Philosophy of Teaching


I have always had a strong desire to make a positive impact in individuals’ lives. As a child I found languages fascinating and as I have grown older this deep ingrain passion has not dulled. Teaching allows me to tap into a wealth of creative energy and innovative ideas in order to create an interactive classroom.

Completing the Georgetown TEFL certificate program has had a tremendous influence on my overall outlook on teaching learners of a second language. I am aware of the various aspects of a successful lesson and the importance of assessing students on a continual basis. I believe it is essential to identify and address different personalities and learning preferences in order to appeal to a wider range of learning styles.  Once these very subtle elements are identified,  the learners’ level of enthusiasm and engagement are very evident. I view teaching as a highly tedious process which requires intentional and detailed preparation, facilitation and an ability to merge creativity and a content based teaching approach.

The communicative theory is the central focus of all of my lessons; in addition, I strive to engage each learner and appeal to their learning preferences. Students have a higher chance of retaining the language if they are taught in a manner that appeals to all learning styles. My instructional approach is molded in a manner which meets the needs of the students and delivers a lesson with the appropriate level of scaffolding, modeling and language input. I am not only focused on achieving the classroom objective, but also concerned with enhancing students’ critical thinking and problem solving skills in order to help them retain the target language. I believe this environment is fostered due to a creative and engaging lesson which encourages students to practice and improve their skills in the target language.