Teaching Philosophy
I am most interested in the cultural exchange aspect of international education and language's role in facilitating that exchange. I am drawn to language teaching because of how it can be used to broaden the mind by opening doors to new experiences and interactions. It is a pleasure to have a role in this process as a teacher.
My main aim as a TESOL educator is for my students to gain communicative competence in the most efficient way possible. While most of my lessons are conducted from a Communicative Language Teaching (CLT), student-centered standpoint, I also believe that aspects of other methodologies, such as explicit grammar teaching, have a place in the classroom. My studies have revealed that there is not just one correct method that should be utilized when teaching; therefore I strive to use a variety of techniques when creating and delivering lessons. A diverse use of approaches in the classroom keeps students engaged and is a characteristic of a versatile teacher. |
It is also essential for learners to be taught in a comfortable atmosphere. If students are scared of participating or too nervous to ask questions it makes for a poor learning environment. Instilling a willingness to communicate amongst my students is of the utmost importance when using CLT. Detrimental affective factors such as a lack of self-confidence can have a negative impact on a learner's language acquisition. I constantly strive to create a comfortable and judgment-free learning environment in my classes in order to facilitate negotiation of meaning, introspection, and classroom interaction in general. I have also found that without good teacher-student report or general good will and respect amongst students, class time can be a drag. Not only does a supportive environment promote risk taking and learning, it also allows for a smoother learning process.
I am also a believer in the benefits of authentic and engaging student-student interaction and strive to be an effective facilitator of such discourse. Like Johnson (1995), I think that interesting and debatable topics, "if managed effectively, can be highly constructive, leading to increased student motivation and to higher levels of cognitive development and moral reasoning.” Once a supportive and cooperative classroom atmosphere is achieved, the types and quality of lessons that can be delivered increase greatly. I hope to effectively manage student-student disagreements or discussions in my teaching and turn them into something truly beneficial for everyone's linguistic and cognitive growth.
Furthermore, inspiring a student to learn independently outside of the classroom is one of the most difficult and rewarding accomplishments a teacher can achieve. I believe that it is my responsibility to ensure that lessons are socially and culturally relevant and that meaningful learning with the goal of promoting student autonomy should always be in the back of the teacher's mind during each language lesson. (Kumaravadivelu, 1994)
As a teacher or a student it is often easy to lose focus of the true goals (real life skills and communication) of language learning and to start viewing lessons and assignments as a series of tasks that just need to be completed before the next meeting. It is important not to get caught up in the work mentality ("get it done, move on, and forget about it”). By constantly reminding students of the real life applications of class activities and the ultimate reward of the ability to communicate more effectively, they will be more likely to be motivated and to succeed.
A wise man once said, "investing in education is different than everything else; no one can take it away from you once you have it.” (my grandfather). This is an underlying theme to my teaching philosophy and whether my students are motived to learn English for instrumental, integrative, or intrinsic reasons I always try to emphasize the significance and relevance of their investment so they do not lose sight of the importance of their education.
Works Cited:
Johnson, K. E. (1995). Understanding communication in second language classrooms. Cambridge University Press.
Kumaravadivelu, B. (1994). The postmethod condition:(E) merging strategies for second/foreign language teaching. TESOL quarterly, 28(1), 27-48.
I am also a believer in the benefits of authentic and engaging student-student interaction and strive to be an effective facilitator of such discourse. Like Johnson (1995), I think that interesting and debatable topics, "if managed effectively, can be highly constructive, leading to increased student motivation and to higher levels of cognitive development and moral reasoning.” Once a supportive and cooperative classroom atmosphere is achieved, the types and quality of lessons that can be delivered increase greatly. I hope to effectively manage student-student disagreements or discussions in my teaching and turn them into something truly beneficial for everyone's linguistic and cognitive growth.
Furthermore, inspiring a student to learn independently outside of the classroom is one of the most difficult and rewarding accomplishments a teacher can achieve. I believe that it is my responsibility to ensure that lessons are socially and culturally relevant and that meaningful learning with the goal of promoting student autonomy should always be in the back of the teacher's mind during each language lesson. (Kumaravadivelu, 1994)
As a teacher or a student it is often easy to lose focus of the true goals (real life skills and communication) of language learning and to start viewing lessons and assignments as a series of tasks that just need to be completed before the next meeting. It is important not to get caught up in the work mentality ("get it done, move on, and forget about it”). By constantly reminding students of the real life applications of class activities and the ultimate reward of the ability to communicate more effectively, they will be more likely to be motivated and to succeed.
A wise man once said, "investing in education is different than everything else; no one can take it away from you once you have it.” (my grandfather). This is an underlying theme to my teaching philosophy and whether my students are motived to learn English for instrumental, integrative, or intrinsic reasons I always try to emphasize the significance and relevance of their investment so they do not lose sight of the importance of their education.
Works Cited:
Johnson, K. E. (1995). Understanding communication in second language classrooms. Cambridge University Press.
Kumaravadivelu, B. (1994). The postmethod condition:(E) merging strategies for second/foreign language teaching. TESOL quarterly, 28(1), 27-48.