Teaching Philosophy

[Image: The narrator for the entire video is an African American female wearing a burgundy blouse, black background, standing in the center of the frame.]

Three beliefs central to my philosophy are: motivate students, increase student engagement, and create a classroom learning environment resembling Deaf culture. To effectively create this learning environment, I use an Informed Eclectic Approach, drawing from elements of multiple theories to effectively work with different learning styles (Brown & Lee, 2015). Elements from Communicative Language Teaching (CLT), Situational Language Teaching (SLT), and Interactive Learning are incorporated, as well (Richard & Rodgers, 2014).

My classroom incorporates Deaf norms so that I can immerse students in Deaf culture while they’re learning the language. To do this, I arrange seats in a U-shaped design, flash the lights to call students’ attention, and encourage students to work as a whole, with an enthusiasm to motivate each other (Williams, 2012). All of this makes it an enjoyable learning environment.

Student engagement is increased by using an effective technique called “Presentation, Practice, Production,” derived from Situational Language Teaching method (Brown & Lee, 2015; Richard & Rodgers, 2014). First, I introduce a topic, throw in some humor, and provide pictures or show videos to aid students’ comprehension. Then, they practice with each other, utilizing the Interactive Learning approach, dividing into small groups, focusing on the topic and ASL structure, new grammar, vocabulary, and skills needed for language proficiency. Lastly, the production phase, where two students from each group come to the front of the class and show the language they practiced. The rest of the class engages by listening and making their own modifications. Students benefit from being able to work with and learn from each other. And, as the teacher, I observe, offer feedback, encourage and provide positive support.

Students are motivated to learn the language when the teacher learns about their interests. I ask them why they are learning ASL and what their future career and life goals are (Clementi & Terrell, 2003). Then I plan lessons around their personal interests. I engage with them and learn about students’ language backgrounds. I recognize the opportunity to help students with bilingual experience connect and empathize with the Deaf perspective, increase the student’s motivation. Another means of motivating students is using Communicative Language Teaching (CLT), which emphasizes the meaning of the communication (Richard & Rodgers, 2014). Here, students have a communicative goal and recognize the function of the language in achieving that goal and its real-world application. This increases student motivation and understanding.

Typically, at the beginning of class, students are reticent and timid. I actively assess their interests to motivate and engage them in working together in learning a new language. By the end, the students are more culturally understanding. They also have the benefit of developing friendships with classmates with a variety of backgrounds and cultures themselves. They have learned that regardless of age, ethnicity or background, we are all equal and can work as allies, collaboratively, for the global Deaf community

[Image: A final slide with a page of references on a black background with white lettering reading: References

Brown, H.D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). White Plains, NY: Pearson Education, Inc.

Clementi, D. & Terrill, L. (2013). The keys to planning for learning: Effective curriculum, unit, and lesson design. Alexandria, VA: The American Council on the Teaching of Foreign Languages.

Richards, J.C. & Rodgers, T.S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge, UK: Cambridge University Press.

Williams, F. (2012). Seating arrangement [Web log]. Retrieved from http://msfeliciawilliams.weebly.com/classroom-management.html.]