Understanding Students as Individuals

Every student enters the classroom with different language backgrounds, experiences, and perspectives, which shape how they learn. As a teacher, I believe in creating a welcoming and student-centered learning environment where language is not just for communication but also a way to think critically and understand social issues (Crookes & Ziegler, 2021). Learning a language should go beyond grammar and vocabulary, it should encourage students to question, analyze, and connect with real-world issues that affect their communities.

Using Critical Language Pedagogy and Student-Centered Learning

As a teacher, I believe in using Critical Language Pedagogy (CLP) to make language learning active, purposeful, and connected to students’ real-world experiences (Crookes & Ziegler, 2021). CLP helps learners understand that language is not neutral, it reflects power, identity, and culture. To put this into practice, I combine Task-Based Language Teaching (TBLT) and Communicative Language Teaching (CLT) in my classroom. TBLT allows students to engage in meaningful, real-life tasks that promote natural communication (Ellis, 2018), while CLT encourages authentic conversations and focuses on language as a social practice rather than memorization (Larsen-Freeman & Anderson, 2011).

One example of how I integrate these methods is a project where students interview members of their community about multilingualism and language discrimination. They then present their findings in Filipino. This task not only strengthens their speaking and listening skills, but also invites them to think critically about language and social issues that impact their own communities.

Empowering Students through Critical Vocabulary and Translanguaging

Language is not neutral—it reflects power, beliefs, and social structures. That is why I believe in Critical Vocabulary Instruction, as described by Parba (2021), to help students express and analyze social issues using precise, meaningful language. Instead of memorizing vocabulary lists, students engage with terms related to oppression, migration, and social justice, helping them understand and discuss real-world concerns. For example, instead of basic vocabulary exercises, students analyze news articles about overseas Filipino workers (OFWs) and examine how language shapes public perceptions of their struggles and contributions.

I also support Translanguaging as a teaching strategy because students naturally switch between languages to express themselves. Ambele (2022) explains how translanguaging helps students understand lessons better, build confidence, and strengthen their identities. In my classroom, students are encouraged to use all their language skills, helping them connect ideas, improve expression, and learn more effectively. This approach allows students to feel confident and flexible in their language use, instead of being limited by strict language rules.

By combining Critical Language Pedagogy, Task-Based Learning, Communicative Teaching, Critical Vocabulary, and Translanguaging, I aim to create a classroom that is inclusive, engaging, and relevant to students’ lives. My goal is not just to teach a language but to help students use language to think critically, express themselves, and understand the world around them. Ultimately, I view language learning is more than just acquiring words and grammar, it is a powerful tool for self-expression, critical thinking, and social change. As an educator, my role is to create a space where students not only develop strong language skills but also gain the confidence to challenge ideas, question power structures, and advocate for themselves and others. By fostering a supportive, engaging, and student-centered environment, I hope to empower students to see language not just as a subject in school, but as a way to shape their lives and the world around them.

Understanding the Role of the Teacher 

A teacher’s role extends beyond simply delivering knowledge as they serve as facilitators of learning, reflective practitioners, and lifelong learners. I believe that effective educators are those who continuously reflect on their teaching, collaborate with peers, and use research-based strategies to help students succeed. Inspired by Reflective Pedagogy (Bailey, 2012), I strive to be adaptable and responsive, ensuring that my teaching is centered around the needs of my students. 

A great teacher is not afraid to critically evaluate their teaching methods to find ways to improve. I believe that receiving feedback from students and colleagues is essential to refining my practice. Teaching is not about sticking to one method forever, but rather, it is about constantly learning and adjusting based on experience and reflection. My teaching philosophy is built on three important foundations: reflective teaching, professional collaboration, and responsive instruction. These pillars guide my approach to teaching, ensuring that I create a dynamic and engaging learning environment where students feel supported in their growth. 

Reflective Teaching: A Commitment to Growth 

Teaching is a process that is always changing, which means teachers need to be flexible and open to improvement. Reflection is key because it allows educators to understand what works well, what needs improvement, and how they can better support students. According to Bailey (2012), teachers who engage in open-minded, responsible, and wholehearted reflection are more likely to grow and make meaningful changes. To integrate reflection into my teaching, I focus on: 

• Assessing classroom interactions and lesson effectiveness through regular self-evaluation. 

• Adapting teaching methods based on student feedback to ensure lessons meet their needs. 

• Engaging in professional development by reading research, attending workshops, and learning from other educators. 

Reflection helps me make my teaching more student-centered and effective. It ensures that I am not just repeating the same lessons but rather improving them over time based on real classroom experiences. By continuously examining my teaching practices, I create a learning environment that evolves alongside my students’ needs.

Keeping a Teaching Journal: Tracking and Improving Practice 

One of the best ways to engage in reflective teaching is by keeping a journal. Teaching journals help educators document their experiences, recognize patterns, and improve their teaching methods (Richards & Farrell, 2005). Writing down my daily experiences in the classroom allows me to notice what strategies work well, where students struggle, and what adjustments I can make. In my teaching journal, I record: 

• Student engagement levels and participation trends to understand what keeps students motivated. 

• Challenges faced during lessons and strategies to address them. 

• Insights from student feedback and assessments to ensure my teaching aligns with their learning goals. 

For example, during my SLS 690 Practicum, I noticed through my journal reflections that some students struggle with understanding vocabulary in context. This realization led me to modify my lesson plans by incorporating more structured vocabulary exercises to help them grasp new words more effectively. Journaling is a powerful tool because it provides a structured way to reflect, analyze, and make meaningful improvements over time. It ensures that I am learning from my own teaching experiences and continuously refining my approach to better support my students. 

Peer Observation: Learning Through Collaboration 

Teaching is not something that should be done in isolation. Observing and learning from other teachers is one of the best ways to improve as an educator. Peer observation allows teachers to gain external insights into their teaching, see new techniques in action, and receive constructive feedback from colleagues (Richards & Farrell, 2005) I engage in peer observation by: 

• Watching experienced teachers to see different teaching techniques and strategies in practice. 

• Inviting colleagues to observe my classes and provide feedback on my lesson delivery and classroom management. 

• Discussing teaching practices with peers to exchange ideas and improve together.

During my SLS 690 Teaching Practicum, peer observation played a crucial role in helping me refine my lesson delivery. I learned how to structure interactive learning activities to keep students more engaged and active in their learning. Through these collaborative reflections, I was able to see my teaching from a different perspective and make meaningful changes based on shared insights from my peers. Working with other educators helps me continuously grow and improve my teaching. It reminds me that learning is a collaborative process, not only for students but also for teachers. By sharing knowledge and learning from one another, educators create a more effective and supportive learning environment for students. 

I strongly believe that a great teacher is not someone who knows everything, but someone who is always willing to learn and improve. Teaching is not about following a fixed script, it is about being flexible, listening to students, and continuously striving to be a better educator. Through self-reflection, peer collaboration, and professional development, I ensure that my teaching is effective, engaging, and responsive to the needs of my students. Above all, I see teaching as a reciprocal process, as much as I teach my students, I also learn from them. My goal is to create a classroom environment that encourages curiosity, critical thinking, and meaningful learning, preparing students to succeed beyond the classroom.