Philosophy : Connecting theory and practice
Reflective Practice:
Over the years I have come to believe that teaching is an act in constant evolution, and reflective practice is the best way to encourage evolution and growth in our student teachers: Excellent teachers constantly reflect on their pedagogy, revise their decisions and renew their practice.
As an instructor in both undergraduate TESL and Master's MATL programs I encourage my students to keep submitting drafts of lesson plans, activities and assignments as they progress, adding and demonstrating evolution in thought, and by asking students to explain WHY they chose a particular pedagogical strategy and HOW they plan to implement their ideas in the classroom.
Formative Assessment & Feedback:
I believe very strongly in the power of formative assessment as a way of helping students develop their practice. In my classes, my students receive constant verbal feedback while we are working on class activities, dynamic assessment when they are peer-teaching, and extensive written comments on their assignments. Wherever possible, I allow students to consider the work they submit as "rough drafts" and resubmit assignments for re-assessment as often as possible until they demonstrate understanding. I meet with them frequently outside of class time to discuss their ideas and scaffold them towards a better understanding of how to improve their techniques and pedagogical strategies.
Over the years I have come to believe that teaching is an act in constant evolution, and reflective practice is the best way to encourage evolution and growth in our student teachers: Excellent teachers constantly reflect on their pedagogy, revise their decisions and renew their practice.
As an instructor in both undergraduate TESL and Master's MATL programs I encourage my students to keep submitting drafts of lesson plans, activities and assignments as they progress, adding and demonstrating evolution in thought, and by asking students to explain WHY they chose a particular pedagogical strategy and HOW they plan to implement their ideas in the classroom.
Formative Assessment & Feedback:
I believe very strongly in the power of formative assessment as a way of helping students develop their practice. In my classes, my students receive constant verbal feedback while we are working on class activities, dynamic assessment when they are peer-teaching, and extensive written comments on their assignments. Wherever possible, I allow students to consider the work they submit as "rough drafts" and resubmit assignments for re-assessment as often as possible until they demonstrate understanding. I meet with them frequently outside of class time to discuss their ideas and scaffold them towards a better understanding of how to improve their techniques and pedagogical strategies.
Collaborative Learning:
A large part of my classes consists of collaborative learning. This takes various forms in my classroom including cooperative learning techniques such as: Think-Pair-Share, Jigsaw, Graffiti, Learning Stations, Inside-Outside Circles and team competitions.
By modeling cooperative learning in my class, I hope to encourage my students to adopt these learning structures in their own practice.
My undergraduates are also asked to collaborate during peer-teaching assignments. Students are encouraged to consult with their peers when preparing and planning teaching teaching assignments, and are required to give clear and concrete feedback after each teaching session.
The goal in this collaborative effort is to encourage student teachers to turn towards their peers for help in problem-solving issues that arise when teaching. Student teachers who develop this habit while in their undergraduate education are more likely to become natural collaborators in their professional lives.
A large part of my classes consists of collaborative learning. This takes various forms in my classroom including cooperative learning techniques such as: Think-Pair-Share, Jigsaw, Graffiti, Learning Stations, Inside-Outside Circles and team competitions.
By modeling cooperative learning in my class, I hope to encourage my students to adopt these learning structures in their own practice.
My undergraduates are also asked to collaborate during peer-teaching assignments. Students are encouraged to consult with their peers when preparing and planning teaching teaching assignments, and are required to give clear and concrete feedback after each teaching session.
The goal in this collaborative effort is to encourage student teachers to turn towards their peers for help in problem-solving issues that arise when teaching. Student teachers who develop this habit while in their undergraduate education are more likely to become natural collaborators in their professional lives.
Emphasis on practical skills:
One of the best ways to equip novice teachers for the workforce is to ensure they have a chance to practice practical skills for the classroom.
In my classes I frequently include moments where the students practice a range of essential teaching skills such as "giving signals", "giving clear instructions", "getting students into groups", "circulating effectively", and "checking for understanding".
As I model these skills, I use a "think aloud" protocol, explaining what I am doing and checking for understanding from my students. I ask my students to practice these skills with their peers and include reflection on their developing skill set in their peer-teaching assignments.
This is one aspect of my course that the students seem to appreciate most.
One of the best ways to equip novice teachers for the workforce is to ensure they have a chance to practice practical skills for the classroom.
In my classes I frequently include moments where the students practice a range of essential teaching skills such as "giving signals", "giving clear instructions", "getting students into groups", "circulating effectively", and "checking for understanding".
As I model these skills, I use a "think aloud" protocol, explaining what I am doing and checking for understanding from my students. I ask my students to practice these skills with their peers and include reflection on their developing skill set in their peer-teaching assignments.
This is one aspect of my course that the students seem to appreciate most.