“Formal education will make you a living; self-education will make you a fortune.” ~~ Jim Rohn
p My teaching philosophy is derived from concepts taught to me in my graduate degree from the text “Learning to Listen Learning to Teach” by Dr. Vella. Dr. Vella’s book focuses on twelve principles that relate to a student-centered, individualizing, teaching approach relying on learning through dialogue and building student confidence. I also believe in teaching English from various approaches, depending on the students educational and personal needs, goals or university requirements. I believe that a teacher is also a learner continuously improving their methods and teaching techniques. In the “dialogue teaching” approach the teacher is expected to respect the life experiences of the learner and not assume that language difference is knowledge difference. It is assumed that learners want to learn, and when given the right environment with the right tools, most students will be motivated. The twelve principles involved in dialogue teaching, include taking a “needs assessment” of each student. Students come with different experiences, backgrounds and abilities. Dr. Vella states “The teacher must take responsibility to contact the learners in every way possible, see them at work if possible and be clear about what she can offer them.” Adult learners are capable of insight into their own learning needs and want to see immediate application of course objectives into their personal lives. Teachers can create a sound teacher student relationship if these needs are attended to. Still, report is only one aspect of proper classroom management. Classes must have structure and flow. So much time, which could be spent providing engaged learning, is wasted with passing out papers, or re-explaining poorly crafted directions. A “good teacher” will plan ahead for these types of classroom chores. For example, passing out papers while students are reading a question on the board related to the days lesson can allow students to get the most use out of valuable class time.
Providing enough speaking practice time for the students is essential to their learning and satisfaction in the course. Another principle that I find essential to learning is Vella’s principle number two, “Safety”. Vella continued to state, “Trust in the
competence of the design and the teacher enables the learners to feel safe.” Learners must trust that the goals and objectives set are feasible for them to obtain. I feel the most important aspect of my teaching philosophy is Vella’s fourth principle “Sequence and Reinforcement". Repetition is vital to language learning. Vella stated, “Do it 1, 142 times and you’ve learned it!" Failing to understand the students need for appropriate sequence and repetition creates frustration, fear and anger in the classroom and negatively affects word/phrase recall in the future. The teacher is a facilitator; accountable for the course design and presentation. The students are expected best utilize this design by becoming more and more self-directed learners.
In regards to “Sequence”, lessons should begin with a “controlled” activity, and then slowly move to a “freer” activity; then followed by a “freest” activity. This order guides the learner into becoming a more independent English user. I believe in an integration of activities focusing on both top-down and bottom-up processing. I also believe in utilizing improv and drama in the classroom, along with ample opportunities for storytelling and discussion. I believe a type of cultural competence is needed for a learner to understand humor and various references, so I like to use a variety of teaching topics to help facilitate the creation of a versatile English conversational repertoire in my students. Asking an “open ended” questions can provide language skills practice students are often denied, despite social conversational applications. Vella refers to this as “Praxis” or learning by doing. To me learning in the classroom is based on mutual accountability, trust and respect between the learners and the instructor. Vella stated this well, “Teachers do not empower adult learner; they encourage the power that learners were born with.”
Providing enough speaking practice time for the students is essential to their learning and satisfaction in the course. Another principle that I find essential to learning is Vella’s principle number two, “Safety”. Vella continued to state, “Trust in the
competence of the design and the teacher enables the learners to feel safe.” Learners must trust that the goals and objectives set are feasible for them to obtain. I feel the most important aspect of my teaching philosophy is Vella’s fourth principle “Sequence and Reinforcement". Repetition is vital to language learning. Vella stated, “Do it 1, 142 times and you’ve learned it!" Failing to understand the students need for appropriate sequence and repetition creates frustration, fear and anger in the classroom and negatively affects word/phrase recall in the future. The teacher is a facilitator; accountable for the course design and presentation. The students are expected best utilize this design by becoming more and more self-directed learners.
In regards to “Sequence”, lessons should begin with a “controlled” activity, and then slowly move to a “freer” activity; then followed by a “freest” activity. This order guides the learner into becoming a more independent English user. I believe in an integration of activities focusing on both top-down and bottom-up processing. I also believe in utilizing improv and drama in the classroom, along with ample opportunities for storytelling and discussion. I believe a type of cultural competence is needed for a learner to understand humor and various references, so I like to use a variety of teaching topics to help facilitate the creation of a versatile English conversational repertoire in my students. Asking an “open ended” questions can provide language skills practice students are often denied, despite social conversational applications. Vella refers to this as “Praxis” or learning by doing. To me learning in the classroom is based on mutual accountability, trust and respect between the learners and the instructor. Vella stated this well, “Teachers do not empower adult learner; they encourage the power that learners were born with.”