistakes and learning from them, every experience holds the potential for learning. In a learning situation, it's not just the teacher who imparts knowledge. It's a collaborative effort, where both teachers and students contribute to the exchange of ideas. I've been fortunate to have had teachers who encouraged active participation and valued my insights. They created an environment where I felt comfortable expressing my thoughts and asking questions, not being shy at all. These interactions allowed me to not only absorb information but also to engage in meaningful discussions and gain a deeper understanding of the subject matter. Learning is not confined to the classroom alone. It happens in various settings and through different means. For instance, extracurricular activities have played a significant role in my learning journey. Through participation in clubs and organizations, I've had the opportunity to apply what I've learned in the classroom to real-life situations. Whether it's organizing events, working in teams, or taking on leadership roles, these experiences have honed my skills and helped me develop qualities that go beyond academic knowledge. Moreover, learning is a personal and unique experience for each individual. We all have different strengths, weaknesses, and learning styles. Recognizing this diversity is crucial in creating an inclusive and effective learning environment. As a student, I've learned to embrace my own learning style and seek out resources and strategies that work best for me. This self-awareness has empowered me to take ownership of my education and pursue knowledge in a way that resonates with me. Learning is a lifelong journey that goes beyond the acquisition of information. It's about actively engaging with the material, applying it to real-life situations, and embracing personal growth. It's a collaborative effort between teachers and students, where everyone plays a role in the exchange of ideas. Learning is not confined to the classroom but happens in various settings and through diverse experiences. By embracing our own learning styles and valuing the contributions of others, we can create an environment that fosters continuous growth and development.Teaching, to me, is more than just imparting knowledge. It's about understanding the unique needs and interests of my students and using that understanding to create a meaningful and engaging learning experience. As a teacher, my goal is to create a positive and inclusive classroom environment where every student feels valued and motivated to learn. To facilitate the teaching process, I believe it's essential to establish a strong connection with my students. By getting to know them individually, I can better understand their strengths, weaknesses, and learning styles. This knowledge allows me to plan my teaching approach and create lessons that resonate with each student. For example, if I have a student who is particularly interested in art, I might incorporate artistic elements into a lesson to capture their attention and make the content more relatable. One way I facilitate the learning process is by creating engaging materials and activities. For instance, let's say I'm teaching a science lesson on the water cycle. Instead of simply lecturing about it, I could organize a hands-on experiment where students simulate the water cycle using everyday materials. This not only makes the topic more tangible and memorable but also encourages active participation and collaboration among the students. By incorporating interactive and experiential learning opportunities, I aim to foster a deeper understanding and long-term retention of the concepts being taught. In addition to creating engaging activities, I also believe in differentiation. Every student has their own unique learning style and pace. As a teacher, it's important for me to provide various avenues for students to access and demonstrate their understanding of the content. This could involve using multimedia resources, providing alternative assignments, or offering extra support for those who may need it. By accommodating diverse learning needs, I strive to create an inclusive classroom where all students can thrive. Furthermore, I believe that building a positive and supportive classroom community is crucial for effective teaching. I encourage open communication, active listening, and respect among students. By fostering a safe and inclusive environment, students feel comfortable expressing their thoughts, asking questions, and engaging in meaningful discussions. I also emphasize the importance of collaboration and teamwork, as it not only enhances learning but also cultivates essential social skills. Teaching is about understanding and connecting with students on an individual level. It involves creating engaging materials and activities that cater to diverse learning needs and interests. By incorporating interactive and experiential learning opportunities, fostering a positive classroom community, and providing differentiated instruction, I aim to facilitate a meaningful and inclusive learning experience for my students.As an educator, my teaching philosophy is centered around the belief that learning is a gradual and meaningful process. Rather than expecting rapid skill acquisition from my students, I recognize that learning takes time and effort. My goal is for my students to develop a solid foundation of knowledge that they can apply in their daily lives. While I understand that immediate results may not always be achievable, I aim for my students to retain at least a small portion of the topics we cover and utilize that knowledge in practical ways. For instance, when I learned about the proper use of punctuation, it had a significant impact on my writing. Even in simple texts or chats, I became more mindful of punctuation, making my communication clearer and more effective. This learning experience has proven to be valuable not only in day-to-day matters but also in my journey as a student aspiring to become a teacher in the future. I aim to also set broader goals for my students. One of my main objectives is to foster a love for learning and a curiosity that extends beyond the boundaries of the classroom. I want my students to develop a genuine interest in the subjects we explore together, inspiring them to continue seeking knowledge and exploring new ideas even after our time together has ended. Furthermore, I strive
to cultivate critical thinking skills in my students. I want them to become active learners who can analyze information, evaluate different perspectives, and form their own opinions. By encouraging them to ask questions, engage in discussions, and think critically, I aim to equip them with the skills necessary to navigate the complexities of the world around them. Empowering my students to become lifelong learners is what I ultimately aim for. I want them to recognize that learning is not confined to the classroom but is a continuous and enriching journey that extends far beyond their formal education. By instilling a passion for learning and providing them with the tools to think critically and apply their knowledge, I hope to prepare them for success in their future jobs. While I acknowledge that learning is a gradual process, my goal as an educator is for my students to retain and apply the knowledge they acquire. I aim to foster a love for learning, develop critical thinking skills, and empower them to become lifelong learners. By instilling these qualities, I believe my students will be well-equipped to navigate the challenges and opportunities that lie ahead.To attain these goals, I will incorporate a variety of fun and engaging activities, outputs, and projects/tasks that will make learning an enjoyable experience for my future students. In my English class, I will organize interactive book clubs where students can choose their favorite novels or series to read and discuss together. We'll have lively conversations about the characters, plot twists, and our favorite moments. For example, we might have a Harry Potter book club where students can dress up as their favorite characters and engage in magical discussions about friendship, bravery, and the power of imagination. To develop critical thinking skills, I will assign creative projects that encourage students to think outside the box. In a history lesson, students can create their own time machines using recycled materials and present a historical figure they would love to meet. We'll have a blast as students share their imaginative inventions and engage in lively discussions about the impact these historical figures had on the world. Collaborative activities will be a highlight in my teaching approach. In a science class, students will work in groups to design and build their own eco-friendly inventions. They can create solar-powered phone chargers, wind turbine models, or even design a futuristic "green city." We'll have a mini-science fair where students can showcase their creations and learn from each other's innovative ideas. There's no limitations in imagining! To apply knowledge in real-life situations, I will incorporate practical tasks and simulations that are both educational and entertaining. Incorporating technology will add an exciting element to our lesson. For example, if I ever get to be assigned to a geography class, we can use interactive online platforms to explore different countries virtually. Students can go on virtual tours of famous landmarks, create digital travel brochures, and even participate in a "Guess the Country" quiz using online resources. We'll have a blast as we explore the world together from the comfort of our classroom. Students can create their own "Learning Journals" where they can express their thoughts, draw illustrations, and even write poems or songs about their learning experiences. We'll have a sharing session where students can showcase their artistic reflections and celebrate each other's creativity. By incorporating these fun and engaging activities, outputs, and projects/tasks, I aim to create a vibrant and enjoyable learning environment that nurtures a love for learning, enhances critical thinking, fosters collaboration, applies knowledge in real-life contexts, incorporates technology, and promotes self-reflection. Through these fun experiences, I believe my students will develop a positive attitude towards learning and gain the skills they need to succeed.To operationalize my teaching philosophy in the classroom, I will create a considerate and enjoyable learning environment for my students. One way I will do this is by incorporating interactive and hands-on activities that make learning fun and engaging. For example, I might use educational games, group projects, and multimedia resources to create a dynamic and exciting classroom experience. I will also prioritize building positive relationships with my students. I believe that being approachable and supportive is essential in creating a safe space where students feel comfortable asking questions and expressing their thoughts. By showing empathy and understanding, I hope to foster a sense of trust and collaboration within the classroom. Furthermore, I will tailor my teaching methods to accommodate different learning styles and abilities. I understand that each student is unique and may have different strengths and challenges. Therefore, I will strive to provide differentiated instruction, offering various approaches and resources to meet the diverse needs of my students. In terms of personal characteristics, I believe that my considerate and fun-loving nature will greatly influence the way I approach teaching. I genuinely care about my students' well-being and academic growth, and I will go the extra mile to create a positive and inclusive learning environment. I want my students to feel valued, respected, and supported throughout their educational journey. Additionally, I believe that the personal characteristics of my students will also influence my teaching approach. Each student brings their own background, experiences, and unique qualities to the classroom. By recognizing and embracing their individuality, I can tailor my teaching methods to better connect with and engage my students. I will strive to create a classroom atmosphere that celebrates diversity, encourages collaboration, and promotes a sense of belonging for all. I will operationalize my teaching philosophy by creating a considerate and enjoyable learning environment through interactive activities, building positive relationships, accommodating different learning styles, and embracing the unique characteristics of both myself and my students. By fostering a safe and inclusive classroom, I hope to inspire a love for learning, encourage student engagement, and support the academic and personal growth of each student.When I first started my teaching journey, I must admit that I didn't have a natural love for the profession. It was a new and unfamiliar path, and I felt unsure about how to navigate it. However, as time went on and I gained more experience, I came to realize the importance of nurturing my students rather than simply forcing them to do things they don't enjoy or have an interest in. I can relate to this personally because I know how it feels to be obligated to do something that doesn't spark my interest. That's why my goal as a teacher is to make the learning experience more enjoyable and, at the very least, tolerable for my students. To accomplish this goal, I plan to create a welcoming and supportive classroom environment. I want my students to feel comfortable and know that they can come to me with any questions or concerns. Building trust and respect is important to me so that my students feel valued and supported. In order to make learning more enjoyable, I will incorporate a variety of engaging and interactive teaching methods. This could include using educational games, hands-on activities, and multimedia resources in my lessons. By presenting the material in a dynamic and interactive way, I hope to capture my students' attention and keep them actively engaged in their learning. I also recognize that each student is unique, with their own strengths, weaknesses, and interests. So, I aim to personalize my teaching approach to meet the individual needs of my students. This might involve providing alternative resources, adapting assignments, or offering extra support when needed. By acknowledging and accommodating their differences, I can create a more meaningful and relevant learning experience for each student. In addition, I believe that incorporating elements of fun and creativity into my lessons can foster a sense of enjoyment and enthusiasm for learning. This could involve using art, music, or other forms of expression to make the learning experience more engaging and enjoyable. When students can connect with the material on a personal level and find joy in the learning process, they are more likely to retain information and develop a lifelong love for learning. In conclusion, my goal as a teacher is to make learning a more enjoyable experience for my students. By creating a welcoming and supportive classroom environment, incorporating engaging and interactive teaching methods, personalizing instruction, and infusing elements of fun and creativity, I hope to inspire my students and be the supportive help they need on their educational journey.

