1. Introduction
Everyone has a core belief in their fundamental responsibility of their workplace. All
these beliefs lead to fulfilling a best practice and avoid any misconception that may
happen. My teaching philosophy statement includes my beliefs, values, visions, and
views of the educational system and personal experiences related to the teaching or
students learning. Therefore, I think students learn better through collaborative learning
activities, stimulate an effective environment through the time management, positive
discipline, and smooth transition. During my educational experiences, I had some
suggestion from my Monitoring school Teachers and Monitoring College Teachers to
enhance these areas for best progression. This feedback creates the motivation to
believe in them and improve my teaching.
Collaborative learning
The use of collaborative learning activities is to support the learning process, motivate
learning and expand the ideas through learning the concepts. I fully believe that
collaborative learning is a useful technique to assess student understanding of lesson
content. In order, some students are external learners, which clear that this strategy will
help them to participate in the class and improve their abilities (Bruffee, 1999).
According to the professionalism and understanding competency, the collaborative
work raises the concepts and build a relationship among learners, which enhance
learning (Teaching Competencies. n.d.). Due to my beliefs on the effectiveness of the
collaborative learning activities, I linked it directly to my Professional Development
Plan goal 1 and my Action research topic. I used to involve this technique to my courses
application to study more about it and expand my knowledge.

2. Time management
I believe that educations’ system target to improve the quality of learning, which lead
me as a teacher to raise the self-improvement and regulation. I strongly believe that
teacher has to reform her techniques to select suitable rules for the pupils to reach the
best performance. Having a specific time put the teacher under pressure, but with
provide a suitable plan and manage the class time raise the students' attention to the
lesson's concepts. (Emmer, Evertson & Anderson, 1980). According to my experiences,
as a teacher, I was having an issue with managing the time and activities order. The
students were unable to improve their knowledge of the concepts because of the gaps
between the ideas. After developing this area, students was able to gain the transferred
information easily and in the smooth way (Brophy, 1983). From my perspective, my
value of control the class time is to open the door for the learners to learn the concepts
of the lesson in an organized way to ensure covering all the learner needs. To improve
this side; I used my Professional Development Plan Goal 2 as the main resource for my
application of the solution.
Positive discipline
I have the full beliefs of there is no limitation of the education. It is not like submit an
assignment or passing the exam. It is a process that started from the day you birth until
the moment you die (Krishnamurti, n.d.). To apply this belief in my progression
process, I used to provide the positive discipline in my class to encourage student for
learning. This strategy shows a positive improvement on the students' learning.
Additionally, I believe that positive discipline strategy empowered me as a teacher to
aware students about the importance of following the classroom rules and clarify the
impact of respecting the rules. I believe that Learner can learn comfortably with
knowing the rules that lead to reducing the misbehavior during the learning process
(Evertson, 1994).

3. Smooth Transition
Part of demonstrating my beliefs in classroom management is to represent the
Implementing and Managing Learning, which is one of the teaching competencies
through having a smooth transition between activities (Teaching Competencies. n.d.).
Especially the collaborative learning activities where the students put a lot of
concentration on it. During my teaching practice, I received positive feedbacks from
my Monitoring School teachers clarify that I move very smoothly between activities,
which keep students engaged and motivated with me.
Conclusion
In conclusion, those beliefs are part of my self-regulation and improvement process.
They are essential to me as a teacher because it enhance my professionality and help to
clear the path of my teaching techniques for best performance. Furthermore, I’m
seeking to be a creative and originative teacher to be one of the powers who can improve
the society.

4. References:
Brophy, J. E. (1983). Classroom organization and management. The elementary
school journal, 83(4), 265-285.
Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence,
and the authority of knowledge. Johns Hopkins University Press, 2715 North
Charles Street, Baltimore, MD 21218-4363.
Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom
management at the beginning of the school year. The Elementary School
Journal, 80(5), 219-231.
Evertson, C. M. (1994). Classroom management for elementary teachers. Allyn &
Bacon, A Division of Simon & Schuster, Inc., 160 Gould Street, Needham
Heights, MA 02194
Krishnamurti, J. (n.d.). Jiddu Krishnamurti Quotes. Retrieved from brainyquote:
http://www.brainyquote.com/quotes/quotes/j/jiddukrish395484.html
Teaching Competencies. (n.d.). Student Teacher Competencies: Year 4. In My Learn:
Blackboard. Retrieved from: https://mylearn.hct.ac.ae/bbcswebdav/pid-
3294819-dt-content-rid-4614231_1/xid-4614231_1