Teaching Philosophy
I believe that learning is a constructivist process. Students construct meaning by using their prior knowledge as a framework from which to understand the new information that they encounter. Learning is an active process, both mentally and physically. Students should engage in rich, purposeful work, and have opportunities to move their bodies. Mistakes are wonderful learning opportunities, and assessment provides feedback to further student learning.
In the language classroom, students learn best by being immersed in thematic units organized around an essential question. These thematic units are tied to other subject areas, and provide multiple opportunities for students to engage with authentic texts and materials. When appropriate, students should be given opportunities to solve real-world problems within the target language. Student learning must be extended beyond the classroom into the community, and have an audience other than the classroom teacher.
The language classroom should be structured as an immersion experience. Classroom décor should transport learners to places where the target language is spoken. Communication is a major goal of instruction and learning. The teacher should use the target language 90% of the time, providing students with a multitude of comprehensible input. Opportunities for students to produce the language must also be plentiful. Students must be given opportunities to connect with speakers of the target language, and those living in the target culture.
Last, I find it important to remember that I am educating the whole child. I work diligently to create and maintain a caring classroom community in which students feel safe taking the risks needed to learn a language. I aim to come alongside my students, acting as a facilitator of their learning. I want my students to laugh often, and learn much. Respect for my students, and building rapport with them, is at the heart of my practice.