LEARNING PHILOSOPHY: HUMANISM

FIRST QUARTER: LESSON ON THE STORY OF THE AGED MOTHER

As I reflect upon the first quarter of this academic year, I am reminded of the profound impact
that a learner-centered teaching philosophy can have on the overall classroom experience. Embracing
this philosophy has not only transformed the way I approach teaching but has also fostered a supportive
and engaging learning environment for my students.
At the beginning of the quarter, I made a conscious decision to shift my focus from being the
center of attention to empowering my students to take charge of their own learning. This required a
fundamental change in my instructional practices, where I became a facilitator and guide rather than the
sole source of knowledge. I strived to create a classroom atmosphere that encouraged collaboration,
critical thinking, and active participation.
One of the key strategies I implemented was to tailor my lessons to accommodate different
learning styles and preferences. By incorporating a variety of instructional techniques, such as group
discussions, hands-on activities, multimedia presentations, and individual projects, I sought to provide
multiple entry points for students to engage with the material. This approach allowed each student to
leverage their strengths and explore concepts in ways that resonated with them personally. Witnessing
the growth and enthusiasm among my students as they discovered their own unique paths to
understanding was truly inspiring.
Another crucial aspect of my learner-centered approach was valuing and incorporating student
voice and choice. I actively sought feedback from my students on their learning experiences and
incorporated their suggestions into the curriculum. By giving them a say in their learning journey, I
noticed a significant increase in their motivation and ownership of their education. Providing
opportunities for students to pursue topics of interest through independent research projects or class
presentations not only deepened their understanding but also fostered a sense of pride and
accomplishment.
Furthermore, I made a concerted effort to create a safe and inclusive learning environment. By
promoting open dialogue and respecting diverse perspectives, I aimed to nurture a culture of mutual
respect and empathy within the classroom. I encouraged students to share their thoughts, ask
questions, and challenge one another's ideas, creating a space where everyone felt valued and heard.
Through this approach, I witnessed the development of strong interpersonal skills and the building of a
supportive community of learners.
Although the implementation of a learner-centered teaching philosophy demanded time and
effort, the rewards have been remarkable. Not only have my students become active participants in
their own education, but they have also developed the skills and confidence necessary to navigate their
learning journeys independently. Witnessing their growth, both academically and personally, has
reinforced my belief in the transformative power of learner-centered education.
Moving forward, I am excited to build upon the foundations established in the first quarter. I
plan to continue refining my instructional practices, incorporating innovative approaches, and expanding
opportunities for student choice and voice. By embracing a learner-centered teaching philosophy, I am
confident that my students will continue to thrive and develop into lifelong learners who are equipped
to take charge of their education and make a positive impact in their communities.
Overall, this journey has reaffirmed my commitment to learner-centered teaching, and I am
excited to see the continued growth and success of my students as we embark on the next phase of our
educational journey together.

Prepared by: Noted by:

