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03/14/2017
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It is common in China that students fear to speak or cannot speak English clearly to
express their viewpoints, even though some of them are good at listening, reading and writing
and always achieve high grades on tests. Furthermore, some teachers concentrate on teaching
students how to pass the exams rather than teaching how to gain knowledge. Over the course of
my fifteen years as an English learner, my teaching and learning experience has allowed me to
contribute my effort to create positive learning environment for students and improve learners
self-esteems. More importantly, I will lead my students to overcome their weaknesses as well as
My role as an EFL teacher is to enable students to figure out the best way of second
out their specific learning styles based on individual differences. Brown (2014) states that one
dimension of learning style is the preference that learners show toward visual, auditory, and/or
kinesthetic input. As a result, my work is to identify the students learning preferences, and
make corresponding teaching programs. For instance, I would send a questionnaire to students
and then I would like to categorize different learning styles for different individuals, after which
I will search and find appropriate authentic materials in order to make students feel comfortable
and obtain knowledge well. Specifically, if I plan to teach 300 level students how to organize a
story, I will divide my students into diverse stations, and they have different tasks based on the
same story given. Colorful images about the story will be prepared for visual learners, and
auditory learners will read the story aloud to others while kinesthetic or physical learners are
encouraged to be actively involved in writing down notes. Afterward, they do a group project, in
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which the groups would include visual, auditory and kinesthetic learners, to figure out the main
parts of the story by their own methods and share to the class.
students. According to Barkley (2010), a positive learning environment means that a student
feels comfortable, has a sense of rapport with their teacher and peers, and believes they can be
successful. A positive learning leads to endorphins in the blood which in turn gives feelings of
euphoria and stimulates the frontal lobe. In my mind, a favorable learning context looks like an
English club. That is relaxing and interesting, but still beneficial for students. Students would
have freedom to talk actively in English, and during this period, teacher could teach them the
content in context without overt grammar instruction. Once this kind of learning atmosphere is
created, students motivation may strengthen accordingly so that they will come to like learning
Brown (2014) highlights that teachers can have an affirmative influence on not only the
linguistic performance but also the emotional well-being of a student. According to my teaching
philosophy, I will try to improve learners self-esteems. Students should have a positive mindset
and believe that they have the capabilities to successfully perform an activity. In other words,
students should consider that they can learn and master each new concept, and I, as a teacher, am
supposed to encourage my students. In a class I observed, some students didnt finish their
homework since they failed in a writing test last week; however, the teacher gave them one more
chance to continue the assignment and attempted to let them build self-esteem, in particular, task
self-esteem by saying Try it. Dont be afraid of writing. rather than criticize them directly. In
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my future career, when students are afraid to speak in class or fear giving presentations, I would
There are many teaching theories and specific methods being used in teaching EFL
students, and I will focus on the Learner-centered Teaching and the Communicative Language
Teaching as well as using the Audio-Lingual Method. I want to combine the Communicative
Language Teaching with the Audio-Lingual Method. One common activity in Communicative
Language Teaching is role play, so I would, for example, use the Audio-Lingual Method to read a
dialogue with certain target forms and expressions, and let students repeat after me. Next, I
would present a number of substitutional word phrases, and then ask students to add at least two
new related word phrases. Later, when they are familiar with the dialogue and target expressions
as well as the substitutions, they are instructed to create new dialogues wiht target forms, and do
role-plays to show their own dialogues. In this case, when repeating the lines of a dialogue, the
students learn how to pronounce each words from the teacher, and according to the students
pronunciation, the teacher makes a clear view that whether the students can master the
enunciation or not. Additionally, during the period of role-play, the learners communicate with
their partners as well as sharing opinions. Hence, I maintain that the interactions between peers
and teacher are obvious, and students will have more opportunities to communicate and practice
When I focus on students, I get to know about my students well: their goals, motivations,
interests, backgrounds and especially weaknesses, and thus, I can find appropriate ways to help
them to overcome challenges and to succeed, which are my goals. In order to achieve these aims,
on the one hand, I will pay attention to lesson plans based on students needs, choosing
appropriate materials. If students want to work in a company after graduation, I may concentrate
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on selecting topics which pertain to business to teach; if students prefer to get further education, I
might focus more on academic reading and writing. Moreover, activities as well as exercises in
class need to be sufficient and suitable. On the other hand, I will devote myself to student-teacher
interaction that will encompass error correction and reflection. It is acceptable to make mistakes
yet it is also important to correct errors, no matter what the form; that is, mistakes could be
significant for a teacher to teach students with effective methods and skills so that they are able
to receive the right information throughout their learning. Reflecting on teaching, a method for
self-assessment, is a way to become aware of how the teacher teaches. Therefore, for reflection, I
would ask observers, especially my students for feedback, i.e., what works well, or which part of
the lesson needs to be changed, and I would also be willing to give feedback to my students so
that they can know what they do well and what mistakes they make.
Following this learner-centered teaching philosophy will help me grow in my love for
teaching and learning. Teaching is an art, and ones teaching philosophy must be based on the
benefits for students development. Consequently, I, by sharing my passion for teaching and
learning, can connect with my students, and help with their education.
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References
Barkley, E. F. (2010). Student Engagement Techniques: A handbook for College Faculty. San
Francisco: Jossey-Bass.
Brown, H. D. (2014). Principles of Language Learning and Teaching, 6th edition. NY: Pearson
Education Inc.