My teaching philosophy statement " En route to life long learning"

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Introduction

My teacher training has exposed me to numerous paradigms of teaching. As such, I have developed a teaching philosophy that is individualised to me. The goal of my teaching is to promote life-long learning among students through the subject of English. Here, I wish to teach English in a meaningful way and be able to instil the culture of learning in a systematic manner.

This philosophy statement aims to discuss my methods, assessment and improvement to my teaching.

Teaching method

Eclectic Approach

I have gravitated towards the eclectic approach in teaching the English language.

This approach enables me to meet my goals as it combines multiple approaches that suits the context (Suleman & Hussain, 2016). For instance, when teaching adjectives, I can employ the information-gap task from the Task based language teaching (TBLT) to allow students to describe and illustrate the adjective. Within this activity, I can assume the role of a co-communicator in facilitating communication in describing adjectives using Communicative Language Teaching (CLT).

In terms of my lesson planning, I have formulated my own eclectic structure. I begin my lessons with building background based on the Sheltered Instruction Observation Protocol (SIOP) model (Hansen & Filibert, 2008). This is followed by the teaching and learning cycle stage of guided and independent deconstruction (Hanuscin & Lee, 2008).

Overall, this approach has enabled me to have a flexible method of teaching.

Assessment

Formative Assessment

In achieving life-long learning, my students should be given formative assessments.

As a student, formative assessments allowed me to showcase my learning progress. Hence, for my students I advocate formative assessments as the feedback I give and receive from the students will be vital for students’ understanding and for my professional development (Dixson & Worell, 2016). For instance, when teaching summary writing, I would conduct formal formative assessments at the end of the topic. I receive data and allows me to further enhance my assessment tool and if needed my format of instructional delivery.

Nonetheless, I foresee a great challenge in executing this plan in the Malaysian education system due to focus on national summative assessments in the Malaysian Education Blueprint (2013-2025). Thus, I will integrate informal formative assessments into my lessons through questioning which will benefit my students’ learning process in each lesson.

As a whole, formative assessments will provide room for development for both my students and myself.

Improvement

Professional Development

The core aspect of my teaching philosophy is to become a life-long learner myself.

In my teaching, I will utilise research based methods to employ teaching strategies. In the 21st century teaching and learning, technology has increased in importance. Englund, Olofsson and Price (2017) reports that technology encourages conceptual change in the field of teaching. Hence, as a novice teacher integrating technology in my teaching will support the move towards 21st century learning. The success or failure of the implementation of technology is a learning process for me.

Besides that, attending courses and conferences will increase my networking skills with other practitioners in the field of teaching. This will indirectly allow me to engage in critical feedback with knowledgeable others in the field for my teaching development.

Conclusion

In the end, I am hopeful that my teaching philosophy will guide me in the first few years of my teaching experience.

References

Blueprint, M. E. (2013). Blueprint 2013–2025. Ministry of Education Malaysia.

Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the

classroom. Theory into practice, 55(2), 153-159. Retrieved from: http://sfx.nottingham.edu.my/sfx_local?sid=google&auinit=DD&aulast=Dixson&atitle=Formative+and+summative+assessment+in+the+classroom&title=Theory+Into+Practice&volume=55&issue=2&date=2016&spage=153&issn=0040-5841

Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher

education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87. Retrieved from: http://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1171300

Goldenberg, C. (2008). Teaching English language learners: What the research does-and does

not-say. Retrieved from: https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1026&context=esed5234-master

Hanuscin, D. L., & Lee, M. H. (2008). Using the learning cycle as a model for teaching the

learning cycle to preservice elementary teachers. Journal of Elementary Science Education, 20(2), 51. Retrieved from: https://link.springer.com/article/10.1007/BF03173670

Suleman, Q., & Hussain, I. (2016). Effects of Eclectic Learning Approach on Students'

Academic Achievement and Retention in English at Elementary Level. Journal of Education and Practice, 7(16), 32-37. Retrieved from: https://eric.ed.gov/?id=EJ1105268