LOIDA G. JUGO MARILOU D. MANGAPOT

T-I, English HT-III, English
LEARNING PHILOSOPHY: HUMANISM
SECOND QUARTER: LESSON ON RECOGNIZING POSITIVE AND
NEGATIVE MESSAGES CONVEYED IN A TEXT
As I reflect upon the second quarter of this academic year, I am thrilled to witness the continued
application and impact of learner-centered teaching philosophy in my classroom. The foundation laid in
the first quarter has provided a strong framework for fostering student engagement, empowerment,
and growth.
Throughout the second quarter, I remained dedicated to adapting my instructional practices to
meet the diverse needs and interests of my students. I continued to employ a range of teaching
strategies and techniques that catered to different learning styles, ensuring that each student had the
opportunity to connect with the content in meaningful ways. From visual aids and demonstrations to
interactive discussions and hands-on activities, I sought to provide a variety of avenues for students to
explore, comprehend, and apply the concepts we were covering.
Incorporating student voice and choice remained a cornerstone of my learner-centered
approach. I actively sought feedback from my students on their learning experiences, soliciting their
input on instructional methods, content choices, and assessment formats. This ongoing dialogue
allowed me to make adjustments and refinements to my teaching practices based on their suggestions
and preferences. By giving students agency in their learning, I noticed increased motivation,
engagement, and a deeper sense of ownership over their education. Witnessing their growth in self-
directed learning and the enthusiasm with which they pursued their interests has been immensely
rewarding.
To further cultivate a safe and inclusive learning environment, I continued to emphasize open
communication and respect for diverse perspectives. I encouraged students to engage in respectful
debates, challenging their own beliefs while considering alternative viewpoints. This promoted critical
thinking, empathy, and an appreciation for the richness of different ideas and experiences. By fostering
an atmosphere of mutual respect and active listening, I observed the development of strong
interpersonal skills and the strengthening of the classroom community.
Throughout the second quarter, I also focused on promoting metacognition and self-reflection
among my students. I incorporated regular opportunities for them to assess their learning progress,
identify areas of strength, and set goals for improvement. By encouraging students to reflect on their
learning processes and strategies, I aimed to equip them with valuable lifelong skills that would enable
them to become independent, self-regulated learners. I provided timely and constructive feedback to
guide their growth, highlighting areas of success and offering suggestions for further development.
As the second quarter comes to a close, I am encouraged by the continued progress and growth
I have witnessed in my students. Their enthusiasm for learning, their increased confidence in expressing
their ideas, and their ability to approach challenges with resilience have all been tangible outcomes of a
learner-centered teaching philosophy. It is evident that this approach has nurtured a love for learning
and empowered students to take an active role in their education.
Looking ahead to the next quarter, I remain committed to deepening and refining my
implementation of learner-centered practices. I will continue to seek innovative teaching strategies,
explore new technologies, and provide even more opportunities for student choice, collaboration, and
inquiry-based learning. I am excited to witness the continued development of my students as they
embrace their own unique learning paths and build upon the skills and knowledge they have acquired
thus far.
In conclusion, the application of a learner-centered teaching philosophy has transformed my
classroom into a vibrant and dynamic space where students are not only consumers but also creators of
knowledge. The second quarter has reinforced my belief in the transformative power of learner-
centered education and has inspired me to continually evolve and adapt my practices to meet the
evolving needs of my students. Together, we will embark on the next phase of our educational journey,
fostering a love for learning, and equipping them with the skills necessary to navigate a rapidly changing
world.

Prepared by: Noted by:

LOIDA G. JUGO MARILOU D. MANGAPOT

 T-I, English HT-III, English
LEARNING PHILOSOPHY: HUMANISM
THIRD QUARTER: LESSON ON PROPAGANDA DEVICES
As I reflect upon the third quarter of this academic year, I am filled with a sense of satisfaction
and pride in the continued application of learner-centered teaching philosophy in my classroom.
Throughout this quarter, I witnessed the deepening of student engagement, growth, and empowerment
as they took ownership of their learning journeys.
Building upon the foundations laid in the previous quarters, I continued to prioritize the
incorporation of diverse instructional strategies and techniques to cater to the unique learning needs
and preferences of my students. Recognizing that every learner is unique, I strived to provide multiple
pathways for understanding, emphasizing differentiated instruction. From project-based learning and
hands-on activities to simulations, debates, and multimedia presentations, I offered a range of
opportunities for students to engage with the content in ways that resonated with their individual
learning styles. This approach not only ensured a comprehensive understanding of the material but also
fostered a sense of excitement and curiosity among my students.
Student voice and choice remained at the forefront of my learner-centered approach during the
third quarter. I continued to solicit feedback from my students, actively seeking their input on
instructional methods, content selection, and classroom dynamics. By involving them in decision-making
processes, I witnessed a heightened sense of ownership and motivation. Students became active
collaborators, co-creators, and advocates for their own education. It was inspiring to see them embrace
opportunities to pursue their interests, research topics of personal significance, and present their
findings to the class. The sense of empowerment they experienced not only enhanced their learning
outcomes but also nurtured their confidence and self-esteem.
Creating a safe and inclusive learning environment remained a priority throughout the third
quarter. I continued to foster an atmosphere of respect, where students felt comfortable expressing
their thoughts and engaging in open dialogue. I encouraged them to actively listen to one another,
valuing and appreciating diverse perspectives. By integrating social-emotional learning activities and
promoting empathy, I witnessed the strengthening of positive peer relationships and the development
of a supportive community of learners. This inclusive environment not only enhanced students'
academic growth but also nurtured their social and emotional well-being.
Metacognition and self-reflection continued to be essential components of my learner-centered
teaching philosophy during the third quarter. I provided regular opportunities for students to reflect on
their learning processes, identify their strengths and areas for improvement, and set goals for personal
growth. Through individual conferences, written reflections, and self-assessments, I encouraged
students to take an active role in monitoring their progress and adjusting their learning strategies
accordingly. This ongoing reflection deepened their understanding of their own learning styles and
allowed them to develop the critical skills necessary for lifelong learning.
As the third quarter draws to a close, I am inspired by the remarkable growth and
transformation I have witnessed in my students. They have evolved into confident, self-directed learners
who are actively engaged in their educational journeys. Their ability to think critically, collaborate
effectively, and communicate their ideas with clarity has been cultivated through the learner-centered
approach. Witnessing their progress reaffirms my belief in the power of this philosophy to shape not
only their academic success but also their personal development.
Moving forward into the final quarter, I am excited to build upon the successes of the previous
quarters. I will continue to refine my instructional practices, seeking innovative strategies and
incorporating emerging technologies to further enhance the student learning experience. I will also
maintain a relentless focus on student voice, choice, and self-reflection, continuously adapting and
evolving my teaching practices to meet the changing needs of my students.
In conclusion, the application of a learner-centered teaching philosophy has had a profound
impact on my classroom throughout the third quarter. It has empowered my students to become active
participants in their education, fostering a love for learning, and equipping them with the essential skills
needed for success in the 21st century. I am honored to have witnessed their growth, and I am eagerly
looking forward to the final quarter of the academic year, where together, we will continue to embark
on a transformative educational journey.
Prepared by: Noted by:

