BTE2601
PORTFOLIO
SEMESTER 2 2026
UNIQUE NO.
DUE DATE: 2 OCTOBER 2026
,Becoming a Teacher - BTE2601
PORTFOLIO Semester 2 2026
TASK 1: THE TEACHER AS A REFLECTIVE PRACTITIONER
Discuss Your Teaching Philosophy – 20 Marks
1.1 Three core teaching beliefs
Belief 1: Every learner is capable of learning and should be treated with respect
I believe that every learner has the potential to learn, although learners may differ in
their abilities, backgrounds, experiences and pace of learning. My role as a teacher is
therefore to create opportunities for all learners to participate and to provide appropriate
support rather than assuming that some learners are naturally incapable of succeeding;
this is consistent with the South African curriculum's emphasis on inclusivity and
addressing barriers to learning.
Belief 2: Learners learn more effectively when they actively participate
I believe that learning should not be limited to listening to the teacher because learners
develop deeper understanding when they discuss ideas, ask questions, investigate
problems and apply knowledge. The National Curriculum Statement similarly promotes
active and critical learning rather than rote and uncritical learning.
Belief 3: A positive relationship between teacher and learner supports meaningful
learning
I believe that learners need to feel respected, safe and valued before they can
confidently participate, make mistakes and ask for help. A caring teacher therefore pays
attention not only to academic progress but also to learners' emotional and social
needs, reflecting Noddings' view that caring relationships are an important part of
educational practice.
, 1.2 Influence of these beliefs on classroom decisions and practices
Belief 1: Every learner can learn
This belief will influence me to avoid labelling learners according to their previous
academic performance. I will use differentiated activities, additional explanations, peer
support and different learning resources where necessary. I will also monitor individual
progress instead of expecting every learner to reach the same outcome in exactly the
same way.
Example: If a Grade 4 learner struggles to understand fractions using numbers alone, I
could use bottle tops, pieces of paper or drawings to represent fractions before
returning to numerical calculations. This would allow the learner to approach the same
concept through a more concrete method.
Belief 2: Active participation improves learning
This belief will influence the way I organise lessons because I will not make teacher talk
the only method of instruction. I will use questioning, pair work, group discussions,
demonstrations, investigations and learner presentations. Such methods can also help
learners develop communication, teamwork, problem-solving and critical-thinking
abilities, which are among the competencies identified in the National Curriculum
Statement.
Example: Instead of simply explaining water pollution, I could place learners in groups
and ask them to identify possible sources of pollution in their community and suggest
practical solutions. Each group could then present its findings to the class.
Belief 3: Caring relationships matter
This belief will influence my classroom management because I will try to correct
behaviour without humiliating learners. I will establish clear expectations while also
listening to learners and understanding circumstances that may affect their participation.
A caring approach does not mean allowing unacceptable behaviour; rather, it means
PORTFOLIO
SEMESTER 2 2026
UNIQUE NO.
DUE DATE: 2 OCTOBER 2026
,Becoming a Teacher - BTE2601
PORTFOLIO Semester 2 2026
TASK 1: THE TEACHER AS A REFLECTIVE PRACTITIONER
Discuss Your Teaching Philosophy – 20 Marks
1.1 Three core teaching beliefs
Belief 1: Every learner is capable of learning and should be treated with respect
I believe that every learner has the potential to learn, although learners may differ in
their abilities, backgrounds, experiences and pace of learning. My role as a teacher is
therefore to create opportunities for all learners to participate and to provide appropriate
support rather than assuming that some learners are naturally incapable of succeeding;
this is consistent with the South African curriculum's emphasis on inclusivity and
addressing barriers to learning.
Belief 2: Learners learn more effectively when they actively participate
I believe that learning should not be limited to listening to the teacher because learners
develop deeper understanding when they discuss ideas, ask questions, investigate
problems and apply knowledge. The National Curriculum Statement similarly promotes
active and critical learning rather than rote and uncritical learning.
Belief 3: A positive relationship between teacher and learner supports meaningful
learning
I believe that learners need to feel respected, safe and valued before they can
confidently participate, make mistakes and ask for help. A caring teacher therefore pays
attention not only to academic progress but also to learners' emotional and social
needs, reflecting Noddings' view that caring relationships are an important part of
educational practice.
, 1.2 Influence of these beliefs on classroom decisions and practices
Belief 1: Every learner can learn
This belief will influence me to avoid labelling learners according to their previous
academic performance. I will use differentiated activities, additional explanations, peer
support and different learning resources where necessary. I will also monitor individual
progress instead of expecting every learner to reach the same outcome in exactly the
same way.
Example: If a Grade 4 learner struggles to understand fractions using numbers alone, I
could use bottle tops, pieces of paper or drawings to represent fractions before
returning to numerical calculations. This would allow the learner to approach the same
concept through a more concrete method.
Belief 2: Active participation improves learning
This belief will influence the way I organise lessons because I will not make teacher talk
the only method of instruction. I will use questioning, pair work, group discussions,
demonstrations, investigations and learner presentations. Such methods can also help
learners develop communication, teamwork, problem-solving and critical-thinking
abilities, which are among the competencies identified in the National Curriculum
Statement.
Example: Instead of simply explaining water pollution, I could place learners in groups
and ask them to identify possible sources of pollution in their community and suggest
practical solutions. Each group could then present its findings to the class.
Belief 3: Caring relationships matter
This belief will influence my classroom management because I will try to correct
behaviour without humiliating learners. I will establish clear expectations while also
listening to learners and understanding circumstances that may affect their participation.
A caring approach does not mean allowing unacceptable behaviour; rather, it means
