Growing up in an agricultural-oriented family, I have always been fascinated by the noble profession. This interest motivated me to pursue a Bachelor of Science Degree in Agricultural Education at The College of Agriculture Science and Education. My zeal to teach agricultural classes was instilled from my secondary educational level, where my agriculture teachers Mrs. Thomas, Mr. Brown, and other department members continuously encouraged and motivated me to acquire my qualifications in the field. This passion, coupled with the encouragement from my colleagues and peers, drove me to this career path.

Before taking this course on Psychology of Teaching and Learning, I had a simplistic approach to educating students on Agriculture at the secondary level. I believed that organizing the content and teaching accordingly was the best approach to ensure that students learned. As Agriculture is a practical subject, I did not anticipate any challenges in teaching certain topics, as proper demonstrations would have been incorporated. However, according to Piaget, this organized approach is referred to as a schema in his theory of cognitive development. Piaget (1952, p. 7) defined a schema as "a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning" (Jean Piagets Stages of Cognitive Development, 2020). Through this course, I learned that there is more to teaching than just organizing content; you have to understand the cognitive development of your students and adjust your teaching methods accordingly.

I am naturally interested in teaching, and my passion for the subject only adds to my devotion as an aspired teacher. It is not just a form of income for me, but a range of activities done out of enjoyment and genuine adoration for the subject.

In Section B, I reflect on my continued interest in teaching an agricultural class despite my almost completed psychology course. As I have gained new knowledge and understanding from this current course, my perspective towards teaching has been reshaped. I now recognize that teaching is not solely about presenting students with content for learning. Instead, it requires a comprehensive understanding of individual differences in cognitive abilities and learning styles. Howard Gardner's theory of multiple intelligence supports this view. Gardner suggests that every individual has unique ways of comprehending and learning information, such as Linguistic, Logical/Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist intelligence. As a result, my approach to agriculture teaching aims to create opportunities for students to utilize their preferred methods of learning.

Furthermore, my study of psychology has taught me important principles in classroom management, such as mutual respect between teachers and students. To maintain discipline and order in the classroom, I should avoid calling out students in front of their peers, instead, establishing boundaries while promoting a respectful and accepting classroom environment. My experience has also highlighted the importance of acting as a facilitator in teaching, guiding students to acquire information from various resources instead of solely providing them with content.

In summary, my psychology course has expanded my knowledge and reshaped my approach towards teaching an agricultural class. By prioritizing individual differences in cognitive abilities and learning styles and promoting mutual respect in the classroom, I aim to create positive and productive learning environments for my students.

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