In general, I believe that education should be accessible and affordable for everyone, regardless of age, gender, educational background, or socioeconomic status. Personally, I believe in an open door policy, where both students and staff should feel comfortable coming to talk to me or any other staff member, about anything, at any time. My classroom and my office are safe places to learn, grow, and share.
In regards to teaching, I believe that languages are best learned in a communicative environment where students have the opportunity to engage with the target language authentically on a daily basis. Students should be learning to read, write, listen, and/or speak from day one (which of the four skill areas depends on the goal of the class). The use of authentic material should be encouraged, and technology should be used, as often as appropriate, to enhance the learner's experience and to provide a multisensory approach to learning. The learning should always be student-centered rather than teacher-centered; that is, the focus of the class should be primarily on the student and what his or her needs are, and the student should be doing the majority of the engagement.
I believe in formative assessment over summative assessment. I believe that ongoing, varied (in length and format) assessmets can give the teacher a more accurate depiction of a student's learning over a summative assessment such as a standard/general test or quiz. A student-centered approach to learning, where the teacher is focused on the needs of the student, is the optimal way for a teacher to, on an ongoing basis, know what the students abilities and skills are and where they need to be.
My classroom management style is calm and comfortable, but also collected and organized. I like to build a rapport with students, so I do often share a relevant story or joke, or I will simply sit down at the beginning of class and ask them general questions about their day or their other classes. I believe that building a relationship (that is, a professional, but friendly one) is a key to make students to feel comfortable enough to simply learn and let that happen. I listen more than I speak, particularly in the language classroom because I believe that students are the ones who need to practice the target language, not me. I do not allow disruption in my class; I do expect my students to be actively engaged in the activities and lessons. I do not believe in "punishment" per say, rather, redirecting a student to a more interesting task, if relevant, or simply trying to find out the reason the student may be disengaged and attempting to refocus them.