Holisticism
by Airey Charisse Leyble

My concept of "holisticism" aligns seamlessly as an educational approach, emphasizing the interconnectedness of learning facets and personal growth. Education, for me, extends beyond the mere transfer of information; it embodies a profound journey of discovery and self-realization. The notion of holisticism underscores the importance of considering not just academic knowledge but also emotional, social, and practical skills in nurturing well-rounded individuals. Learning typically begins within the family and extends to teachers, where they impart information, skills, and insights while the student absorbs, processes, and applies this knowledge. Their guidance fosters an environment where students are empowered to question, debate, and explore, nurturing a mindset that extends far beyond the classroom walls. Learning is more than just the buildup of facts or information. It goes beyond the mere memorization of concepts. Instead, it represents a profound journey of discovery, self-realization, and enlightenment. It involves a transformative process. Throughout this journey, students encounter new ideas, perspectives, and experiences that challenge their existing beliefs and understanding of the world. Basically, it is like the fuel that powers the mind which enables students to adapt and grow at every stage of life. It equips them with the tools and understanding they need to navigate both their professional paths and personal journeys successfully. However, as an educator, I always bear in mind that everyone's brain functions differently, just like how some people run faster than others. There exist various learning styles: visual learners who grasp information most effectively through visual aids like diagrams, charts, or videos; auditory learners who thrive best through lectures, group discussions, or audio- based materials; kinesthetic learners who learn through practical applications, experiments, or interactive activities; and reading or writing learners who excel in understanding through reading texts, taking notes, or writing summaries.Central to this philosophy is the role of the teacher in guiding students through various fields of knowledge. However, effective teaching necessitates a deep understanding of students' needs, learning styles, and an inclusive classroom environment. Integrating diverse teaching approaches, aligning with students' interests, and fostering open communication are pivotal in accommodating this holistic approach. When students face challenges in their learning, it prompts a necessary reevaluation of the teaching process. How a teacher approaches teaching significantly influences students' learning experiences. Unclear, unengaging, or non-tailored methods can create learning obstacles. The effectiveness of teaching hinges on several factors: the methods used, alignment with students' needs, classroom environment, and the teacher-student relationship. Poor structuring or lack of synchronization with learning styles can hinder the learning process considerably. To tackle these challenges responsibly, my philosophy plans to incorporate diverse teaching approaches like visual aids, interactive activities, group discussions, and hands-on experiences to accommodate various learning styles. Additionally, it’ll advocate for curriculum adjustments that resonate with students' interests, backgrounds, and abilities. Cultivating a supportive, inclusive classroom atmosphere by fostering open communication, respect, and a safe space for expression. Building strong connections with students through genuine interest, understanding their strengths and challenges, and providing personalized guidance fosters trust and encourages active participation in their learning journey. Furthermore, I will engage in continuous learning and professional development to stay updated with innovative teaching methods, new educational technologies, and best practices in creating an optimal learning environment.Furthermore, holisticism’s teaching goals emphasizes comprehensive growth, particularly in the areas of Digital Literacy, Global Citizenship, Emotional Intelligence, and Critical Thinking. These skills form a powerful foundation for students to navigate the complexities of the modern world, echoing the holistic approach that goes beyond traditional academic knowledge. Firstly, Digital Literacy stands at the cutting edge in today's digital age. My goal is not solely about teaching the use of technology but also ensuring students comprehend its broader implications. To achieve this, activities will involve hands-on engagement with digital tools and platforms, coupled with sessions focusing on the ethical use of technology. Projects will encourage students to critically analyze digital information, promoting responsible online behavior. Furthermore, tasks will aim to stimulate creativity by challenging students to innovate and create using technology as a tool. The second goal revolves around cultivating a Sense of Global Citizenship. Activities in this will include immersive experiences that expose students to diverse cultures, global issues, and the importance of social responsibility. Outputs will involve collaborative projects where students explore and present on different cultures, fostering respect and understanding. To inspire a desire for positive change, tasks will focus on identifying local or global issues and devising actionable plans for making a meaningful impact.The third goal emphasizes the development of Emotional Intelligence. Activities will incorporate reflective exercises encouraging students to manage their emotions effectively. Outputs will include creating safe spaces for open dialogue and peer support, nurturing positive relationships within the classroom. Projects will revolve around real-life scenarios, guiding students in making sound decisions and understanding the emotional aspects of various situations. Lastly, fostering Critical Thinking is a core objective. Activities will involve thought-provoking discussions and problem-solving tasks that challenge students to question, analyze, and evaluate information critically. Outputs will showcase well-reasoned arguments and informed judgments. Projects will present real-world problems, fostering innovative solutions through comprehensive critical thinking exercises. These skills form a strong foundation that helps individuals create both successful and fulfilling lives. It's not solely about preparing them for a job; it's about ensuring they grow up to be thoughtful individuals capable of making a genuine difference in the world around them.While my teaching philosophy may encompass elements of pragmatism, progressivism, reconstructivism, and naturalism, it differs in its comprehensive and integrative approach to holistic development. My philosophy expands to include emotional intelligence and digital literacy as essential components, complementing the need for societal change with individual growth and adaptability. Within the classroom, I aim to create a nurturing environment where students feel valued and secure. This sentiment resonates deeply with the holistic philosophy, which underscores the significance of an environment where minds are free to explore, question, and grow. Throughout my years as a student, I've grasped the importance of fostering the right emotional environment in the classroom. Creating a space where students feel comfortable and safe is fundamental to effective teaching. When students feel at ease, learning becomes a natural process. Conversely, tension or fear hinders the learning journey, interfering students' ability to absorb and engage with the material. It's in this nurturing environment that true learning flourishes. When a teacher embodies a caring heart, it's then that the higher cognitive functions activate, and students learn effortlessly. Thus, I believe that being a teacher is not just about delivering lessons; it's about fostering a space where minds feel free to explore, question, and grow. Additionally, as an educator, I acknowledge that both my own qualities and those exhibited by my students significantly influence the way I approach teaching. Firstly, within myself, my sense of empathy allows me to understand and connect with the diverse experiences, challenges, and learning styles of each student. It enables me to adjust my teaching methods, adapting them to suit individual needs, fostering an inclusive and supportive learning environment. Secondly, adaptability enables me to
embrace new technologies, teaching methodologies, and curricular changes, ensuring relevance and effectiveness in my teaching practices. Furthermore, students demonstrating resilience and engagement contribute immensely to the classroom dynamic. Their resilience in facing challenges and active engagement in discussions and activities inspire me to create an environment that nurtures growth, encourages risk-taking, and celebrates perseverance.As an educator committed to achieving personal excellence in the classroom, I recognize the importance of setting goals related to responsibility, organization, discipline, and mindful communication. To attain these objectives, specific strategies are essential for successful teaching. Firstly, the development of a structured schedule and the utilization of organizational tools, whether digital planners or traditional methods, are crucial for effectively managing tasks, deadlines, and lesson plans. Prioritizing responsibilities and allocating time for preparation, grading, and reflective practice helps maintain organization and ensures that all commitments are met. Secondly, regular self-reflection on teaching methods, classroom dynamics, and interactions with students through journals or discussions with colleagues facilitates an assessment of what works well, areas for improvement, and necessary adjustments to consistently uphold the teaching philosophy. Lastly, employing mindfulness techniques to stay present and focused during lessons enhances teaching efficacy. Being mindful of language, tone, and non-verbal cues while communicating with students fosters a supportive and positive learning environment, emphasizing empathy, support, and encouragement. By consistently implementing these strategies, I can establish a solid foundation for responsible, organized, disciplined, and mindful teaching practices. This, in turn, significantly contributes to creating a positive and effective learning environment, ultimately benefiting the growth and success of my students. In essence, holisticism in teaching encapsulates my educational philosophy, emphasizing the interconnected nature of learning and personal development, ensuring that students are equipped not only with academic knowledge but also with the skills essential for holistic growth in today's dynamic world.

Verbalism
by Leanne Jan Llorca

Learning for me is asking questions, speaking up, and expressing your opinions and ideas. For me, I know that I am learning when I’m asking questions because by asking questions, you not only seek clarification but also demonstrate a curiosity and an active interest in the topic at hand. This can lead to more meaningful discussions and a better grasp of the material. Additionally, expressing your opinions and ideas allows you to connect with the subject on a personal level, making it more relevant and memorable. Inside a classroom, students are afraid to vocalize or verbalize their opinions as they are afraid of the criticisms they're gonna get. The philosophy of verbalism focuses on encouraging the students to be comfortable in verbalizing their opinions and ideas. This philosophy believes that when students feel comfortable sharing their thoughts and opinions, they are more likely to actively participate in discussions and class activities. This increased engagement can lead to a deeper understanding of the subject matter. Speaking up and sharing opinions helps students build confidence in their own ideas and abilities. As they receive positive feedback and validation for their contributions, they become more willing to participate and take intellectual risks. A classroom where students feel comfortable expressing their opinions also contributes to a positive teacher-student relationship. Teachers can better understand the needs and interests of their students, adjusting their teaching methods accordingly. Learning by asking questions and speaking up, and teaching by hearing their opinion, and giving them the appropriate feedback.Teaching, for me, is not just about imparting knowledge, it's about making a positive impact on my students' lives. Witnessing the transformative effect of the knowledge I pass on, and knowing that it contributes to meaningful changes in their lives, is the essence of teaching. Growing up, I was afraid to let the people around me know what I was thinking because I'm afraid they’ll judge me for every word that comes out of my mouth. But, I realized that my voice is my power. I realized the value of speaking up and that’s what I want to teach my students. Teaching is about instilling in students that understanding their opinions are integral to the learning process. In essence, teaching is a dynamic process that revolves around empowering students to discover, express, and take pride in their own voices. Facilitating the teaching process requires a variety of approaches. Firstly, it involves recognizing the diverse needs and learning styles of students. Every student is unique, and effective teaching requires an understanding of individual strengths, challenges, and preferences. By acknowledging and respecting these differences, I can adjust my instructional methods to cater to the various ways in which students absorb and process information. I’ll prioritize creating a positive and inclusive atmosphere from the start of the academic year. I’ll establish trust by being approachable and consistent in my reactions, emphasizing my role as a supportive figure. Valuing every student's opinion is essential, and providing constructive feedback to reinforce their contributions. Active engagement is a fundamental aspect of facilitating the teaching process. Encouraging students to actively participate in discussions, ask questions, and contribute to the learning environment creates a dynamic and inclusive atmosphere. This involves incorporating interactive activities, group discussions, and hands-on projects into the curriculum, providing students with opportunities to apply what they've learned and engage with the material in a meaningful way.As a teacher, I hold high expectations for my students because I want them to become the best versions of themselves. By expecting my students to be more confident in speaking, I aim to nurture their communication skills. The ability to express oneself with confidence is a valuable life skill that goes beyond the classroom, contributing to success in various aspects of their personal and professional lives. Furthermore, developing critical thinking is crucial in today's complex world. I want my students to question, analyze, and evaluate information rather than simply accepting it at face value. Critical thinking not only enhances their understanding of subjects but also equips them to navigate a world filled with diverse perspectives and information. Encouraging my students to become seekers of truth by asking and verbalizing their thoughts is rooted in the belief that curiosity drives meaningful learning. By fostering a sense of inquiry, I hope to instill in them a lifelong love for learning and the motivation to seek out knowledge independently. In addition to these expectations, I anticipate that my students will develop effective problem-solving skills. I want them to face challenges with resilience and creativity, viewing problems as opportunities for growth rather than impossible obstacles. This approach fosters a positive mindset that will serve them well in both academic and real-world situations. Moreover, I expect my students to cultivate a sense of empathy and open-mindedness. By understanding and appreciating diverse perspectives, they can contribute positively to their communities and collaborate effectively with people from different backgrounds.My goal is to spark their curiosity and help them feel at ease expressing their thoughts. In group discussions, students actively join in by sharing their ideas, discussing different views, and questioning ideas. This not only helps them understand better but also sharpens their critical thinking as they answer questions and connect different pieces of information. Projects, on the other hand, let students use what they've learned in real situations. By working on projects, they can explain ideas in their own words and apply their learning to real-life situations, which deepens their understanding of the subject. Interactive activities, like group exercises and simulations, create a lively learning environment that encourages teamwork, communication, and problem-solving. This interactive approach challenges students to think critically, express their thoughts verbally, and understand different perspectives, building skills for effective communication and critical thinking. Debates on interesting topics encourage students to explore different points of view, express their opinions, and have constructive arguments. Debating pushes them beyond just memorizing information, prompting them to understand complex issues, express themselves clearly, and evaluate opposing arguments. Additionally, giving presentations allows students to practice talking about a topic in front of their peers. Presentations push them to explain ideas in their own words, deepening their understanding of the material and boosting their confidence in speaking up. By incorporating these diverse activities into the learning process, I create an engaging environment that ensures students not only understand the material but also develop essential skills for effective communication, critical thinking, and applying what they've learned in practical situations.To put my teaching philosophy into action in the classroom, I make sure that it’s practical and relatable for my students. I operationalize my teaching philosophy by incorporating interactive activities like discussions, projects, and simulations, creating an environment where students actively participate and verbalize their thoughts. This hands-on approach goes beyond rote memorization, encouraging critical thinking and effective communication. Additionally, I emphasize the importance of curiosity, and Creating an environment where asking questions is encouraged is a big part of this too, as it boosts curiosity and makes students feel at ease sharing their thoughts. As for personal characteristics, my approach to teaching is influenced by traits like patience, empathy, and adaptability. Patience helps me understand diverse learning styles and adjust my methods accordingly. Empathy allows me to connect with students, understand their needs, and create a supportive learning environment. Adaptability is crucial as it enables me to adjust my teaching strategies based on the unique dynamics of each class and the individual strengths and challenges of my students. Furthermore, I recognize the impact of students' characteristics, such as their curiosity levels, communication styles, and collaborative spirit, shaping the way I engage with and guide them in their learning journey. In essence, the operationalization of my teaching philosophy involves translating beliefs into actions, and understanding personal characteristics ensures a responsive and effective approach in the diverse classroom setting.Setting goals as a teacher is crucial for professional growth and ensuring effective and impactful teaching. My goals as a teacher revolve around creating a positive and engaging learning environment, fostering student growth, and continuously refining my teaching practices. One of my primary goals is to cultivate a classroom atmosphere that promotes active participation, open communication, and mutual respect. I aim to create a space where students feel comfortable expressing their thoughts and ideas, fostering a positive and inclusive learning environment. Achieving this goal involves consistently reinforcing positive behavior, actively listening to students, and addressing any challenges that may hinder a positive classroom atmosphere. Another goal is to adapt my teaching methods to cater to diverse learning styles and individual needs. Recognizing that students have varied strengths and challenges, I strive to employ differentiated instruction techniques. Accomplishing this goal involves regularly assessing students' progress, providing timely feedback, and modifying instructional approaches to ensure that each student can grasp and apply the material effectively. Furthermore, I aim to continually enhance my own knowledge and teaching strategies. Staying updated on educational trends, attending professional development sessions, and seeking feedback from colleagues are integral to achieving this goal. Continuous learning ensures that my teaching methods remain innovative, effective, and aligned with the evolving needs of my students. Additionally, I aspire to instill a love for learning in my students. Beyond delivering content, I aim to nurture their curiosity, critical thinking skills, and passion for exploring new ideas. Accomplishing this goal involves incorporating interactive and thought-provoking activities into my lessons, encouraging students to ask questions, and providing opportunities for independent exploration. To achieve these goals, I implement a multifaceted approach. Regular self-reflection is a fundamental component, allowing me to assess my teaching methods, identify areas for improvement, and celebrate successes. Seeking feedback from students, colleagues, and supervisors provides valuable insights and perspectives that contribute to my professional growth. Professional development opportunities, such as workshops, conferences, and online courses, play a pivotal role in achieving my goals. These experiences expose me to new teaching strategies, innovative technologies, and research-based methodologies that I can integrate into my own practices. Lastly, maintaining open communication with students and creating a feedback loop is crucial. Regularly seeking input from students about their learning experiences helps me adjust my teaching methods to their needs. This open dialogue contributes to a collaborative and student-centered approach, ensuring that my goals align with the evolving dynamics of theclassroom.

Feuwism
by Mandy Lupo Jr.

