SECTION E- TRANSFORMATIONS

2) Agent of Change

My experiences in the Diploma in Education Programme have helped me transition from

being an untrained teacher to an agent of change more driven and dedicated to improving my

practice and making a difference in the lives of my students. My decision to become an agent of

change is motivated my desire to become a life–long learner capable of improving students’

learning opportunities, meeting their changing needs and stimulating their interest.

My first attempt to influence teaching and learning at my school was my decision to pursue

the Diploma in Education Programme. This was necessary to improve my teaching practice and

efficacy by receiving knowledge and skills specific to teaching. The training and experience I

received during this Programme has guided all of my efforts as a change agent.

By improving my teaching philosophy and approach to the teaching-learning process I have

become more responsive to the needs of my students. I have begun making my classes more

student-centered by using students’ personal experiences, feelings and previous knowledge to

help them connect social studies to their everyday lives. This has resulted in a shift in the focus

of my lessons from the cognitive to the affective because students’ feelings and attitudes now

play an important part in my teaching and learning process. My decision to make these changes

has been influenced by my experiences during teaching practice sessions where I witnessed the

positive impact student-centered learning has on student interest, engagement and performance.

As an agent of change I have also taken steps to cater to the diverse learning needs of my

students by tailoring instruction to suit their individual learning styles. I have begun

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incorporating strategies such as cooperative learning and role play into my lessons to increase

learning by teaching students the way they learn best. My experience using these strategies

during my action research exposed me to the positive impact they have on increasing student

interest and improving critical thinking.

In my role as agent of change I developed an integrated approach to curriculum development

in my attempt to improve students’ learning opportunities. I have begun collaborating with

teachers in other subject areas to help them connect common concepts and apply their skills

across pedagogical areas. My exposure to the impact curriculum integration has on increasing

student engagement at Tabaquite Roman Catholic Primary School, influenced my decision to

adopt this practice.

Another step I have taken to improve teaching and learning at my school is integrating

technology in the classroom. Capitalizing on student interest and expertise in technology use, I

have begun allowing students to use their mobile phones and other electronic devices to share

notes, conduct research and record videos for assessments. My motivation to adopt this practice

was the positive feedback I received during teaching practice sessions when videos were used to

capture student’s attention.

The experience, exposure and knowledge I gained throughout the Pedagogy as Process

course is responsible for the actions I have taken to improve teaching and learning at my school.

In order to remain responsive to my students’ needs and improve my practice I intend to conduct

further action research and continue incorporating the strategies I have learned throughout the

course.