LOIDA G. JUGO MARILOU D. MANGAPOT

 T-I, English HT-III, English
LEARNING PHILOSOPHY: HUMANISM
FOURTH QUARTER: LESSON ON DIFFERENT TYPES OF TEXTS
As I reflect upon the last quarter of this academic year, I am filled with a mix of emotions—
pride, nostalgia, and a sense of accomplishment. The application of a learner-centered teaching
philosophy throughout this quarter has not only deepened the engagement and growth of my students
but has also solidified the transformative impact of this approach on their educational journey.
During the last quarter, I continued to prioritize the implementation of diverse instructional
strategies that catered to the unique learning needs and interests of my students. I leveraged the
knowledge and skills they had acquired throughout the year to design increasingly complex and
challenging learning experiences. By integrating real-world applications, problem-based scenarios, and
collaborative projects, I aimed to foster critical thinking, creativity, and teamwork. Witnessing the
enthusiasm with which my students embraced these opportunities to apply their knowledge and skills
was a testament to the efficacy of a learner-centered teaching philosophy.
Student voice and choice remained a fundamental aspect of my instructional practices
throughout the last quarter. I continued to actively seek feedback from my students, allowing them to
shape the curriculum, select topics of interest, and contribute to classroom decision-making processes.
By offering opportunities for independent research, creative projects, and student-led presentations, I
witnessed the emergence of their unique talents and passions. Students took pride in their work and
became more actively engaged in their learning, demonstrating a level of ownership and autonomy that
I had hoped to cultivate from the beginning.
The creation of a safe and inclusive learning environment remained a priority in the last quarter.
I continued to foster a classroom culture that embraced diversity, respect, and empathy. Through
meaningful discussions, active listening, and the exploration of global issues, students developed a
greater understanding and appreciation for different perspectives. I encouraged them to step outside
their comfort zones, challenge their own assumptions, and engage in constructive dialogue. The bonds
formed and the mutual support that emerged among students created a strong sense of community,
enhancing the overall learning experience for everyone involved.
Metacognition and self-reflection continued to be vital components of my learner-centered
teaching philosophy during the last quarter. I provided students with regular opportunities to reflect on
their learning journeys, assess their growth, and set personal goals. Through journaling, self-
assessments, and individual conferences, students developed a deeper understanding of their learning
processes, strengths, and areas for improvement. This intentional focus on metacognition empowered
them to take ownership of their learning, equipping them with the skills necessary to continue their
educational journey long after the academic year concluded.
As I approach the end of the academic year, I am overwhelmed with a sense of pride and
fulfillment. The impact of a learner-centered teaching philosophy on my students' growth, engagement,
and empowerment has been remarkable. Witnessing their increased self-confidence, intellectual
curiosity, and passion for learning has reaffirmed my belief in the power of this approach.
Looking ahead to future academic years, I am committed to building upon the successes of this
year and further refining my instructional practices. I will continue to seek innovative teaching
strategies, integrate emerging technologies, and adapt my approach to meet the evolving needs of my
students. The learner-centered teaching philosophy will remain at the core of my pedagogical approach,
as it has proven to be a transformative force in nurturing lifelong learners.
In conclusion, the last quarter has been a culmination of the learner-centered teaching
philosophy that guided my instructional practices throughout the academic year. It has been a privilege
to witness the growth and transformation of my students as they become active participants in their
own education. Their achievements are a testament to the power of a student-centered approach, and I
am honored to have been a part of their educational journey.

Prepared by: Noted by:

LOIDA G. JUGO MARILOU D. MANGAPOT

T-I, English HT-III, English