Personal Reflection based on Own School Experience

Personal Reflection based on Own School Experience
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“Personal Reflection based on Own School Experience.”
Looking back, I recall that I once forgot the table of 2 during a preschool program before the fifth step. My teacher asked me how to add two more to 10 to make it 12. I did the same and found it so simple to complete the rest. I asked him if I could try it independently. He smiled and nodded, which led me to crack what a table is all about and how I can complete all other tables unassisted.
Contrarily, during my school days, when I was taking tuition, my English tutor asked me to repeat after him as he read the lesson. I requested him to let me approach it in my preferred way: to listen closely and silently. However, he insisted on repeating after him since this was the only way to improve my pronunciation and reading comprehension. However, it did not work for me, and I did as he said unwillingly.
The abovementioned incidents go a long way toward shaping my teaching theory and connecting with my students. The key takeaway from my experience is that teaching is not all about applying a predetermined methodology and expecting it to work for every learner. For this reason, I like how Headstart Program focuses on the individualized teaching experience. Since I started my career journey as a teacher, I have been drawn toward the philosophical idea of 'individualized instructions,' which involves static content, variable time, and variable methods. This type of method requires instructors to assume the role of the facilitator of learning (Duane, 1973; Cavendish et al., 2016). My affiliation with the idea is based on the understanding of human nature I developed through experience. I have learned that people have considerable variations regarding their core skills, inborn abilities, and tendencies which determine their learning habits. Therefore, the one-size-fits-all approach is subject to antiquity, and dynamic teaching perspectives need to prevail.
In the first case, if the teacher had chastised me for not remembering the table and given me the trick, I would not have been unable to detangle the mystery of the table. It broadened my vision and instilled a sense of confidence and self-reliance. In the second scenario, I was left confused and questioning why I could not go in a generally accepted and effective way. I subconsciously suspected my abilities since I was assuming myself to be a part of a larger group of learners, and, therefore, I was supposed to ensure the same response to each learning method as others. Thus, even though I knew I could do better if the teacher had allowed me to listen to him silently, I doubted if it did not sound like a privilege or if it might mean that I needed special attention, which sounds like a handicap. All these questions kept raking my mind since I was not familiar (nor could one expect someone to be at that age) with the idea of individualized learning.
After having gleaned enough insight from this experience and combining it with my knowledge of theory, I am c...