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Below you will find my philosophy on different areas of learning and teaching. You may also find a document I wrote on Beliefs, during my MA program, that uses a metaphor as a means to share what I feel it takes to be a teacher. Language:
1.) Language Fosters Communication (It + THOU)
Language gives learners the opportunity to communicate individual needs and desires. I believe that by providing students with the opportunity to use language in a personalized and contextualized way (using their own motivations and needs to express themselves) is important when retaining new ideas. Many opportunities for communicating thoughts on culture, values and experiences are woven into the courses I teach.
2.) Language for Self-Expression (THOU)
Caleb Gattegno, believed that "Language is for self-expression and that communication is a miracle." I agree with Caleb Gattegno. Unless we are motivated to speak, have a need for self-expression we simply will not speak. By allowing students to express themselves in a variety of ways, playing with rhythm and intonation in the classroom, an authenticity can be discovered that will support the meaning of language used.
Social Context:
1.) Pragmatic Discourse Supports Understanding (IT)
Experimenting with pragmatic discourse builds confidence in learners with regards to understanding different situations they might encounter. In order to instill confidence in my students (teachers) I hope to support them with pragmatic discourse opportunities that will allow them to gain deeper understandings and critical thinking skills. Different contexts will be provided for students to practice pragmatic discourse using stress, tone, and rhythm. Theatre games and kinesthetic activities are also be used in order experiment with different areas of register, rhythm and word stress.
2.) Group Activities Foster Student Centered Learning (THOU)
By incorporating group activities in the classroom, learning becomes student centered. Small groups lower the affective filter and provide an intimacy that will support community and understanding in the classroom. It is my hope to have mixed level students work together throughout my courses, contributing to group activities and support surrounding speaking and pronunciation work.
Learning and Learners:
1.) Students are responsible for their own learning. (THOU + IT)
Students should be responsible for their own learning. I believe it should be up to the students to determine the speed at which they feel comfortable proceeding, with regards to 4-skills work. Many opportunities will be provided to cultivate discussion and awareness razing throughout courses. Students will use their previous knowledge and experience to support dynamic discussions, writings during courses.
2.) Activities are Learner centered. (THOU + I)
Providing students with opportunities to participate in activities that are learner centered will support in awareness raising and ownership of different areas of speech, writing, listening and reading skills. I feel allowing mixed level students to bridge from learner to teacher in an activity contributes to retention of the material being covered. The Silent Way approach and the Participatory approach are two approaches used and contribute to student centered learning. The students will take on the role of both teacher and learner during these group exercises.
Teaching:
1.) Teacher Guided Learning (I)
The teacher will guide students throughout the lesson presented, but will not ‘teach.’ I feel that to ‘teach’ does not manifest learning, rather to guide supports in student’s retention of information. The teacher will scaffold, take notes, and maintain an awareness of when a student might need more support during different activities. It will then be up to the students to support each other and take on the role of teacher and learner as the lesson progresses.
2.) Raise Awareness Through Reflective Practice (I)
Awareness of students feelings and needs with regards to a lesson can be better understood with reflective practice. I feel, through these reflections, the teacher will notice how a student might respond to an activity or thread within the class. It is through these moments of reflection that the teacher will be able to gain a deeper understanding of what is helping and/or hindering her students learning. A period for reflection for the classroom community will be held at the end of each lesson. After each class the teacher will write down three key moments or puzzles that were demonstrated during the class.
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