Philosophy of Teaching
TESOL Portfolio
08/25/2017
PHILOSOPHY OF TEACHING 2
Philosophy of Teaching
will not only affect what students can learn but also influence how students are
interested with the subject. A good teacher can inspire students motivation and
interest to learn well about the course while a bad teacher will push students to lose
their inspiration for learning. Thus, my philosophy of teaching will contain three steps
of learning: find your motivation, learn how to communicate and appreciate the
language. To achieve these three steps, I will use the Multiple Intelligences Theory,
students had different first languages and some of them knew a little Chinese. How to
communicate with them? In English! Even though we spoke different first languages,
most of us could speak English. Thus, I found out how useful English is in the
teach Chinese to foreigners and teach English to Chinese simultaneously in the future.
University and then a Masters Degree in Chinese Culture at the Hong Kong
only for the Chinese language but also for other languages, such as what are
appreciate the beauty of language, especially literary output. That is to say, language
is not only a communication tool, but also an art. Language combines the culture,
tradition, thinking style, history characters and so on. Even though we did not focus
classes. Working with students can help me to reflect on myself in the future teaching
program. I have completed my lessons about frameworks of how to teach English and
specific approaches of how to teach listening, speaking, writing, reading and grammar.
want to become a lingual teacher in a language school to teach Chinese and English to
adult learners. I hope I can be a teacher who can inspire my students to enjoy the
includes two parts: intrinsic and extrinsic motivation. Deci(1975, p.23) defined
intrinsic motivation as expending effort for which there is no apparent reward except
the activity itself... and not because it leads to an extrinsic reward. For example,
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and beyond the self(Brown, 2014, p.160). It is obvious that the one who has strong
motivation will learn better than the one who has weak motivation in same situation. I
Chinese girl. He worked very hard and tried to learn Chinese ancient poems (which is
really difficult for many Chinese) because the girl liked reading poems. Obviously, he
had strong motivation, both intrinsic and extrinsic. As a teacher, our job is to help
To achieve this goal, teachers may implement the Multiple Intelligence theory to
make the class active and effective and inspired students to be confident and gain
Naturalistic) (Gardner, 2000).That is to say that different people have their own
strengths and weaknesses in intelligence. In class, if the teacher can create different
their strong intelligence activity. In addition, they can build their self-confidence in
the learning process by acquiring target language. Moreover,teacher can also guide
some cooperative work to assess students, so that students can not only receive the
grades or scores but also the feedback from their classmates, such as encouragement,
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appreciation, admiration, which are the extrinsic rewards to strong their learning
motivation.
The second step is teaching students how to communicate. In 21st century, most
described(2011, chapter 9), the CLT class emphasizes the importance of how to use
I observed an ESL speaking class which used the CLT method. This was a
listening and speaking class for low intermediate in UCR Extension. The teacher,
Karen Lindwall delivered this lesson for the international students who wanted to
finish their IEP courses. The target expression in that class was compare and contrast.
In the class, the teacher firstly taught students some sentences and phrases which
A is bigger than B, which provided scaffold to students. Then, Karen showed two cars,
a Pee Wee and an Indulge with detailed information, such as Indulge was new and the
Pee Wee was a used one. T guided students how to compare and contrast these two
cars as model with main ideas and supporting ideas: The Indulge is similar to the Pee
Wee because both of them are nice cars. However, the Pee Wee is different from the
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Indulge because the Indulge is bigger than the Pee Wee. After finishing this activity,
Karen gave students many examples with pictures to ask student to compare and
contrast, such as summer and winter, Riverside and Los Angeles, sweet food and salty
food. Students were divided in pairs and became the communicators in the real
situations and share their information with their classmates. This class clearly
demonstrated many principles of CLT. Firstly, the teacher gave students many
the students were the communicators in the class. They try to express their mind even
though they made some errors. The errors were acceptable in the class because in the
CLT lesson, accuracy was not the only point evaluated but also the fluency. Overall,
in the CLT class, students need knowledge of the linguistic forms, meanings and
Larsen-Freeman (2011, chapter 11), the TBLT is a strong version of CLT. Unlike CLT
class, in the TBLT class, the goal of teachers is to facilitate students language
I observed Arlene Yalcins listening and speaking class for intermediate learners
in UCR Extension. Students would have a group presentation next week, so the
teacher showed the order the group presentation in monitor at the beginning of the
class. Then, the teacher taught them how to act formally and professionally in
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presentation. After that, students practiced in pairs to discuss some topics with main
ideas and supporting ideas. For example:describe an environment problem that you
advertisement that you especially like and explain why it is so memorable for you.
After exercising, the teacher asked students to discuss with other groups if they
wanted to change the order of presentation. During this task, students learned how to
persuade each other, how to support their ideas and how to refuse each other. At last,
two groups change their presentation order successfully but two groups didnt. In the
class, the practice about main ideas and supporting ideas could be seen as a pre-task,
which would help students to success the final task. Students were motivated because
they knew they would use the language for the final task and for the outside world.
especially for literature. The literature is the writings in which expression and form,
(Dictionary, 2017). As a teacher, I hope I can facilitate students to read some literary
output. When you reading some outstanding novels, you can understand a country
deeply, including its culture, history, features of language and so on. Thus, in my class,
I will provide students some authentic materials, which give students the opportunity
to understand what is language really used and develop their language skills. For
example, I observed a class that the teacher, Karen Lindwall, suggested the low
reading, students would learn about the Mark Twan, the famous writer in American
history, and the background information about racism and geography. I hope, in my
class, some of my students can get the enjoyment and entertainment of reading.
I will use the Multiple Intelligences Theory to encourage students to find their
situations to improve their oral English. In addition, I will also inspire students to read
some literary output to have a deep understanding about the culture. I hope that
students could have fun in learning English and they can use English outside the
classroom.
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References
Brown, H.D. (2014). Principles of Language Learning and Teaching. 6th edition.