Teaching Philosophy
“We shall not cease from exploration, and the end of all our exploring, will be to arrive where we started and know the place for the first time.” The first time I was exposed to this quote, taken from T.S. Eliot’s “Four Quartets”, was a moment of almost overwhelming insight. It is so powerful because it hints at myriad implications for learning (and life) with such elegant simplicity. To me, it is a characterization of the journey one undertakes when learning something, especially a language. It outlines deeply intuitive conception of learning as a recursive undertaking of constant self-discovery. In four short lines, it presents so many of the individual elements inherent to the learning process and characteristics exhibited by successful learners: a willingness to explore, to experiment, to persist, to engage in an iterative process that refines, expands and advances understanding with each cycle completed.
Language is a powerful tool for self-expression and interpersonal communication that helps us better understand ourselves and others. By learning a new language, we begin to acquire a better understanding of the culture from which it emanates. Engaging in this process fosters in us a more balanced and nuanced understanding of the way world the world actually works and helps dispel divisive stereotyping and cultural myopia. As such, learning languages helps promote greater unity through understanding, bridging gaps between people and cultures by underscoring similarities and understanding/embracing differences. My primary goal as an ESL/EFL teacher is to facilitate and encourage this process.
In order to facilitate this goal, I aim to create classes and materials that are communicative and reflect the realities of the way the target language is used outside of the classroom. I strive to create authentic learning contexts and materials for my students. The only way to help students “think in (American) English” is to expose them to the same input native (American) English speakers process to learn their first language. This contextual authenticity helps to socialize students into the language and provides them with a deeper understanding of the world outside the classroom, where they will be putting their hard-earned in-class gains to use.
I am a firm a believer in the value of professional development. I embrace the view that learning is a life-long process. Consequently, I feel that there is no limit to improving as a teacher. As such, I try and stay abreast of recent developments in applied linguistics scholarship and use this theoretical knowledge as a foundational rationale for practical applications like lesson planning and materials development. I also endeavor to incorporate technology whenever possible to enhance my classes and materials. Services like Blogger and Compass are redefining the way we conceive of the classroom and I view it as my responsibility to develop along with this shifting paradigm in order to provide my students with the highest quality learning experience possible.
The approach I take to leading the classes I teach is constantly evolving and reflects my personality and experiences I’ve gained from my own language learning journeys. I try to be as inductive as possible in my questioning strategies and overall lesson presentation because it’s my belief that if students can find a way to arrive at an answer by themselves (or with minimal instructor intervention), their overall comprehension and autonomy is improved. Ideally, this process simultaneously develops language and learning proficiency or students not only make gains with their use of the target language but also become more effective learners in general. Finally, this approach allows me to listen first and then act, an important characteristic of effective leadership.
On a personal level, I know that learning a new language can be a daunting, even humbling process, so I try to be a patient and compassionate facilitator and guide for my students. In each class I teach, I work hard to create an environment of mutual respect where students not only feel comfortable making mistakes but also start to view them as a necessary part of the language learning process. In my experience, when students respect one another and feel comfortable making mistakes and taking chances with language, they realize that each and every person in the room is a possible conversation partner and language learning resource.
Ultimately, teaching English as a second or foreign language has helped underscore the importance of service to others. No matter the context, it allows me to share my passion and affinity for language and expression to help others achieve their goals. Through language, we are able to explore and appreciate other cultures and see the world through new eyes. Helping others to see this way gives my life purpose and direction.
