Over the years, I have come to appreciate everyone learns differently, and that learning manifests itself through a student center learning process. A process on how we receive and process information with the student’s individuality, skills gathered along the way with a hands-on approach. A way of teaching that I have become accustomed to learning from students in the past 30 years as being a productivity coach and a teacher at my church.
The personal “why” of becoming an ESL teacher is to inspire all walks of life to learn the language. Thus teaching from a compassionate stance is my greatest asset; inspiring students is the objective I teach from today, therefore my philosophy and pedagogy in teaching will continue to change over time. The goal to inspire creativity, question ability, and achieve great things will never change for me.
An effective teacher is a revolving door. It is a service commitment and not a nine to five job which time does not value a paycheck. A teaching profession is based on character, the well-being of the student(s) while assisting them to learn and problem solve on their own in a safe environment. Just the opposite would be inundating the student’s with information, not knowing if the studewasnt comprehended it would be pointless. Teaching this way can be barbaric to some students and does not allow for a change in the field of technology and diversity in our ever-changing society and classrooms. We put too much emphasis on the structure and lesson. Therefore students cannot discover on their own the meaning of what they are learning. A second “why” in teaching, if one wasn’t enough.
The ability to reach a student on an individual basis using core skills passed down to us from our teachers, therefore revolutionizing the educational system one student at a time. By changing how we interact and guide our youth will determine how they respect our lead as role models. Gaining the trust by nurturing the teacher-student relationship in the classroom over time will give them the self-confidence they need to evaluate real life problems and become new role models for our youth for their future.
Time is changing how students receive information. I want to inspire students to be free thinkers, closed to traditional customs and beliefs; to believe and perceive through a different set of eyes. That is why I would subscribe to a medium between social reconstruction and progressiveness in the classroom., which is a philosophy that focuses on diversity across the board.
The approach and techniques during our one-hour classes incorporate the 80/20 rule, where students are the primary contributors in their independent learning (Barrot 437). We begin each class with daily reflections on the past day or week in the form of cards or affirmations. Shortly followed by a story that teaches a principle from the lesson for the day. While the students are reading, interaction takes place between the students and me. Constructed where everyone can participate by reading and sharing something they can relate to from the story. Modeling is an essential tool that best describes and helps the students better prepare themselves before sharing in groups. It also allows the students at this time to warm up to their classmates and helps centers themselves from coming from another classroom. Typically this takes ten minutes to go around and review. Later discussing what the final objective was itself after everyone shares. Finally, the six graders are given a task to construct or play a game associated with the lesson from the reading of the day. Usually anything from drawing a picture, to constructing a model or acting out the lesson with a partner in a group. Ten minutes before class lets out, we go over the guided practice with a short assessment in the form of a group question and answer format that allows the ELL students to share and practice what they have learned that day in class. The format allows everyone equal time to share and ask questions. By following this format we able to make sure all the students are leaving understanding the lesson.
After watching both styles of teaching, I would be more concerned with trying to relate to all personality types (warm up) and learning from my class (sharing the lessons) before approaching a particular style of teaching. All students come to the class with four completely different personality profiles ( dominant, influential, steady and compliant) thus to reach everyone with one style of teaching one must learn or adapt to the students’ ability to learn. If I had to pick one style of teaching, it would be the communicative progressive approach. Where this approach is a great way to reach most of the audience most of the time. A warm yet firm way to address a classroom of mostly (67%) high dominate and influence profiles in society as a whole. (Sehlaoui 42)
In conclusion, each student in my classroom will be given a safe environment to develop on their own a sound deduction of problem-solving skills they can use later on in life, through equality and new ideas. Teach students the ability to be lifelong learners and role models in the future without prejudice or bias; students can have an equal chance of learning the same lesson taught. We continue to learn from one another by being honest and open-minded for change to occur, setting principles to teach from daily. Why would we have it any other way?
Sehlaoui, Abdelilah S. “Developing Cross-Cultural Communicative Competence in Pre-Service ESL/EFLTeachers: A Critical Perspective.” Language, Culture and Curriculum, vol. 14, no. 1, 2001, pp. 42.
Barrot, J. S. (2014). A Macro Perspective on Key Issues in English as Second Language (ESL) Pedagogy in the Postmethod Era: Confronting challenges through sociocognitive-transformative approach. The Asia – Pacific Education Researcher, 23(3), 435-449. doi:http://dx.doi.org/10.1007/s40299-013-0119-4