Teaching Philosophy Statement

            “The best teacher is not the one who knows most but is most capable of reducing knowledge to that simple compound of the obvious and wonderful.”[1] As an ESL practitioner, I value the effort of making the learning process an entertaining task but an obligation, which is a philosophy I learned from the book My Family and Other Animals[2]. In my outlook, the teacher should work in rapport with the learners and understand their interests to cater for the knowledge accordingly without appearing as an authoritative figure.

            Learners require an environment where they feel safe to take risks necessary to learn the language. The emotional state will affect their receptiveness to comprehensible input.[3] Thus, where there are enthusiastic learners, there is a classroom buzzing with life. Moreover, my ideal classroom values the heterogeneousness. Regardless of the mental, physical, and social differences, every child is a learner to the teacher. Moreover, a quality and proper education takes place where the learners is undisclosed to multiple social contexts[4] because learning does not entail only in books but also the experiences, that we gain by associating with various social situations.

 

            While teaching, I put my faith in the Socratic method and ZPD[5], which encourage learner autonomy aided by peer interaction rather than teacher-centeredness. Sometimes, peer teaching is more successful than a teacher who does not work in rapport with the learner. Hence, with minimum scaffolding, I believe the students get a successful learning outcome in a collaborative environment where they share the same mental and emotional stance. Nevertheless, the teacher should intervene by prompting a suitable learning atmosphere by altering the ecological approach and providing appropriate reinforcements. 

            In conclusion, I've come to understand that a thriving classroom is not merely defined by the transmission of knowledge, but by the cultivation of a rich tapestry of experiences that inspire curiosity, ignite imagination, and foster critical thinking among our learners. As an ESL practitioner, I see my role not only as a purveyor of language skills but also as a facilitator of holistic growth and development. By creating an environment where students feel safe to explore, take risks, and engage with diverse perspectives, we empower them to become lifelong learners who are equipped to navigate the complexities of an interconnected world. Together, we embark on a journey of discovery, where the pursuit of knowledge is infused with joy, wonder, and a shared sense of purpose.

 

 

 

 

 

 

References

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.

Mencken, H.L. (n.d.). Teacher Quotes. Retrieved from Goodreads: https://www.goodreads.com/quotes/tag/teachers

 

 

---

[1] Mencken (n.d.)

[2] Durrel (1956)

[3] Affective Filter Hypothesis (Krashen, 1982)

“Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition.” (Schutz, 2005, p. 3)

[4] Socio-cultural theory (Vygotsky, 1978)

[5] Zone of Proximal Development (Vygotsky, 1978)