2. My Teaching Pholosophy

 Teaching Philosphy

A teaching philosophy is a narrative essay which reflects an individual’s beliefs and values about teaching and learning, often including concrete examples of the ways in which that individual enacts those beliefs (Browne, 2017). Throughout my years as a teacher, my teaching methods have evolved in response to my experiences and the feedback I have received.  It is essential to develop our own teaching philosophy because as Browne (2017) says s philosophy not only helps an individual reflect about his or her teaching, but also helps him or her to stay focused on good days, as well as days that remain challenging and difficult.

As an English teacher, I believe that education goes beyond just imparting knowledge; it’s about helping students develop important skills, positive attitudes, and the confidence they need to explore the world around them with curiosity. Access to education enables young people to gain knowledge and experience academic, professional and personal growth (Tyfekci & Luma, 2021). My teaching approach focuses on creating a learning environment that is centered on the students, inclusive, and engaging, promoting both their language abilities and personal growth. Education should be all about helping the child learning to learn.

The classroom is a place where most children spend a major part of their childhood and adolescence (Tyfekci & Luma, 2021). We, teachers play many roles in the classroom. Sometimes as a facilitator, guide, a friend or a parent. In the situations where, I see myself as a guide. I encourage students to discover and build their knowledge through active participation. To make learning effective, I tailor lessons to fit the various needs, interests, and abilities of my students. For example, by incorporating hands-on activities like role-playing, mini dramas from our textbooks, group projects, and singing songs, I aim to foster a space where students feel supported and motivated to take ownership of their learning journey. On the other hand I tend to make a friendly environment in the classroom where students feel welcomed and confident and accepted for who they are. As Tyfekci & Luma (2021) mention a safe and positive classroom creates space for productivity and assists the creation of healthy relationships not only between the students but also between the students and the teacher.

There are different types of learners such as fast learners, average learners, and slow learners( Korikana, 202). My classroom consists of students at different levels of English proficiency. Many students can engage in regular activities at their own pace, while others may need extra help with foundational concepts. Korikana (2020) says that Slow learners require specialized teaching methods, and by identifying their strengths, teachers can provide positive reinforcement that motivates them in their studies; otherwise, they risk losing confidence and potentially dropping out, leading to a perception of them as illiterate (p.30). To address this, I offer after-school classes specifically designed to help these students improve their English skills. My goal is to give all learners the tools they need to participate confidently in lessons with their classmates.

I believe in using a variety of teaching methods instead of relying on just one approach. This mixed-methods strategy is essential because it encourages students to apply language skills in real-life situations. Most of the time I rely on Communicative method. Abbasi (2011) says the Communicative Approach, a widely recognized method in modern language teaching, focuses on developing students' communicative competence. For instance, when we practice dialogues from our textbooks through role-play, students gain confidence in their speaking abilities and develop fluency. Most of the activities in the textbooks promote Direct Method Which According to Abbasi(2011), has one basic rule NO TRANSLATION is allowed in the class, it shows traits through its name that direct target language only to be spoken in the class.

During lessons, I often use Sinhala to explain difficult concepts. This approach helps to alleviate anxiety and allows students to grasp meanings more quickly, especially during grammar lessons. Using familiar language enables all students, regardless of their language proficiency, to engage meaningfully with the lesson content. I also utilize visual aids, gestures, and demonstrations when teaching new vocabulary to help students understand and remember unfamiliar words. Repeating sentence patterns is another strategy I use to improve their pronunciation and encourage them to use these structures in everyday conversations.

My students enjoy singing songs and playing language games, which help reduce anxiety and make learning fun. I encourage group work, as it promotes peer learning and offers opportunities for feedback, enhancing students' language skills and overall interest. Occasionally, I assign group presentations, which students find enjoyable and motivating. However, a challenge I face is the limited access to digital devices in our school, which makes it difficult to integrate technology into my teaching.

Ultimately, my goal is to inspire a lasting love for learning English among my students. By creating a positive and encouraging classroom environment, I strive to help them build confidence in their abilities and realize their potential. I want them to view English not just as an academic subject, but as a key that opens doors to new opportunities in our increasingly interconnected world. Through these guiding principles, I continually refine my teaching practices, ensuring that they are meaningful, effective, and transformative for each student in my care. My commitment to fostering a supportive learning atmosphere allows me to inspire my students to embrace the journey of learning English with enthusiasm and curiosity.

Reference

Browne, M. (2017). Developing a Teaching Philosophy.

Tyfekci, N. & Luma, V. (2021). Creating a Friendly Classroom Environment for Primary and Lower-Secondary Students.

Korikana, A. (2020)., “SLOW LEARNERS- A UNIVERSAL PROBLEM AND PROVIDING EDUCATIONAL OPPORTUNITIES TO THEM TO BE A SUCCESSFUL LEARNER”

Abbasi, M. (2011). A Survey of Teaching Strategies in ESL Classroom.