Teaching Philosophy

I have always believed in the saying that “teaching is learning twice.” From my modest experience in teaching I can say that I am definitely learning how to teach, how to deal with students, and how to pursue professional development. I view the teaching/learning processes as collaborative and developmental in the sense that progress will occur as long as teachers involve their students in meaningful, purposeful tasks that are suitable for the students’ needs.

As a teacher, success means that the students are developing. I mean by developing that they are developing their linguistic skills, social skills (communication), and mental skills (critical thinking). I believe that in order for development to occur, students need to be provided with a genuine post-method setting in which they are involved in making decision for their own learning and receiving instruction that is suitable for them, not instruction that is dictated by method X or Y.

            As a writing teacher, I strongly believe that students need to engage themselves in every aspect and stage of their writing as it reflects their identity. I think that tasks, materials, and activities should be balanced in accordance to Bloom’s educational taxonomy (Knowledge-Comprehension-Application-Analysis-Synthesis-Evaluation.) Following this model allows the students to develop in their linguistic and critical thinking skills and those levels can be approached individually and/or collaboratively.

            I also believe in the saying “testing without teaching first is an abusive power.” Students need to know what is it that they are going to be tested on and how beneficial is it to them. If they do not know what to expect when they are evaluated or tested, then the teacher is using the power given to him/her improperly. Also, if the testing is of no benefit to the students, then there is no point in testing them. A technique that I find useful and motivating to students is to allow them to make up for work that they have missed (for a valid excuse and at the teacher’s discretion.) Bad things happen to good students and, as a teacher; I believe that students can have the chance to compensate. This will even allow the teacher to evaluate students fairly.