Teaching Philosophy
My beliefs about teaching and learning are demonstrated through a conversation with a first grade student as part of my teacher preparation program as an undergraduate at Penn State. I only met with the class of eight first grade students twice a week but the impact of this experience will mold my teaching forever. At the beginning of the lesson, a first grade boy ran into my room and shouted, “Señorita, Señorita! This weekend I was at that park and I heard a guy talking Spanish and I went up to him and said “Hola, ¿Cómo estás?” like you taught me last week!” Although I could have brushed this boy’s anecdote aside, I quickly realized that the student achieved the goals that I set for him and the rest of the class. My goal for my students, regardless of age or level of Spanish, is to use the Spanish language for meaningful communication outside of the classroom. I will achieve this goal through a comfortable classroom environment, the use of multiple modes of input, and the use of technological resources.
First, as a believer in Krashen’s affective filter hypothesis, I know students must feel comfortable in my classroom in order to effectively acquire the Spanish language. In order to reduce feelings of nervousness or anxiety and amplify feelings of confidence, students will practice communication skills in pairs before working in small or large groups. For example, students will work with a partner to discuss their plans for the weekend. Students will have the opportunity to practice and develop their confidence using the grammar structures and vocabulary before students present the same information to a larger group. Students can practice and fix mistakes in a comfortable setting before speaking in front of the whole class. Also, the physical set up of the classroom will help students to feel safe. The desks will be set in a large U shape around the periphery of the room. Students are able to easily work in partners and small groups with those sitting on either side. Large group discussions are also possible in this classroom set up. No student desk is the physical focal point of the discussion and so all students can confidently share their ideas. Likewise, the types of activities that I use in my classroom help to amplify student self-assurance to acquire the language.
Next, as a Spanish language learner myself, I understand that all students have different learning styles. For this reason, I use all four modes of language learning to present material. In one lesson, students have the opportunity to listen, read, write, and speak to practice the target grammatical structures and vocabulary. Students receive input in the form of listening and reading before they are expected to produce the language through writing and speaking. This order allows students to build confidence and acquire the language with ease. For example, when teaching the present tense of regular verbs. I begin with a video of native speakers using the target structure so that students can hear the verbs in context. Students then read a short story containing a multitude of examples of the grammatical structure. Finally, students write their own sentences as a basis for a subsequent conversation with a partner. Technological resources in the classroom are also a means of using all four modes of language learning.
Third, I utilize technological resources to enhance student learning in my classroom. As stated previously, I use videos as a teaching resource. Students do not always have access to native Spanish speakers and so videos bring native speakers into my classroom. Similarly, students can use Skype and additional electronic communication tools to connect with students in Spanish speaking countries. Moreover, technology provides the opportunity for access to cultural information that would normally not be available. Students do not always have contact with cultural artifacts of Spanish speaking countries but different websites bridge this gap. For example, not every student can visit Machu Picchu but an online tour of the site gives students a visual to connect to cultural and historical concepts discussed in class. Finally, I use technology as a course management tool. Students can access their grades on our online course site at any time. Students can track their progress and contact me with any questions or concerns.
In conclusion, I believe I must foster a positive environment for learning, appeal to all four modes of language learning, and effectively incorporate technology into my classroom for my students to be successful learners of Spanish. These beliefs stem from reflections on the impactful experience with my first grade student. The student successfully used what he acquired of the Spanish language to open dialogue with the man in the park. His knowledge allowed for communication across cultural and linguistic borders with a person he would not have been able to speak with otherwise. If each of my students learn enough Spanish to be able to communicate with someone that they would not be capable of reaching out to without the language, then my job is done.
First, as a believer in Krashen’s affective filter hypothesis, I know students must feel comfortable in my classroom in order to effectively acquire the Spanish language. In order to reduce feelings of nervousness or anxiety and amplify feelings of confidence, students will practice communication skills in pairs before working in small or large groups. For example, students will work with a partner to discuss their plans for the weekend. Students will have the opportunity to practice and develop their confidence using the grammar structures and vocabulary before students present the same information to a larger group. Students can practice and fix mistakes in a comfortable setting before speaking in front of the whole class. Also, the physical set up of the classroom will help students to feel safe. The desks will be set in a large U shape around the periphery of the room. Students are able to easily work in partners and small groups with those sitting on either side. Large group discussions are also possible in this classroom set up. No student desk is the physical focal point of the discussion and so all students can confidently share their ideas. Likewise, the types of activities that I use in my classroom help to amplify student self-assurance to acquire the language.
Next, as a Spanish language learner myself, I understand that all students have different learning styles. For this reason, I use all four modes of language learning to present material. In one lesson, students have the opportunity to listen, read, write, and speak to practice the target grammatical structures and vocabulary. Students receive input in the form of listening and reading before they are expected to produce the language through writing and speaking. This order allows students to build confidence and acquire the language with ease. For example, when teaching the present tense of regular verbs. I begin with a video of native speakers using the target structure so that students can hear the verbs in context. Students then read a short story containing a multitude of examples of the grammatical structure. Finally, students write their own sentences as a basis for a subsequent conversation with a partner. Technological resources in the classroom are also a means of using all four modes of language learning.
Third, I utilize technological resources to enhance student learning in my classroom. As stated previously, I use videos as a teaching resource. Students do not always have access to native Spanish speakers and so videos bring native speakers into my classroom. Similarly, students can use Skype and additional electronic communication tools to connect with students in Spanish speaking countries. Moreover, technology provides the opportunity for access to cultural information that would normally not be available. Students do not always have contact with cultural artifacts of Spanish speaking countries but different websites bridge this gap. For example, not every student can visit Machu Picchu but an online tour of the site gives students a visual to connect to cultural and historical concepts discussed in class. Finally, I use technology as a course management tool. Students can access their grades on our online course site at any time. Students can track their progress and contact me with any questions or concerns.
In conclusion, I believe I must foster a positive environment for learning, appeal to all four modes of language learning, and effectively incorporate technology into my classroom for my students to be successful learners of Spanish. These beliefs stem from reflections on the impactful experience with my first grade student. The student successfully used what he acquired of the Spanish language to open dialogue with the man in the park. His knowledge allowed for communication across cultural and linguistic borders with a person he would not have been able to speak with otherwise. If each of my students learn enough Spanish to be able to communicate with someone that they would not be capable of reaching out to without the language, then my job is done.