Philosophy of Teaching |
An exciting aspect of TESOL is that it offers the unique opportunity to test ourselves outside of our cultural comfort zones. As teachers, we are also given the opportunity to learn from our students as we to teach our own language and customs. We must take the opportunity to learn about our students' cultural backgrounds as well. Every opportunity to teach is also an opportunity to learn.
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Research and reflective teaching are key elements of putting theory into practice. By testing theories and recording the results, I can use the data to inform my practice and improve my teaching. I use a number of collection methods that can range from ethnographic to quantitative. Classroom research has helped me develop curriculum at both the course and program level.
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During daily management in the classroom, I find that building rapport with students can help to identify the various learning styles that are present, and this allows me to adapt my teaching to suit those varieties. Introducing different forms of technology to the classroom can also appeal to a broader scope of learning styles. Using technology in conjunction with collaborative learning practices builds rapport between students as well as encourages learning beyond the classroom (Harmer 2007).
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"Each student will learn differently and the best teachers have the flexibility to take these different learning styles into account." |
When developing reading courses, I follow Grabe’s (2009) elements of a reading program. I find that all nine elements are fulfilled by a combination of Day and Bamford’s (1998) extensive reading practices and explicit instruction in Zhang’s (2001) reading strategies. During class, I use short readings designed to highlight different strategies or genres. Outside of class, students use online discussion boards to check comprehension and to monitor the development of strategies.
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Technology in writing classes can help collaboration. GoogleDocs are often useful for students to collaborate and create rubrics for assessments. I use dynamic feedback as much as possible during writing conferences for students to produce the most accurate piece possible (Evans 2011). During these conferences, students are able to process comments on linguistic errors simultaneously with comments on content (Ferris & Hedgecock 2014). Before conferencing, students make corrections based on peer review, which encourages improved relationships between students. This relationship leads to increased noticing of forms and errors and in turn leads to the future identification of errors (Ewert 2009).
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As our students learn from us, we will also learn from them. We will be challenged in ways that we could not have expected, and asked questions we can not answer. We will be pulled from our comfort zones, just as the students will be pulled from theirs. With a little bit of patience and ingenuity, we can turn the classroom from what is often perceived as an awkward and scary place for a new learner into a safe haven to foster creativity and individuality.
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"Students are able to process comments on linguistic errors simultaneously with comments on content."
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References
Day, R., Bamford, J. (1998). Extensive reading in the second language classroom. New York: Cambridge University Press.
Evans, N. W., Hartshorn, J. K., & Strong-Krause, D. (2011). The efficacy of dynamic written corrective feedback for university-matriculated ESL learners. System: An International Journal of Educational Technology and Applied Linguistics, 39(2), 229-239.
Ewert, D. E. (2009). L2 writing conferences: Investigating teacher talk. Journal of Second Language Writing, 18, 251-269.
Ferris, D., & Hedgcock, J. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). New York: Routledge
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.
Harmer, J. (2007). How to teach English. Harlow: Pearson Longman.
Zhang, L. J. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness. 10(4).
Day, R., Bamford, J. (1998). Extensive reading in the second language classroom. New York: Cambridge University Press.
Evans, N. W., Hartshorn, J. K., & Strong-Krause, D. (2011). The efficacy of dynamic written corrective feedback for university-matriculated ESL learners. System: An International Journal of Educational Technology and Applied Linguistics, 39(2), 229-239.
Ewert, D. E. (2009). L2 writing conferences: Investigating teacher talk. Journal of Second Language Writing, 18, 251-269.
Ferris, D., & Hedgcock, J. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). New York: Routledge
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.
Harmer, J. (2007). How to teach English. Harlow: Pearson Longman.
Zhang, L. J. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness. 10(4).