Introducing Feuwism: A visionary educational philosophy pioneered by Mandy D. Lupo Jr., a dedicated Secondary Education English Teacher born on July 11, 2004, in Antipolo City, Philippines. At the core of Feuwism lies a unique approach to learning—fusing ideas to another concept matter. Derived from the combination of "few" and "fuse," Feuwism emphasizes the power of learning through a small number of ideas blended or joined together. Those championing this teaching philosophy are known as
Feuwists. By delving into the context of Feuwism, one discovers the intricate ways in which a Feuwist facilitates both learning and teaching. Feuwism's educational philosophy revolves around the concept that learning is acquired through a few ideas—concise yet fruitful. It posits that effective learning involves the fusion of ideas, concepts, subjects, and other knowledge or information. Learning, according to Feuwism philosophy, is an active process, and individuals cannot grasp meaningful knowledge if inundated with overly detailed information. In the Feuwism framework, learning becomes a process of grasping ideas and fusing them with other concepts, resulting in a detailed and fruitful understanding. This philosophy believes that ideas can be interconnected, making learning more accessible and enhancing both basic and advanced knowledge for individuals. Embrace Feuwism and unlock the transformative power of learning through thoughtful fusion. Learning is a complex process that involves understanding concepts and exploring related information to enhance comprehension. Traditionally, individuals were expected to engage in extensive reading, but contemporary trends indicate a decreasing inclination towards lengthy texts unless there is a specific requirement, interest, or necessity. Despite the value of in-depth learning, the tedious nature of prolonged readings often leads to boredom and energy depletion, posing a challenge to effective knowledge absorption. The paradox of learning lies in its dual nature — while it is crucial for mental and academic development, it can also induce stress and fatigue. The demand for continuous learning arises from the need to stay informed and relevant in both the broader world and specific educational domains. However, the inherent challenges of learning, such as monotony and energy drain, may diminish its perceived significance. Enter educational philosophy, Feuwism, which addresses this predicament by prioritizing brevity and simplicity. Unlike traditional approaches that delve into extensive details, Feuwism emphasizes concise and easily understandable knowledge dissemination. By adopting a minimalist approach, Feuwism aims to make learning more manageable and accessible, reducing the burden on individuals grappling with extensive texts or articles. Feuwism philosophy not only streamlines the learning process but also encourages a more functional approach. It facilitates the connection of concepts, enabling individuals to decipher information more efficiently. This approach helps build a knowledge bank that is not only comprehensive but also sustainable, minimizing the stress and fatigue associated with prolonged learning endeavors. Learning is indispensable for intellectual and academic growth, but the challenges posed by extensive readings have led to a reconsideration of conventional approaches. Feuwism emerges as a solution by advocating for a streamlined, functional, and easily digestible method of learning, ultimately contributing to a more enjoyable and effective educational experience.Teaching is a profound act of sharing knowledge, encompassing basic, advanced, stock, creative, abstract, and critical ideas with those who listen. It goes beyond being a profession or a measure of expertise; it is a response to the world's need for individuals who can share and fuse their knowledge effectively. Teaching is a multifaceted concept, applicable to various domains such as imparting moral principles, fostering creativity, and teaching critical thinking and advanced skills. The unique aspect of teaching lies in its dual nature. As educators share ideas, they also undergo a continuous process of being reminded of lessons, leading to fresh revelations and deeper understanding. To truly embrace the role of a teacher, one must comprehend the concept of Feuwism. In the educational philosophy of Feuwism, the fusion of ideas plays a crucial role in enhancing perspectives. The philosophy aims to make teaching more effective by employing the "few deduc and fuse" method. Few deduc involve simplifying information with conciseness, making lessons more interactive and less tedious. For instance, when tackling complex topics like the Holocaust, a Feuwist teacher may use few deduc by presenting concise and fruitful information, ensuring an engaging learning experience. Fuse teaching, another aspect of Feuwism, occurs when two or more concepts, teaching methods, or setups are united. A Feuwist teacher strategically fuses different concepts to facilitate active learning, providing learners with multiple resources and support. For example, in a class where students excel in kinesthetic activities but struggle with English, a teacher could fuse these strengths by integrating physical activities with English concepts, creating a more engaging and effective learning experience. In essence, Feuwism advocates for a dynamic teaching approach that incorporates both few deduc and fuse methods. By embracing these concepts, educators can tailor their teaching to the strengths and needs of their learners, fostering a more enriched and effective educational experience.The role of the teacher in a class setup is vital and crucial; they're the ones who facilitate the academic status of the learners. The Feuwism educational philosophy is student-centered, so a Feuwist must understand that the main priority of why he or she teaches in school is that he or she needs to make sure that the students learn on their own, and you are just guiding them to unlock knowledge. Knowing this, a Feuwist must be creative in many ways, resourceful in many aspects, and professional enough to conduct things. Implementing Feuwism in your classroom or way of teaching will benefit you as a teacher and the learners, since learning is everywhere and teaching can be anytime, so you can do things by combining different ideas or the fusion method for your teaching styles. A teacher must understand that he's or she's not just a teacher by title or profession; a teacher must also understand the meaning of ideas in life and the different things that make an effective person. The role of a teacher is not just to teach; a teacher must also be creative in many ways, promote different ways of learning, and combine things for a greater sense of discussion.Utilizing Feuwism as an educational philosophy is a great deal to the teachers, especially to the learners. A Feuwist teacher will help the students develop their many aspects of academics. As the learning process evolves and continues, teachers are the facilitators of learning, and teachers must adapt to the changes in many curriculum aspects, education aspects, and such. A teacher must also know how to connect different ideas to make a lesson and ideas comprehendible and alive. Utilizing this educational philosophy, the main objective of this philosophy is to help students acquire skills like critical thinking skills, knowledge synthesis, efficient learning, and conceptual integration. So, learners are expected to acquire all these objectives to help with their academic needs, and of course, a Feuwist teacher must help the student acquire them as a facilitator or guide for them. Now, let's look at those objectives one by one. The first skills that a Feuwist teacher expects from the student are critical thinking skills. Critical thinking skills are a common thing that every individual possesses. This skill is very familiar to a lot of people, and it can also be seen in different objectives of educational philosophy or in a broad context. The Feuwism Theory suggests that learning is interconnected to every concept, subject, and method around the world, so the students are expected to have critical thinking skills in them, to discern different concepts in order to gain knowledge, and to also evaluate and observe the information they've gathered and use it critically in their lives in order to develop a rich academic status. The second skill is knowledge synthesis. The Feuwism philosophy encourages students to synthesize information and connect ideas, fostering more comprehensive and interconnected knowledge and concepts. Synthesizing information is one of the purposes and definitions of this philosophy. Feuwism encourages a learning environment and methods using a combined approach and fusing ideas into one to make comprehensible discussions and lectures. The third one is efficient learning. As the world keeps evolving and new knowledge about different things is arising, it is important that teachers keep up with the evolving knowledge and help students become efficient learners. Students should acquire skills in efficient learning, emphasizing brevity and simplicity in understanding complex concepts. The fourth is conceptual integration. This is so important, and students are expected to have it because conceptual integration is the ability to integrate various concepts and subjects to enhance overall comprehension. Feuwism has many positive impacts on the learners' learning status, and using this philosophy, many unexpected skills will be deciphered and advanced.The goal of Feuwism in the students' learning status is to foster a Critical Thinker. Having studied a lot of subjects, developed concepts, ideas, information, and many needs of students to understand along with their academic journey from pre-school to college, the goal of Feuwism is to foster their critical thinking skills in order for them to delve into different topics with the ability to be rational and, of course, critical in grasping the knowledge they need, the need to acquire knowledge by deducting, adding, or fusing information. The primary goal of the Feuwist teacher in their class is to cultivate critical thinking skills among students, enabling them to approach learning with depth and insight. Another goal of a Feuwist teacher using the Feuwism theory is to promote efficient learning. Every teacher has one purpose, and that is to deliver quality and efficient education or learning. So one of the goals of Feuwism is to develop the learner's efficient learning methods, strategies, and skills. The goal is for the student to absorb knowledge effectively without feeling overwhelmed by the academics, and also to make their learning more conducive and resourceful by being efficient in grasping information. Last is the encouragement of conceptual integration, where students are being explorers on their own, researchers of knowledge, and disciples of wisdom. They will use or integrate basic and hard concepts and make their own analysis and use of them in a more comprehensible way, as well as creating a holistic understanding of diverse subject matter.Every goal has its own application in order to attain it. A goal will remain a goal if there is no action or step to achieve it. Alongside the goals of Feuwism Philosophy, there is an application to effectively utilizing this teaching philosophy, conducting an activity to deliver an education, and also it is an asset of this philosophy. Some of the activities, outputs, and projects or tasks that a Feuwist teacher may conduct are conceptual fusion workshops, knowledge synthesis projects, critical thinking exercises, interactive learning platforms, and cross-disciplinary projects.First are the conceptual fusion workshops. A Feuwist teacher can conduct workshops where students will actively engage in fusing ideas and concepts related to their coursework. Second are the knowledge synthesis projects. A Feuwist teacher will assign projects that require the students to synthesize information from various sources, like textbooks, online articles, or a combined way of gathering sources, and a Feuwist teacher will facilitate and check their work. If there are any missing parts or a need to add or remove concepts or ideas, a teacher will present a cohesive understanding to his student, and again, the teacher will ask the student to revise their work upon the suggestion of the teacher. Third are the critical thinking exercises. A Feuwist teacher can facilitate the class by using a comfortable environment, or a teacher can put pressure on but not be too heavy just to test the critical thinking skills of the students on how they can connect concepts to concepts or deduction concepts using the fuse method and deduce method of information. Integrate critical thinking exercises into lessons to challenge students to analyze and connect ideas, like word polls, concepts, debates, and more. Another creative way for the Feuwism Philosophy activities a Feuwist teacher can incorporate is the use of interactive learning platforms. Again, a teacher must be creative in many ways, as well as resourceful, so in this kind of activity, utilize many creative and interactive platforms to facilitate efficient learning, incorporating multimedia and concise content. Another platform they can use is the physical set-up of the class. A Feuwist can combine different sections or classes into one in order to promote and develop students' communication, interaction, and collaboration to other learners that they don’t know personally. If there’s an effective way of fusing things or ideas for the learners, then do so; if those fusing methods are not good for them or might give them confusion or burden, then don’t implement them and avoid them. Last are the cross-disciplinary projects, which will encourage the students to work on projects that span multiple disciplines, promoting conceptual integration, or, on the other hand, facilitating their research abilities in order to develop their skills in gathering information, being critical and observant of what they are absorbing, as well as how they can manage and integrate the fusing or combining of different subject matters and ideas within the framework of academics. Those expectations of a Feuwist teacher from the learners and the goals and activities that a Feuwist need to incorporate are all connected. As this philosophy talks about fusing ideas, there are some educational things that we can’t combine, and that is being unprofessional and a lack of compassion and knowledge compared to a teacher who loves to teach, and it is the passion that he or she is willing to commit so that he puts effort into it, becomes professional, and knows how to humble himself or herself to the students and to the learning itself. A teacher can break many barriers in education and dissolve those lacks or shortcomings in the students if only they will learn the art of fusing concepts, strategies, methods, and more.Inside the classroom, a Feuwist teacher operationalizes the teaching philosophy using several keys. The use of Few Deduc and Fuse Methodology is present, helping the learners grasp the teachings in a comprehensible way. A teacher in the class can give a task that promotes the use of this methodology, but the learners are not just the main actors of this methodology; a teacher can use this as well in order to teach information with fewer details that can over inform the learner. A futurist can incorporate this into lesson planning and delivery. Simplify information with conciseness (a few details) to make lessons interactive and less tedious. Additionally, a Feuwist operates strategically to unite different concepts, teaching methods, or setups (fuse) to facilitate active learning and provide varied resources and support to learners. This philosophy is student-centered, so a Fuewist teacher operates the classroom with a student-centered approach. The teacher is the guide for the students to unlock knowledge on their own, fostering a creative, resourceful, and professional environment that supports their learning journey.

A Fuewist can incorporate different teaching methods, like the silent way of teaching, suggestopedia, eclectic method, and more. A teacher must have creative lesson planning along the way in order to have classroom orderliness and smooth discussions. A Feuwist teacher must also integrate the strengths of the students. A teacher operates the class, so a teacher must recognize and leverage the\ strengths and needs of individual learners. So as a Feuwist teacher, the goal is to use the fuse method to integrate different strengths, such as combining different skills with another, combining intellectual knowledge with another, or using the learners strengths and making those your motivations in making activities related to their strengths. The teacher must also combine the different skills of the learners and give them interesting tasks to do that promote the fusion of ideas. Lastly, the Feuwist teacher must also incorporate multimedia, since the primary objective of this goal is the fusion of academics into something else to help students grasp knowledge in a comprehensible and fruitful way. Teachers who operate the classroom using the Feuwism philosophy must emphasize brevity and simplicity in disseminating knowledge, aligning with Feuwism’s goal of making learning more manageable and accessible. As the Feuwist teachers facilitate or operate this Feuwism Education Philosophy, a Feuwist must also be seen possessing these personal characteristics in them in order to influence the way they approach learning. Number one is the most essential among all: professionalism. Feudist teachers must conduct themselves professionally while guiding students through the learning process. A Feuwist must have mastery of the subject, know the ethics of a teacher, and know the limitations of the professionalism that he or she is professionalizing. A Feuwist must not be biased or have favoritism in class, and a teacher must know how to control the behavior and emotion he or she possesses. The second is being resourceful and creative. A Feuwist must possess the personal characteristics of being creative and resourceful because you are exposed to combining things and fusing different concepts, and you must be creative in a way that you can fuse them in different ways and, of course, resourceful and in a manner that you will gather information and where you can find a concept to fuse. A Feuwist teacher must have a student-centered mindset; a Feuwist teacher must always consider the learners educational status and knowledge; a Feuwist teacher must not boast about his or her learning; and a Feuwist teacher must always show a concerned heart towards the learners. The last is being an open-minded teacher. Being open-minded allows a Feuwist teacher to explore diverse methods of fusing ideas and adapting to the dynamic needs of the students and the educational environment.In education, learner objectives, classroom objectives, teaching goals, and different kinds of goals are important, but goals are not only just for them; teachers must have a goal for themselves as well. The goals of a Feuwist as a teacher are the effectiveness of how they will facilitate the class and the learner, to promote the fusion of subject matter, the goal that they must promote efficient learning, and of course every teacher's goal is to teach excellently. There are lots of educational philosophies that a teacher can utilize; there are so many needs or conventions that a teacher must follow in order to say that he or she is a teacher, but always go back to the question, Why are you teaching? Why do you teach? Is it just because you don’t have the choice, you need money, or is it by title? Of course, a teacher must understand the goal of himself or herself as a teacher, look to the different contexts of life and perspectives, evaluate, and combine things that will help you to aim for a fruitful result, and this is the goal of the Feuwism philosophy for every teacher: that they must set a goal for themselves using different ideas in life and combine them into one. The goal of the Fuwist Teacher in the concept of Feuwism Philosophy is to become an effective teacher in order to deliver mastery of their subject as well as implement the goal of Feuwism Philosophy in the class. Another is the goal of fusing subject matter; this goal focuses solely on the learners way of learning and how a teacher can facilitate the learning setup by implementing the use of a few deducing and fusing methods in order to deliver a knowledgable discussion and an easy way of grasping knowledge. Next is the goal of a Feuwist teacher: to become efficient in their way of teaching, their way of using this educational philosophy, and the way he or she can impart a sense of knowledge to the learners. Lastly is the goal of every teacher that is also emphasized in the Feuwism philosophy: the teacher as an excellent teacher, meaning the mastery of the academics, knowledge of different approaches to teaching, and now how to use the fuse methods. In order for a Feuwist to achieve this goal, just like the goal for the learners, a Feuwist teacher must take action toward the goal that he or she sets for himself or herself. Take a step toward every goal, like exploring and trying new things. A Feuwist teacher must incorporate discipline into his or her life and have patience toward his or her goal. A teacher must also understand that in order to gain something, you need to dream and work for it. A Feuwist teacher will accomplish these goals if they put an effort into them and utilize and practice them in every opportunity and moment that they have. In addition, hard work, objectives, and methods are worthless if a teacher doesn’t believe in himself or herself. A Feuwist teacher is called a teacher who uses only powerful and comprehensible information and is flexible enough to fuse different subject matter.

