Teaching Philosophy




Languageis a key factor toeffective learning and understanding in school. Through language, Iexpress myself while teaching my students and ensure that I deliverthe right information in a correct manner. Moreover, language helpsin the definition of various objects and allows effectivecommunication between my students and I. Additionally,language helps the research to beconductedin an orderly and a systematic way. I use language to explain pointsto my students. Nevertheless, I ensure that all the students from allkinds of life understand the language that I use to teach. By thelearning of language, one can effectively communicate and indulge invarious negotiation processes.

Iencourage my students to learn the languageas it helps in the development and the molding of various skills thatinclude listening and reading skills, which arecommonly viewedas passive skills. I teach vocabularies and their respectivedefinitions,and I also motivate my learners and.Therefore,there exists a meaningful interaction between my students and me.

Effectiveteaching is my first principle while teaching philosophy and isstudent-centered considering the needs of the individuals involved.For example, I believe that teaching could account for the students’needs since attitude as well as motivation is vital factors for astudent pursuing foreign languages especially. In the same way, thelack of motivation and presence of passive learning derailsa student,and it is a lackof motivation for a student to experience effective learning. I amalways ready to provide communicative as well as collaborativeactivities where students have an opportunity to construct theirlearning instead of just receiving knowledge through communicative aswell as collaborative activities where the students can create theirlearning as a substitute tomerely getting knowledge from the teachers like me with astudent-centered approach.

However,I always advise students to motivate themselves by engaging ininteractions with their fellow students as a way of building theirlanguage in a task and content base (Mikhail,2015).As an experienced teacher, I engage each student throughout thelearning process whether a weak student or a bright student.Moreover, I always strive to play the role of a facilitator,not just a knowledge transmitter.

Asa good teacher, I constantly search for effective practices ofteaching to help students take part in successful learning (ManyEt al, 2014).The second principle I use entails the flexibility, creativity, andresourcefulness. I attended various professional training programsand conferences to learn from the experienced teachersand I did learn a lesson. Among the lessons learntwere, one, there is no one size that fits all for foreign teachingpractices meaning anI should learn to be all-rounded in that I should involve myself aswell as my students and equally involve my students despite theirunderstanding capacity.

Inaddition,I do learn from others in the teaching profession. As a result, I canimprove my teaching skills after I learn what others experience inthis profession and what they got to deal with in this profession.Like for example, one teacher told me that use of online e-portfoliosin my teaching would enhance engagement that facilitates totalcollaboration for my students.

Myapproach to the teaching of the various skills such as listening,speaking, reading, writing, vocabulary, grammar and so on isaimedat ensuring that the students acquire the required skills in theEnglish language. For instance, I will encourage my students to readloudly in class to acquire the various reading skills, discussion,and collaboration groups to acquire the various learning skills andadminister assessments to help the student to acquire both writingand vocabulary skills. In designing the lesson plan, I state theobjectives followed by a descriptive procedure that includes variousactivities that a student gets involvedwith.Moreover, the lesson plan also includes the assessments and acontingency plan in case of unexpected situations arising.

Iuse different error approach method depending on the type of errorthat a student has committed. In most cases, I require the student towrite various essays on the topic,and I ask the student to fill in grammar questionnaires that wouldhelp me in gauging the strength and the weaknesses of that student.

Differentiatedinstruction is another principle that I follow in my teaching career.I teach in a mode that fits in all types of students. Besides that, Iconsider these differences and provide activities to meet differentneeds among their students. Moreover, I design different types ofactivities with different styles,and I always set time to meet those students with help. Additionally,I engage in tutoring sessions with low-performing students to helplift them up and design accommodated assessments for students withspecial needs.

Anotherteaching principle is that motivation is key to successful learning.Responsibility, ownership is what a motivated student assumes fortheir ownlearning and goes beyondrequirementsto pursue their owninterests, and goals inspired by the course. Additionally, whilein pairs, the students comment on different topics monthly throughthe various school platforms (Searle,2015).These students, however, through innovations like eLearningaremotivated and areeagerto love since they meet people from differing nations and practicethe language they learn from them.

Secondlanguage attainment done in class is best acquired in theconstructiveaffective environment, where the pressureis facilitative, it is not debilitative, and where the ambiance isnurturing but also challenging as well as motivating. A classroomshould provide input and opportunities for the output of a student.Activities weredoneeither in or out of the class should be acknowledgeable or exploitthe environment. Inputs should bring meaning and one from manysources.Theseactivities should provide information on different languages requiredto acquire communicative competence and as well as different writingapproaches, conventions, literacy and similarly cultural customs aswell as values. It should also provide communicative and learningstrategies,and the input needs to be ordinary language, regardless of whetherranked or not and whether scripted or non-scripted.

