Christopher Teggatz Teaching Philosophy

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Teggatz.com

Fukuoka, Japan, Aug. 2004

Teaching Philosophy*

In the past few decades there has been a renewal of interest in language learning, particularly in the USA. Dozens of articles, books, papers, and textbooks have been written; websites developed; and conferences held about teaching techniques and methodologies, learning strategies, language learning in context, and teaching philosophies. With this background I doubt that I could come up with an original, concise, and eloquent teaching philosophy. So I will describe what works for me. Alice Omaggio Hadley writes in 1993 that this continuing struggle to understand, clarify, and articulate one’s beliefs and practices is at the very heart of being a teacher.

*The foundations of my teaching philosophy are:

1. My primary goal is to teach students how to learn. The student must understand that language learning is ultimately his or her responsibility; all I can do is show how to do it.

2. Teaching must be matched to the student's learning style, not learning matched to the teacher's teaching style. Therefore, teaching style, curriculum, and approach must be flexible, varied, and individual.

l The teacher needs to be very patient; to be tough at times; to present a diversity of materials, techniques, and input: and, above all, to have a sense of humor. Boredom is the enemy of learning. A boring teacher cannot awaken or motivate a class and bored students cannot interact or inspire.

l Personal interaction with my students is one of the most important aspects of my teaching. I make a point to speak with every student, every class. This is always in the context of natural speech, for example, “How are you today?” or “What did you do this weekend?” In addition, I make myself available outside the classroom by encouraging students to come to office hours, I schedule one-on-one appointments whenever necessary, and I use email with my students. I have great respect for the individuality of each student. I have a willingness to listen and answer any question. I also make a point of scheduling time for the whole class outside the classroom, for example, going to a restaurant together. This facilitates natural speech, and also helps break the ice with shy students.

3. Empowerment is the key to motivation. Motivation is not something the teacher does to a student; it is something the student does to her or himself. The teacher's part is to introduce possibilities.

· Students are urged to actively participate in the class in several ways. Every student, for example, is asked to give a class presentation followed by a class discussion. This experience, often dreaded by students, has proved to be beneficial not only as a learning endeavor, but also as an activity which enhances the students' self confidence and helps them far beyond the scope of class.

*These maxims guide my interaction with students:

1. I'll never be angry if you ask a question. I'll never be angry if you make a mistake. I'll be upset only if you don't try. If you won't try, I can't teach you.

2. If you don't understand, it's my fault, not yours. It's my job to teach you in a way you understand.

3. Attempting is often more important than succeeding.

*These other ideas are also paramount in my teaching:

1. Language study isn't always going to be easy, but it always should be satisfying. Language learning is a very difficult task, one which demands rote memorization and lots of repetition. I try to help students understand and deal with this difficult aspect of learning a language by exposing them to the rewards: listening to an English song, reading an English newspaper, understanding aspects of English popular culture, etc. For example, Fridays are generally “Music Day” in my classroom. We listen to English songs, translate them, and discuss what they mean. My students always tell me that this was their favorite part of the course. While they think they’re having fun (and indeed they are having fun), they are also developing their listening and comprehension skills, and gaining a deeper exposure to English culture. Studies have shown that students who understand a target culture learn the language better.

2. I encourage exploration and creativity with the language. I work hard to kindle a spark of intellectual curiosity to stimulate their interest and get them genuinely involved in the process of learning. I strive to maintain a classroom atmosphere that is conducive to learning and encourages dialogue. The students always sit in a circle rather than in a row behind each other’s backs. They often work in groups or with a partner in order to focus on communicative rather than a teacher-centered approach, thereby making room for individual expression. I bring realia and props, current English newspaper articles, and popular songs; I use the audio-visual equipment as well as the World Wide Web and other electronic resources. I try to adhere to the goals I have spelled out in the course syllabus, but I know to be flexible and to adapt my teaching whenever necessary. I am friendly, not intimidating yet with appropriate boundaries. A conducive learning atmosphere has to be one of mutual respect. A sprinkling of humor and a willingness to laugh at myself and with the students goes a very long way.

In the Amazon, Jul. 2005

www.teggatz.com l christopherteggatz@teggatz.com