Tryism
by Ma. Ursula Paltao

Years are sometimes considered the basis of knowledge and greatness that could be considered smart in life, academics, and morality. Righteousness, goals, values, and even actions have standards that were set by those who came before us. We asked those who achieved the goal we set to attain to follow those who we think best and be inspired by those we could relate to, but like everybody else, they may or may not have gotten it the first time, unexpectedly discovered something, or failed a few more times before getting what is wrong and what should be done. That’s how learning works. It progresses not just by getting knowledge about it but also by losing enthusiasm and inspiration and discovering that there is more than what you were interested in. It is like a treasure and a curse to people. A treasure that could make you rich and respected but also could be forgotten if buried deep, and a curse that gives you freedom to express, fight, and tell a story to reveal and teach that could impact the world of yours or others positively or negatively. Learning is very spontaneous and cannot be measured by experience, numbers, or thousands of tests because we unconsciously use it every minute of our lives. An elementary student could be better than a college student when it comes to playing bay blades, a vendor can be better than a math teacher in addition, a 2-year-old child could speak English fluently than an adult, a mother could solve a problem in a leaking roof than an engineer, and we may be better or worse than others in a lot of ways because what we do depends on the knowledge we have on a subject that comes from what we learn from our experience and things we witness. The student may know it better because he plays with it every day; the vendor could solve faster because he already memorized all possible added numbers; maybe the 2-year-old baby speaks fluently because it was exposed and thought about early by phonological arrangements; or it is possible that the mother could know a better solution because she has encountered it a lot of times. Everyone is no better than anyone else. We try, experience, discover, and learn, then tell people how we learned it. Knowledge was like an ancient gift that was passed down through generations by word of mouth, decoded symbolism, and texts in old papers that were being preserved by people. A gift that was made, discovered, or accidentally wrapped could make, end, or start anything. We consult with those we know best in the field because we think they are better than us, but like anybody else, they learn from teaching or being taught; they are just ahead of us in experience, but we are all once empty paper. Nothing is written; nothing is to be read.Life always tests people in a lot of ways. In the world we are living in, as we grow up, we slowly lose sight of what is wrong and what is right. Witnessing that people forget what is right and wrong in the middle of choosing to kill or be killed, drink poisonous wine or waste water, grab or let go, and ignore rather than believe will prove that textbooks are just physical copies of knowledge. Computing patience and always thinking as a process is a myth. By being involved and seeing the cruelty, one should choose the option of rest. Someone should act like a police officer, a mother, a friend, a villain, or anyone who could remind people what the best thing to do is. Anyone is a teacher. A teacher’s role is not to facilitate four corners and one hundred students. They always fill the gap between life and sorrow, ignorance and intelligence, fear and being safe. Perhaps it is hard to try harder to survive, but the hardest is not to be lost while in the process of seeking the truth, consideration, cruelty, and unfairness. I view teaching as an art that cannot be understood by all, but it makes people feel things. The freedom to choose to be able to fly, measure, heal, and mend is fanciful enough to pursue, but to teach people is a different kind of feeling that does not require any explanation. To teach is also to learn, and being able to learn is also being able to teach. We all can speak, share, and express, but we cannot all teach. What a teacher holds
are knowledge that lingers, a fire that lights but does not burn, a star that is far but enough to inspire. I wanted to hold a fire that flickers like a start on one hand and an empty hand on the other to offer help to people who are lost or new. While doing so, I do not want to be lost in the depth of my understanding of the world. I wanted to be able to see people differently, to hear stories that are not heard, to fill some empty papers, and to learn from teaching how to walk again, walk the first time, and walk for the last time to receive the proof of their hard work and watch them bow with proudness and smile. While searching for pieces to build myself as one, I cannot promise not to change from the process, to lessen or reject values, or to make a sheet of rules to offer, but the only thing I can keep is that I will not be lost.From years of learning, I do learn how to cut papers perfectly than using the step-by-step process on a website, understand a math equation depends on how I connect numbers than remembering my instructors tips and techniques, I prefer to write journals and perfectly execute a 2000 words paragraph than making a 500 words reflection for how I understand how a machinery works. Thinking back, my importance in learning do not weigh as much as I love giving people the same things I did. Rather than telling people how to perfectly cut papers, I rather be able how they think it is perfectly cut then follow their instincts. There are no perfect cuts. There is no concrete thinking to solve math. Our writing reflects our interests. It is always one way or another in learning. We obtain knowledge by doing, reading, and experiencing while doing teaching gives people the freedom to see people differently, treat situation as occasions, and ignoring standards that demolished the free dream of the dreamers. People have their own worlds that lives inside their heads; some are colorful, others are dull, they also look fancy, but most of them are unique from one another. Choosing teaching means to understand those worlds. Not just to look at it from afar or send some machinery for it to have samples, but to try to explore in it, plant differently to find out what can be bloomed, and witnessed how it floats in space called life. By doing so, I am expecting to make a garden in it; a garden that just not all about flowers, there are also trees, or herbals, and vegetables can be considered too. It depends to what that world needs and can grow. The learner’s world does not grow as they learn, it just developed. Like a water or a glass, their progress in individual, cognitive, and importance to the world will reflect how I treated the seed that I planted. Gardens are beautiful not because all flowers are perfect nor because it does not have pests, but because of the variety of things that grows there. Similar to an individual, we grow mentally and physically from experiences and thing we witnessed that made us cautious, smart, and free. The opportunity given to those who can teach should be used to set goals and not standards, help those who were lost to find the freedom to choose, make paths to those who cannot passed, and realize that the gaps are just gaps, what matters is what someone could do and not what they could not.I always believed that every time was the first time. Everyone is a learner and a teacher. We all acted as guides before; we did not just notice it. Our actions are memories for some, words are like music to others, and our individuality has a purpose. As for me, what I can do is let them learn things on their own. The purpose of things depends on how they are given importance. In teaching, no one could guarantee that what you practiced would be the center of your life. Even mastering English, no one could prove the alignment practiced that could help people acquire the language. When planning, along the way of making it, people think of other ideas and find alternatives. Trial and error were always there. Learning does not start with mere reading or imitating; it starts with trying to speak, holding a pen, or watching. I could only offer what I could give, but for students, I could give what they could try. I do not have possession in many areas of learning, and I admit the fact that my expertise will not always be perfect, but what I can do is let them be familiar, discover, and develop not just from me but from how they perceive life. One of the hardest things in life is to try. We could all dream and say things we plan, but we will never know the right time or the right place to start. That’s why we always choose to try. Learners or anyone else should not be forced to jump on a cliff without looking at how deep it is. Like a genie, I would want to grant wishes but not dreams. If the child loves to write, I will give her a golden pen but not a book. If a child loves to sing, I will give her the audience but not the voice. If they wanted to learn, I will give the knowledge and experience, but not the intelligence. Everyone has an opportunity, but not everyone wants to try. Being able to realize what path I am taking, I wanted to be able to build a bridge between trying to start and starting to try. To make it happen, I need to give all the possible guidance I can. Testing the children’s intelligence, patience, growth, and progress will be my priority in any kind of activity.The four-cornered room should not just be treated as a room for learning; the tables should not be just instructional materials; even chairs should not be treated as boring seats; and the walls should not have been supposed to feel suffocated. Learners should see it as an area and not a secluded room. To achieve it, a room should have a teacher who can make the students feel that learning is a process and not a requirement. What I can do is provide chances, not obstacles. Every learner should be a doer and a taker. In every principle, dignity is the first priority, and no one should take that. We stand in front of the class with it to prove our worth, but learners do not see it as a trait to remember; what they wanted to see was someone who could make them feel worthy. To reach a long road, there are times we will be interrupted, distracted, or doubted along the way, and we can only move with one thing, and that is patience. People change by chance, and beliefs could be altered by betrayal, but one should not forget that every fruitful tree takes time to be nurtured. We all need time, effort, chances, trials, and forgiveness that we cannot find without being able to control the negativity of emotions. In teaching, a sea of patience is not enough to fill the world. Every plant does not need the same amount of water, or some do not even care for water, and that will challenge you to be able to reach their roots. The classroom is just a piece of the world where we know learning happens, but not everyone treats it as a room to grow, a room to develop, or a room to find peace. Everyone has their own pace, and one should not force a run to be the same as others. In a classroom, giving students the freedom to speak, lead, try, achieve, and learn should be the objective of everyday class. It might not be possible in all kinds of ways, but like patience, time was not a duty but a role to fulfill. The time given could be fulfilled through trial and error, progress over process, and trying rather than starting. Good things are considered good if they benefit people, but if others choose their peace over anyone else, they will be the villains of the whole story. Being able to give way and giving all possible opportunity should be given inside or outside of a four-corner room without losing oneself in the process, and making sure that respect will be there from the beginning and ending.Purposes are rare to find, and what to accomplish is not as easy as planning what path to take. Unrealistic plans are sometimes better than believing that dreams could be reality, and being who you are is like choosing what you really want. Passion is not also fulfilled by money, but hunger is everyone’s top priority to avoid. Living this life and being able to learn and try multiple times gave me enough privilege to find what I really wanted in life. It is not about serving people; it is more about having the ability to serve. I do not just want to talk about what is good and what is right; I want to be able to contribute to finding out what is wrong to do and what is fair for everyone. I always look at people like they are some kind of book, and they are all authors of their own stories. Same with me; I always treat every moment as a chapter, and every trial I survive is a volume of my life. It's not just about how I live my life but also how I listen, witness, help, criticize, and be an extra in someone’s life. I did not want to be a book where the protagonists win every battle. I also did not want to be an antagonist who was lost and revenged, but I wanted to be a story that is endless and timeless. A book that could be an inspiration, a map, a guide, or even a dictionary for those who were traveling and, by fate, read one of my volumes. For it to be possible, I should be an open book, not to be tarnished or scrabbled upon, but to have an empty piece of paper to understand every handwriting and author's perspective on life. I can only fill my pages by understanding that no one was born to know everything, and all dreamers started by practicing holding a pen. I am okay to be ignored, but never forgotten. Like any other book, I wanted to be able to teach, express, and even be the start of a classic, but like how hard it is to write a whole novel, being able to be a skilled teacher needs time and lots of revisions before letting it be read by people. To reach a heart of brilliance, one should conquer the fear of rejection, and before starting to practice a weapon, one should try to hold onto different metals, like gold or silver, to know what they could hold to protect the kingdom of intelligence and fight the monster called ignorance.

