My Teaching Philosophy 

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My philosophy is a reflection of several theories associated with the field of ESL. In the combination of many approaches, I find wisdom. My teaching philosophy is born from the perspective of humanism that supports my desire to help each student, to see good in everyone, to coach each student, and to emphasize empathy. Social Constructivism encourages teachers to become facilitators of learning and knowledge comes through social interaction and language use. The theorists who back up my teaching philosophy are Georgi Lozanov and Stephen Krashen. One primary objective in my classroom is to develop cultural awareness.  

My teaching approach is to guide students not only theoretically but also by providing information to help them grow and develop a healthy self-esteem, which consequently will project to other areas of their lives and allow them to succeed in a country where their native language is not spoken. My goal is to provide a safety net in which to land when they make errors during their journey.

A Safe Learning Environment
The most effective learning environment is where students feel at ease, where they feel comfortable if they make a mistake. According to Krashen and Lozanov, a more open, more comfortable environment is the most effective learning environment, especially when learning languages. Lozanov believes teachers set up psychological barriers to learning.  For him, a relaxed atmosphere in the classroom is critical; he states: "learning is facilitated in a pleasant, comfortable environment."  Stephen Krashen has a similar concept when he talks about "The Affective Filter Hypothesis."  According to Krashen, emotional states and attitudes are adjustable filters that freely pass or block input necessary for acquisition.  The student needs motivation, self-confidence, and low anxiety.  The best acquisition will occur in environments where stress is low and where defensiveness does not exist; i.e., the Affective Filter is low. Krashen believes that there might be a mental block that prevents learners from fully profiting from "comprehensible input."  "If the filter is up, the input is blocked."

Acquiring Social and Language Awareness
In my classroom, students are empowered to learn and express themselves in the target language. As an ESL teacher, the main objective is to help students achieve a level of communication by acquiring social and language awareness. It is crucial for L2 learners to learn the ins and outs of the pragmatic conventions of English to empower them to make full use of the words and to avoid mistakes. 

Providing a Safety Net when Teaching Content
To promoting a safety net when teaching content will aid students in their language acquisition. Based on my experience when I took English classes, I was able to understand English grammar better when I felt comfortable about the rules of grammar of my native language, Spanish. Investing time to revisit their L1 grammar rules is very beneficial when acquiring an L2.  

Approaching Different Styles of Learning
As an educator, I need to remember that not everyone learns in the same way. I do believe as a teacher I can reach all students by creating lesson plans focusing on the different styles of learning such as spatial, auditory-musical, linguistic, kinesthetic, social-interpersonal, and social-intrapersonal. Some educators focus their teaching on accuracy and production.  However, to Krashen errors are to be expected and should be used constructively in the learning process. Move further away from perfection and efficiency and focus on communication or fluency and the cognitive approach.

The core of my teaching philosophy includes:

Cultural Sensitivity
When teaching English to L2 learners, teach the language without indoctrinating the students with our beliefs, culture, and political views. This teaching method would allow students to maintain their identity without making them feel ashamed of their upbringing. We should respect their ideologies and religious practices and not judge them because they do not believe what we do.
It is important to teach students that bilingualism is all right and having two identities is not wrong. It is possible to learn another language without giving up yours. Never be ashamed of your roots, of your ancestors, of your mixed race.  To accept is to respect and welcome each student's ideologies and religious practices, not judging them because they have different beliefs. In my class, students are encouraged to embrace their culture and language. It is a classroom where students think having two identities is okay, a classroom where cultural awareness is part of learning a second language, where each other's culture and the culture of the target language are respected. Languages, religious beliefs, food, attires, and holidays are defined by who we are. By learning the target language, we can understand its culture and much more. By the end of each term, L2 learners will become culturally sensitive.   

We should teach students that it is possible to learn another language without giving up theirs. We should teach students never to be ashamed of their roots, their ancestors, or their mixed race.

Getting to know the students 
Most of the students come into the classroom with the preexisting knowledge that will either contribute to or impede the learning process. Getting to know the students is vital for an ESL instructor. "Grammar Alive! A Guide for Teachers," by Brock Haussamen et al., provides essential information for ESL instructors. How close is the student's L1 to the target language? What is the student's preexisting knowledge of the target language? What is the age of the student? Is the student socializing with English speakers outside the classroom? Is the student fluent in his or her L1, and can they read and write in it? Is the student happy to be in another country learning an L2?

Teachers' Self-reflection and Continuous Improvement
Constant self-reflection and evaluation are essential, as they help me as a teacher identify areas for growth and improvement. I am improving my teaching style. At the end of each school year, students will anonymously respond to a questionnaire that will critique my teaching. I will then revise my teaching techniques and lesson plans and implement new concepts to facilitate learning. I am a firm believer that constant adaptation is necessary in order to meet the needs of my students. It is crucial to always remember the reasons behind my philosophy of teaching and the theories that back my beliefs.