Among various teaching philosophies, I align most with Lev Vygotsky’s scaffolding technique, where the teacher, as the More Knowledgeable Other (MKO), supports students based on their individual needs. This approach helps both low-achieving and high-achieving learners reach their potential through appropriate guidance.

For the past two academic years, I’ve worked closely with my co-teachers to plan and assess lessons. We share the same goal: to support struggling learners and challenge advanced ones. Before classes began, I proposed the “listen and write” method, where students keep an English-only notebook. I avoid using Chinese in presentations and encourage students to note unfamiliar words they hear or see. The local English teacher then checks understanding by asking for translations or clarifications in Chinese. This supports vocabulary building, listening, and writing skills while promoting independent learning.

For junior high, I begin lessons with a short moral video. I ask 5W1H questions (Who, What, When, Where, Why, and How) to encourage English conversation. We then unlock vocabulary and discuss key elements like characters, adjectives, meanings, and plot, leading into the lesson from Let’s Talk in English.

In reading sessions, my co-teacher and I read first, followed by student reading. We correct pronunciation errors and let them practice again to reinforce learning. Follow-up activities include worksheets, pair/group dialogues, and performances. I also create everyday dialogues for students to role-play and present.

Before presentations, students are divided into small groups and assigned to me or my co-teacher for mentoring. We focus on intonation and fluency, ensuring students improve step-by-step. This scaffolding method builds both skill and confidence in real-life English use.

To boost students' confidence in their speaking skills, the local Taiwanese teachers and I see to it that in every lesson, we would give them a dialogue or group reading presentation, or a role-play to help them convey the message of the text through actions and stage presentation. In this way, they would feel comfortable and at ease in using the English language.