Teaching Philosophy

 

I view Education as a hallway with multiple doors that offer diverse opportunities for individuals to choose their paths and explore individual interests. This further emphasizes that education is a personalized journey because it leads to different destinations according to the choices made along the way!

Believing that both the teacher and students work towards a common goal (Ur, 1996) in a positive learning environment, which cannot be calm, as students eventually use the language to interact (Long, 1996) my teaching philosophy draws from cognitive constructivism, inspired by Piaget (1972), and social constructivism, by Vygotsky (1978), which emphasizes the significance of cognition and social influences. Acknowledging the uniqueness of each student, I frequently incorporate music, literary texts inspired by Howard Gardner's Multiple Intelligence theory (1983) to create a classroom where every student feels special. Additionally, I apply behaviorist principles (Skinner, 1954) to manage student behavior and maintain motivation.

I believe in reciprocal learning, stepping into the student’s shoes and providing opportunities for the students to teach. It's my duty to engage students by addressing difficulties promptly. I employ a variety of instructional methods, ex: discussions, collaborations, demonstrations, and especially differentiate my instruction to accommodate diverse learning needs (Tomlinson, 1999). 

Whether in traditional, online, or hybrid classrooms, the essence of teaching remains unchanged. In online contexts, I adhere to the principle of "Dissolving the screen" (Lemov, 2020), to encourage student interaction through unique online activities. Moreover, I use technology in my classroom to foster active engagement, and to cater to diverse learning needs.

As an educator, I prefer playing the role of a More Knowledgeable Other (Vygotsky, 1978) a student who is more competent among the learners yet is able to guide them by experimenting and acquiring techniques alongside learners. I believe students learn best when learning doesn't feel forced. It's about remembering details effortlessly, especially through real-life experiences. Which highlights the importance of the teacher-student relationship. In language education, students are not merely passive learners (Freire, 1970); engagement and participation are integral. Therefore, I employ techniques such as random questioning, off-topic discussions, student-led topic discussions, and games.

A teacher’s role is not just limited to the classroom. There is plenty of evidence on how a teacher influences the life of a student. A teacher is a role model, a second mother, a friend, and sometimes an expert in everything. Being a teacher is not just a profession to develop a student's academic path, but also to support personal growth. In essence, I strictly disregard bullying and strive to promote respectful interactions to establish a secure and inclusive learning environment for all students. Since each learner is unique, I embrace the diversity of all forms (Ur, 1996). Although these differences lead to conflicts, they enable me to create an individualized learning experience.

I was able to reflect on my teaching practices through my mentor who observed my teaching and provided valuable feedback. Moreover, I observed the student’s attitude towards my teaching by observing that the students enjoyed their sessions with me. Since I often use technology in my teaching, I find new methods and ideas to make learning interesting to my students. Therefore, learning to improve my teaching skills will never cease.

In summary, my teaching philosophy centers on providing personalized learning experiences, fostering inclusivity, and promoting lifelong learning. I am enthusiastic about guiding students on their educational journey, where they can thrive academically and personally.

References

Gardner, H. (1983). Frames Of Mind.  

Kerr, P. (2020). Giving feedback to language learners. Part of the Cambridge papers in ELT series. Cambridge University Press. 

Lemov, D. (2020). Teaching in the online classroom: Surviving and Thriving in the New Normal. John Wiley & Sons. 

Piaget, J., & Inhelder, B. (1972). The Psychology Of The Child. Basic Books. 

Scrivener, J. (2012). Classroom management techniques. Cambridge University Press.  

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD. 

Ur, P. (1996). A Course in Language Teaching. Cambridge University Press 

Vygotsky, L. (1980). Mind in society: Development of Higher Psychological Processes. Harvard University Press.