Philosophy of Teaching - Essay Example

Philosophy of teaching When I was young I never imagined that I would end up being a teacher. The image of a teacher was not one that I found impressive because of the use of corporal punishment in our school. It is a fact that most typical Asian schools make use of corporal punishment to discipline students (UNICEF 2000), it was also the reason I had a terrible experience as a child in school and didn’t think much of the teaching profession at all. However, as I was growing up I got involved in the local church as a Sunday school teacher. While I taught in those classes I realized that I was more and more interested in teaching the students by sharing my experiences with them. Even though it required a lot of time, preparation and patience, I enjoyed every moment of it and gave it my all. I also came to love the classes when I saw the impact I had on my students; their happiness and excitement gave me an extra push to do well in class. Even though I had a great time at the Sunday school I still did not think that becoming a professional teacher was my calling, I thought my talents lay restricted to the Sunday school. There was also the fact that becoming a teacher is a very hard feat back where I am from because there is fairly high competition in the education university there. It was when I was got the change to go to Canada to study further that I realized how much fun learning a new language was. It was no just exciting but also interesting how the language shaped itself around words and phrases. Language and culture definitely go hand in hand and I learned that through experience alone. You cannot understand the culture of any place till you understand the local language; this begs the question of whether humans are who they are because of their individuality or is it the culture around them and subsequently language constructs that make them who they are (Kramsch 2000). I found all these new dimensions very interesting. The first time I tried my hand at the English language was for a university entrance test. I had no reason to learn the language other than to get an admission into the place that I wanted; I had no real interest in English. Coming to another country and having to learn the language was different though. It’s been six long years since I came to Canada and I can now say that I am fluent in the language that I once thought useless. The TESL program will help me by helping me learn more while adding to my strength as a teaching of ESL. During my practicum ESL classes I always encourage my students I always tell my students to study for the language and not for the grades. I personally believe that if they study with the aim of achieving a goal instead of earning a few points on a paper then they will go further. I have always believed that if you look at learning as a necessity then you will only go through the motions and in reality learn nothing. After a little while all the things you think you have learned will just reveal themselves as things you were able to memorize when the time required it; you will no longer be able to recall what you learned or to use the skills that you were once supposedly good at. I have an added advantage at my side because as an ESL teacher I can actually empathize with my students. I was once who they are now and I can understand their apprehensions, their problems and even their excitement. It is easy for me to guide them through this process because I know what they are going through and what will come next for them. It is true that all people function on their own pace, but knowing how to deal with a particular kind of situation is important. A teacher who has never known what it is like to struggle with a language will not be able to act understanding or offer any real advice to his student. My belief is that the more easy going the environment, the higher the likelihood is that the teacher-student relationship will flourish. I am dead set against a typical formal setting where it seems like it is the teacher’s kingdom and the students are his slaves. In my class there are no boundaries between a teacher and a student; I am always available and approachable for help and guidance by any student at any time. My techniques are more about nurturing my students into finding their direction than forcing them to live by the textbook. Self-esteem, for me, is a very important factor in learning the English language. Even though the subject can be very challenging I always encourage my students my telling them to have faith in themselves and to have fun, because if they lose their confidence even once they won’t be able to focus properly. All students are unique and have their own variant processes of learning, capabilities, interest in the English language etc. I try and put myself in their shoes so as to teach them in the best way, instead of assuming that I know best and everyone should fit into one formula. My aim is to give my students something to take with them when they leave my class. Making sure that the directions are clear is a huge part of teaching the language. It’s not about how comfortable I am and never will be; as a teacher I strive to ensure that my students come first. In summation I would once again like to point out that my personal philosophy of teaching is a combination of nurturing and apprenticeship because I am familiar with the areas I have a great passion for and also know how it feels to be a second language learner. I may stand as an ESL teacher in class, but to my students I am nothing more than their peer who is there to help and guide them. Through this experience I do not just want to impact knowledge but also learn from my students in the process. It’s a two way street; while I teach them English, they show me a whole world of cultural differences, personalities, life experiences, etc. I also add these points into my teaching philosophy and improve my teaching experience and knowledge better understanding of current students and even future students. It helps me to improve other points of teaching philosophy such as transmission, developmental, and social reform. Reference n.d. (2000), Corporal punishment in schools in South Asia: http://www.crin.org/docs/resources/treaties/crc.28/UNICEF-SAsia-Subm.pdf Kramsch, C J. (2000), Language and Culture: Oxford University Press Read More