_{Considering the learning experience during EDUPPPEYP1 and the experience learning I have had prior to this course through EDUEYP1 and EDUEYP2, I can identify how each experience contributed to my future as an aspiring teacher. Collectively, they have strengthened my knowledge on children learning process, sharpened my teaching philosophy and reinforced my beliefs of inclusion, reflection and collaboration. My initial perception of teaching was limited to a focus on providing the content and keeping the order during the beginning of my studies.}

_{However, this has now changed once I got exposed to theories of Piaget, Vygotsky, Bronfenbrenner and Maslow, and when I found these theories in actual classroom settings in my school placement. I have learned teaching is much more than teaching, but facilitating, observing and adapting. I also noted the manner in which children learn through the facilitated interaction and social peer learning, in accordance with Vygotsky theory (1978) which discusses social learning and Zone of Proximal Development. This motivated me to design learning activities in which each child is able to contribute, exchange ideas, and support each other in.
During my time of placement, I observed the way differentiation and inclusion is not merely a method of instruction, but an attitude. As an example, I realized that separating students based on their abilities reduced participation and thus reconstructed the exercises so that students could work together, particularly in terms of abilities, do more difficult tasks where they could move out of their comfort zone. This method was in line with of Universal Design of Learning principles (CAST, 2020) that offer various ways of engagement, representation, and expression.}

_{Since that time, I started to perceive that inclusion is the key to effective teaching, providing every child with a sense of respect, support, and motivation. The importance of play-based learning and creativity was also enforced to me in my courses. Erikson and Dewey theories (1950 and 1938) pointed to the fact that during active exploration and constructive experiences children create knowledge. This I could personally see happening specifically in lessons as there was curiosity in terms of manipulatives, games, storytelling, all of which boosted engagement. This experience made me change my faith: play is not not related to learning, it is learning. My new goal is to set up lessons in such a way that the learning process will be incentivized by curiosity, imagination, and critical thinking.}

_{Another major growth area in me was reflection and self-evaluation. The process of reflective practice has been an important construct in PPP1 that transformed me into a teacher. After each observation I was able to review what was effective, what failed and how I can approach my practice in assistive ways to the needs of the students. The comments offered by my mentor challenged me to advance what was being offered as quickly as possible such as having improved transitions, interrogation techniques and grouping of students. This series of perpetual meditations rendered me an obedient sideliner, an active and conscious practicing person, ready to learn as much as the pupils.}

_{One other fact that I was able to comprehend is that teaching is a community. During the time when I was observing my mentor teacher with other teachers and parents, I have learned that the communication outside the classroom is significant. The results of family engagement to enhance consistency and student achievement were exhibited in the weekly parent messages, progress cards and follow-ups of nonattending students. The UAE National Educators Competency Framework (ECAE, 2024) defines such partnerships as the need, and now I recognize it as one of my professional obligations to maintain an open and respectable dialogue with families and other educators.}

_{Technology has been the main object of my philosophy. My learning experience with my mentor combined with Canva, Quizizz, and AI-based math games helped me to make the learning process interesting and significant. Such tools do not only appeal to the students but they equip them to a digital and problem-driven future. The need to be integrated with innovation and equip students with lifelong learning, as mentioned by the Future Cultivator domain in the NECF, is something that teachers need to address. It has prompted me to keep searching digital materials that involve creativity and pedagogy.}

_{Altogether, these experiences have developed my teaching philosophy and made it one based on inclusion, reflection, and growth. I consider myself as one who fosters interest, valuing cultural identity, establishing links among home, school and community. I aspire to establish a classroom in which students are comfortable enough to risk, are encouraged to take risks, and are encouraged to learn joyfully and confidently. In the future, I will constantly develop my abilities as a reflection, collaborative, and future-oriented educator, which will help guarantee that I embrace the principles of an ethical and effective educator, which in the UAE context.}