My teaching philosophy embarks from the idea that each student is unique. Each student learns in a unique way. By using various teaching methods which differentiate my instruction, I provide students opportunities to unfold their various talents and multiple intelligences. Each student steps in my classroom with unique expectations, hopes, and dreams. My goal is to help these students realize their dreams and step toward maturity and independence as learners and as thinkers.
I have always been a reflective teacher, as I reflect on my practices and I constantly torture myself with questions like: How will this work better next time? What did I not do well? How can I modify my lesson plans, my class management strategies and my teaching to engage all students? Coming from a different country and having experience from a different educational system made me especially worried when I started the program at UBC. However, because I am open to new ideas and, at the same time, I am a lifelong learner, I easily adjusted to the BC school system. I always try to improve my teaching trying new teaching strategies and at the same time I stay consistent to my commitment to serve the wellbeing of my students. This starts by knowing well my students as learners and as personalities, using formative assessment to check for their understanding and learning, giving feedback regularly and helping them in every stem they make towards learning.
As a language teacher, I strive to have my students engaged in using the target language, because I believe that languages must be taught through a communicative approach. Teaching a language starts always with the teacher speaking the language into the classroom and using it even with the younger students. Thus, I prioritize the practice of the oral language and then I try to tie it up with the rest of the skills: listening, reading and writing. I see French language as a potential window to a new culture. I want my students to love French culture and my intention is to educate Francophiles. In addition, I constantly try to make my lessons more relevant to my teenager students, by incorporating cultural components such as films, songs and positive images of teenagers.
I especially appreciate the use of games into my language classes. Games help students use their multiple intelligences and develop multiple abilities. They not only enhance repetition, reinforcement, and retention of knowledge, but they also allow for creativity, independence, and higher order thinking. Games can also lower anxiety levels in classroom and encourage even the most reserved students to feel comfortable and to participate. Moreover, I believe that our teenagers need this playfulness that allows them to develop interpersonal skills that will prepare them for the real world.
Moreover, as a teacher trained to the IB programme and as a Social Studies teacher, I want to educate open-minded people, principled thinkers who care for what is going on the world and are actively engaged in positive change. My intention is to inspire my students with the idea that we are all responsible not just for ourselves and our communities, but also for the world. Thus, I see my role as a teacher as an educator of the future citizens of the world.
I have always been a reflective teacher, as I reflect on my practices and I constantly torture myself with questions like: How will this work better next time? What did I not do well? How can I modify my lesson plans, my class management strategies and my teaching to engage all students? Coming from a different country and having experience from a different educational system made me especially worried when I started the program at UBC. However, because I am open to new ideas and, at the same time, I am a lifelong learner, I easily adjusted to the BC school system. I always try to improve my teaching trying new teaching strategies and at the same time I stay consistent to my commitment to serve the wellbeing of my students. This starts by knowing well my students as learners and as personalities, using formative assessment to check for their understanding and learning, giving feedback regularly and helping them in every stem they make towards learning.
As a language teacher, I strive to have my students engaged in using the target language, because I believe that languages must be taught through a communicative approach. Teaching a language starts always with the teacher speaking the language into the classroom and using it even with the younger students. Thus, I prioritize the practice of the oral language and then I try to tie it up with the rest of the skills: listening, reading and writing. I see French language as a potential window to a new culture. I want my students to love French culture and my intention is to educate Francophiles. In addition, I constantly try to make my lessons more relevant to my teenager students, by incorporating cultural components such as films, songs and positive images of teenagers.
I especially appreciate the use of games into my language classes. Games help students use their multiple intelligences and develop multiple abilities. They not only enhance repetition, reinforcement, and retention of knowledge, but they also allow for creativity, independence, and higher order thinking. Games can also lower anxiety levels in classroom and encourage even the most reserved students to feel comfortable and to participate. Moreover, I believe that our teenagers need this playfulness that allows them to develop interpersonal skills that will prepare them for the real world.
Moreover, as a teacher trained to the IB programme and as a Social Studies teacher, I want to educate open-minded people, principled thinkers who care for what is going on the world and are actively engaged in positive change. My intention is to inspire my students with the idea that we are all responsible not just for ourselves and our communities, but also for the world. Thus, I see my role as a teacher as an educator of the future citizens of the world.