My philosophy about education and teaching

Drawing from my personal experiences and observations, particularly during my English

classes since the second year of BAC, I have discerned some ways to make learning better that
could significantly enhance teaching effectiveness. During my three years of teaching
experience, I have noticed specific techniques that were overlooked by my English teachers but
could have greatly facilitated learning. My evaluation of their oversight is not just based on
theory; it comes from my own experiences in teaching both middle school and university
students. These unnoticed but powerful points will be the cornerstone of my teaching
philosophy.
When I became interested in English as a language and teaching English as a dream, I started
thinking about useful techniques that might help students improve their learning levels and
recognize and deal with difficulties they encounter in learning this language. When I was in
first semester, the use of IPA symbols to do exercises related to pronunciation and transcription
could help me realize that those symbols are effective in addressing one of the common issues
among students specifically mispronunciation of some words. Similarly, implementing diverse
techniques to explain rules to my colleagues easily and effectively raised numerous questions
about why these methods were neglected and are still being overlooked by teachers. These
missing techniques will be the basis upon which my philosophy of teaching will be built. I
would highly consider students’ presence in classroom. As I have already done, I would always
put certain benchmarks and competencies and I would involve students in the process of
selecting the techniques that they would enjoy in class while learning English. I would also take
into account their contribution and opinions on the most effective way for formative assessment,
this collaborative approach to decision-making is crucial because adolescents particularly
appreciate being consulted and feeling their personal presence in class.
I believe that changing my thinking to align with that of my students is also crucial. By
understanding how teenagers perceive the world, as suggested by Piaget's ideas on their
development, I can better connect with them. If I can adapt my thinking to resonate with theirs
and Keep up with how they see things as they change. They will be more inclined to share their
ideas and needs with me. This mutual understanding will help establish a robust bridge for
communication, fostering a more productive and supportive learning environment.

I would never impose my own ideas and answers to questions that foster the development of
thoughts and opinions, and activate prior knowledge. I would support students in adopting
critical thinking skills. I would also help them build a sense of questioning and not easily
accepting things from others. By doing this, my students would always engage critically. I
would always foster discussions that provoke critical thinking to help them avoid memorizing
opinions and facts, tackle challenges, and solve problems they might encounter inside or outside
the classroom environment.
In conclusion, my journey of reflecting on my teaching experiences and exploring various
instructional approaches has led me to recognize the significance of incorporating overlooked
techniques and prioritizing student engagement in the classroom. These insights, drawn from
personal experiences and informed by educational theory, form the foundation of my teaching
philosophy. Embracing a student-centered approach, I am committed to fostering critical
thinking skills, encouraging active participation, and adapting my mind-set to better connect
with my students. By cultivating a collaborative and supportive learning environment, I aim to
empower my students to navigate challenges, think independently, and thrive both academically
and personally.