1 What are your beliefs and practices as a teacher?
Beliefs
Resulting Practices
A teacher is
1. an explorer
2. a facilitator
3. instructor
4. consultant
5. commentator
6. the absent friend (McCrorie, 2006)
7. innovative
8. problem solver
9. empathetic
10. organizer
11. time keeper
12. record keeper
13. curriculum Specialist
14. assessor/evaluator
15. the giver
16. Learner
So, I
1. discover the hidden talent
2. help learners achieve their goals
3. impart information to students
4. encourage learners’ questions
5. give useful feedback
6. am always there
7. ‘filter’ ELT methodologies to suit the leaner needs
8. help solve problems rather than discuss them. Jacques (2003)
9. recognise the learner feelings and experiences
10. manage learning environment
11. try to achieve targets within time frame
12. maintain individual learner records
13. teach what they need at a specific level
14. assess learners formatively and summatively
15. reward the learners
16. am always open to learning
Every Leaner is
1. unique
2. autonomous
3. special
4. assessable
5. sociable
6. younger to me
So, I
1. differentiate
2. encouraged guided autonomy in learning
3. try to discover his/her hidden talent
4. assess and give feedback
5. group him/her appropriately
6. descend to them rather than expecting them to rise to my level
Learning
1. is an ongoing process
2. should be of particular interest to every learner
3. should be ethically and culturally diverse
4. should inculcate respect of others
5. must have a practical value
6. must be assessed
So, I
1. never stop learning
2. select content and material accordingly
3. diversify my techniques, content, material, etc.
4. instruct them to respect others and integrate
5. choose the skills and material that helps them in practical life
6. assess and keep record
Materials
1. can be authentic but not always
2. should be ethically and culturally diverse
3. should be easily accessible
4. should not be expensive
5. should relate to environment/society
So, I
1. select the material according to students’ needs and interests
2. select diverse material
3. give handouts, links, etc.
4. use the most affordable material
5. choose material accordingly
2 What are the key strengths and weaknesses in your teaching?
2.1 Strengths:
Strength (+ evidence)
Effect on my learners
Reason for this strength
1. Strong grammar knowledge
Evidence: I emphasize grammar items well. My colleague at Uxbridge College observed me and gave feedback.
I pick up bits of grammar from any activity and explain
I was myself taught in GTM environment so any grammar item gets instant and somewhat natural attention
2. Differentiation
Evidence: None of my students is left over. My colleagues at Uxbridge College, and many others, observed me and gave feedback.
Every learner knows that he/she will be dealt with differently as per his/her learning needs, styles, etc.
I realized it in over 20 years teaching experience that differentiation is the most crucial technique in teaching and learning
3. Friendliness
Evidence: Got Best Teacher Award many times. Students love to play with me, go with me on a college trip, etc. My colleague at Uxbridge College recently observed me and gave feedback.
They see me as a friend and thus share their problems
As I was myself taught in GTM environment, I always performed better with a teacher who was less strict and dictatorial
4. Targeted
Evidence: My students are my friends at the same time they do listen to my strict instructions when needed. I have taught some of the most ‘unruly’ students and yet got excellent results. One such class I’m teaching in Uxbridge College these days. I chat, I socialise, I play, but never compromise learning objectives.
They know that being friendly does not mean I would compromise on learning.
After first two years of teaching, I swung towards being too friendly, and that
