Teaching Philosophy

My Teaching Philosophy

At the heart of my teaching philosophy is a commitment to student-centered, context-dependent teaching. My students—their needs, goals, and unique backgrounds—shape the way I approach instruction. I believe that effective language learning is built on relationships, both between teacher and students and among students themselves. My role is to facilitate an environment where learning thrives, guiding students with clear goalposts that align with their objectives, proficiency levels, and personal aspirations.

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I view learning as a process of incremental growth and a continual journey toward achieving consistent, accurate, and independent mastery. I take a skill-acquisition approach, recognizing that language proficiency requires deliberate practice and scaffolding. To build automaticity, I employ pedagogical tasks that progressively lead to authentic language use. Both analytic and synthetic approaches are necessary—breaking language down into manageable parts while ensuring students also see how those parts come together in real-world communication. Intensive and extensive strategies in varied combinations help students develop a well-rounded skill set, emphasizing concrete learning strategies rather than mere repetition.

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I believe in minimizing teacher talk and prioritizing collaborative learning, as group and pair work often leads to more meaningful engagement than whole-class activities. Comprehensible input is central to my teaching—I adjust my language to students' proficiency levels while challenging them to grow. I integrate authentic and realia-based materials when they best serve my students' needs, ensuring that learning is relevant and applicable. Importantly, I believe in the value of maintaining a strong connection to one's own culture and language. I desire for students to love and celebrate their cultural heritage, viewing it as an asset that enriches their overall language experience.

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Affective factors play a key role in learning. I strive to lower the affective filter by fostering an environment where students feel safe, confident, and motivated. I do this through empathy and kindness. Fostering a growth mindset is one of the foundational aspects of my classroom. Developing a positive attitude towards errors cultivates grit, resilience, perseverance, and a deeper understanding that challenges are opportunities for learning.

I believe in authoritative teaching—balancing high expectations with warmth, flexibility, and responsiveness. I believe in establishing clear expectations, consistently following through on those expectations, and maintaining authenticity in my interactions with students. Recognizing the importance of motivation, I remind students daily why they are learning and help them connect to their personal "why." 

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I am a firm believer that learning is a jointly created educational experience, requiring flexibility in curriculum design and a deep understanding of students’ lives. I prioritize goal-setting, specific and positive feedback, and opportunities for students to track their progress, ensuring they see tangible growth.

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Ultimately, my job is to empower my students to become independent learners. I once had a mentor who said, “My job is to teach you so well that you could someday replace me.” I carry this philosophy into my classroom: I want to equip my students with the skills, strategies, and confidence to continue learning long after they leave my class.​