Introduction

Explore my journey of identity and purpose, reflect on the letter to myself, and discover the essence of professional identity and teaching philosophies.

Letter To Self

Dear Annaleah,

If you were told six years ago that you would become a teacher, you would laugh out loud with utmost disbelief. Furthermore, thirteen years ago, fresh out of the UWI, St. Augustine with B.Sc. in hand, a teaching career was the furthest thing from your mind.

For you, becoming a teacher was not a single moment or event, but rather a series of meaningful encounters and realizations that happened in your life. As a new graduate, you were not thinking about a permanent career or long-term goals at the age of 21. Studying at the tertiary level was taxing on the brain, especially balancing work and play.

Throughout the years following, you were fortunate to enter the On-The-Job Training (OJT) Programme which allowed you to occupy different jobs for a two-year period. From a young age, you found joy in helping others, you loved seeing a spark of understanding and relief in their eyes. These OJT jobs encouraged you to interact with various individuals and learn how to explain processes of the public sector and make life a tiny bit easier for them.

After a bout of unemployment, you became the accounts clerk in the main office at Naparima College. You had forgotten that you applied to the Teaching Service Commission without a thought of actually becoming a teacher. Lo and behold, a vacancy opened up at Naparima College, in the same field that you are assessed to teach, and divine intervention worked its magic. You were immersed in the school system and quickly grew to love the profession. There were long nights preparing for each lesson, making sure you had everything you needed for the next day’s classes. It was exhausting but highly rewarding.

As you planned your classes, you looked back on your own encounters with teachers who inspired you with their commitment and unwavering beliefs in your potential. This motivated you to work towards making a difference in the lives of your students. You quickly realized that teaching is not just a profession, but a calling – a calling to guide, mentor, and empower the next generation. Being the product of two educators, you finally embraced your inevitable destiny.

You have lived your life always being supportive and inclusive, and this overflows into your role as an educator. Students feel valued and capable of achieving their dreams with your optimism and intervention. You know that you cannot simply impart knowledge; you are there to cultivate curiosity, nurture growth, and instil a love for learning.

Cue the PGDipEd programme! You were self-taught in your journey thus far but now you have a formal avenue to better grasp learning theories, processes and behaviours. Although you heard from colleagues that the trek is painstakingly demanding, they also expressed feelings of extreme gratification. Your sister, a 2019 PGDipEd graduate, gave sound advice and encouraged you to go on this journey.

The programme will be useful to you as a teacher, and even more so, to your students by having you as a quality educator. With dedication, empathy and a commitment to lifelong learning, you have the power to inspire, motivate, and shape the minds of tomorrow. The PGDipEd programme will aid in this endeavour.

So, dear self, keep remembering the passion that was ignited when you entered this noble journey of teaching. Embrace the challenges, celebrate the victories, and never lose sight of the profound impact you have on the lives of your students.

Sincerely,

Annaleah Doodnath

Purpose Statement

This portfolio aims to support me in developing my ability to apply theory to practice through a cycle of reflection and action. The research and experiences conducted throughout the specific time period will help to improve my teaching methods and strategies. The portfolio will help to empower me with evidence-based approaches to facilitate effective teaching and student engagement. It will allow me to document and display my academic progress, skills and learning experiences over time. I will learn how to practically implement educational theories, methods and ideas in real-world teaching and learning settings.

This portfolio will help me to better understand my students and establish clear expectations. I will be able to engage in ongoing dialogue with my students where critical reflection can take place. Further, it will help to inform our actions to create meaningful learning outcomes and social change. This will foster a positive relationship with my students and create a sense of trust and respect which can mitigate negative behaviour.

By compiling this portfolio, it will encourage me to look at my own learning journey, identifying strengths and areas for improvement. This reflection will promote deeper understanding and personal growth. It will give me the opportunity to identify new technologies, adapt to educational trends and integrate various curricula in my own subject matter. This portfolio will help me to maintain a positive and productive learning environment.

My Initial Teaching Philosophy

Teaching is a journey of empowerment, where knowledge is the compass guiding students to discover their potential. Teaching fosters critical thinking, curiosity, and a lifelong love for learning. At the core of effective teaching lies a complex interplay of personal convictions, ethical principles, and theoretical frameworks. These foundational elements help to shape an educator’s approach, pedagogy, and impact on learners.

Being of the Christian faith, permit me to reflect on Proverbs Chapter 27, Verse 17 which says, “People learn from one another, just as iron sharpens iron.” (Good News Translation). To me, this emphasizes the idea that individuals can improve and grow through constructive challenge and interaction with others.

The term “iron sharpens iron” is one philosophy that is used in physical training facilities to express the same notion that can be adapted in a classroom. Persons exercising together are more inclined to become better by being in the presence of those who may be more physically fit than themselves. Ideas are exchanged, encouragement is welcomed, and persons feel a sense of community. I have been privy to experience the positive environment of such a facility and have personally witnessed the growth of individuals and myself by this interaction. Similarly, I consider my classroom as a means of offering that same feeling towards learning and continuous improvement. This philosophy underscores the importance of collaboration, feedback, and mentorship in personal and professional development.

At its core, it acknowledges that no person is an island unto themselves; rather, we thrive and evolve through meaningful connections and engagements with others. Just as iron tools are refined and made sharper by rubbing against each other, individuals can refine their skills, knowledge, and character, through meaningful interactions with peers, mentors, and role models. I strive to make my classroom that safe space which will foster such exchanges. As much as students will learn from me, I would also learn from them, and, through proper discussion, they will learn from each other.

I encourage students to engage actively with their peers, challenging each other’s ideas, perspectives and assumptions. Through this process, they not only deepen their understanding of the subject matter but also sharpen their critical thinking and communication skills. By nurturing a culture of mutual support and accountability, I strive to empower students to take ownership of their learning journey and strive for continuous improvement.

Outside the classroom, the “iron sharpens iron” philosophy extends to professional development and lifelong learning. My enrolment in the PGDipEd programme has allowed me to engage with colleagues, mentors, and industry experts, leveraging their wisdom and experiences which enhance my skills and expertise. Through such a programme, I am able to cultivate resilience, adaptability and a growth mindset essential for today’s dynamic and interconnected world. I am able to become a better-quality educator for my learners.

The “iron sharpens iron” teaching philosophy embodies the belief that growth and development are inherently social processes. By embracing collaboration, feedback and mentorship, students can harness the collective power of community to sharpen their abilities, overcome challenges and achieve their full potential.