My Philosophy of Teaching
Making a safe, comfortable learning environment for students
Learning all students' names and faces
What I try to do first for class is making a safe, comfortable learning environment for students because such an environment affects students’ positive motivation for learning. The minimum requirement for creating such an environment is that each student can feel he/she is a member of the class who is recognized by both the teacher and classmates. In order to meet the minimum requirement, I always learn each student’s name and face within one or two class session(s) and often talk to him/her in and out of the classroom. If the teacher did not learn some students very well, how would they feel? At least in my case, as a student, I easily lose my motivation for asking questions to the teacher when the teacher often calls me by the wrong name, even though the teacher is good at teaching. When I encountered such a situation in reality, I felt less safe and less comfortable in the class. Learning each student’s name and face is a simple thing, but it is essential to assure students of a safe, comfortable learning environment.
Making a respectful relationship among students
Making a respectful relationship among students is also important for a safe, comfortable learning environment and is connected to students’ active participation in class. I usually share students’ cultural backgrounds including their first language, their needs and interests in learning Japanese, and the areas of skills in which they are proficient with the class. Depending on their needs and interests, or their preference of learning-styles, all student have different strengths. For example, a student might be proficient in reading Japanese and thinking deeply. Another student might have strength in communicating with classmates in Japanese and eliciting good ideas from them. When students know other classmates’ strong points in learning, they will be able to respect and help one another, and each student will be able to comfortably participate in class activities.
Utilizing students' own learning strategies
In order to foster understanding and for their effective learning of a second language, in class, I would like to encourage students to utilize learning strategies they like. These strategies include taking a note in their language of choice, asking questions to neighbors or the teacher with code-switching, using online dictionaries, and so forth. I do not think “target language only” policy is always effective for students. Depending on the levels of proficiency of the class, for example, discussing a topic in their native language first might foster following discussion in the target language. The use of students’ favorite learning strategies in class will be also effective to reduce their burden and anxiety of learning, so I would like to incorporate their learning strategies into class activities. In order to do so, I would have a class time for discussing what kinds of learning strategies student are using and sharing their ideas with class.
Appreciating students' own languages and cultures
I believe that one of the important meanings of learning a second language is obtaining cultural awareness. When students learn a second language, they usually come to learn social and cultural aspects that underlie each expression, too. For instance, students who learn Japanese giving and receiving expressions such as ageru, kureru, and morau will also learn how Japanese people grasp basic human relationships around them in their social lives. However, I think the final goal of learning a second language is beyond learning the target language and culture. Through the careful examination of differences and similarities between Japanese and their own language, I would like students to communicate their ideas about their own social and cultural aspects to other people in whatever languages they like. Depending on students’ preferences, they can express their findings by using SNSs/blogs, PowerPoint/poster presentations, collaborative journal writing, conversation with friends and families, drawing a picture, etc. I believe learning a second language is connected to getting opportunities of reflecting on and appreciating each learner’s own language and culture as well as having an openmindedness toward other languages and cultures.
Aiming at understandable pronunciation in order to communicate students' own ideas to others
I would like to put emphasis on understandable Japanese, not native-like Japanese when Japanese-learning students interact with other people and communicate their own ideas in Japanese in their daily lives. This belief comes from my own experience. Last year’s spring, I was struggling with practice of my English speech for the commencement of Kapʻiolani Community College. I was afraid of speaking English in front of many people because I felt embarrassed about my Japanese-style English. My practice speech with KCC professors often failed under enormous pressure. However, a professor said to me, “English is your second language. You should aim at speaking understandable English to convey your message to your fellows and all guests.” I realized the importance of communicating my ideas to people rather than being afraid of not being able to speak fluent English. Through this experience, I would really like to encourage students to convey their ideas in their own words, taking their time.
I believe each practice of my philosophy is all connected to student-centered learning in a safe, comfortable environment. I would like to support students in their successful learning through practice of my philosophy.