Teaching Philosophy As an ESL Essay

Excerpt from Essay :

I view education holistically. Students are developing their character and their values in addition to facts and figures. Language learning is a critical component of character development because language mastery enhances cross-cultural communication. A fellow teacher offers a powerful statement on the role of progressivism in the classroom: "In a progressivist classroom, teachers plan lessons to arouse curiosity and push the student to a higher level of knowledge. The students are encouraged to learn by doing and to interact with one another. This develops social virtues such as cooperation and tolerance for different points-of-view," (Wilt 2003). A progressive teaching philosophy acknowledges the persistence and potency of change. Optimism and creativity will motivate my students to achieve, inspiring their curiosity and ability to think critically.

The means by which I will achieve my teaching objectives include the use of proven classroom management techniques, the implantation of creative cooperative learning strategies, and the use of multiple types of technology and multimedia tools. Classroom management techniques do not diverge from my core teaching philosophy. I support diversity, acknowledging instances in which behavioral issues are linked to cultural norms. I use behavioral systems of classroom management wisely, understanding that reinforcement theory does often work as a means of motivating (or deterring) student behaviors. Socialization is integral to the ESL classroom, which is why I want to cultivate a diverse learning environment in which all students can socialize each other and teach each other about their cultural and linguistic heritages.

Assessments will be offered on an ongoing basis, and are designed to offer students feedback. Although I must teach with standardized testing in mind due to the overarching role of the No Child Left Behind Act, I do not limit my classroom to this limited end. The measures I use in the classroom to assess student learning transcend standardized testing. We assess student learning in ways that cannot be measured by standardized tests, especially in the realm of language acquisition. The goals I establish, the means by which I achieve those goals, and the measures used to assess the level of achievement are all interrelated.

My teaching philosophy is a great DEAL for students. Rooted in traditional philosophies such as Dewey's pragmatism, advanced progressivism, and clear humanism, my personal philosophy seeks to evolve both teaching and learning. Teaching and learning are ongoing processes. I am honored to have the opportunity to make a DEAL with students that supports their second language acquisition within diverse and stimulating classroom.

References

Haugen, L. (1998). Writing a Teaching Philosophy Statement. Iowa State University. Retrieved online: http://www.celt.iastate.edu/teaching/philosophy.html

Sofsian, D. (n.d.). Teacher education philosophies. Retrieved online: http://ezinearticles.com/?Teacher-Education-Philosophies&id=227410

Wilt, B.L. (2003). A personal philosophy of education. Retrieved online: http://schoolmarm.org/main/index.php?page=p-genphil

Sources Used in Document:

References

Haugen, L. (1998). Writing a Teaching Philosophy Statement. Iowa State University. Retrieved online: http://www.celt.iastate.edu/teaching/philosophy.html

Sofsian, D. (n.d.). Teacher education philosophies. Retrieved online: http://ezinearticles.com/?Teacher-Education-Philosophies&id=227410

Wilt, B.L. (2003). A personal philosophy of education. Retrieved online: http://schoolmarm.org/main/index.php?page=p-genphil

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