Personal Philosophy of Teaching and Learning

In my role as a teacher of ESL, Business English, Career Enhancement, and Public Speaking , I feel that I have a great responsibility. This is because I am a participant in the development and personal growth of the learners.

A few years ago, working as an accountant, I sat near a woman who was a recent immigrant to Canada. She was very shy and never spoke unless spoken to. We started taking lunchtime strolls together. She told me “Margaret, in my country, I was a very outgoing and friendly person but since I came to Canada, I am afraid to speak in case I get my English wrong”

It was an eye-opener for me to realize that the perception of being unable to communicate could change a person’s personality and view of “self in the world”.

Another lesson comes from my Aunt, who is deaf. I have seen her only a few times in my adulthood but I am able to understand what she is saying because of her incredible skill at making herself understood without the use of audible words. She uses a combination of mouthed words and body language. She guides the watcher to her meaning by picking out the essential elements in the story (the actor, the action, time and place, relevant emotions). She checks for comprehension and builds on each understood element.

I believe that people can make themselves understood, even if they use a language with little precision, if they are confident and enjoying themselves.

As a teacher of language, I always keep in mind that the best way to learn a language is by practicing. Learners will only practice if they feel confident, comfortable, and unafraid of being criticized for getting their English wrong. It is far better to get it “wrong” than to not speak at all.

It is this Humanist view of the learning process that leads me to incorporate some of the practices of the Toastmasters organization into my language teaching. This organization is known worldwide for its ability to make confident speakers out of formerly shy people.

In this role then, I see it as my responsibility:

· to be a lifelong learner myself, believing in the importance of lifelong learning for
emotional health
· to communicate love of learning and of language to my students
· to protect and promote the self-confidence of my students
· to learn as much as possible about their lives and needs before I develop
course content
· to provide my students not only with information about the use of
English during our time together but also to provide suggestions and
tools for their continuing development