Terraformist
by Cherry Mae Palilio

In this ever-evolving landscape of education, my philosophy serves as the foundation upon which I build my approach to teaching and learning. It is not just a set of principles. As it is said, it is my "window" to the world; it opens up new vistas of understanding and appreciation. Moreover, it is the "compass" in my professional journey, providing direction and purpose. Therefore, may this philosophy of mine continue to be a guiding light, illuminating the path toward educational excellence and societal progress; and serve as a source of inspiration, resilience, and innovation throughout this noble profession. To start, the views and opinions expressed in this philosophy are my thoughts and formulation and do not necessarily reflect the views or positions of any entities. I believe that learning is an infinite process of acquiring new understanding, knowledge, skills, values, behaviors, attitudes, preferences, and more. In this infinite process of learning, the journey extends far beyond the boundaries of traditional classrooms and formal education. It is a lifelong endeavor that encompasses a broad spectrum of experiences, interactions, studying, and reflections. It becomes a continuous and dynamic exploration, enriching both personal and professional dimensions. Learning can be done in everything, everywhere, and anytime. I remember Santiago in the book entitled The Alchemist, his simple way of acquiring new understanding about his sheep, knowledge about his dream, values towards the other characters, and attitude towards the environments he encounters in his journey, makes learning extraordinary; that shows, by recognizing that learning is embedded in the fabric of our lives, individuals can adopt a lifelong learning mindset. Embracing the diversity of learning opportunities encourages a continuous quest for knowledge and personal growth, transforming every experience into a chance to learn and evolve. Learning brings changes in individuals, communities, societies, and even in the world. Every knowledge we have or gain must not be abandoned instead, we use it for something sustainable for us where it helps us to discover and empower ourselves; enhance our capabilities, and skills; develop our community and economic status; understand global issues; increase career opportunities; cope with change; and more. In essence, learning is a catalyst for change at multiple levels. Whether at the individual level, where personal growth occurs or at the societal level, where informed and educated communities drive progress, the transformative power of learning is undeniable. As individuals and communities commit to continuous learning, we create a foundation for positive and sustainable change. Learning is a treasure. It is something that takes a long journey and a lot of effort which leaves a legacy to the individual that appreciates over time, offering enduring value and shaping the richness of individuals' lives; is something that can’t be changed through any material things and it can’t be stolen by anyone or anything. The pursuit of knowledge and personal growth becomes a treasure in itself. The treasure of knowledge is shared with future generations. This treasure unlocks the potential for continuous discovery, personal fulfillment, and positive contributions to the world.Most people say that teaching is a noble profession, yet we have different perspectives and definitions when it comes to teaching but still, we end in the same thing, that teaching is all about imparting learning to an individual. Pursuing this profession isn’t easy at all as it has a lot of demands and looking back, a lot of people discourage me from continuing this career yet here I am, writing my teaching philosophy. As I navigate through the dynamic currents of educational theories, pedagogical practices, and technological advancements, my compass keeps me grounded in the fundamental values I hold dear. It reminds me that education is not just about academic achievement but about fostering holistic development where nurturing the intellectual, emotional, and social dimensions of each individual. I believe teaching is a gift that keeps on giving, through its transformative and enduring impact on individuals, communities, and society as a whole. The profound influence of teaching extends far beyond the immediate learning environment, creating a ripple effect that continues to enrich lives in various ways. As it said, “The influence of a good teacher can never be erased.”. Therefore, my positive influence as an educator extends beyond the classroom, leaving a lasting legacy as students carry the lessons, values, and inspiration imparted by me into various facets of their lives. Teaching is giving something extraordinary, something that intangible yet impactful; and when my approach is with dedication and passion, teaching becomes a transformative act that extends far beyond the transfer of information and knowledge. As a future educator, I have the power to shape the future, leaving an indelible mark on the hearts and minds of those I teach. My belief reflects the recognition of the extraordinary potential that lies within the act of teaching. To facilitate this, I have to keep in mind that whenever I dare to teach, I must never cease to learn and through that, I may be motivated to keep studying different fields and master my subject matter which will contribute to me and my students to empower our potentials, igniting our curiosity, fostering our independence, cultivating our values, building our confidence, promoting resilience, fueling our imagination, fulfilling our aspirations, and more. Teaching isn’t only done in the classroom, with the relationship of teacher, and student, it can be done through everything, anywhere, and anytime, as learning can be done every time, in everything, and everywhere. Teaching celebrates diversity and promotes inclusivity. Being educators, we have the extraordinary opportunity to create inclusive learning environments that respect and appreciate the diverse backgrounds, perspectives, and experiences of our students. We must not neglect every individual because of their status, we are the agents of social change. Teaching is a vessel for everything. It embodied a comprehensive and holistic approach to education. It carries a multitude of components essential for personal, academic, and societal development. As it serves as a versatile and dynamic conduit through which various elements and values are transmitted, cultivated, and shared. By sowing the seeds of knowledge, values, and inspiration, those will continue to flourish over time. The impact of effective teaching extends across generations, making it a timeless and enduring contribution to the betterment of individuals and society.As I have stated my beliefs and views about teaching and learning; I believe that students are unique, they can both teach and learn in different ways, and they can bring something special in this world. I agree to the theory of Brophy that students can be a good learner when he or she is being open to criticism and being ready to change. Trying makes education more interesting and fun as we acquire new learning because of it, but how we can really say that student obtain something as a result of learning? What are the skills they must possess? I believe students who have acquire and demonstrate self-reflection, collaboration, team-work, initiative, leadership, curiosity, inquiry, critical thinking, problem-solving, effective communication, cultural competence, adaptability, resilience, digital literacy, research and information literacy, ethical decision-making and continous learning mindset, it becomes evident that they have obtained something meaningful through their learning experiences. I expect a student who collectively reflect a well-rounded and comprehensive set of competencies that go beyond mere memorization of facts and information. They showcase a deeper understanding of the learning process, the ability to apply knowledge in various contexts, and the development of essential life skills. These skills collectively contribute to the holistic development of students, preparing them not only for the academic success but also for a lifetime of learning, meaningful contributions to the society, and success in various personal and professional pursuits. Envisioning this makes me set a goals for my students, and as I set my goals for my students, it is also become my goal to help and guide them to attain these goals. The interconnectedness of teaching and learning underscores the idea that education is a collaborative endeavor. Both educators and learners contribute to and benefit from this reciprocal relationship, creating an environment that promotes meaningful, transformative, and lifelong learning experiences. It is important to adapt and tailor goals based on the specific needs and context of my students and educational setting but my general goal for my students is to instill a love for learning and a mindset of continuous curiosity, encouraging them to pursue knowledge beyond the classroom and transform these knowledge to something sustainable that improve the existence of living. To attain these goals, I must create an inclusive and engaging learning environment that fosters the development of the skills and qualities I value. I must implement a laissez-faire where we practice a direction with individual freedom of choice and action; maximazing the use of differentiated instructions; and promote collaborative learning. I need to foster a genuine love for learning by making lessons interesting, relevant, and connected to students' lives. Instill the joy of discovery and the excitement of intellectual exploration; and illustrate how concepts learned in the classroom apply to real-world scenarios. Helping students see the practical relevance of their education enhances motivation. By implementing these strategies, I aim to create an environment that not only facilitates academic success but also nurtures the holistic development of students. It involves guiding them toward becoming curious, critical thinkers who are culturally competent, adaptable, resilient, and equipped with the skills necessary for a lifetime of learning and meaningful contributions to society.Classroom for me is a place where different worlds meet, different backgrounds and stories are discovered. It’s a place that shouldn’t be treat as a battle place where competition cames in. It is a place where unopened flowers bloom, where little sprouts turns into big trees, where the brightest stars are born, a place where there’s a right time and ideas can be free. In the classroom, my philosophy manifests in balanced-centered approaches wherein it ensures that all students have the opportunity to succeed and progress at their own pace; collaborative learning environments as I recognize the importance of partnerships in the educational journey and actively involve various stakeholders in the learning process; and a commitment to fostering a love for lifelong learning that emphasizes curiosity, inquiry, growth mindset, and environment or parent involvement. I strive to create an atmosphere where curiosity is sparked, questions are encouraged, and mistakes are viewed as stepping stones to growth. This philosophy extends beyond the walls of the classroom, influencing how I engage with parents, colleagues, and the broader community. In the broader context of the educational landscape, my philosophy propels me to advocate for inclusive practices, equitable opportunities, and innovative methodologies. It encourages me to embrace change, to continually reflect on my practices, and to seek ways to enhance the educational experience for all. The personal characteristics, both in myself as an educator and in my students, play a crucial role in shaping my approach to teaching. My ability to communicate effectively, both verbally and non-verbally, impacts how well I convey facts and information, foster understanding, and build relationships with students. My empathetic understanding of students' challenges, emotions, and perspectives influences my approach to creating a supportive and inclusive learning environment. My willingness and ability to adapt to different learning needs and situations can shape my flexibility in adjusting teaching methods and strategies. My level of patience affects how I handle challenges, setbacks, and diverse learning paces among students. My commitment to reflective practice, the ability to assess my teaching methods and make adjustments based on past experiences, contributes to continuous improvement. Recognizing and understanding the various learning styles among students influences how I design lessons to cater to diverse needs. The motivation levels of students can shape how I engage them, set goals, and create strategies to enhance their interest in the subject matter. The cognitive abilities of students impact how I scaffold information, differentiate instruction, and tailor learning materials to their academic level. Students' emotional intelligence influences how I address and support their emotional well-being, creating a positive and emotionally safe classroom. The diverse backgrounds of students influence how I integrate multicultural perspectives into my teaching and celebrate diversity within the classroom. Understanding and appreciating these personal characteristics in both myself and my students allows me to tailor my teaching approach to create a more effective and inclusive learning experience. It involves being responsive to individual needs, fostering a positive classroom culture, and adapting my methods to promote student engagement and success.My goal for myself as a teacher is to continue to live to lead and lead to change. This aspiration encapsulates a commitment to lifelong learning and adaptability in my own educational journey. It signifies a dedication to being a perpetual learner, staying informed about new pedagogical approaches, technological advancements, and educational research. By embodying the ethos of continuous learning, I aim to lead by example, inspiring my students to embrace curiosity, explore new horizons, and cultivate a mindset that sees change not as a challenge but as an opportunity for growth. Inherent in my goal is the recognition that leadership in education extends beyond the traditional role of an instructor. It involves guiding and empowering students to become leaders themselves, not just in academic pursuits but also as advocates for positive change in their communities and the world. I aspire to instill in my students the confidence to question, the courage to challenge norms, and the compassion to effect meaningful change. By fostering these qualities, I aim to nurture a generation of individuals who not only excel academically but also possess the skills and mindset to contribute constructively to the evolving needs of society. Moreover, my goal to lead to change is grounded in the belief that education should be a catalyst for positive societal transformation. I envision my classroom as a microcosm of a harmonious and inclusive society where diversity is celebrated, and every voice is valued. This involves creating an environment that not only imparts knowledge but also cultivates empathy, understanding, and a shared responsibility for the well-being of others. As a teacher, my goal is to contribute to the creation of a culture that actively seeks and embraces positive change, both within the educational setting and in the broader community. To achieve this goal, I recognize the importance of reflection and adaptability in my teaching practices. By continually reassessing my methods, embracing new technologies, and being open to feedback, I aim to stay responsive to the evolving needs of my students and the changing landscape of education. This commitment to adaptability is not just a professional necessity but a key component of my broader goal to lead a transformative educational experience that prepares students for the complexities of the modern world.

In conclusion, my goal as a teacher is a dynamic and ambitious endeavor, one that extends far beyond the classroom walls. It is a commitment to personal growth, a dedication to nurturing leadership in my students, and a vision for education as a force that not only imparts knowledge but also cultivates the skills and values necessary for positive change. As I embark on this journey, I understand that the pursuit of this goal requires continuous reflection, collaboration, and an unwavering belief in the transformative power of education. Instead of waiting for natural events to make a difference and change, let’s our teaching make education to be a tool to terraform.

Harmonism
by Page Pavia

In the Harmonism approach, students are at the center of the education that will thrive on collaboration and inclusivity. Interactions between students and teachers are the foundation, fostering mentorship and personalized guidance. Simultaneously, peer-to-peer interactions are actively encouraged, cultivating a collaborative community where diverse perspectives enrich the learning experience. Inclusivity is deeply embedded in everyone, ensuring that every student will feel valued and respected. With this philosophy, I aim to create a harmonious educational environment that will nurture individuals' growth and collective success.In the dynamic landscape of education, the Harmonism Approach will serve as a guiding principle, placing students at the heart of a comprehensive and inclusive educational experience. This philosophy is designed not only to foster a deep understanding of subjects but also to create a supportive environment that will encourage interactions among students and teachers while promoting inclusivity. The essence of the Harmonism Approach lies in its commitment to Student-Centered. Recognizing the uniqueness of each student, my approach is formulated to cater individual needs, preferences, interests and learning styles. My goal is to create an educational environment that will support and enhance each student's journey, fostering an environment where they can grow academically and personally. The Harmonism Approach is all about making sure everyone feels included. It's not just something we talk about; it's a part of how we do things every day. No matter where students come from or what they're good at, we want them to know they're important and treated with respect. Inclusivity isn't just a goal – it's something we actually practice in our school every single day. The essence of the Harmonism Approach lies in its adaptability to individual needs. It recognizes that students are unique, with varied learning preferences and styles. By catering to these individual differences, the approach ensures that education becomes a tailored experience, resonating with each student on a personal level. This personalized approach goes beyond academics, extending to the holistic development of each student.As I envision my role as a future educator, my philosophy centers on the fundamental idea that teaching should primarily revolve around students. In this perspective, teachers serve as facilitators, guiding students and providing the necessary information they need. The focal point is a Student-Centered classroom setup, emphasizing the crucial role students play in shaping our teaching careers. Understanding the unique needs and interests of students becomes important in creating an effective teaching approach. By recognizing these individual aspects, we can formulate our methods to cater to the diverse requirements of the learners. This approach forms the foundation of an inclusive and engaging educational environment where every student feels valued and supported. The essence of a Student-Centered approach lies in acknowledging that students are not passive recipients but active participants in the learning process. Instead of a teacher-centric model, where the spotlight is on the instructor, this approach shifts the focus to the students, considering their perspectives, experiences, and ways of comprehending information. Recognizing the diverse learning styles of students is important to the success of a Student-Centered approach. Some students thrive in visual learning environments, while others may prefer hands-on experiences or auditory methods. By acknowledging and incorporating these varied styles, educators can create a multifaceted learning experience that resonates with a broad spectrum of learners. In the Student-Centered classroom, collaboration takes an important part. Students are encouraged to actively participate in discussions, group projects, and interactive activities. This collaborative environment cultivates a sense of community and shared responsibility for the learning journey. Moreover, it provides students with opportunities to learn from one another, fostering a peer-to-peer support system. Learning by doing emerges as a guiding principle in my educational philosophy. I strongly believe that students grasp concepts more profoundly when they engage in hands-on activities. This experiential learning not only enhances their understanding but also empowers them to apply acquired knowledge in real-life situations. The aim is to bridge the gap between theoretical concepts and practical application, fostering a holistic understanding of the subject matter.The skills that I expect my students to obtain as a result of their learning encompass a Harmonism approach. First is to have critical thinking skills, which enables them to analyze information, make informed decisions, and approach challenges with a thoughtful mindset. Effective communication is another focal point, encouraging students to express their ideas clearly, both in written and verbal forms, and fostering active listening skills. Collaboration is a key goal, with the aim of cultivating teamwork abilities, promoting positive group interactions, and nurturing an appreciation for diverse perspectives. Problem-solving skills are important, empowering students to approach challenges creatively and find practical solutions. Adaptability is also a crucial skill, and I aim to instill resilience and flexibility in students to navigate changing environments successfully. To achieve these goals, my instructional approach involves a diverse number of activities, outputs, and projects. Classroom discussions are regularly employed to stimulate critical thinking, enhance communication, and foster collaboration among students. Group projects play a significant role, encouraging teamwork and the application of learned concepts to real-world scenarios. Problem-based learning activities are integrated to engage students in real-life problem-solving, shaping their analytical and creative thinking skills. Presentations are utilized to provide opportunities for students to develop effective communication skills, while technology integration ensures that students are comfortable using technology as a tool for learning and information literacy.In setting goals as an educator, indicates a commitment to creating a student-centered learning environment that prioritizes inclusivity, critical thinking, and technological proficiency. I aim to foster a classroom where students feel valued and supported, emphasizing not only academic growth but also the development of essential life skills. To achieve these goals, my approach involves implementing diverse instructional strategies, including collaborative activities, problem-based learning, and the integration of technology. Continuous reflection and adaptation are important to my teaching philosophy, as I seek to refine strategies based on the evolving needs of my students. Additionally, my goal is to prepare students for lifelong learning, equipping them with the skills and mindset necessary for success in a dynamic and ever-changing world.

