Teaching Philosophy

My approach to syllabus design is learner-centered. I prioritize experiential learning, including action (task-based learning) and reflection (learning how to learn). I view language as a dynamic resource for communication, and I believe that significant learning happens through real, authentic, and meaningful interactions and experiences. I use a variety of activities such as dialogues, information gaps, projects and tasks to facilitate active learning and keep things fun. While I prioritize a communicative classroom, I weave in grammar and form, as it is essential for making language meaningful.

I am energetic, enthusiastic, and passionate about my job. I encourage students to be active agents of their learning and I incororate reflection into the syllabus, providing opportunities for "learning how to learn". I prioritize building a sense of trust and community in the classroom. In order to respect the diversity of learners in every classroom and create an inclusive learning environment, I use scaffolding techniques to connect the introduction of new learning with students’ prior knowledge. I work to make lessons unique and adequately challenging, according to students’ needs and learning objectives. I am always evaluating and assessing student learning, informally and formally, and I adapt my teaching accordingly.  Above all, I maintain positive expectations for all students, and I make sure that students in my classroom are fully aware of my passion for teaching, as well as my enthusiasm for their success.

1. I facilitate a positive learning environment. I am transparent about my belief in all students' ability to be successful. I go out of my way to get to know students individually, so that I can provide the type of instruction they need. 
2. I focus on positive student interaction. My interaction with students is always based on respect combined with kindness. I make a point of addressing students by name and the pronouns they use. I use inclusive and respectful language, and I offer an encouraging smile as often as possible. 
3. I respect students' cultures and identities. I include culture in my classroom by surrounding students with multicultural learning materials that can help to engage students. I recognize that providing a cultural component to the classroom contributes to the sense of belonging and demonstrates that I respect and value the individual identities in the classroom. 
4. I dedicate time to lesson planning. I am a planner and organizer by nature. I work hard to develop lessons with a fun opening or "hook", establish good pacing, sequence activities, transition between activities/tasks, and build flexibility into my lessons. Above all, I plan active lessons so that learning time is maximized. I avoid long lectures, and instead use mini-lessons to introduce new topics followed by several applicable exercises and activities that allow students to engage with the material. 
5. I group students for active learning. I love seeing students actively working together, and I use a variety of grouping methods depending on the activity students are completing.  I rely heavily on "think-pair-share" opportunities to allow students time to process their thoughts before asking them to share. This approach also reminds me to build in "wait time" rather than rushing to get answers. I also like chat circles so that students are sure to work with a variety of partners and everyone feels like they are an important part of the group.