Teaching Philosophy
As an elementary school ESOL teacher, I seek to encourage, encourage, and encourage some more! It is very easy for an English Language Learner to become discouraged. I refuse to allow this to happen.
The way to do this is to focus on every student's accomplishments. What positive feedback can I give to each student?
High expectations are of paramount importance. It is tempting for many teachers to write off ESOL students as unable to meet their academic demands. I insist that ESOL students be held to high expectations. They may require more extra help, more scaffolding, modified lessons and/or materials and other accommodations, but they must complete their assignments and pass their tests like all students.
In teaching English, I employ a variety of methods and approaches. First of all, I believe that a content-based approach is ideal. The best way to improve a student's speaking, listening, reading and writing is to have a focus for each of those four skill areas centered on academic content. Personally, I tend to focus on language arts and social studies as the content areas I use, with occasional forays into science.
I work hard to facilitate the development of students' cognitive academic language proficiency (CALP). Many students, especially in elementary school, pick up informal spoken American English rather quickly. It is crucial that teachers realize that basic interpersonal communication skills are merely the first step in acquiring CALP, the English required for academic success.
Several observers have commented on the rapport that I have with students. I believe that students learn more effectively when they trust and respect their teachers. That is why I invest a significant amount of time and energy in establishing and maintaining that rapport. Additionally, I know that students depend on me to be authoritative, fair, understanding and consistent as I instruct them. I insist that they meet my expectations - I intend to meet theirs as well.