Section F- Reflective Comprehensive Summary

Introduction:
“D Journey”
Chorus
Even though the road is long
No matter what come
I know ah go make it
Yes, ah go make it (Repeat chorus)
Verse
I remember the days in the auditorium
Not knowing why ah there
Listening to lecturers deliver their topics
Feeling dismayed and despaired
But then being exposed to Pedagogy
Ah started to enhance my teaching skills
If is one thing I will remember
Is to be a Reflective Practitioner

Pedagogy can be defined as the art of teaching. It involves being able to convey

knowledge and skills in ways that students can understand, remember and apply. Pedagogical

skills can generally be divided into classroom management skills and content related skills. As

I reflect on this course: - Pedagogy as Process, I refer to my introduction, the original song

“The Journey” has represented my development through this Diploma in Education

Programme. The main emphasis to me was that educators must try to incorporate “inclusive

teaching” which refers to any number of teaching approaches that addresses the needs of

students with a variety of backgrounds, learning styles and abilities. These strategies contribute

to an overall inclusive learning environment, in which students can feel valued. My lecturer

always reminded me that when preparing lesson plans I should be mindful to prepare student
– centered lessons that would actively engage my students. The benefits of inclusive teaching

include students feeling comfortable in the classroom environment to voice their ideas,

thoughts and questions, they are also able to connect and engage with a variety of students,

also the course material is now relevant to them as they are able to connect with the information

provided. Additionally, some students are more likely to experience success in some subjects

if the activities used support their learning styles.

The introduction to new pedagogical skills like group work and co-operative learning,

building explicitly on student’s prior knowledge and making connections between curriculum

and real world was vital to the planning of successful lesson plans. The importance of these

skills cannot be underestimated. Allowing the students to work in groups not only allowed

them to build positive relationships with their peers, but also developed their social skills,

improved their attitude towards school and raised academic achievements.

I also realised the importance of setting clear objectives for a lesson and creating

activities that measure these objectives. Before enrolling in this programme, I thought during

the delivery of a lesson you had to ensure all the objectives from the scheme had to be achieved,

but in reality, the objectives had to be achievable and clear and in line with your activity for

your students. Traditionally, teachers came into the classroom and it was chalk and talk, lecture

mode style, students were just asked to copy notes from the board. I realised now teachers’

roles have evolved from being “dispensers of information and knowledge” to becoming

facilitators and enablers of learning” (Tavil, 2013)

My initial philosophy was to make an impact on society by producing all- rounded,

civic-minded students through education. I still hold strong to this thinking, teaching is a

passion and my aim is still to develop healthy teacher/student relationships. With the exposure

to the Diploma in Education Programme and the pedagogical skills that I have learnt, it is the
hope that I would practise be a reflective practitioner and continue to improve my teaching

skills through continuous professional development, which is needed to support my

transformation. Re-skilling and updating my competencies in the subject are important and

would be an asset. This programme has showed me how to create more student- centered

lessons which I had the privilege to see the enjoyment of students and impactful and meaningful

learning taking place.

The role of the teacher in the twenty-first century is to be more like a coach and as an

agent of change. They must move away from the former techniques of imparting knowledge,

being the “sage on the stage” and be more of a person who would listen, guide and develop the

thoughts of the students. They must give the student a “voice”. Redecker et al. (2011) maintain

that 21st century education must place greater emphasis on instructional design, team building,

facilitating learning and new ways to foster creativity and innovation. ICT’s must be integrated

into teacher education programmes and become a tool used through the teaching careers. (O’

Gradaigh, 2014).