Neilism
by Neil Benedict Quilas

Learning is like watching Korean drama because it must be addicting. It makes everyone excited and can’t help themselves not to go on and on. It must be something that everyone is interested in or can relate to. This involves various emotions and feelings. Every part of the body is involved, because I believe that the body talks and it has memory. Learning is not all about reading books or attending to someone’s discussion. It is the product of the collaborative effort coming from the more knowledgeable one and its apprentice. Just like what they said it takes two to tango. It should not always be the teacher who teaches and the learners who learn. Teachers can be a learner because they also learn from their students. Students can also be the teachers because they teach themselves, their classmates, and their teachers as well. It should be always meaningful and remarkable so that everyone will remember it even when they become old. For us to determine if learning exists, there must be concrete evidence or noticeable progress for everyone. It must be worth learning and applicable in the reality of life. That must be something that they must put into practice. Learners must have freedom in how they are going to learn and not be restricted by rules and controlled by their teachers. There is enough time to process every part of the learning and not bombard each other, especially on the part of learners. Students should experience on hands process of learning guided by their teachers. Concepts and contents are all based on the updated reality of the students. When it comes to assessment, it is not only from the perspective of the teachers but also from the learners themselves. So that they will know and find solutions, and room to improve the process for the next time that they will conduct it. Learning should be part of the trends! and not just go with the trends. Everyone should be talking about it and sharing their ideas and emotions, talking about meaningful and productive matters and not just nonsense things. Moreover, we should not impose great pressure on the learners. but instead, observe proper reinforcement and empowerment. Yes, students can work under pressure and that’s the reality but it should not be always like that. The brain needs to work in its proper limitation and not in an abusive manner because sooner or later, it will have a deep effect that might cause some irregularities. Above all, learning should unconsciously develop the student's values. It should be prioritized and planted both in the minds and hearts of the students. This includes the love of the supreme being and others, the love for the nature and nation. Kindness must be naturally come within them and not imposed. The students, themselves must feel that there is something within fulfilled every time that they did good in whatever manner it is. In that way, they will spread kindness even if no one is watching them because it became their routine or it was already programmed in their minds and hearts.Teaching is like scaffolding in building structures. It acts only as a support and guide. It is the same thing with us teachers, we are scaffoldings in the development of our learners. we help them to progress. We provide the means that they need. We set their disposition in dealing with different matters. We provide and teach them the foundation that they have to know and master. We demonstrate how things work, and how things should be used. We guide them while doing the process but allow them to finish the work on their own. Let them discover the product of their work. We should not manipulate and control how things should be done, or how our students should behave. It is always should be a student-centered approach! Teaching is like planting trees. It takes a long time of waiting to witness its growth, and it requires a lot of patience and endurance. To reach the full maturity of a tree it takes 20-30 years, the same way goes with our students, for almost 20 years they have to study. There are so many things that we should take into consideration like the quality of the soil, the place, the process, and the things that are essential like water, sun, and nutrients. In teaching, we will create a syllabus, prepare the instructional materials, and activities, and study the lesson plan. It demands consistency because it should be monitored from time to time. A lot of challenges and other factors might hinder its development like the insects that will it its leaves, the grasses that will share its nutrients and water, and such. Students have different personalities, behaviors, and characteristics. We have to analyze properly everything beforehand. And in the end, we will not benefit from the product of our hard work. The other people or generations will taste the fruit of our labor. and its quality will depend on how we raise and take care of the tree during its growing process. Because they will be the future of our world, they will now teach and pass the learnings that we have taught them to their children or the younger ones. We as a teacher should always strive for what is best for our students. We should always allow them to experience a meaningful learning process. We teach and do not preach, we are not there always to advise and dictate. We should always give them consideration and room for improvement, and not limit their abilities and skills to our perspective of teaching. We should remove the mindset of, this is what I want to happen during the teaching process and it should be this way. Let us always remember that we are not the main characters in school but rather the students. Everything that we do should be based on our students. The benefits, growth, and manner of learning of our students should always be our number one priority.At the end of the learning process, students are expected to improve their macroskills, which are reading, writing, speaking, and listening skills. As well as their communicative competencies - their ability to obtain communication standards in a manner that is acceptable for everyone. These are primarily their linguistic competence - the ability to deliver proper utterances. Their sociolinguistic competence - the ability to talk to other people appropriately. Their discourse competence – their ability to produce cohesion and coherent discourse. And their strategic competence – their ability to handle unexpected communication problems. They are expected to develop their problem-solving skills not only in numeracy but also the life situation problems. Their creativity, and the ability to predict many possibilities and make different alternative plans to succeed. They should not settle for less and always strive for big achievements. They are expected to develop their critical thinking and adaptability skills – they should know how to analyze everything and evaluate before making any decision. They should know how to cope and adjust to every uncertainty as a means of survival in any circumstances. They should know how to negotiate and take into consideration both sides of the coin to have a better understanding and collaborative effort. They are not only expected to enhance their cognitive but also the other aspects of their life such as physical, emotional, social, and spiritual. They should aim for a healthy body physique so that they can do manual labor. They should know how to manage their emotions, especially stress so that it will not affect their decision-making. They should always seek the help of others for better outcomes. And above all, they should respect and honor one supreme being and exercise their spiritual belief. We believe that all students are trained to become servant- leaders of the next generation. They should have the initiative and be proactive most of the time, which is why they should be equipped on how to manage and organize not only material things but also people. They should have time management skills. They lead while serving other people without expecting any return in the end. They have the heart to empathize with others. They should be genuine and not self-centered. Moreover, living in the modern world where technology serves as a convenient means of work, they should know how to maximize the use of technology to its great extent, but not to the extent of abusing it. We train the students to develop as many skills as they can and not only in mastering one. We believe that the more knowledge and skills they have the more flexible they will be to handle problems in different fields.The goal that we set for our students is to bring the best potential that they have. To make them all successful in life. It could be in pursuing their dreams and careers, or at least being contented, stable, and productive citizens of this world. They will be the key to eliminating poverty in our country and then in the whole world. Because we mold and hone competent, resilient, outstanding servant leaders- who will lead the world and restore the balance of our economy. Who are genuine to serve and have the heart to empathize with everyone. The one who will resolve every problem that we have. They will create their legends better than before them. We aim to produce professionals who possess more than adequate skills in different fields, and who can perform beyond their expertise. They will put all our visions into reality. They will restore and improve the life of the environment. In the future, they will bring out the greatest potential of the technology, and live in a more advanced and high-tech world. We don’t have to worry about the different natural disasters because we find ways to resolve them with the help of technology. They find a cure and antidote for all the uncurable diseases. No more next pandemic because they have now predicted it and managed it before it happened. Who knows they even find ways to stop death or extend life more than its limitation. To achieve that, we must incorporate all the ideas and goals into realization. The activities, and output that we should implement for them are all first-hand based experience. It should be practical and possible scenarios that exist in real life. It should be meaningful and productive. The output that they will produce at the end of the activity must be something useable and helpful on a day-to-day basis. It could be tangible or not. Oral activities, like question and answer- to know their perspective and opinion as an individual, group sharing – to connect the ideas of others to personal ideas and build communication and social development, and public speaking- to boost their confidence and self-esteem. Mental activities like situation analysis – analyzing the main problem and how to resolve it in different possible ways, essay writing or reflection paper- to help them discern and identify their selves as an individual, daily journal to know their status and achievements, to help them monitor their behavior and attitudes base on what they have experience in a particular, and reading books to enhance their cognitive, expand learning, understanding and comprehension skills. Physical activities like role-playing – will help them to realize their action in different circumstances, Team-building activities, to help them interact and support each other in solving different challenges, and survival challenges to test their capacity to resolve things as independent individuals. Soon when we unravel the potential of technology we will incorporate it during the activity process. With the advanced characteristics of technology, it can make 3d dimension scenarios that are close to reality. This will test and enhance different aspects of an individual. We don’t have to prepare a lot of things, just like the materials and procedures because the technology will do it for us. And with that, we can fully assess the progress of every learner.For me to operationalize my teaching philosophy inside the classroom I must put it into action. It should be observed in me by my students. To put all my beliefs and values into action and in good practice most of the time. so that sooner or later It will become my habit or routine. The students should determine clearly what is my principles, values, beliefs, and philosophy towards education. That is why I should be consistent so that it will not create confusion for my learners and my co-teachers. I should align my view in the learning process towards my objectives so that it will meet my expected output and development of my learners. I should know and understand also the goal of the institution or organization to which I belong so that it will contribute to the greater good of all. And will not create any misunderstanding. I must understand the syllabus provided fully so that I will know how I will incorporate my teaching philosophy. The methods and strategies that I will use should be all properly discerned or planned so that it is compatible with my students and the teaching content that I will process for them. I should have some proper evaluation of the effectiveness of my implementation. I must figure out where it is that the student grows and where are the things that need to improve. So that the next time I will conduct the same process it will be enhanced and delivered properly. I will incorporate technology as part of my teaching process because makes the process of learning easier and faster. I must ensure that when operationalizing my teaching philosophy in the class it is still conducive and comprehensible for the part of the learners. That is why I must consult them from time to time, to know their feedback and responses. I must build a deep rapport and camaraderie with my students so that they will feel comfortable and at ease at times.My goal as a teacher is simply to continuously improve myself as an individual and as a professional. I want to enhance my abilities and skills so that I can give a better teaching experience to my future students. I want to explore and witness myself grow in my chosen profession. I want to explore different content- courses so that I will improve in different fields and not only in the field of my expertise. I want to challenge myself and take the risk of the possibility and potential that awaits me. I want to explore different teaching methods and strategies of teaching, to know more students, and to listen to their stories and experiences in life. When I become a teacher, I want my name to have those extensions, because for me it serves my living evidence of how far I’ve already achieved in life. I want to build my legends, personality, and characteristics for my students, as someone who is loved, respected, and admired by all. I don’t want my students to experience unethical and unprofessional work like I experienced when I was a student. I want to create a different view and vision for students when it comes to learning systems. I want my students to remember me in a positive unique manner, as someone who inspires them to persevere in academics, and someone who encourages them to pursue their dreams in life, as part of their journey once they have achieved it already. In the end, I want to witness them being successful already in life. That my hardships and sacrifices as a teacher bear fruit already. To accomplish all those goals for myself and for my students, I must start as early as now. I should exert more effort and go the extra mile in my academics. And started to work out my portfolio because it is a common reference in job applications.

Those goals should serve as my inspiration to keep on going and persevere more. I must improve myself and give my best every single day. I must have a clear vision of what are the goals that I want to achieve. A time frame to monitor my progress. It should have a specific date that I need to accomplish it. I must have short-term goals before achieving long-term goals so that It appears to be possible for me to achieve them. I must sacrifice and lessen the time that I spend playing games, traveling, and relaxing. And focus instead on studying how I will improve myself, watching motivational videos so that I can get ideas and inspiration that I might use. I must seek advice from the professionals or elderly to be guided and get some words of wisdom. I should start preparing myself to balance all the aspects of my life so that it will not be hard for me to manage my time and balance myself when I become a professional. Above all, I should study now and be aware of the code of ethics and other laws that govern professionalism, as well as the laws that protect my rights so that I will understand and know what I deserve and the right things for me.

