Objective 13

Learner-Centered Teaching Philosophy
Education is constantly evolving, and we teachers must remain ahead of the curve to
ensure that our students receive the best possible education. In order to achieve this goal, we must
become well-versed in our teaching philosophy.
When I think about my role as a teacher, I am constantly reminded that just as we educate
our students that the patient is at the core of care, we should also know that they are at the center
of our teaching philosophy. I believe that all students bring strength and capabilities to the
classroom, and it is my duty to guide and help them access and build upon those attributes that
they already have. In my classroom, in order to demonstrate this learner-centered philosophy,
students must be able to trust their own abilities and see themselves as capable and successful
learners. Student-centered learning can be implemented in a variety of ways, and our role as
teachers should be to facilitate the learning process and empower students to make shared
decisions about their learning.
In my daily teaching, as reflected in my lesson plan for 4 quarters, I demonstrated a

combination of Progressivism, Humanism, and Constructivism. These philosophies served as my
guiding principles, with the primary goal of facilitating learners’ growth and development through
active engagement in the learning process and tailoring instruction to their individual needs. I use
progressivism theory in my teaching because it is centered on the learners’ needs, talents, and
interests. It promotes student engagement as vital to the learning process and encourages students
to find answers to their questions. Thus, a problem-solving approach is also fostered. This
learning approach is also anchored in humanism, which is focused on the whole child's
development. This mindset values what my learners desire and how they want things done, while
also allowing them to enjoy learning. I also developed activities that focused on both the intellect
and feelings of students. Constructivism is another student-centered philosophy that I applied, in
which students engaged in hands-on learning and actively participated in lessons. It fosters critical
thinking and understanding of large ideas rather than mastery of factual facts.
My lesson plans explicitly showed that I used a variety of activities that included
collaboration, an inquiry-based approach, flexibility, and choice. These activities, in general,
promote active learning by involving my learners in the learning process through hands-on
activities, discussions, and problem-solving exercises. They are encouraged to think critically and
creatively, to ask questions, and to explore concepts on their own. Based on the guidelines given
in RPMS-PPST for this school year, only the third and fourth quarter teaching demonstrations
were required to be observed. My lesson plan for the said quarters provided a clear guide for our
raters to see the application of my learner-centered personal teaching philosophy.
In my 3rd and 4th quarter lesson plans, I utilized pictures, editorial cartooning and some
data analysis in discussion to encourage learners to investigate problems, ask and answer
questions, and seek solutions. As teacher, I believe in the power of questions and questioning
strategies to elicit thought. The focus is on fostering curiosity, creativity, and critical thinking
skills. Aside from this, there were also collaborative activities like "Quescussion" in the third
quarter as well as group activities in which students created a concept map in the fourth quarter.
Moreover, there were differentiated activities highlighted in the third quarter that clearly
displayed the progressivism and humanism approach, in which students were free to choose the
task they wanted depending on their skills, talents, and interests. This strategy allowed students
to unleash their unique qualities, aside from experiencing fun and engaging learning.
Meanwhile, utilizing ICT as a learning resource, which was also emphasized in the 4th
quarter, helped learners actively participate in the lesson through exploration and hands-on
learning. This proved that I applied constructivism to the teaching and learning process.
To attain the desired points from the performance indicators, attached herewith is the first
and second quarter lesson plan that presented different activities that applied learner-centered
teaching philosophy.
Overall, by maintaining and adhering to these student-centered philosophies, we teachers

will be able to make the necessary changes to create effective and life-transforming environments
for students.
COT 1
Using questioning techniques,

collaborative and differentiated activities
COT 2
Using questioning techniques, an offline

games, and collaborative activities

Objective 13

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Learner-Centered Teaching Philosophy

In my daily teaching, as reflected in my lesson plan for 4 quarters, I demonstrated a

Overall, by maintaining and adhering to these student-centered philosophies, we teachers

Using questioning techniques,

Using questioning techniques, an offline

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