Teaching Philosophy

As someone who is passionate about world languages and cultures, becoming a TESOL educator at Teachers College, Columbia University is a great honor. I am a native English speaker originally from Grand Rapids, Michigan. My interest in language and cultural studies began when I left my hometown at the age of sixteen to begin college early in Massachusetts, hoping to embark on a transformative journey. I met many amazing international students who broadened my knowledge about world languages and cultures, motivating me to begin studying Chinese language and East Asian Studies. I found myself immersed in a much more dynamic world, one that included many different cultural experiences beyond the ones familiar to my upbringing in the American Midwest. This opportunity changed my life, and I have since taken the initiative to engage with individuals from different linguistic and cultural backgrounds. Over the many years since then, I have prioritized linguistic and cultural understanding. In my TESOL practice, I hope to support a learner community through thoughtful instructional practices that highlight aspects of American culture while honoring the meaningful lived experiences of each individual. I believe that learning happens best when learners feel that their presence in the classroom truly matters. As a whole, my teaching philosophy embodies the principles of inclusion, connection, and engagement.

The first principle in my teaching philosophy is cultivating an inclusive learning environment. I am committed to fostering a space where students feel comfortable to learn. Students arrive to the ESL classroom from many different backgrounds, and I want each student to feel supported to show up authentically in the classroom. Additionally, I acknowledge that students’ home knowledge is meaningful and actively contributes to a successful learning environment. Therefore, I aim to prioritize the many lived experiences that students bring into the classroom. I believe that the experience of learning a new language is vulnerable, so my teaching philosophy highlights inclusion as a value for forming a more welcoming classroom. Furthermore, I recognize that every learner has unique classroom needs, and I believe that accessibility is a critical component of a successful ESL classroom. In my teaching, I aim to create an accommodating space in which every learner has access to a diverse curriculum and learning experience.

The second principle is fostering positive connections in the classroom. Learning a new language requires students to process so much material at once, and this experience can be overwhelming, intimidating, or simply outright terrifying! These intense emotions should not be a concern– they are all a natural part of the language learning process. Instead, these emotions can be utilized as a catalyst for fostering a positive, communicative space in which students can form genuine connections with one another. In my own language learning journey, I have found that forming positive connections with peers is essential in overcoming barriers caused by the Affective Filter. Moreover, I believe that positive reinforcement and consistent encouragement can greatly benefit student learning. In general, I prioritize thanking students for their efforts because I recognize that their choice in taking the time to learn English is meaningful and courageous. Ultimately, it is a major goal in my teaching practice to create a community where students form friendships that they carry with them beyond the classroom.

The final principle in my teaching philosophy is to spark student engagement. I believe that an ideal classroom should be a place where students feel engaged and motivated to learn. Engagement relies on a curriculum that acknowledges the interests of students, fosters meaningful connections, and holds a space for humor and fun in the classroom. Through my past experiences, I have learned that students become more eager to learn and remember content more effectively when they are active participants in each lesson. Thus, I strive to implement a multisensory approach to language teaching through the use of hands-on activities, videos and other media, and creative collaboration in the classroom. As a whole, I wish for students to not only learn the English language, but also to have a fun experience in the process!

In conclusion, the three principles of inclusion, connection, and engagement form the foundation of my teaching philosophy. Currently, I am committed to developing and improving my teaching practice throughout my CLP teaching experience and beyond. I am open to new ideas and feedback for further professional growth and look forward to future opportunities.

Task-Based Language Teaching

This strategy involves centering an English language curriculum around engaging, interactive activities that foster real-world connection. Pedagogically, task-based language teaching emphasizes a “focus on form” (i.e. meaning), rather than a “focus on forms” (i.e. grammatical structures).

Multi-sensory Approaches

This technique involves fostering multiple means of engagement in the classroom through different senses (ex. listening practice vs. hands-on activities). Lessons incorporate many different kinds of sensory tasks, including watching videos, reading news articles, and interacting with objects. During classes, students have the opportunity to participate through different means, such as verbally discussing a topic, writing a post online, completing a creative piece, performing in a role play skit, drawing a cartoon, and more.

Emphasis on Formal and Content Schemata

I strive to create lessons that both highlight formal schemata, English language linguistic and structural meaning, and content schemata, cultural meaning and use within the English language. In my teaching, I prioritize the introduction of American cultural customs and utilize popular American media within my classes. I believe that students learning English in the United States can benefit greatly from a classroom that teaches both language and culture!