Conformism
by Rica Mae Santos

Learning is a bestowed gift, uniquely granted to humans as the highest form of intelligence among all living beings allowing them to fulfill the role of stewardship, and usually, it is accompanied by the expectation that at the near end of the knowledge acquisition journey, it will yield in a favorable possibility that will be beneficial not just for the learner but also to others impacted by this acquired knowledge. It is anticipated that after planting seeds in the minds of a hundred individuals, at least, one of them will be an empowered leader to guide a nation or community. But that is a zenith goal, the general ambition of learning is to produce individuals who have genuine care about the issues circulating outside their homes, it also removes the egocentricity of a person. Instead, it makes people volitional to make a stand to execute appropriate measures. For the reason that humans are destined to govern and have a profound awareness of their surroundings, particularly the resources around us. Learning is not just a process, it is an ability to cultivate proficiency to develop one’s skills and to be competent to nurture one’s perspectives. In that way, a person who learns how to survive will never become weary and burdened by his deprivations because a knowledgeable person knows how to sustain his needs and prolong the resources he has. To put it concisely, that person received learning and is accountable for his life and not dependent on anyone. That is why it is crucial to ensure that every learner is accompanied by someone confident and knowledgeable enough before disclosing their practices and way of teaching to what they perceive as truth. Eventually, everything that is taught inside the classroom will be absorbed by the minds of individuals and applied as if it were their own. Consequently, in the teaching setup always remember to be cautious and selective about everything you say, as words possess the power to either change or shatter, may it be the old perspective that needs improvement or the pure heart that needs more compassion and understanding, educators must be mindful because if left unaddressed, it can lead to negligence where the child's learning may be disregarded or overlooked. That is something that should be prevented, but reality cannot be manipulated nor romanticized, because a mind in the process of growth is more open to guidance and correction, while it becomes challenging to correct a fully matured mind considering the fact that no matter how often you share information with someone, it may be subjected to degradation or intentional/unintentional misconstruction. In navigating the delicate balance of imparting knowledge, educators must also recognize the role of ego as a counterpart to learning. Being aware of this interplay is essential for reaching the needs of learners in overcoming hindrances that limit their profound comprehension. Ultimately, the journey of learning is a dynamic process that shapes not only individuals but also the societies they contribute to and the world they steward.In these progressive times, the concept of teaching has undergone a profound transformation, achieving greater significance and purpose to create changes not just in somebody’s life but also in society. Its definition now surpasses the simple concept of imparting knowledge to learners but it also extends beyond the four walls of a traditional classroom setup. Moreover, it is about giving inspiration to others especially if a person is going through a bunch of difficulties because it is understood that everyone inside the classroom is not just a student but also an individual who is striving to live a better life far from where they think is not. Teaching is perceived as a potent force capable of rescuing a troubled life and redirecting a wayward course. It serves as an instrument with the potential to transform a chaotic viewpoint about life which of course affects the way they want to live life and turn it into a promising journey worth navigating. This evolution in the understanding of teaching emphasizes its profound impact on individuals and society. It signifies a shift from traditional instructional methods to a broader recognition of education as a motivation for positive change. The rapid transitions in the educational field make teaching a guiding light, steering lives away from adversity, and drawing individuals closer to promising avenues of growth and exploration. But when it comes to the teaching method and strategies provided for learners to comprehend a certain discussion inside the classroom, it is important to consider the uniqueness of every pupil under the teacher’s care because it serves as a sign that they also have different needs and home environments which trigger the way they want to learn over the things that do not interest them. One of the differences is the differentiated learning styles that need to be conceded and fulfilled by the instructor, that is why it is vital to be mindful of the things a teacher can impart over the things they cannot force, a teacher may present multiple activities for students to participate but if one of those students does not take part in the activity it is recommended to not make an effort to force them to do things that they don’t want to engage in the first place especially if the learner is too young and in the process of creating personal boundaries and identity because it will just lead to misunderstanding of the motive. It is normal if the child thinks that that activity
would not serve them any good aside from compromising their welfare. So, if ever there is a task that needs the cooperation of the student must be done at a pace where the boundary of the student is still acknowledged and respected, in that way, it can foster a healthy learning environment for both the teacher and the student without violating or compromising one's limitation and the goal is met halfway. In a few words, the terms and conditions are being applied and practiced throughout the session.Despite a teacher's benevolence and understanding of a student's current situation, there remains
an expectation for students to display competence and conformity. As mentioned above the understanding of the teacher is given but it is not to tolerate and simply grant the full favor to the students in a way that will cause them to be so dependent and exploit advantages. Rather, students are urged to embrace responsibility and approach their tasks with genuine dedication. Though compassion is acknowledged by the teacher, this does not equate to the approval of their laxity. Alternatively, it serves as a reminder for students to not simply fulfill their duties but to do so with a sincere commitment. This approach ensures that, when others seek compassion during their period of compliance with responsibilities, the learners can also reciprocate based on the understanding that they, too, have received such consideration in times of need. On the part of the learners, it is required to at least challenge themselves to discover their potential and at the same time to become aware of their limit, there are times that we are not able to achieve all the things assigned for us to do and it is normal, it is a sign of being a human and these situations are set to be a reminder for everyone to be humble despite all the learning in school or in life you have gained. This kind of cases creates a mutually beneficial effect for both teacher and student, but more beneficial for the learner since they will discover themselves better along the process of breaking a milestone. Through self-discovery, students not only enhance their understanding of themselves but also contribute positively to educational matters. In essence, the teacher-student dynamic thrives on a delicate balance where teachers provide understanding tempered with expectations, and students reciprocate with accountability and a commitment to self-discovery. This relationship cultivates a learning environment where compassion and responsibility coexist, fostering personal and academic growth. In the educational context, setting a goal is more than a mere target, it becomes a standard against which students measure their progress and accomplishments. And as a teacher, it is our advantage to show authority and power that if a certain goal is not met it is their lacking and not a teacher's responsibility anymore especially if it is given with allotted time to prepare. The goal which is given to the students has a purpose, and its purpose is to give endurance and discipline to the learners foreseeing that along the way of creating a goal the mindset of the individual undertaking the challenge becomes firmly fixed on the anticipated outcomes as the objective is achieved. Meanwhile, the student’s objective is to cultivate adaptability in both academic and real-world contexts. So, in the long term run, they can survive because they are familiar with various tasks even if their career aspirations aren't fully realized. It is because reality cannot be neglected, it is like providing a strategic plan for a student but it is up to them if they will unfold it to themselves or learn the lessons of life the hard way.The assessment approach I propose revolves around practicality, it is about navigating and exploring one's interests and skills, it is a good assessment because if a learner knows where they belong they will never go astray later in life this proactive approach aims to guide learners toward a more informed and purposeful future. So, here is the approach, the first activity will focus on the writing skills of the learner, it will assess their ability to construct sentences and formulate ideas while evaluating themselves about the things they have an interest in and the career paths they once dreamed of. They will get a piece of paper, reminisce about their childhood dream narrate it on paper and then reflect and state their current dream if ever there are changes. This activity sets the stage for self-discovery and contemplation. Now, the second activity would be the conditioning or the trial and error process, which is connected to the first activity given by the teacher, this is where they will figure out if the childhood dream and current dream do or do not fit them. It is evaluated by means of exploring their actual skills, life skills, expertise, or initial ideas related to their desired career paths, and if they truly have an interest in that kind of field. This activity will dictate the course of action they're going to take next. If a learner's dream career aligns with their skills and interests, they progress to the next activity. But this will be a project since it will transpire outside the school premises and it needs time, the project will be observed in the actual field where they will be permitted to monitor the everyday career life of a certain individual, this allows learners to gain firsthand insights into the challenges and struggles faced by professionals in that field and they will take important notes and realizations about the said struggles to serve as their guide at the end of this project. Upon completion of the project, learners are provided with a designated time for contemplation. This period allows them to weigh the observed working conditions and adversities encountered in their chosen career. The goal is to prompt learners to reflect on whether they are prepared to embrace the challenges inherent in the workplace environment associated with their dream career. In summary, this multifaceted assessment approach not only evaluates the basic skills usually learned inside the classroom but also facilitates self-discovery, exploration of interests, and a realistic appraisal of career aspirations. By incorporating practical experiences and reflective exercises, this approach equips learners with a deeper understanding of their chosen career paths, fostering informed decision-making and a sense of direction in their academic and professional journey. In the first place, the purpose of schooling is not bounded to the reason of acquiring desired learning alone but to also find a career path that suits one's capabilities and aspirations in life is what makes this proposed activity is valuable and in accord with what seems to be essential in these times. To be able to operationalize this kind of philosophy, first, it's crucial to foster an environment that encourages students to authentically explore their capabilities. In other words, it is important to encourage your students to be open and true to themselves to fully navigate their potentiality including the things they dislike that they don’t even realize yet. It must be strictly implemented and advisable for students to choose and think wisely while being independent and most importantly to not be manipulated by other's desired careers whether or not it seems to be fancy- looking or unimaginable work to take a risk because students must be guided by teachers to make thoughtful choices, ensuring that their decisions are aligned with their genuine interests and aspirations. Especially if they are undecided and do not possess any interest in being an employee because it may be a sign for someone who has the possibility to be an entrepreneur someday. This educational philosophy is born from the aspirations I've always held dear, it is inspired by the factors I always dreamed of having since I am the type of learner who craves compassion and a teacher who believes in the transformative power of wisdom which will serve as an instrument to instill confidence in my ability to uncover my potential throughout my educational journey since my learning style leans towards exploration and navigating the acquisition of basic skills to the refinement of developed ones, and also I am the type of learner who has no interest in any specifications of work, and I tend to experience how to be weary about my future condition since I don’t know what and where would I be in five years this only proves my necessity for flexibility and self-discovery. Since I experienced all the odds as a student, and I am also familiar with the things that seem impossible for a student to encounter, the good thing here is it results in a perspective where conformity and flexibility coexist. This only means that it hypes to notion of expecting the unexpected things in life because life does not guarantee everything to be ordinary, conditional, and predictable. In essence, this educational philosophy seeks to create an educational environment that applauds individuality, encourages genuine self-discovery, and prepares students for the uncertainties of the future. It advocates for a balance between conforming to societal expectations and embracing the flexibility needed for personal growth and fulfillment. Through this approach, the philosophy aims to nurture students into confident, independent thinkers capable of navigating the complexities of their educational and professional journeys.As an individual, I am used to giving high expectations to everyone. I always expect someone to be responsible for their action and an expectation that, in a real context may mot always be attainable and it makes me realize that that kind of thinking is suffocating. This realization informs my approach as an aspiring teacher, where I emphasize the necessity of aligning my expectations with the current abilities and mastery levels of my students and most importantly to remind myself that the progress of my students academically is not the same. So, I need to be cautious and selective about the tasks I am going to deliver. Ideally, I must provide pre-assessment plans to give familiarity with my teaching methods, and in the teaching setup where I need the cooperation of my students specifically in recitation, I must learn to give time for my students to think in a way more elaborative eventually, it will be their gain as a learner to compose their ideas before asking for the second time around because this type of scenario will be an edge for me to understand the importance of being discerning and mindful in the tasks I assign.

Through these adjustments, I aim to create a conducive learning environment that recognizes individual differences and promotes academic growth at a pace that suits each student's unique journey. The adjustments I seek to make in my teaching philosophy extend beyond a mere acknowledgment of individual differences. They are a deliberate effort to create a learning environment that goes beyond a one-size-fits-all approach. Through these adjustments, my aim is to foster a sense of inclusivity that recognizes and celebrates the unique attributes of each student. By valuing and accommodating diverse learning paces, I aspire to cultivate an atmosphere where students feel empowered to navigate their academic journeys at a pace that suits their individual needs. This philosophy is not just about adjusting my expectations; it's about creating a space that respects the individuality of each learner and facilitates a holistic and personalized approach to education. In doing so, I hope to contribute to the academic growth and overall well-being of every student under my guidance. To accomplish this goal I must learn to lower my expectations for every task I am going to give, in that way, my students will be at ease without thinking a lot about the bunch of things they need to comply with, it will free them from the overwhelming pressure of unnecessary paperwork that does not add much in their field of learning. Lowering expectations isn't about compromising standards rather, it's a strategic move for educators to facilitate a learning environment where students can focus on a meaningful education without the burden of unrealistic demands, it's about providing a platform where they can thrive academically while fostering a sense of self-confidence and empowerment. Through this approach, I envision playing a significant role in shaping the academic and personal growth of every student that it is entrusted to me which I have the privilege to guide.

