Teaching Philosophy
I believe that teachers need to have a good balance in their lessons and management. This means both accuracy and fluency, input and output, interaction and individual reflection, communicative and controlled activities, and individual words and chunks of language needs to be addressed in lessons. This will help equip students to process and produce English in diverse ways.
Teachers also need to be intentional about setting goals. As a new teacher, I have countless experiences of falling into a lesson planning “abyss” where I lose sight of what my main teaching objectives are. I still find it difficult to spend adequate time forming my lesson objectives within time constraints, but my studies in Biola University’s TESOL program have helped me see the value and potential benefits of doing so in the long run. This same concept applies to professional development as well. Instead of simply going through the motions of being an English instructor, I can set goals for myself to pursue excellence in teaching by attending and presenting at professional conferences, learning from others, and reading various resources. I believe professional development helps teachers to see outside of their “box” of their daily routine and familiar teaching setting.
Knowing the students and being mindful about the teaching context is crucial. No matter how great a lesson is in the eyes of the teacher, it may completely flop if it does not connect well with the students’ cultural and linguistic backgrounds, learning styles, and interests. Teaching should never be a one-way ordeal and it requires effort on the teacher’s part to get to know the students and pursue student-centered teaching. I believe this is central for increasing motivation and letting the students know that their voice matters. After all, issues surrounding affect and motivation are just as important as learning strategies. Additionally, teachers should be aware of what is available and appropriate in their teaching setting. Does the institution support technology in the classroom? Are there certain topics teachers should avoid in class discussions? These questions are important for being culturally competent and resourceful.
Lastly, I believe that teaching is a process. There is always something new to learn, whether it may be teaching strategies, classroom management methods, apps and websites, or cultural facts. By keeping this in mind, I can focus on growing as a teacher: growing from my mistakes, growing with other teachers, and growing as a life-long learner.
Teachers also need to be intentional about setting goals. As a new teacher, I have countless experiences of falling into a lesson planning “abyss” where I lose sight of what my main teaching objectives are. I still find it difficult to spend adequate time forming my lesson objectives within time constraints, but my studies in Biola University’s TESOL program have helped me see the value and potential benefits of doing so in the long run. This same concept applies to professional development as well. Instead of simply going through the motions of being an English instructor, I can set goals for myself to pursue excellence in teaching by attending and presenting at professional conferences, learning from others, and reading various resources. I believe professional development helps teachers to see outside of their “box” of their daily routine and familiar teaching setting.
Knowing the students and being mindful about the teaching context is crucial. No matter how great a lesson is in the eyes of the teacher, it may completely flop if it does not connect well with the students’ cultural and linguistic backgrounds, learning styles, and interests. Teaching should never be a one-way ordeal and it requires effort on the teacher’s part to get to know the students and pursue student-centered teaching. I believe this is central for increasing motivation and letting the students know that their voice matters. After all, issues surrounding affect and motivation are just as important as learning strategies. Additionally, teachers should be aware of what is available and appropriate in their teaching setting. Does the institution support technology in the classroom? Are there certain topics teachers should avoid in class discussions? These questions are important for being culturally competent and resourceful.
Lastly, I believe that teaching is a process. There is always something new to learn, whether it may be teaching strategies, classroom management methods, apps and websites, or cultural facts. By keeping this in mind, I can focus on growing as a teacher: growing from my mistakes, growing with other teachers, and growing as a life-long learner.