Teaching Philosophy



4000310515center1/1/201533000950001/1/2015420003263900880008851265Karina LopezHawaii pacific university450000Karina LopezHawaii pacific university420003263900175001760220Teaching PhilosophyKarina Lopez450000Teaching PhilosophyKarina LopezPart II. Statement of Language Teaching Philosophy and MethodsEffective language teaching requires a link between a teacher’s thoughts about language teaching and the actions they take because those thoughts. Anderson and Freeman (2011) state that the thoughts and actions in effective language teaching link, because “teaching is not entirely about one (thought) or the other (action)" (p. 1). The balance between the thoughts of a language teacher and the actions is necessary for effective language teaching because it provides a solid language foundation that utilizes multiple teaching methods and techniques. The following paragraphs will discuss methods and techniques that connect and concern a supportive language environment, the effects of positive group dynamics, and the influence of multiple intelligences on effective language teaching. Language Learning Environment Effective language teaching begins with a supportive environment. A language learning environment must be welcoming, visually pleasing, and comfortable for effective language learning to occur. Anderson & Freeman (2011) express that students already have a “desuggested” negative feeling or thought towards learning due to many dull and routine based language learning experiences. Therefore, language teachers are often faced with having to accommodate this preordained language learning discomfort, and one way this can be done is through the environment (p.71). The environment is a key contributing factor to the language learner’s feelings because it can have an immediate effect on how students perceive a task or activity. Desuggestopedia PrincipleDesuggestopedia is a principle that uses the fine arts to assist students with, “overcoming the barriers and negative associations of learning” vs. using only the designated textbook (p. 71). If the Desuggestopedia method is utilized correctly, language teachers can provide a welcoming environment for language learners. A Desuggestopedia influenced environment is filled with colorful posters, framed art work, 3D works of art, costumes, props, musical instruments and so much more. Effective language learning can be made possible if elements of art are used to assist with the language acquisition process. For example, in the situation where language students are learning “used to” and simple present. Language learners can learn these grammar features through writing, and then reading out loud narratives. The writing task can be to write a narrative about something that learners have done in the past that they do not do now. These tasks assist learners in being able to compare the past to the present. A writing task regardless of the subject can be quite boring in the eyes of language learners. Too often language learners receive a writing prompt in the form of a sentence or two at the top of a blank piece of paper. Then, they are asked to write a paragraph or two responding to the prompt. This routine is painfully predictable, and can easily become tedious work in the eyes of language learners. Instead, teachers can use watercolor images as the opening introduction to the assignment that will require students to paint a watercolor painting. As a result, learner’s memories of responding to writing prompts can be filled with stimulating, large, and colorful watercolor images that can be held and passed around a class. Another option with a positive aspect is learners are given the opportunity to paint what they have written, and they can see their story come to life with color and figures. A writing task or any other language task that is paired with art turns a boring writing process into an experience a lot more learners will be interested in. Another activity that is enhanced by the Desuggestopedia method is roleplaying. If the correct props are available in the room, students can work in groups of two or three to role play each other’s stories. Nonetheless, if a language learner has the ability to play guitar, or any other instrument, they have the opportunity to enhance their story telling by playing an instrument. Being able to perform, play an instrument or role play makes learning a lot more real, and not just textbook-based. The Desuggestopedia principle is about language learning as a colorful, exciting, and adventurous process that allows students a deeper exploration of themselves using and playing with language. Cooperative Learning Furthermore, effective language teaching is also about establishing a strong group dynamic using the cooperative learning method. A positive group dynamic contributes to positive attitudes, morality, and team work. Cooperative learning is, “students learning from each other in groups” (Anderson & Freeman, 2011, p. 186). In essence, students are in the same class with a similar purpose, to learn the target language. Students can be encouraged to learn to depend on each other and work together to reach that common goal. Working together and becoming friends can make reaching a goal that much more interesting and enjoyable. If every student in the class is comfortable with every other student, communication, interaction, and overall learning are less stressful. The Cooperative learning method can be used to minimize the sense of competition, thereby eliminating a source of stress and discomfort in the language learning process. Jigsaw PuzzleOne activity that can be used to build positive group dynamics using cooperative learning is called a jigsaw puzzle activity. During this activity, different groups of learners are assigned a different piece of information. They must study and learn the information and then share the knowledge to educate their peers. As a result, students depend on each other for a piece of information to complete the task. Students will learn automatically, and they will trust and respect each other’s intelligence. Group Projects Another technique or activity that can improve group dynamics is group projects. Once again, students are placed in the position of having to work with each other to accomplish a goal. The more time the students spend with each other, the more easily a positive group dynamic will be established. If there is a strong sense of team work, respect, and appreciation among learners, the language learning process will be that much more pleasant. Language learners that are happy and comfortable waste no time learning because they enjoy it. Different Style Intelligences Finally, for effective language learning to occur, teachers must become comfortable with different styles of intelligence. Based on work by Howard Gardner, Anderson and Freeman (2011) propose that there are different types of intelligence. According to Anderson and Freeman (2011) some students can be visual learners, logical learners, kinesthetic learners, rhythmic, interpersonal, verbal naturalist, and intrapersonal learners” (p.191). For example, a teacher can hand out a survey that asks the students about their intelligence style, or their preferred method of learning. The language style survey can also include a question about what they want to learn, their interest, and goals for the class. The teacher can then take the results of the survey and adapt the syllabus or teaching techniques to the results as much as possible. Effective language learning can occur when a language teacher accepts and appreciates different types of intelligence by utilizing methods and activities that challenge said types. ConclusionOverall, effective language teaching is what a teacher finds works best for their students at that moment, for that given situation. Anderson and Freeman (2011), express that techniques and methods can be recycled to be used differently in different circumstances. Effective language teaching can occur, if ideas and techniques are recycled to fulfill different goals to assist different types of learners. Although art can have a constructive impact on one language learner, another student may prefer to focus on grammar rules, or language charts. Some language learners may feel comfortable working individually, while others embrace the group work and group activities. One of the positive aspects of establishing a strong and positive group dynamic is the comfort language learners can experience knowing that if they ever need help they can depend on their peers. Just as every school, program or classroom is different, every language student is different. Effective language teaching includes embracing different teaching circumstances and turning a dull environment into one that can be productive. Effective language learning also includes learning of and accepting the wonderful versatility that exist in students learning styles. Finally, language learning occurs most effectively when peaceful, healthy and comfortable relationships are encouraged between language learners. Language learners can have a wonderful language experience with a stimulating environment, supportive classmates, and a language teacher that embraces each learner’s intelligence style. ................
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