Thisinteraction needs to provide ways to apply the above languageaspects. Interaction needs to be among teachers, students as well asadditional people outside the classroom actively and passivelyinvolved in the learning process (Price,2013).This interaction should be in different channels, some neednegotiation, and it should be two-way where both parents and studentsshould achieve their set goals through this interaction. Theoutputof a student should bring meaning, it should be frequent, and itshould change depending on the task, focus, and activity. A studentsoutput should be cognitive and affective. Cognitive feedback shouldbe corrective, in that, it should be either positive or negative.

Also,I pace the rate of speech along with speed in which information isprovided (Sesanti,2015).I also change my styles of presentation and take into considerationdifferent styles of learning indifferent students. Besides that, I always show the tasks aremeaningful and languages used throughout these tasks. I take intoaccount feedbacks given to students and a when and as well asstudents interests, what they need, what they expect and theirreasons for study.Learnersshould be responsible intheir learning and show their responsibility interms ofclass attendance, their attention in class andthe homework, they are given in class. Therefore, our students willbe very motivated with someone in control of them and if that someoneisinvolvedin what as well as how they learn mostly interms of thetask,the style of the task, the contents of materials in class and thefocus of the class as a whole. Our courses should change or else meetthe prospect of these students.

Ialways strive to motivate learners to a level of autonomy where theyhave a desire to think for themselves and,in the same way,a desire to learn. To succeed in molding better students, I take uponmany activities involving a totalphysical response by students (Kubanyiova,&amp Feryok, 2015).I actively participate and give students their ownopinions and to give their desires in class. Moreover, instead ofstudents just reading about salsa and listen to music, they dance tothe steps of music hence bringing active participation in them whichis healthy for their capability to understand. Well, a definition ofthis teaching foreign language is where they encourage thinkingcritically and create an atmosphere where my students desire tocommunicate.

Ina bid to bring up independent thinkers, I strive to promotecross-cultural awareness and appreciation (Brown,&amp Lee, 2015).A native from Argentina tried bringing culture in the classroomwhere he taught students of their culture as if he introduced them tothe national drink named Elm ate and Drinking from the same vesselusing the same straw, another aspect of their culture. He said he wasa representative of only one person of that country,and,therefore,he had to turn totechnologyto give his students a chance to know the aspect of Argentineway of life and the people’s traditions.

Asan effective teacher, I should develop Web Quest activities givingstudents a chance to come up with questions and conclusions about theculture as they navigate online chats with argentineswho are liveand get knowing issues that affect the country and know more abouttheir country.

Atthe end of the quarter, students play a skit taking up roles thusimitating an argentinefamily that is traditional using the knowledge and theirunderstanding acquired through critical thinking. The outcomes bringout an uncommon perspective of their culture always recognizable asthe culture.

Asa good teacher, I know the knowledge my students have acquired andget a way to tap the knowledge they build on each day. Technology isone of the most vital tools and weapons I should use in the class tocreate a conducive learning environment as well as to address stylesthat are not similar and increase the motivation inmy students.


Brown,H. D., &amp Lee, H. (2015). Teaching by principles: An interactiveapproach to languagepedagogy.4th edition. White Plains, NY: Pearson Education, Inc.

youshould readincludea lot of information from this book

Kubanyiova,m., &amp Feryok, A. (2015). Language Teacher Cognition in AppliedLinguistics Research: Revisiting the Territory, Redrawing theBoundaries, Reclaiming the Relevance. Modern Language Journal, 99(3),435-449.

Manyak,P. C., Gunten, H. V., Autenrieth, D., Gillis, C., Mastre-O`Farrell,J., Irvine-McDermott, E., &amp … Blachowicz, C. L. (2014). FourPractical Principles for Enhancing Vocabulary Instruction. ReadingTeacher, 68(1), 13-23.

Mikhail,J. (2015). The constitution and the philosophy of language:entailment, implicative, and implied powers. VirginiaLaw Review, 101(4),1063-1103.

Price,K. R. (2013). Using the Teaching Portfolio to Anticipate ProgrammaticAssessment. BusinessCommunication Quarterly, 76(2),207-215. doi:10.1177/1080569912470488

Searle,J. R. (2015). Oxford Philosophy in the 1950s. Philosophy,90(2), 173-193. doi:10.1017/S0031819114000485

Sesanti,S. (2015). Teaching African Philosophy in African institutions ofhigher learning: The implications for African renaissance. SouthAfrican Journal of Philosophy, 34(3),346-357.