As a teacher of English as a foreign language, I have learned that there are a diversity of factors that influence successful language learning and teaching. Having taught several different levels of English learners from various cultural backgrounds, I have found that a successful teacher is responsible for two main components. First and foremost, it is imperative that teachers approach each lesson with the goal of promoting inductive, independent learning and problem-solving skills whenever possible. Secondly, it is equally crucial for teachers to create opportunities for student interaction and the sharing of different perspectives. Maintaining a student-centered classroom that is rich with opportunity for collaborative learning is the cornerstone of a successful language learning classroom. Based on my experience, my approach to teaching has been influenced by these two core notions.
As a teacher, my primary goal is to foster independence in my students and equip them with the necessary problem-solving skills and inductive reasoning to become effective communicators in their new language. This is best illustrated by my experience teaching an intermediate listening and speaking class how to make formal and informal requests. To start, I first considered what I wanted my students to be able to do once they leave my class. Knowing that I not only wanted them to learn the correct grammar form but also be creative and resourceful when faced with problems, I decided on an activity in which pairs of students are given worksheets with a written request and a corresponding situation/location and formality. While student A spoke a written request out loud, their partner had to guess what the situation or location was based on the request. If they could not correctly do so, Student A was required to produce a different request which could be used in that same situation but hopefully with enough extra detail so their partner could infer what the situation could be. By employing an activity that required them to be innovative and spontaneous, I found that “problem-solving makes students more active participants in the learning process” (Snow 164) and that by using an inductive approach, “[students are allowed] to try a structure out before you explain it” (Snow 164) and thus they are able to take initiative and experiment with the language.
In “The Student-Centered Classroom, author Leo Jones states, “[when] students become more independent and resourceful, they’ll stop thinking ‘I don’t know the right word, so I can’t say what I want to say’ but rather ‘I don’t know exactly the right words, but I’ll try to find other words to say what I mean’” (25), and I believe my role as an educator is to instill this precise mindset in all of my students. I believe that true growth and progress comes from self-discovery and learning through context. Ensuring that my students are able to focus on expressing themselves fluently rather than the accuracy of their grammar is essential in effective teaching.
While my goal is to build and encourage independence in my students, my approach to teaching is also influenced by communicative methods and the promotion of collaborative interaction. This idea is clearly demonstrated by my experience in a beginner level grammar class in which the lesson was present progressive. For this class, I opted for activities that allowed my students to practice the grammar verbally as well as in writing. While lesson planning, I imagined having them act out present progressive verbs during a game of charades would make the perfect engaging and communicative activity to practice the grammar. However, upon reflection after class, it became clear to me that my lesson actually did not lend much opportunity for students to collaborate and interact in a meaningful way. Specifically, they did not have the chance to make decisions about which verbs they could use in present progressive and they were simply repeating the same phrases and sentences each time.
In retrospect, I realized that the lesson would have resulted in the development of stronger communicative competence had I provided sufficient opportunity for my students to interact and share different opinions and ideas. Moreover, any information gaps in their knowledge could have been filled by output from their peers. Specifically, since this particular class was more reserved or less inclined to ask questions in front of the class, I also realized it would have been beneficial to have them discuss the charade verbs in pairs or groups before beginning the activity. Reflecting on this experience, I found that “meaningful communication results from students processing content that is relevant, purposeful, interesting, and engaging” (Richards 22) and that the social nature of learning has an extremely important role in the language classroom. In a student-centered classroom, students should have agency over their own learning and be able to participate in communicative activities that equip them with the necessary skills to thrive in the real world.
As a whole, my teaching philosophy is fundamentally shaped by these methods and ideologies. When teaching, I endeavor to implement new ideas and methods whenever possible while also encouraging my students to remain receptive and open to the diverse opinions and ideas of those around them. I remain committed to providing a friendly and supportive learning environment where all students feel safe to express themselves and have the courage and initiative to try no matter the circumstance. As I continue my journey of teaching English as a foreign language, I aim to always be a positive guide in my students’ learning experience and will always do my best to help them achieve their goals.