Experielearnism
by Patricia Shane Tagarao

Knowledge can be acquired wherever you are, it is a universal process that everyone is capable of. Growth comes from learning, and learning comes from experience, and experience is an underrated faculty of knowledge. Over the years, change has been constant, and will always be. From learning traditionally to online classes, and embracing the new style of learning. It is indeed an example that you can learn everywhere: inside the four walls of classrooms, at home or it could be a ‘someone,’ a person you look up to, your pets, your family and friends, and yourself. In this constant change, you should never lose yourself in an overwhelming flow of life. Learning is like a marathon, some runners run as fast as they can, not minding their surroundings, and when they finally reach the finish line, they will feel happy about their achievement, yet did not enjoy the whole race. But some runners take their time. They will connect with nature, notice the asymmetrical pattern of mountains, differentiate the shades of green in a grass field, notice the flowers and trees, and they will see the vast sky above them. They may not be the fastest of all the runners, but they enjoyed the flow of time. Learning is hard. It is exhausting, sometimes you may feel like you are about to burst out and cry, but always remember to seize every moment, learn and acquire knowledge despite the hardships and challenges. Living strong is not for brittle bones. Learning and unlearning are both hard especially when you are now in the process of fossilization wherein a person has been stuck in doing a particular action for the longest, and having a hard time changing it. Being conditioned to do something or to act the way we were taught is good, but as time goes by, we realize that it could have been better, but it is also hard to process. There is nothing wrong about building our own character in front of other people, especially if it can contribute to our growth as an individual. But there will be times that we have to ingest and digest something for our own good. Pressure– everyone is experiencing pressure; it could be a good or bad pressure depending on the
situation. In a learning situation or process being able to act out what we have learned can be a great advantage. For instance, being a tutor to a struggling learner, specifically a struggling reader. You have to plan the lessons you will give to him or her, and somehow master the lesson you will teach. Personally, doing this step by step process made me realize that every effort is not going to waste. Seeing someone learn , and get information from you is a big achievement. It made me realize that learning is not a one-way process, but it comes in both ends. The tutee will be a competent learner through your teaching, as well as from the school, and you as a tutor will learn that you are capable of teaching meaningful lessons– academically and real life.As easy as it is to be explained, teaching is the process in which an expert is instructing or training a novice. But at some point, being taught by a novice is one whole new experience. We do not know everything. All of us are vessels that can be filled with whatever information the world can offer. For instance, knowing how to clean the table after eating in a fast food chain has been a practice for many, or saying “para po” to the transportational vehicle drive when you finally arrived at your destination, or learning how to read and write, or learning general knowledge such as, the Philippines is a country in Asia, and the chlorophyll is what makes the leaves turn into green. Teaching is about retention, and as a future teacher, it is important to teach something that will benefit the growth of students. A teacher should not just remain as a teacher, he or she is also an embodiment of a facilitator, an adviser, an inspiration, and a learner. All of these can be achieved through different teaching processes. As a teacher, we are expected to master our subject, and be creative to twiddle the lesson, and connect it in real life situations. But remember to not bottle yourself in mastering only one subject, teachers must be knowledgeable about other fields, too! Being a teacher is not just about teaching, but also being teachable. As a facilitator, we are expected to guide our students to become competent, and enhance their cognitive skills. We are seen as the foundation of knowledge, and we cannot give what we do not have. That is why holding ourselves grounded to whatever situation we are up to can make us great and effective facilitators. Aside from being a guide, we are also able to assess their growth, and see how much progress they made, and see their capabilities to act on their own. For instance, on the first day of class, you let them know your classroom rules, and one of them is that they have at least two days to finish an assignment. Through and through, their initiative grows, and they pass their homeworks even without announcement. The sense of independence has been born. And as an inspiration, our students should know that you, a teacher, can learn from them, and that they can also teach you. Connection– having good and strong connections from both parties will make the classroom set up more exciting, effective, interactive and healthy for the reason that they see you as one of them, a learner,and students will be more engaged to listen. There are also lessons that are not taught directly and those are values and respect.These are the reflection on why teaching is considered as one of the noble jobs an individual can ever do. Even without teaching it inside the classroom, the actions speak louder. And that is how great teachers are made.Comprehending what is inside the textbook is a fantastic ability, but applying what has been read inside the textbook in real life context is phenomenal. As a future English teacher, I want my students to learn how to read, compose write ups, remember the parts of speech, and learn the subject-verb agreement because that is what the English subject offers to the young mind. However, I do not want them to encase themselves in rules and patterns. What I have learned as a student myself is that you do not have to be bound with grammar rules and patterns; being an effective communicator does. As most of us know, the English language is the second language in the Philippines, ang being able to communicate properly using the language is what Filipinos are known for. But there are instances that even though the English language has been taught since kindergarten to high school level, there are still students who are not able to speak in English proficiently. Confidence– this kind of intangible is a rare topic inside the school. Whenever a student is tasked to recite in English, the initial reaction would be feeling embarrassed in front of his or her classmates, and not allowing themselves to experience speaking it in communication. Some students excel in writing in English, good at constructing sentences, but having a hard time speaking. Why is that? It is because some schools implement the plain learning of English language wherein a student should know the patterns and rules because obviously, that is what will come out in examination. This is where the communication skills are being compromised. Most students, if not, some teachers neglect the importance of teaching effective communication skills. When the time is right, and finally it is my turn to teach in a school, the goals I will set for my students are to be an effective communicator, build trust and confidence within themselves, and help their peers to be competitive in learning the language. To be an effective communicator is to convey your thoughts properly; to deliver their message properly, coherently and concisely. An effective communicator focuses on the whole thought of message without being disturbed on what should be the next sequence of the sentence. Though being able to speak with little to no error, as a teacher I want my students to speak what is inside their minds without being discriminated on how they pronounce, and build a sentence because those things can be corrected easily. To build trust and confidence is the main foundation on how we can teach our students to communicate effectively. We should let them know that mistakes are normal, and we are here to guide them to speak their minds. We teachers must help our students to trust themselves to try and take risks because that is where it all started, in trying. And finally, teach every student to support their peers without shame and embarrassment. They must know that all of them are students, and they are all learning to achieve something, that everyone is struggling. That is why having a good support system from the school, to teachers, and to every student is a crucial part of learning.As I set these goals to my students, the application of these activities are now to be seen. As an English teacher I want my students to enhance their macro skills starting with reading in the area of comprehension first. This can be done by assigning short stories in a specific class day to discuss in front of the whole class, just like a book talk but shorter version. Doing this reading comprehension exercise will help bloom their confidence. Aside from just assigning books for them, they can also choose whatever books they want to read. Above all, the students are the protagonists inside the classroom. For instance, let them choose a book from any genre, give them ample time to read it before the periodical examinations, and let them write what they have learned in the book as part of their exam in an essay form. This is where the writing skills improve. There are different write ups available that can be done by the students, but do not bombard them with all of those. For instance, assigning a reflective essay about what they have learned in the first quarter. In the second quarter, the project can be done in groups such as making a 12-page big book with illustrations and texts of their own composition. In the third quarter students will compose their own sonnet with any topic they like. In the fourth quarter it will be a movie review. Role playing is probably the most overrated activity a teacher can ever give to the class, but without a doubt, it enhances students’ confidence and memorization skills. There will be a specific time allotted for this kind of activity along with storyboard, sketch to stretch, line-a-child, choral speaking, puppetry and such. Above all else, enhancing students’ communication skills is the most important aspect a teacher can teach to the learners. I believe that enhancing all macro skills in different corners of their lives will let them know that they are capable of doing such things, and they do not need to feel inferior or paltry in front of their classmates, their teachers and also in front of other people outside the school vicinity because they have already build something within them that no one can ever tarnish, and that is their trust towards themselves carved in their hearts and minds.Along the way of engaging students to different activities, whether it is physically done, in paper or orally, and enhancing all their macro skills by letting them experience and go beyond the process, there is a lesson plan behind it. When doing a lesson plan, the objectives should not be focused on what the teacher's personal wants, but rather be reflective to the students’ needs to make them feel that they are the center of learning. Including in the lesson plan is the motivation to energize the students. For instance, pass the message, charades, odd man out, convert numbers into letters, guess the gibberish, and the likes. After giving prior knowledge through the use of motivation, it is time to start the discussion. Since the students are inside different classrooms, the teacher must be flexible and knowledgeable enough to twiddle the teaching techniques, strategies and approaches to capture the attention of the learners. One learning style is not enough, that is why teachers should understand that different class sections need different teaching approaches. There are three (3) basic types of learning styles which are known as VAK (visual learning, auditory learning, kinesthetic learning). One thing to remember is to be mindfu of the learning disabilities students might be facing. For instance, dyslexia hinders the reading ability, dysgraphia gives difficulty in writing, dyspraxia minimizes motor skills, and dyscalculia hinders the mathematical ability of an individual. Developing students’ cognitive skills is important, and so as their emotions to sympathize with their classmates, and help each other in times of difficulty. After setting this bridge followed by learning styles, I want to hear everyone’s opinion inside the classroom without being left out and embarrassed, because if they do, they might regret not sharing what is on their minds. I want a comfortable scenery. I want everyone to feel like they are inside a safe and healthy home, so that the lessons are received smoothly without barriers. After the discussion, they have the freedom to scan their notes at a specific time, and prepare themselves for a short quiz to assess the retention of the lesson. When it comes to assignments, there will always be a fair schedule. For instance, the ‘not-so-hard’ assignments will be given every Monday, the due date is every Wednesday, and no assignments every Friday. A one week preparation before every periodical examinations are allotted to physically demanding activities such as role playing, puppetry, reader’s theater, choral speaking, and line-a-child that will be performed on Fridays.Aspiring these things is easy, but putting them in real life takes a lot of effort and process. Along that process are obstacles, challenges, failure, success and flourishment. Patience– there will be a lot of times where you will feel tired, exhausted and you are just on the verge of giving up because you do not see the results as fast as you want it to be. There will be times that you just want to lay in bed, and wish that you could have done better before. Always remember to live in the ‘now.’ Do not dwell in the past, and do not force yourself to enter the future. What happened yesterday is a lesson, and your actions today will be harvested in the future. I want to be more confident, and have full trust in myself. I am still in the process of learning what I should learn because I cannot give what I do not have to my students. I want to be a teacher that my students will be proud of because they learned a lot from me, not just from the discussion, but also from my life advice. There is a big staircase in front of me with thousands of stairs to walk on. While stepping on each stairs I know that I am gaining experience, knowledge, failures, heartaches, stress, and eventually, success. It is important to cherish every moment, notice everything around you, and do not forget every person behind you. They are one of many reasons why you keep pushing. Thrive– being a good teacher is the fruit of all your experience.

Momentualism
by Michaella Verano

“The moment we enter the path we want to take, is the moment we can impart change within
ourselves and with people around us.”Learning is everything. Everything we do is another learning experience that adds to our eagerness to become better. It is always all about having the opportunity to know what we want to know and be able to realize things according to our own understanding—this is how learning works in our lives: whatever we are doing, we always take time to think, feel, and gain courage to look back on what we learned from the past and be the reason to continue to take a step ahead—means there is always a continuous progress in knowledge in which we gain information about something by doing it ourselves that can boost our potential to learn more. By being curious about something, we can always find the answer by asking questions or conducting study on it. However, learning encompasses more than just the knowledge we initially gain, it is also something we can add to and expand upon the knowledge we already possess. It also has to do with our ability to learn as much as we can from others. We always look for an explanation that will enable us to understand anything if we wish to learn it. Similar to a classroom setting, when students and an instructor are always present, they are not only listening to each other's ideas or engaging in activities created to meet their needs, but they are also learning from one another by carrying out their individual roles in the learning process. This is how learning should take place in a classroom: students should always ask questions and the teacher should always respond to specific inquiries from the students. There is a constant knowledge exchange between the two, and this knowledge can serve to change one's perspective or contribute ideas that will broaden and enhance one's capacity for expanding the knowledge. Since learning is a difficult process, it always appears to involve following a set of instructions in order to obtain the necessary knowledge. Let's put them into practice in a classroom setting where students will study and teachers will foster the learning. The procedure is as follows: First, make sure all the students' necessary resources are ready and available so they can get passionate and ready to learn. Second, meet everyone's needs in accordance with how readily they can learn based on their capacity. This will make it easier for you as the teacher to come up with a plan that will help your students easily catch up with the lesson. Finally, if you already know how quickly they pick things up, attempt to engage them in activities or methods that they will find hard to forget. And that's the fundamental purpose of learning—that is, to enable you to study according to your own accord and capacity.Teaching comes from experience. We are better able to impart knowledge to others as we gain more experience. You want to impart your expertise to others because that is what you truly know, and they can relate to you because they understand that this is a circumstance that might potentially happen to them as well. You teach because you are capable of doing so, even though we all know that because teaching was once thought of as a professional activity, it takes years of training. It is a process by which we transfer knowledge to someone so they may comprehend it and use it in real-world situations. Through this method, we can impart our knowledge to those in need, particularly when they’re looking for solutions to questions that have crossed their minds. Teaching isn’t about showing people what we know immediately, rather, it’s about having the patience and perseverance to make sure they get what you’re saying. While many people possess the ability to teach, not all of them have the confidence to truly give it their all when it comes to instructing someone. Because imparting the knowledge you acquire over the years is what teaching is all about—our enthusiasm and dedication to it. Teaching can be difficult for some people, but when you see your students succeed in something, you should be proud of them because all of their knowledge came from you and was refined by your own ability and will. Imagine that you spent almost a year learning practically everything, and now all you have to do is impart it to them in a simpler way. Before a teacher can begin teaching in a classroom, they must prepare. They must also follow certain rules in order to effectively instruct their students, as they will inevitably have questions, especially if they don’t understand what they are being taught. To ensure that there is interaction between the two, the teacher should provide clear directions and assignments from the very beginning of the session until its conclusion. It takes time to effectively carry out your duties as a teacher since teaching requires dedication and serving your students for years is a significant commitment. For this reason, it is crucial that we base our teaching process on our willingness.In order to have effective learning and teaching in the classroom, I want my students to think creatively and critically—that is, to expand on ideas beyond what they initially thought and be able to explain specific situations in greater detail—so that they can effectively communicate their thoughts. In this way, students are able to communicate everything on their minds and find answers to specific issues in this way. Another skill that I want them to have is the ability to communicate and collaborate with one another, so that there will be an interaction between them and there is no awkward moment or cold atmosphere inside my class. They are free to express themselves to their classmates and do things with the help of their classmates. This will improve their skills to communicate with one another and be able to find friends, because I want them to realize that school is not only for academic matters but also for them to grow together in the way they are excelling.Having those skills makes me want to set a goal for my students for them to achieve, and that goal was for them to become what they want, because as a teacher, I can’t dictate what my students want; I am just a guide for them when they are following the path they want to take in the future. Also, I want them to not limit their learning, because as they grow and mature, it will help them find out what they want to be in the future. However, I still want them to grow into better people who can understand things and study on their own. I also want them to be able to apply the knowledge I will be teaching them to real-world situations and recognize the value of education. To achieve these goals I have for my students, I want them to create something from their learning that makes it memorable for them, like engaging activities so that they can visualize the possible outcome of an interaction with people around them. Because, in my opinion, “ learning is about more than just acquiring the knowledge you desire—it’s also about finding a way to enjoy the things you learn.”Many students in a classroom setting require assistance based on their individual learning needs. In order to meet these needs, I want to implement my teaching philosophy, which is momentualism—learning through enjoyment. I want them to treasure the time they have with me as their teacher, free from any thoughts that might limit their capacity to express themselves or even ideas they may have. Based on reality and what they will encounter during their education, I want them to be actively involved in a learning process that will enable them to readily accept the idea that education will lead to a better future. Applying my perspective in teaching requires personal characteristics in order to implement the set-up I want for my classroom, which is having an inclusive environment, doing my part as a teacher, and doing their part as my students. It’s a give-and-take approach to learning. And as a teacher, I know that my future students will be more technological since, as time evolves, there are also changes in the way we live and the way we process everything. For this reason, I want to put this teaching philosophy into practice so that I can manage them so they won’t rely on technology as itself, but rather can rely on what they already have without using it. To facilitate this type of learning, I as a teacher need to have the following personalities: First and foremost, I should be positive because this philosophy is student- centered and impacts nearly every aspect of my work. I want to concentrate on what my students need in order to grasp what I am teaching and be able to apply it in their everyday lives. Furthermore, I want them to be competent in their learning—not in terms of academic competition, but rather in terms of how they will prepare for the future—because it is our privilege as educators to help our students advance so that they will take the time to think critically about anything they come into contact with.A teacher is a center of a learning process, in which they are required to possess prior knowledge on the subjects they will be teaching. They should be prepared to explain any questions that the students may have to ask and need to be address. For this reason, I want to establish standards for myself as a teacher. Using the momentualism philosophy, I would like to create a welcoming environment where I can work with students in accordance with their abilities without having to make decisions for them because I know how they should learn things quickly. And what kinds of exercises must I include in order for them to become completely capable learners?— since it is common known that pupils will always rely on their teacher as the source of their information. In order to help my students become more confident in their ability to communicate themselves— especially when done so in a proper manner—I aim to provide them with opportunities to study and express whatever thoughts they may have. This teaching method allows my students. To learn out of interest and gives them the freedom to use their cognitive abilities to solve problems on their own. Using techniques and strategies like engaging activities that will nurture their capability to express their thoughts. My standard in teaching is MOMENTUALISM which I want to apply for my future learners because teaching, for me, is being able to learn good things from my students. It doesn’t just mean that we should always impart the knowledge we have; it also involves connecting with your students and allowing them to share with you what matters most in teaching: the time spent together and the mutual relationship that can benefit both the learner and the teacher.