Before anyone attempts to
enter the ESL/EFL classroom as an instructor, they must have an awareness of
their own teaching philosophy. This philosophy will give the ESL/EFL teacher a
series of guidelines which they can use to effectively teach their class. As an
English Second Language teacher, I have had to develop my own philosophy.
I believe that each child
is a unique individual who needs a secure, caring and stimulating atmosphere in
which to grow and mature emotionally, intellectually, physically and socially.
I think that all ESL/EFL professionals
need to constantly ask themselves how and what they are teaching. By studying
their classes with this mindset, teachers will become aware of all the pitfalls
and successes associated with teaching English as a Second Language. Teachers
can then use this awareness to pick and choose the proper way in to teach their
classes.
However, it's essential that a teacher
during studying her class, be aware of the different learning styles of her
students, where different approaches or ways of learning are adopted by the
latter to take in new information and develop new skills. Learning styles are
furthermore, ways an individual perceives, organizes processes and remembers
information.
Those can be listed under three
categories:
Visual Learning (learning through eyes or seeing sense): where learners
need to see the teacher's body language and facial expressions to fully
understand the content of the lesson. Those may think in the picture and learn
best from visual displays including flash cards, videos, handouts…
Here the teacher should be aware of taking away any visual distraction
in the area. Such style of learning is highly adapted by a great number of
kindergarten students including mine. I find most of my students attracted to
visual aids and can better remember information that was displayed previously
infront of them.
The other style is Auditory Learning (learning through listening or
hearing sense): students here learn best through verbal speeches, listening to
what others say and talking things out.
The teacher here should be aware of her tone of voice, pitch, speed..
Such students love to work in quiet places and should be encouraged to read and
study out loud. With KG students a "say-spell-say" method and
listening to songs or audio records this work best.
The third style is the Tactile or Kinesthetic Learning (learning through
touching, moving, doing..): such learners learn best through hands-on approach.
They need to explore the physical world around. Most KG students are curious to
touch and learn through this style. They enjoy standing, running, moving around
in class, working with clay, exercising and many other physical activities.
Most of my students enjoy learning through this style, so I always make sure
that they get a chance to touch, move and enjoy their explore of the world
around.
Yet, even when the teacher
is aware of all these styles, there remain factors that have direct or indirect
impacts upon the process of learning. These factors could be internal or
external (within the class, or outside), attitudinal (how students show
themselves to others and display their behavior), physiological, general or
specific, environmental or non-environmental, social or non social.
All these factors and much more attribute to KG students' learning
process, who are and even when we barely notice it, are highly sensitive to
everything around.. Little annoying things may distract a kid's mind, and even
the whole class atmosphere.
Here comes the role of the
teacher to be the eagle eye on whatever goes on in her/his class. A teacher
must help students meet their fullest potential in all areas by providing a
safe supporting environment, and to establish this, I believe there are three
main conductive elements: teacher acting as a guide and not just acting as a
source of information (students search for answers. They are given chances to
discover themselves and practice skills, this is by providing access to hand-on
activities and allowing adequate time, space and use of materials.), then
allowing the child's natural curiosity to direct his/her learning (this is very
important with KG students), and what is very important is promoting respect
for all things and all people (students are directed to develop deep love and
respect to everything around them. This occurs through open sharing and
judicious approach to discipline. KG students who show respect are rewarded and
those who do not are reguided in the correct direction, next to sticking to
classroom rules guidelines).
It's all the role of the teacher to carry big responsibilities because
simply all students depend on her/him (KG female teachers are more like mothers
to their students). Students even look at their teachers as role models, for
that it's very important the latter create a warm protective but still a
professional class environment.
I also believe that a KG teacher should have as much fun as possible with
her kids. Furthermore, pay much attention to any suspicious signs that could
bother students. The professional teacher should know what's going on and think
about what students feel, because we've once been KG students and wanted to be
understood quickly, so a reaction should be on its way immediately.
A teacher should also treat all students equally regardless of their
IQ's, nationality, participation and performance in class. She/he should be
friendly to all and avoid any kind of personal humiliation.
A teacher should even be creative. He/she should implement different
activities that ensure all students involvement in the learning process.
In my class, I try to be all
this at a time. As the year goes by, I start to learn about my students'
learning styles. Sometimes I use visual and auditory aids and even hand-on
materials to explain one single concept, so that I make sure that all my
students acquired the information. At moments, I feel that no one is ready to
learn anymore, so it's simply a time for a short break, where students empty
their energy and go back to the lesson after that.
Much more, and although our students do not speak English as their
native language, I accept them speaking Arabic within class, yet I rarely use
Arabic words to explain concepts or give directions, because I believe the more
they are exposed to English, the more they are become familiar to it. Here it's
important to mention that I support what we call cooperative learning
strategies and group work. I do love and find it effective when students are
divided into groups of all abilities (poor, fair, good and excellent), they
then have an opportunity to share and mediate in the learning process. Poor
ability students are encouraged and show better self-esteem.
I often use this strategy with forming CVC words ( each group are given
different letter cards, in which they have to arrange into words according to
pictures provided or words they have previously learned). This also works with
categorizing skills (categorize illustrations into healthy / unhealthy habits,
food…)
For me, teaching provides an
opportunity for continual learning and growth.
I feel there is a need for compassionate, strong and dedicated
individuals who are excited about working with children. In our society, it's
important for students to not only receive a solid education, but to work with
someone who is sensitive to their individual needs.
I am such a person and will always strive
to be the best educator that I can be.
No comments:
Post a Comment