ESL Teaching Philosophy
I believe in
Using pencils (not pens). Being able to make a mistake that can be readily erased, starting and restarting a written (or spoken) sentence helps to foster a warm and friendly environment in the classroom that facilitates learning.
Meeting students where they are in terms of English proficiency yes, but also where they are in their life journey.
Knowing as much of the students’ lives as they are willing to share and being willing to share some of my own.
Testing to determine the proper levels and building out the English language learners capacity to read, write, speak, and listen (comprehend).
Vygotsky’s Zone of Proximal Development where the ELL can be pulled past his or her knowledge to a higher level through adroit scaffolding efforts.
Employing Communicative Learning Teaching practices to build grammar yes, but weaving in sociolinguistic, strategic, and discourse elements alongside as our students need to be able to function out in the world.
Rotating between individual, partners, groups in an engaged pedagogy that slides between controlled, semi-controlled, and free tasks.
Bringing real things into the classroom as best one can gather to provide concrete examples of the things that surround us.
Stressing digital competence in all my efforts. We all engage screens regularly and this is a major part of day-to-day living.
Being student-centered in my teaching though I’ve struggled to do this effectively at times.
Trying to redirect questions to other ELLs, encouraging cross conversation in the classroom, and on waiting out a student forming their thoughts to a question.
Lifting all ESL students with our best efforts, though I find the group I’ve found my way toward, adult learners, have a special place in my heart.