UNIVERSIDADE FEDERAL DO RIO GRANDE
INSTITUTO DE LETRAS E ARTES – ILA
METODOLOGIA DO ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRA
Gabriel Bastos Xavier (139402)
Teaching Philosophy
I believe that teaching is a continuous process of acquiring and projecting
knowledge that is essential for the development of all of us. The most important
role in the formation of this knowledge lies in the hands of the educator, the one
who will provide the most diverse paths for their students to establish themselves
socially in the most diverse social spheres to which they may belong.
As a teacher, my duty is to guide students and provide them with not only
content but also the confidence to express themselves critically and coherently in
various situations they may encounter, both within the school environment and
beyond. For meaningful student engagement throughout the classes, it is
important that the lessons are not just scattered content without purpose.
As said by Joy E. Beatty: “A key learning goal in management education
is to help students understand the perceptually based and constructed nature of
“reality.” (Beatty, 2009). To achieve this, a professional approach from the
teacher is necessary to correlate aspects close to students' reality with the
curriculum proposals, thereby creating an interactive class focused on the
development of students' identity with the guidance of the teacher.
The basis of my practice is to make grammar meaningful to students, so
that they feel motivated to be in the school environment and are interested in
learning more every day. I also consider that social development through
interaction and critical training of students are essential aspects that go hand in
hand with good teaching practice. Therefore, the teacher's commitment to their
lesson plans is necessary in order to demonstrate to their students that they are
someone qualified and prepared to provide them with knowledge.
The claim that good teaching comes from the identity and integrity of
the teacher might sound like atruism, and a pious one at that: good
teaching comes from good people. But by "identity" and "integrity" I do
not mean only our noble features, or the good deeds we do, or the brave
faces we wear to conceal our confusions and complexities. Identity and
integrity have as much to do with our shadows and limits, our wounds
and fears, as with our strengths and potentials. (PALMER, 1997, pg. 4)
In this way, I am also led to building my EFL/ESL lesson plans based on theories
such as The Communicative Approach, Content-Based Instruction Approach,
Cooperative Language Learning Approach.
Each student has a unique life story, and helping them recognize that such
situations can be addressed within the classroom integrated with English
language teaching can generate learning that can be remembered for a long time
by everyone, thus, encouraging students to engage in a thoughtful examination
of the trustworthiness of information, themes, facts, events, and controversial
issues within the texts you've read, and express a standpoint (Brasil, Ministério
da Educação, 2018). Through a more student-centered approach, it is anticipated
that classes will incorporate a richer contextual background, also encouraging
students to bring aspects of their social realities into the classroom.
References:
Beatty, J. E., Leigh, J. S., & Dean, K. L. (2009). Philosophy rediscovered:
Exploring the connections between teaching philosophies, educational
philosophies, and philosophy. Journal of Management Education, 33(1), 99114.
Palmer, P. J. (1997). The heart of a teacher identity and integrity in teaching.
Change: The Magazine of Higher Learning, 29(6), 14-21.