As a teacher, my primary goal is to foster independence in my students and equip them with the necessary problem-solving skills and inductive reasoning to become effective communicators in their new language. This is best illustrated by my experience teaching an intermediate listening and speaking class how to make formal and informal requests. To start, I first considered what I wanted my students to be able to do once they leave my class. Knowing that I not only wanted them to learn the correct grammar form but also be creative and resourceful when faced with problems, I decided on an activity in which pairs of students are given worksheets with a written request and a corresponding situation/location and formality. While student A spoke a written request out loud, their partner had to guess what the situation or location was based on the request. If they could not correctly do so, Student A was required to produce a different request which could be used in that same situation but hopefully with enough extra detail so their partner could infer what the situation could be. By employing an activity that required them to be innovative and spontaneous, I found that “problem-solving makes students more active participants in the learning process” (Snow 164) and that by using an inductive approach, “[students are allowed] to try a structure out before you explain it” (Snow 164) and thus they are able to take initiative and experiment with the language.
In “The Student-Centered Classroom, author Leo Jones states, “[when] students become more independent and resourceful, they’ll stop thinking ‘I don’t know the right word, so I can’t say what I want to say’ but rather ‘I don’t know exactly the right words, but I’ll try to find other words to say what I mean’” (25), and I believe my role as an educator is to instill this precise mindset in all of my students. I believe that true growth and progress comes from self-discovery and learning through context. Ensuring that my students are able to focus on expressing themselves fluently rather than the accuracy of their grammar is essential in effective teaching.
While my goal is to build and encourage independence in my students, my approach to teaching is also influenced by communicative methods and the promotion of collaborative interaction. This idea is clearly demonstrated by my experience in a beginner level grammar class in which the lesson was present progressive. For this class, I opted for activities that allowed my students to practice the grammar verbally as well as in writing. While lesson planning, I imagined having them act out present progressive verbs during a game of charades would make the perfect engaging and communicative activity to practice the grammar. However, upon reflection after class, it became clear to me that my lesson actually did not lend much opportunity for students to collaborate and interact in a meaningful way. Specifically, they did not have the chance to make decisions about which verbs they could use in present progressive and they were simply repeating the same phrases and sentences each time.
In retrospect, I realized that the lesson would have resulted in the development of stronger communicative competence had I provided sufficient opportunity for my students to interact and share different opinions and ideas. Moreover, any information gaps in their knowledge could have been filled by output from their peers. Specifically, since this particular class was more reserved or less inclined to ask questions in front of the class, I also realized it would have been beneficial to have them discuss the charade verbs in pairs or groups before beginning the activity. Reflecting on this experience, I found that “meaningful communication results from students processing content that is relevant, purposeful, interesting, and engaging” (Richards 22) and that the social nature of learning has an extremely important role in the language classroom. In a student-centered classroom, students should have agency over their own learning and be able to participate in communicative activities that equip them with the necessary skills to thrive in the real world.
As a whole, my teaching philosophy is fundamentally shaped by these methods and ideologies. When teaching, I endeavor to implement new ideas and methods whenever possible while also encouraging my students to remain receptive and open to the diverse opinions and ideas of those around them. I remain committed to providing a friendly and supportive learning environment where all students feel safe to express themselves and have the courage and initiative to try no matter the circumstance. As I continue my journey of teaching English as a foreign language, I aim to always be a positive guide in my students’ learning experience and will always do my best to help them achieve their goals.
Sources Cited:
Jones, Leo. The Student-Centered Classroom. New York, Cambridge University Press, 2007.
Richards, Jack C. Communicative Language Teaching Today. New York, Cambridge University Press, 2006.
Snow, D., Campbell, M. Grammar: Finding a Balance. Virginia, TESOL Press, 2017.
Jones, Leo. The Student-Centered Classroom. New York, Cambridge University Press, 2007.
Richards, Jack C. Communicative Language Teaching Today. New York, Cambridge University Press, 2006.
Snow, D., Campbell, M. Grammar: Finding a Balance. Virginia, TESOL Press, 2017.