HOPEACADEMY
ACI2609
October 2025 Portfolio Examination
DUE 20 OCTOBER 2025
2025
Question 1
Personal Teaching Philosophy (25)
Personal Beliefs about Teaching and Learning
0 7 6 4 0 3 1 2 2 9
,ACI2609 Teaching EFAL Writing and Presenting in the IP
October 2025 Portfolio Examination
DUE 20 OCTOBER
Question 1
Personal Teaching Philosophy (25)
Personal Beliefs about Teaching and Learning
My teaching philosophy is deeply personal and shaped by my experiences
with children in the classroom. I believe that every child is capable of learning,
but they need to feel emotionally safe, respected, and encouraged to take
risks. When learners feel valued, they are more likely to engage, ask questions,
and express themselves. I see learning not as a fixed process but as a journey
that grows through curiosity, play, and meaningful interaction. Children learn
best when they are actively involved, when they can explore ideas, and when
they feel that their voices matter.
Teaching, for me, is about building strong relationships with learners. It’s
about knowing their interests, understanding their challenges, and helping
them discover their strengths. I believe in a learner-centred approach where
children are not passive receivers of information but active participants in
their own learning. This means giving them choices, encouraging
collaboration, and creating space for creativity.
According to Vygotsky (1978), social interaction is key to cognitive
development. He believed that children learn through dialogue and shared
experiences with others. I try to apply this by creating a classroom
environment where learners feel free to ask questions, share ideas, and learn
from one another. Group work, peer discussions, and storytelling are regular
parts of my teaching. I also make sure that mistakes are seen as part of
learning, not something to be feared. In this way, my teaching philosophy
, supports not only academic growth but also emotional and social
development.
The Ideal Layout and Organisation of My Intermediate Phase Classroom
In my ideal Intermediate Phase classroom, the physical environment plays a
key role in supporting learning and building a sense of community. I believe
that when children walk into a space that feels warm, colourful, and
thoughtfully arranged, they feel more motivated to learn. Flexible seating—
such as cushions, group tables, and individual desks—allows learners to
choose where they feel most comfortable, whether they’re working alone, in
pairs, or in small groups. This setup encourages collaboration and gives
learners a sense of ownership over their learning.
I also include quiet reading corners with beanbags and shelves filled with age-
appropriate books to promote a love for reading. Creative writing stations
with paper, coloured pens, and prompts help spark imagination. Visual aids
like charts, labelled diagrams, and word walls support language development
and make learning visible. Learner-created posters and displays celebrate
their work and build pride.
Resources such as dictionaries, storybooks, and writing tools are placed
within reach to encourage independence. According to Tomlinson (2001), a
well-organised classroom supports differentiated instruction and helps meet
diverse learning needs. I believe the classroom should reflect values like
respect, creativity, and teamwork—because when learners feel seen and
supported, they thrive.
Language Learning Theory Guiding My Classroom Practices
One language learning theory that guides my practice is Krashen’s Input
Hypothesis. Krashen (1982) argues that learners acquire language best when
they are exposed to meaningful and understandable input slightly above their
current level. In my EFAL writing classroom, I use shared reading, storytelling,
and scaffolded writing tasks to provide rich language input. I also encourage
peer feedback and group writing activities to support language development
ACI2609
October 2025 Portfolio Examination
DUE 20 OCTOBER 2025
2025
Question 1
Personal Teaching Philosophy (25)
Personal Beliefs about Teaching and Learning
0 7 6 4 0 3 1 2 2 9
,ACI2609 Teaching EFAL Writing and Presenting in the IP
October 2025 Portfolio Examination
DUE 20 OCTOBER
Question 1
Personal Teaching Philosophy (25)
Personal Beliefs about Teaching and Learning
My teaching philosophy is deeply personal and shaped by my experiences
with children in the classroom. I believe that every child is capable of learning,
but they need to feel emotionally safe, respected, and encouraged to take
risks. When learners feel valued, they are more likely to engage, ask questions,
and express themselves. I see learning not as a fixed process but as a journey
that grows through curiosity, play, and meaningful interaction. Children learn
best when they are actively involved, when they can explore ideas, and when
they feel that their voices matter.
Teaching, for me, is about building strong relationships with learners. It’s
about knowing their interests, understanding their challenges, and helping
them discover their strengths. I believe in a learner-centred approach where
children are not passive receivers of information but active participants in
their own learning. This means giving them choices, encouraging
collaboration, and creating space for creativity.
According to Vygotsky (1978), social interaction is key to cognitive
development. He believed that children learn through dialogue and shared
experiences with others. I try to apply this by creating a classroom
environment where learners feel free to ask questions, share ideas, and learn
from one another. Group work, peer discussions, and storytelling are regular
parts of my teaching. I also make sure that mistakes are seen as part of
learning, not something to be feared. In this way, my teaching philosophy
, supports not only academic growth but also emotional and social
development.
The Ideal Layout and Organisation of My Intermediate Phase Classroom
In my ideal Intermediate Phase classroom, the physical environment plays a
key role in supporting learning and building a sense of community. I believe
that when children walk into a space that feels warm, colourful, and
thoughtfully arranged, they feel more motivated to learn. Flexible seating—
such as cushions, group tables, and individual desks—allows learners to
choose where they feel most comfortable, whether they’re working alone, in
pairs, or in small groups. This setup encourages collaboration and gives
learners a sense of ownership over their learning.
I also include quiet reading corners with beanbags and shelves filled with age-
appropriate books to promote a love for reading. Creative writing stations
with paper, coloured pens, and prompts help spark imagination. Visual aids
like charts, labelled diagrams, and word walls support language development
and make learning visible. Learner-created posters and displays celebrate
their work and build pride.
Resources such as dictionaries, storybooks, and writing tools are placed
within reach to encourage independence. According to Tomlinson (2001), a
well-organised classroom supports differentiated instruction and helps meet
diverse learning needs. I believe the classroom should reflect values like
respect, creativity, and teamwork—because when learners feel seen and
supported, they thrive.
Language Learning Theory Guiding My Classroom Practices
One language learning theory that guides my practice is Krashen’s Input
Hypothesis. Krashen (1982) argues that learners acquire language best when
they are exposed to meaningful and understandable input slightly above their
current level. In my EFAL writing classroom, I use shared reading, storytelling,
and scaffolded writing tasks to provide rich language input. I also encourage
peer feedback and group writing activities to support language development
