Life of a Teacher : Task 2.3- A Journey of Responsibility, Reflection, and Becoming the Teacher I’m Meant to Be

A Journey of Responsibility, Reflection, and Becoming the Teacher I’m Meant to Be

Completing the three days in the “Life of a Teacher” routine was one of the most transformative parts of my Teaching Experience. It pushed me to step fully into the role of a teacher  - not just teaching lessons, but embracing all the responsibilities that come with the profession. Over these three days, I experienced the reality of a teacher's workload: early morning preparation, active teaching, classroom management, marking, admin tasks, and being emotionally present for every learner. Although it was a lot to carry, it helped me see just how much I have grown.

During the first four weeks of Teaching Experience, I often felt unsure of myself. I was still observing my mentor teacher, understanding the school routines, and slowly taking on portions of the teaching load. The responsibilities felt heavy at times, and I relied a lot on guidance and reassurance. By the last four weeks, however, something shifted. I walked into each day feeling more confident in my planning, my teaching, and my ability to manage the classroom. I had developed an understanding of my learners and established a teaching rhythm that worked for us. Taking on full responsibility during the “Life of a Teacher” days didn’t feel overwhelming anymore - instead, it felt like the natural next step in my journey.

One of the biggest challenges I faced was teaching Mathematics. It has never been my strongest subject, and at first, I felt nervous about whether my learners would pick up on my uncertainty. But I made an intentional effort to stay positive and confident. Before each Maths lesson, I hyped myself up, prepared thoroughly, and reminded myself that I am capable of teaching it well. I also incorporated playful mental maths activities - games, quick competitions, and movement-based strategies - to make the lessons enjoyable and interactive. This helped both me and my learners relax, engage, and have fun during Maths time. Overcoming the challenge helped me realise that teaching is as much about mindset and approach as it is about content knowledge.

My Beginner Teacher Competency Survey was another eye-opening moment. Comparing my initial and final self-evaluations, I could clearly see my growth. In the beginning, I rated myself mostly in the “Developing” category because I still felt unsure about my classroom management, assessment skills, and ability to adapt lessons for diverse learners. By the end of TE, I rated myself confidently in the “Competent” and “Proficient” ranges. I now feel ready to enter the profession - not because I think I know everything, but because I have developed a solid foundation and the reflective mindset needed to keep growing.

The feedback from my mentor teacher confirmed this growth. She rated me highly across all exit level outcomes: a 4 for subject and pedagogical knowledge, a 4 for adapting teaching to diverse learners, and a 5 for assessment and professional reflection. Her final comments were deeply encouraging - she described me as passionate, patient, creative, and an asset to any school. She said I teach with love and value every learner, which is exactly the kind of teacher I aim to be.

Reflecting on this entire experience, I feel proud, grateful, and inspired. The three days in the “Life of a Teacher” showed me that I am capable, resilient, and ready to take on the responsibilities of a beginner teacher. This journey has shaped my identity as an educator and strengthened my passion for teaching. It reminded me why I chose this profession - to impact learners with warmth, creativity, and genuine care, every single day.