My Teaching Purpose:

I specialize in teaching English as a second language with a particular focus on communicative proficiency and sociocultural integration. The purpose of my educational approach is to cultivate a deep understanding of the language in this context, thus enabling students to navigate real-world communicative challenges with confidence and ease. Central to my teaching practices is a commitment to encouraging depth and breadth of thought through student-centered, interactive methodologies. Designed to resonate with a diverse student body that spans across various cultural backgrounds and demographics, this dual-purpose methodology not only facilitates the acquisition of English language skills but also enriches students' understanding of the social and cultural influences that shape the language.

I earned my TESOL certification from Arizona State University and have further enriched my educational background with a diverse range of certifications. These additional qualifications cover a multitude of subjects, such as instructional design, pedagogical methodology, educational assessment, linguistics, cultural intelligence and communication, educational leadership and coaching, adult education, and online education. Together, these credentials have broadened my understanding and sharpened my expertise in the field.

My Teaching Style:

Drawing from the Affective Humanistic Approach (1970) and the Communicative Approach (1980), my teaching style prioritizes not only students' emotional well-being and individual needs but also places a strong emphasis on practical, real-world language usage. This multi-faceted approach allows me to cultivate a learning environment that is student-centered and supportive, while also targeting effective communication skills.

By adopting this style, I foster students' natural curiosity and drive for learning. I also encourage intellectual and social growth and promote active participation in their own educational journey. This includes involving students in classroom decision-making processes and encouraging them to engage in metacognition.

My instructional style leans strongly toward a student-led framework, where I act as a collaborative guide and mentor rather than as a traditional authority figure. Open dialogue and mutual respect are core principles in my classroom. This approach helps in creating a learning environment where students can progress at their own pace. It also encourages them to feel comfortable voicing their thoughts, asking questions, and making mistakes; essential aspects of the learning process. Overall, this creates a more personalized and empowering educational experience.

My Teaching Techniques:

In my teaching practice, I integrate a variety of instructional techniques to provide my students with a well-rounded educational experience. Starting lessons with a warm up activity that invites students to share current events or thoughts, setting a receptive tone for learning. Guided by an 80% practice, 20% teaching framework, my focus is on long-term retention and skill mastery, which in turn encourages higher-order thinking and a personalized learning experience.

Understanding the value of alleviating student tension, I use warm and approachable language to facilitate a comfortable learning environment. To deepen the educational experience, I implement scaffolding techniques. These range from teacher modeling to interactive activities such as role-playing, meaningful discussions, storytelling, cross-cultural comparisons, debates, and exercises involving idiomatic expressions and persuasive language. This diverse array of methods and techniques serves to cultivate a holistic and meaningful learning experience for students.

Pedagogical Methods:

The pedagogical methods that I employ are a hybrid of Authentic, Culturally Responsive, & New Learning (founded by Dr. William Cope & Dr. Mary Kalantzis), drawing upon which ever method (or mix of methods) are appropriate for the student. I strongly favor student-led learning with the teacher collaborating with the student as a guide so that they may progress at their own pace. I actively encourage students to engage in meta-cognitive thinking to reflect and develop autonomy over one's own learning. These practices help my students to become confident, self-aware, and self-motivated.

I integrate culturally responsive methods by recognizing and valuing the diverse cultural backgrounds of each student. This includes adapting content to be relevant to their lived experiences, fostering an inclusive classroom environment where every voice is heard, and implementing teaching strategies that respect and build upon the varied cultural assets they bring to the learning process.

Assessment & Feedback:

In my teaching approach, formative assessments play a pivotal role in understanding how well students are grasping language skills. One of my key techniques involves the use of real-time corrections during class discussions, role-playing exercises, and other interactive activities. As students practice conversational English, I closely monitor their language usage and interject when necessary to offer immediate feedback.

My corrections cover a spectrum of considerations, ranging from conversational accuracy—such as semantics, pronunciation, and vocabulary—to the often-overlooked, but equally important, aspect of cultural awareness & appropriateness. For example, if a student uses a phrase or idiom incorrectly, I would not only correct the phrase but also explain its contextual relevance or cultural nuances.

This multifaceted feedback provides a rich learning experience. It offers students concrete suggestions for honing both their language skills and their understanding of the cultural subtleties that come with learning English.

Inclusivity & Diversity

In my teaching practice, diversity and inclusivity serve as the fundamental cornerstones that shape a transformative English learning experience. Diversity involves recognizing and celebrating the unique qualities, backgrounds, and viewpoints each student brings to the class. Complementing this, inclusivity ensures that every student's voice is not only heard but also valued as an essential part of the classroom. When these two key elements come together, they create a welcoming and relaxed atmosphere. This helps students feel more at ease, thereby encouraging open dialogue and making the learning process both more effective and more enjoyable. Incorporating diverse and inclusive principles into the classroom creates a positive, encouraging space where every student feels a genuine sense of belonging.

Before our lessons begin, I conduct a personalized trial lesson to understand each student's cultural background, interests, and learning preferences. This enables me to tailor the content and teaching style to meet individual needs.

At the beginning of each lesson, I start with a few minutes of casual conversation, during which the student can share something about their day or an experience that is meaningful to them. I strive to incorporate conversational topics that resonate with a student's own cultural and personal background. Whether we're discussing a holiday unique to their culture or offering insights that draw parallels to traditions in English-speaking countries, the aim is to create a dialogue that feels both personal and educational. For students who may be hesitant or nervous, I provide positive and constructive feedback while actively encouraging them to speak in a manner that is most comfortable for them, without the pressure of "sounding a certain way."

Overall, by integrating principles of diversity and inclusivity into the classroom, I create an encouraging and memorable environment where students feel a genuine sense of belonging, thereby boosting lesson effectiveness, student engagement, and memory retention.