Teaching Philosophy Statement

In English language teaching process, I followed four main principles to make the teaching learning process more commendable. They are, Social Interaction Theory (Vygotsky, 1978), Cognitive Development Theory (Piaget, 1936), Behavioral Theory (1900) and Eclectic Approach (1970). 

In my teaching philosophy, the classroom is a space filled with curiosity prior to the lessons. It’s a place where learning happens through collaboration, aiming to make education a meaningful ad unforgettable experience on nurturing love for learning for every student. Although teaching English for the kids who are having different proficiency levels is not an easy task, at the end of the day, it was the small joys surrounded me thinking that my efforts brought something valuable as my kids learnt something from me.

 

I incorporated Lev Vygotsky's socio-cultural theory to foster an environment where the learners improve their knowledge through collaboration and interaction. Engaging in various collaborative activities, I turned my ESL classroom into a centre for collective learning experiences. Recognizing the significance of the More Knowledgeable Other (MKO), I mixed the less proficient learners with the more proficient learners and facilitated pair and group interactions to enhance understanding. Implementing the Zone of Proximal Development (ZPD), I identified each student’s stage and provided them support when needed. My teaching approach involved scaffolding, ensuring that each student received the necessary guidance for their educational journey.

I applied Jean Piaget’s Cognitive Development Theory, emphasizing active engagement and fostering critical thinking of the students. Each lesson was a journey where students were encouraged to participate actively. I created an environment where students were not just recipients of information, but active participants in their cognitive growth. Prior to start the lesson, I was able to activate their schemata by stimulating a sense of curiosity to each and every lesson by using various teaching materials.

Furthermore, I embraced behavioral theory in my teaching philosophy. Recognizing the power of positive reinforcement, I consistently praised and rewarded students for their achievements. After every lesson, I made them happy by providing them star stickers and happy faces, creating an environment where success was celebrated. Engaging them further, I introduced group activities, evaluating and rewarding the best-performing groups with chocolates. This approach not only motivated students to actively participate but also improved love for the English period. Through the strategic use of rewards and positive reinforcement, my classroom became a space where encouragement and acknowledgment made a vibrant and enthusiastic learning atmosphere.

During the teaching practicum, I employed the eclectic approach by integrating communicative-based language teaching, total p
hysical response, and task-based language teaching. My lessons became dynamic journeys, combining interactive communication, physical engagement, and purposeful tasks. Students not only practiced language in meaningful contexts but also enhanced their comprehension through physical involvement. By weaving together these diverse methodologies, my classroom became a vibrant space where language acquisition wasn't confined to traditional boundaries.

In conclusion, teaching is a multifaceted journey, laden with responsibilities and challenges, yet interconnected with self-satisfaction and joy upon reflection. It encompasses the creation of individuals who are distinct and well-rounded, equipped with physical, social, emotional, and academic competence to confront life's challenges.