“Great teachers are somehow able to effect positive change in all students
who come to them, no matter what problems or lack of skills they bring with them.
Great teachers foster growth and inspire self-confidence in the students who have been written off,
the ones no one else wants. Great teachers don't squash dreams, they build them!” (Joseph P. Batory)1
The quote above describes the instructional philosophy I have believed in since the first day I walked into a classroom of adult ESL learners in Palmetto, Florida, in the fall of 1994, just one week after finishing a crash course on literacy instruction with the Literacy Volunteers of America. That experience led me to pursue a master's in TESOL, and then, after nearly a decade of teaching in inner city high schools and community colleges in Miami, Florida, I realized it was time to update my knowledge and upgrade my skills in order to be a more competent classroom instructor and a better mentor to both the students in my classes and the teachers I supervise. As a result, I enrolled in the PhD program in Second Language Acquisition and Teaching at the University of Arizona in the fall of 2004 and graduated in December 2013.
I strongly believe that the two major components to good teaching - the practical and the theoretical - must be balanced in a way that most benefits all learners. The challenge for every educator is to know how and when to use them appropriately. The first thing I do with any class is take the time to get to know each and every student on a personal level. It is crucial for me to know who they are and where they are coming from academically, socially and economically in order to know how best to help them reach their ultimate linguistic, vocational and personal goals. All of this information can be acquired via a questionnaire, an interview or both. Once I know who a student is, then I can teach him or her appropriately.
Obviously, knowing a learner's English language level is essential to determine the materials to be used. However, I feel it is their total background that determines which approach I need to utilize to teach them properly. Having taught subjects such as academic English, life skills and vocational content to various groups, including migrant farm workers, refugees, asylum seekers, university students and professionals from all walks of life and socioeconomic statuses, I have learned whose instructional approach to execute - Paulo Freire, Frank Laubach, Lev Vygotsky, Stephen Krashen, Michael Long - depending on the audience. Often, I combine numerous methods in one lesson to ensure that everyone has an equal chance of experiencing learning in a way that best suits him or her. Activities include cloze exercises, pair and small group work, watching videos, writing on the board or posting to edmodo or a blog, using Blackboard Vista and online websites, reading and discussing short stories together and making presentations via PowerPoint or prezi.
I respect and admire my students for their courage to leave their families and sheltered lives for a part of the world where they often struggle with language, culture and the social aspects of college life in order to better themselves and their nations. Because I am aware of the sacrifices they make and the challenges they face, I am a very dynamic instructor who motivates my students to get the most out of their time in my class. I get them involved in the lessons, passing the torch as much as possible to make activities that are student-centered, involve all learning styles and are simultaneously educational and entertaining.
I do not hesitate to contact tutors, parents or health professionals when one of my students is struggling academically or psychologically. In that aspect, I am very caring of my students and will go above and beyond my responsibilities to help them. I am a strong advocate for special needs students, going as far as accompanying them to medical appointments to insure that they are assessed properly and obtain the documents required to obtain accommodations through the Disability Resource Center. I do not only play the roles of my students' English language and American culture teacher, but also mentor, confidant and advice giver. I comfortably and simultaneously serve the roles of academic, vocational and life counselor. I work hard to be caring and non-judgmental and will just as easily be a disciplinarian as I will offer praise. I follow school policies and procedures religiously and apply rules and regulations in a consistent manner. I always say to my students the following words:
“Never lose your first language and culture, just add the new target language and culture.
I am a simply a bridge between your two worlds – your old self and your new one.”
In summary, I attempt to relate to every one of my student's as a unique individual to help them to overcome the challenges they may be facing. I teach them what is relevant, practical and understandable. I have been able to do this successfully
for so many students as I always keep their current needs and future goals in the back of my mind.
1Batory, J. (2002). Joey's story: A portrait of a school leader. Lanham, MD: The Scarecrow Press, Inc.
who come to them, no matter what problems or lack of skills they bring with them.
Great teachers foster growth and inspire self-confidence in the students who have been written off,
the ones no one else wants. Great teachers don't squash dreams, they build them!” (Joseph P. Batory)1
The quote above describes the instructional philosophy I have believed in since the first day I walked into a classroom of adult ESL learners in Palmetto, Florida, in the fall of 1994, just one week after finishing a crash course on literacy instruction with the Literacy Volunteers of America. That experience led me to pursue a master's in TESOL, and then, after nearly a decade of teaching in inner city high schools and community colleges in Miami, Florida, I realized it was time to update my knowledge and upgrade my skills in order to be a more competent classroom instructor and a better mentor to both the students in my classes and the teachers I supervise. As a result, I enrolled in the PhD program in Second Language Acquisition and Teaching at the University of Arizona in the fall of 2004 and graduated in December 2013.
I strongly believe that the two major components to good teaching - the practical and the theoretical - must be balanced in a way that most benefits all learners. The challenge for every educator is to know how and when to use them appropriately. The first thing I do with any class is take the time to get to know each and every student on a personal level. It is crucial for me to know who they are and where they are coming from academically, socially and economically in order to know how best to help them reach their ultimate linguistic, vocational and personal goals. All of this information can be acquired via a questionnaire, an interview or both. Once I know who a student is, then I can teach him or her appropriately.
Obviously, knowing a learner's English language level is essential to determine the materials to be used. However, I feel it is their total background that determines which approach I need to utilize to teach them properly. Having taught subjects such as academic English, life skills and vocational content to various groups, including migrant farm workers, refugees, asylum seekers, university students and professionals from all walks of life and socioeconomic statuses, I have learned whose instructional approach to execute - Paulo Freire, Frank Laubach, Lev Vygotsky, Stephen Krashen, Michael Long - depending on the audience. Often, I combine numerous methods in one lesson to ensure that everyone has an equal chance of experiencing learning in a way that best suits him or her. Activities include cloze exercises, pair and small group work, watching videos, writing on the board or posting to edmodo or a blog, using Blackboard Vista and online websites, reading and discussing short stories together and making presentations via PowerPoint or prezi.
I respect and admire my students for their courage to leave their families and sheltered lives for a part of the world where they often struggle with language, culture and the social aspects of college life in order to better themselves and their nations. Because I am aware of the sacrifices they make and the challenges they face, I am a very dynamic instructor who motivates my students to get the most out of their time in my class. I get them involved in the lessons, passing the torch as much as possible to make activities that are student-centered, involve all learning styles and are simultaneously educational and entertaining.
I do not hesitate to contact tutors, parents or health professionals when one of my students is struggling academically or psychologically. In that aspect, I am very caring of my students and will go above and beyond my responsibilities to help them. I am a strong advocate for special needs students, going as far as accompanying them to medical appointments to insure that they are assessed properly and obtain the documents required to obtain accommodations through the Disability Resource Center. I do not only play the roles of my students' English language and American culture teacher, but also mentor, confidant and advice giver. I comfortably and simultaneously serve the roles of academic, vocational and life counselor. I work hard to be caring and non-judgmental and will just as easily be a disciplinarian as I will offer praise. I follow school policies and procedures religiously and apply rules and regulations in a consistent manner. I always say to my students the following words:
“Never lose your first language and culture, just add the new target language and culture.
I am a simply a bridge between your two worlds – your old self and your new one.”
In summary, I attempt to relate to every one of my student's as a unique individual to help them to overcome the challenges they may be facing. I teach them what is relevant, practical and understandable. I have been able to do this successfully
for so many students as I always keep their current needs and future goals in the back of my mind.
1Batory, J. (2002). Joey's story: A portrait of a school leader. Lanham, MD: The Scarecrow Press, Inc.