What Makes a Good Teacher? My Philosophy in Practice

What Makes a Good Teacher? My Philosophy in Practice

One of the most important lessons I’ve learned on the PCET course is that planning is not just a preparatory task, it’s a core part of creating engaging, inclusive learning experiences. Early on, I underestimated the importance of planning. I believed that if I knew my subject well enough, I could just rely on that knowledge in the moment. However, through teaching practice and reflection, I’ve come to understand that learner engagement must be designed into a session deliberately and thoughtfully.

My approach to planning has been shaped by constructivist theories, particularly the work of Jean Piaget and Lev Vygotsky. Piaget (2005) emphasised that learners build knowledge through active experience, and that teaching must consider the learner’s stage of development. This helped me realise that simply presenting information isn’t enough, I need to create activities where learners interact with content in meaningful ways. Similarly, Vygotsky (1978) highlighted the importance of scaffolding and working within the learner’s Zone of Proximal Development. This theory made me more aware of the need to break down complex tasks and provide appropriate support so learners can gradually develop independence. One turning point for me was using Kahoot in a theory-heavy session. I had previously been reluctant to use digital tools in creative subjects like illustration, assuming they wasn't suitable for the creative field. However, I found that using Kahoot helped engage quieter learners, supported instant feedback, and provided a more interactive way to check understanding.

Effective planning also requires clear sequencing, something I initially struggled with. Early sessions I taught had good content, but lacked flow. I’ve since learned to build in clear learning outcomes, logical progression, and opportunities for formative assessment, not just at the end of the lesson, but throughout. Kolb’s (1984) experiential learning cycle was helpful here, particularly the need to move from concrete experience to reflective observation and active experimentation. I now aim to structure my sessions so that learners do something, reflect on it, and apply it, rather than just receive information passively.

My next professional development goal is to continue improving how I plan for formative assessment, using tools such as questioning, peer feedback, and short reflective tasks. I want to ensure learners are not just engaged, but actively processing and applying what they’ve learned throughout the session. Planning used to feel like a behind-the-scenes task, now I see it as a creative, reflective, and essential part of my role as a teacher. It’s where engagement, inclusivity, and learning all begin.

References

Mcleod, Saul. “Kolb’s Learning Styles and Experiential Learning Cycle.” Simply Psychology, Simply Psychology, 19 Mar. 2025, www.simplypsychology.org/learning-kolb.html. Accessed 14 Mar 2025.

Piaget, Jean. “ the Psychology of Intelligence.” The International Library of Psychology , Taylor & Francis 2005, 2005, s3-euw1-ap-pe-df-pch-content-store-p.s3.eu-west-1.amazonaws.com. Accessed 14 Mar 2025.

Vygotsky, Lev. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, 1978. Accessed 14 Mar 2025.