At the beginning of this programme, I did not envision that I needed to change, even though a change in education is inevitable. I assumed once I was delivering the syllabus and maintaining classroom control, I was fulfilling my role. However, I soon realized that transformation in teaching and learning cannot occur unless the educator first acknowledges that change is necessary and it starts with me. Becoming a change agent means making deliberate, reflective decisions that place student learning at the center of every instructional choice.

 

 

 

 

 

 

 

 

 

 

 

Key experiences during the programme motivated me to become a change agent. The philosophy and FIE sessions challenged me to think critically about the “why” behind my actions and to deeply analyze educational issues. I was introduced to pedagogical strategies such as scaffolding, inquiry-based learning, and differentiated instruction; strategies I had not previously used. I did not engage in formal reflective practice before. My teaching moved from one lesson to the next lacking a structured analysis of effectiveness. Engaging in lesson critiques, action research planning, and receiving feedback from tutors/peers during ITP and field days pushed me to reflect deeply a process that is now an essential part of my teaching.
These motivators encouraged changes in my practice as a Business Studies educator. I now write purposeful objectives both cognitive and affective aligned to Bloom’s Taxonomy. I scaffold lessons by breaking down tasks, providing examples, and testing understanding at multiple points. My instruction includes multimodal strategies such as case studies, visuals, student collaboration, and real-world business applications to support diverse learners. I also integrate technology to increase engagement and promote independent exploration.
Powerful lightbulb moments occurred when I saw students who normally remained silent, suddenly contribute meaningfully during lessons. After applying a variety of learning strategies and creating space for student-led thinking, I observed a noticeable growth in their confidence. This reinforced my commitment to intentional planning and student-centered delivery. These experiences affirmed for me that becoming a change agent is not about dramatic reform, but about consistently making purposeful choices that help learners.
As part of my change process, I have started to revise how I assess and give feedback. I now use formative assessments more intentionally and provide feedback that focuses on growth and next steps. Affective questioning has also become part of my practice, helping students emotionally connect with business topics. Additionally, I collaborate with colleagues around lesson planning and assessment, sharing ideas and building reflective teaching culture. These efforts reflect my commitment to influencing teaching and learning in meaningful and sustained ways. 
The journey of me becoming a change agent has been acknowledged and has begun. As David Rudder sings, "The journey now start, the journey now start." I look forward to continuing this journey with greater confidence, stronger purpose, and a deeper understanding of what truly teaching means.