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Running head: PHILOSOPHY OF TEACHING

Philosophy of Teaching

Susanne Beydoun

Spring Arbor University

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PHILOSOPHY OF TEACHING

Abstract

This paper explores four areas: Second Language Acquisition, Teaching Practices for English

Language Learners, the role of the English Language Professional, and integration of Faith as an ESL

professional. I discuss theories and approaches I use in the classroom. I provide rationale for the

approaches I take while teaching beginning and advanced ELLs. I also discuss which roles I believe are

most important of an ESL teacher. Lastly, I discuss how my faith plays a role as a participant of the

contemporary world.
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PHILOSOPHY OF TEACHING

Second Language Acquisition

There are several theories and approaches to the development of a new language with learners

of an age group. The grammar translation method requires students to memorize rather than speak the

language. The audiolingual approach and S-R-R have been used and were mainly memorization of

grammar points. These were behaviorist theories. Currently, social interactionism theories are used.

The theoretical perspective that I most often use in the classroom is Krashens Natural Order

Approach along with the communicative approach. There is a natural approach and the mother tongue

has a distinct role in what the ELL knows. However, it is also important to communicate effectively with

what is necessary in the real world. Students learn through interaction and exposure. I incorporate a lot

of small group instruction. I use many SIOP strategies.

I believe in the language experience approach. Communication is the key to successfully learning

a new language. I do a lot of academic language scaffolding and assess prior knowledge to help

instruction. I always do an interest inventory or an interview to understand what the student already

knows. From there, I go based off the data. So, I take the WIDA score and use the Can-do descriptions to

help the student. When in small group, I make time for students to converse with each other. I send

them on errands and tell them exactly what to say so that they are using the language. I do this with all

my students whether they are ELL or not. If they are responding, I demand that it be in a complete

sentence. I also teach them how to talk with each other in complete sentences. I place sentence starter

anchor charts around the classroom for students to refer back to.

Approach to Teaching English Language Learners

There are many current philosophies to teaching beginning ELLs and advanced ELLs. The

interactionist theory of second language acquisition is a theory that states ELL students basically learn

best through interactions. An approach that incorporates academic content is the SIOP approach. The

SIOP instruction is a current approach that I abide by and incorporate into my teaching practice.
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PHILOSOPHY OF TEACHING

Whether students are beginners or advanced, SIOP ensures that students are successful throughout the

entire lesson. With SIOP, exposure to listening, speaking, reading, and writing are always incorporated.

Students will get multiple doses of literacy skills no matter the subject being taught. The content and

language objectives allow for measurable and attainable outcomes to be met by every student.

A rationale I use for making decisions about teaching ELLs of different levels is the data. Any

analysis I make of my students is driven by student data. This involves WIDA, DRA, and NWEA scores. I

also do informal assessments to help guide my instruction for differentiation. An example of how I

integrate language skills during a lesson would be though my content and language objectives.

Sometimes I refer to them as my I can statements. From the start of the lesson students know what

their expectation is through the I can statement. Sometimes it may include defining the meaning of a

new word. What I might do to engage students is include a word sort throughout the lesson. This gives

students multiple opportunities to interact with the words.

In the beginning of the lesson they would have to decide how the words fit together. Throughout

the lesson they word cards stay with them as reference when speaking and using them in sentences as

they interact with their groups. By the end of the lesson, they should be able to sort the words out

properly.

Role of the English Language Professional

The role I believe most strongly a professional working with ELLs should take in the type of

setting I currently play is a caretaker. As a teacher, by law, I become responsible for the time that the

student is with me. I hold their success just as I would hold the success of my own children. ELL and non-

ELL students deserves the best. The challenges that comes with this role, is that I have no control over

what happens when they leave my classroom. I must work hard to build that special bond. That

relationship which will allow me to connect with all my students.

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PHILOSOPHY OF TEACHING

Connections help promote safety, trust, and comfort. Once in a comforting and loving

environment, students are motivated and unafraid to learn. Learning then becomes beautiful and that is

my goal with my students. I want them to seek knowledge and enjoy learning.

One way I get my students to enjoy learning is by getting to know my students. I find out what

they like and keeps them interested. For example, my students were so interested in making slime as it

was becoming popular on youtube. I took the opportunity to tie it in with science and writing. I also got

many laughs out of them as I pretended I was a youtuber demonstrating how to make slime.

I also let my students know I am there for them. It is important to be fair. I do not treat anyone

with favoritism. All my students know that if you follow the rules, there will be no consequences. I hold

this rule very firmly the first couple of months of the school year. ELL or not, all my students understand

the routine and procedure of the classroom. I make personal and academic goals with everyone of my

students. It helps me understand who they are and make achieving success easier.

Integration of Faith and Professional Role in the Field of ESL

My faith is connected to the role I currently play as a critical participant in the contemporary

world. My faith is deeply rooted into everything I do in life. I practice religion in my daily activities. The

reason why I chose to become and educator is because of my connection to my faith. Seeking knowledge

is a form of worship. Being and educator allows me to continue growing and seeking knowledge.

Taking care of my ELL students is more than a job for me. It humbles me and brings me back to

my purpose in this life. On the larger scale, a teacher helps humanity. Providing the means for students

to learn a new language is rewarding. Knowing that I am an integral piece along these childrens journey

to success is sacred to me.