Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OFFICE OF PANGASINAN II
VILLASIS DISTRICT
UNZAD NATIONAL HIGH SCHOOL

REFLECTION JOURNAL ENTRY OF HIGH SCHOOL SENIOR HIGH SCHOOL TEACHER:

EMBRACING A LEARNER-CENTERED TEACHING PHILOSOPHY ACROSS FOUR QUARTERS

Throughout the first semester of my role as a Senior High School MIL teacher, I have been dedicated to
implementing a learner-centered teaching philosophy in my classes. This approach has been driven by my
belief that students should be active participants in their own learning journey, and it has led to consistent
and meaningful involvement of learners in the teaching-learning process.

FIRST QUARTER
In the first quarter, I focused on the MIL learning competency of Media Analysis and Appreciation. To
engage students actively, I designed lesson plans that incorporated various learner-centered strategies. One
of the most impactful approaches was the creation of a media analysis project since most of my students
doesn’t have the access to the internet or they don’t even have laptops or gadgets to use, I let them use some
alternative to which can still focus on how to make project analysis, where students were given the freedom
to choose a media artifact of their interest, such as a film, advertisement, or online article. Through this
project, students had the opportunity to explore media content that resonated with them personally, enabling
a deeper connection with the learning material.

As part of the media analysis project, students were encouraged to critically analyze the chosen media
artifact, considering its intended message, target audience, and underlying biases. They were also asked to
present their findings to the class, promoting peer learning and collaboration. This allowed students to learn
from their peers' perspectives and experiences, fostering a supportive and inclusive learning environment.

I also integrated group discussions and debates into the lesson plans. This encouraged students to voice their
opinions on various media-related issues, honing their communication and critical thinking skills. By
facilitating these discussions, I was able to guide the students while still valuing their contributions, ensuring
that their voices were heard and respected.

SECOND QUARTER

In the second quarter of my teaching, I have adopted a learner-centered teaching philosophy. This approach
places the student at the center of the learning process, emphasizing their active participation and
engagement in acquiring knowledge and skills.

One of the key aspects of learner-centered teaching is creating a supportive and inclusive classroom
environment. I strive to create a safe space where students feel comfortable expressing their thoughts and
ideas. By encouraging open dialogue and respecting diverse perspectives, I aim to foster an atmosphere that
promotes active learning.
Another important element of learner-centered teaching is providing opportunities for students to take
ownership of their learning. I incorporate various interactive activities such as group discussions, role-plays,
and presentations to encourage students to actively participate in class. These activities not only enhance
their oral communication skills but also promote critical thinking and problem-solving abilities.

Furthermore, learner-centered teaching involves tailoring instruction to meet individual student needs. I
believe in recognizing each student's unique strengths and weaknesses and providing them with appropriate
support and guidance. By offering personalized feedback on their performance, I help students identify areas
for improvement while also acknowledging their achievements.

Through implementing this learner-centered teaching philosophy in my oral communication subject, I have
witnessed significant growth among my students. They have become more confident speakers, effective
communicators, and critical thinkers. Moreover, they have developed a love for learning that extends
beyond the classroom walls.

In conclusion, adopting a learner-centered teaching philosophy has transformed my oral communication

subject into an engaging and enriching experience for both myself as an educator and my students. By
placing the learners at the heart of the learning process, I have witnessed remarkable progress in their
communication skills while fostering a positive classroom environment conducive to growth and
development.

THIRD QUARTER

In the third quarter of my teaching in MIL Media and Information literacy (Grade 11) which is a bit hard for
me or I consider it as challenging, I made sure that I prioritized the needs and interests of my students,
fostering their active participation and engagement in the learning process. As a teacher in the Senior High
School, it was quite hard and challenging to teach some students with the prescribed competencies, yet I
need to do my best to make them feel that they can really learn something even though they can only grasp
what they wanted and not what they need to. I believe that it is crucial to create a classroom environment
where students feel empowered to explore their own ideas, develop critical thinking skills, and cultivate a
love for reading.

One of the key aspects of a learner-centered teaching philosophy is providing students with choices. By
offering a variety of literary texts for them to choose from, I aim to cater to their diverse interests and
backgrounds. This not only allows students to take ownership of their learning but also encourages them to
develop a personal connection with the material.

Furthermore, I believe in incorporating student-centered activities into my lessons. For instance, organizing
group discussions or debates on literary themes or characters enables students to actively participate in
analyzing and interpreting texts. This collaborative approach fosters communication skills and helps
students gain different perspectives on literature.

In addition, I strive to provide timely feedback that focuses on individual growth rather than grades. By
emphasizing the process rather than just the final product, I encourage my students to reflect on their
strengths and areas for improvement. This reflective practice promotes self-awareness and motivates
learners to continuously strive for excellence.
In conclusion, adopting a learner-centered teaching philosophy in literature enables me as an educator to
create an inclusive classroom environment where every student's voice is valued. By providing choices,
facilitating student-centered activities, and offering constructive feedback, I aim to nurture lifelong learners
who appreciate the power of literature and are equipped with essential skills for success beyond the
classroom.

FOURTH QUARTER

In recent years, there has been a shift in educational practices towards learner-centered teaching. This
approach places the student at the center of their own learning experience, allowing them to take ownership
of their education. As a teacher in senior high school, I have witnessed the positive impact of this approach
in the subjects which I handled.

Throughout my journey as an educator both in public and private, I have come to embrace a learner-centered
teaching philosophy. This approach places the student at the center of the learning process, emphasizing
their active engagement and autonomy in acquiring knowledge. As I reflect upon my experiences, I
recognize the profound impact this philosophy has had on both my students and myself.

One key aspect of learner-centered teaching is providing students with choices. In my classroom, I offer a
variety of reading materials that cater to different interests and reading levels. This allows students to select
texts that they find engaging and relevant to their lives. Similarly, when it comes to writing assignments, I
encourage students to choose topics that they are passionate about. By giving them this autonomy, students
become more invested in their work and are motivated to put forth their best effort.

Another important element of learner-centered teaching is fostering collaboration among students. In my

classroom, I incorporate group activities where students can discuss and analyze texts together. This not
only enhances their comprehension skills but also promotes critical thinking and communication skills.
Additionally, peer feedback sessions during the writing process allow students to learn from each other's
strengths and weaknesses.

Furthermore, learner-centered teaching emphasizes individualized instruction and assessment. In my

classroom, I provide personalized feedback on each student's writing assignments, focusing on areas for
improvement while also acknowledging their strengths. This helps build confidence in their abilities as
writers.

Overall, implementing a learner-centered approach in the reading and writing subject has transformed my
classroom into an environment where students actively participate in their own learning journey. They
develop essential skills such as critical thinking, collaboration, and self-reflection while also becoming more
confident readers and writers. As an educator committed to nurturing lifelong learners, I firmly believe that
this approach is crucial for preparing our students for success beyond the walls of our classrooms.

Prepared by:

MICHELLE B. DELOS REYES

Teacher II
FIRST QUARTER SAMPLE ACTIVITIES
SPEECH PERFORMANCE
FIRST QUARTER SAMPLE ACTIVITIES
DEBATE
 THIRD QUARTER SAMPLE ACTIVITIES
VLOGGING/ SOCIAL MEDIA PRESENTATION
SECOND QUARTER SAMPLE ACTIVITIES
TEXTULA/ HAIKU
FOURTH QUARTER SAMPLE ACTIVITIES
REPORTING OR MEDIA BLOADCASTING