Although language is taught in classrooms, its ultimate purpose is to be used communicatively out in the real world. I try to bring real life interaction into my class as much as possible to prepare students for using English outside the classroom and because it makes class more engaging and enjoyable. Much of my approach to instruction is influenced by Communicative Language Teaching, or CLT. CLT breaks away from traditional pedagogical methods of mechanical grammar drills and memorization and focuses instead on experimentation, collaboration, and “creating meaningful and purposeful interaction through language” (Richards 2006). I still teach students the essential skills of grammar, reading, writing, listening, and speaking, but I do so in a way that gives students the opportunity to collaborate and think critically about the material. The aim is for students to be able to apply what they have learned in my class to their interactions out in the world.
An example of how I make my classroom engaging is using the Inductive Method whenever possible and implementing a progression of controlled to free practice activities. Instead of beginning the lesson with a lecture on the grammar, I start with a warm-up that facilitates the use of the pattern so students can figure it out themselves. I have found that when students discover grammar patterns on their own, they are more engaged in class and more likely to remember what they have learned than if I had simply lectured on the grammar point before having them practice. When students do activities, they will begin with more scripted or fill-in-the-blank practice so they can master the form of the grammar before moving toward exercises that require them to produce their own sentences. In my experience, when students engage meaningfully with what they are learning, they are more interested in class and are more likely to remember the material.
Above all, I seek to make my classroom a place where every student feels comfortable being themselves and trying their best to learn English. As someone who has gone to a foreign country and studied a foreign language, I know firsthand the vulnerability that comes with language learning. It can be extremely scary and even embarrassing at times, especially when faced with the possibility of judgement from peers. My classroom is a place where students are encouraged to try out new things and make mistakes, because that is the process of learning. My role as an educator is to create a positive community where students support each other and are excited to learn.
This aspect of my teaching has been influenced by my own experience as a student. It always made a big difference to me when teachers promoted experimentation and trial and error and were encouraging when students offered new perspectives and tried new things, even if they made mistakes. I strongly believe creating this sort of learning environment is necessary to build students’ confidence as English speakers and to foster learning and growth in the classroom.
As part of my TEFL certification program, I did practicum teaching as well as conversation practice with ESL students. I found it very difficult to teach in a class where I did not know the students well, but the experience from conversation practice helped me. The more students I got to know during conversation practice, the more comfortable teaching them became. I was able to use some of their names in class and knew their countries of origin and personalities. This made me realize the importance of getting to know my students and recognizing all aspects of their identities when I teach, and I know this experience will help me adapt my instruction to meet students’ individual needs in my future classes. Getting to know my students not only makes teaching more enjoyable and meaningful for me, but I believe that it engages the students and creates a better learning environment for them as well.
My role as an educator is to facilitate meaningful interaction and communication between students and to give them tools that will ultimately be applicable outside the classroom. When students leave my class, I want them to feel comfortable and confident communicating in English out in the world.
Richards, Jack C. Communicative Language Teaching Today. Cambridge UP, 2006, pp. 4.
An example of how I make my classroom engaging is using the Inductive Method whenever possible and implementing a progression of controlled to free practice activities. Instead of beginning the lesson with a lecture on the grammar, I start with a warm-up that facilitates the use of the pattern so students can figure it out themselves. I have found that when students discover grammar patterns on their own, they are more engaged in class and more likely to remember what they have learned than if I had simply lectured on the grammar point before having them practice. When students do activities, they will begin with more scripted or fill-in-the-blank practice so they can master the form of the grammar before moving toward exercises that require them to produce their own sentences. In my experience, when students engage meaningfully with what they are learning, they are more interested in class and are more likely to remember the material.
Above all, I seek to make my classroom a place where every student feels comfortable being themselves and trying their best to learn English. As someone who has gone to a foreign country and studied a foreign language, I know firsthand the vulnerability that comes with language learning. It can be extremely scary and even embarrassing at times, especially when faced with the possibility of judgement from peers. My classroom is a place where students are encouraged to try out new things and make mistakes, because that is the process of learning. My role as an educator is to create a positive community where students support each other and are excited to learn.
This aspect of my teaching has been influenced by my own experience as a student. It always made a big difference to me when teachers promoted experimentation and trial and error and were encouraging when students offered new perspectives and tried new things, even if they made mistakes. I strongly believe creating this sort of learning environment is necessary to build students’ confidence as English speakers and to foster learning and growth in the classroom.
As part of my TEFL certification program, I did practicum teaching as well as conversation practice with ESL students. I found it very difficult to teach in a class where I did not know the students well, but the experience from conversation practice helped me. The more students I got to know during conversation practice, the more comfortable teaching them became. I was able to use some of their names in class and knew their countries of origin and personalities. This made me realize the importance of getting to know my students and recognizing all aspects of their identities when I teach, and I know this experience will help me adapt my instruction to meet students’ individual needs in my future classes. Getting to know my students not only makes teaching more enjoyable and meaningful for me, but I believe that it engages the students and creates a better learning environment for them as well.
My role as an educator is to facilitate meaningful interaction and communication between students and to give them tools that will ultimately be applicable outside the classroom. When students leave my class, I want them to feel comfortable and confident communicating in English out in the world.
Richards, Jack C. Communicative Language Teaching Today. Cambridge UP, 2006, pp. 4.