As I reflect on my journey as a Grade 5 MAPEH teacher, I am delighted to have applied

to a learner-centered teaching philosophy throughout the four quarters. There are three types of

learner-centered philosophies of education I have applied throughout the four quarters.

Progressivism focuses on developing the student’s moral compass. Humanism is about fostering

each student to his or her fullest potential. Constructivism focuses on using education to shape a

student’s worldview.

Quarter 1

In the first quarter, I focused on building classroom culture and fostering a love for the

four components of MAPEH, which are Music, Arts, Physical Education, and Health. To

encourage the learners to participate and build their self-confidence, I organized group activities

with differentiated instructions. Such activities included singing, dancing, and showcasing their

artwork. Through those activities, my learners were able to develop their self-confidence as well

as their communication and critical thinking skills, which are vital throughout life.

Quarter 2

I successfully created and cultivated a classroom culture focused on music, the arts,

physical education, and health in the first quarter. As we progressed to the second quarter, I

strengthened the use of technology to develop their enthusiasm and deepen their appreciation for

the topics in the second quarter. Leveraging technology in MAPEH during our session was quite

challenging. It demanded most of my time, effort, and patience in downloading the materials and

paying at my own expense for data consumption. Speaking of technology integration during my

class, I used multimedia presentations, including images or photos of the instruments, films,

audio clips, and animations, to illustrate topics, promote artistic works, and demonstrate physical

education approaches. Thus, using technology in the teaching of MAPEH (Music, Arts, Physical

Education, and Health) in my class really increased the learning experience and made the topic

more interesting and participatory for my learners.

 Quarter 3

Throughout the third quarter, my learner-centered philosophy was focused on building

language competence, boosting cultural awareness, and fostering critical thinking abilities,

collaboration, and sportsmanship among my learners. Such activities included writing a 3-

paragraph essay, dramatization, oral recitation, and gamification. I am confident that I had

established an inclusive and participatory learning atmosphere in which my students were

actively interested in their studies.

Quarter 4

In the fourth quarter, I was even more motivated to help my students widen their

appreciation and comprehension of music from various countries and historical periods. I had

pushed them to produce more intricate art projects that needed preparation and execution, such

as large-scale paintings or 3D art like paper bead making. I encouraged my learners to participate

in different sports and physical activities that had helped them a lot to increase their abilities and

fitness levels. Furthermore, conversations about healthy relationships and decision-making

abilities were encouraged during the fourth quarter.

Throughout the year, I use a range of evaluation approaches to acquire evidence of my

learner’s comprehension and growth. Quizzes, assessments, oral presentations, writing or output

portfolios, and group projects are examples of these approaches. I give timely and constructive

criticism that focuses on both language competency and critical thinking abilities. I also promote

self-assessment and reflection, where students may examine their own progress and establish

objectives for development.

Using a learner-centered approach in MAPEH 5 has not only fostered a love of the music,

arts, physical fitness, and personal well-being in my students, but it has also ingrained in them a

sense of creativity, cultural awareness, and community participation. As a Grade 5 MAPEH

teacher, I am devoted to constantly improving and adjusting my teaching approaches to better

respond to the individual needs and interests of my learners. I think that by putting the learner at

the center of the teaching-learning process, we may stimulate artistic expression, nurture physical

well-being, and empower our kids to become well-rounded individuals who understand the value

of a balanced and healthy lifestyle.