| Pedagogy Institute 2009 | |||
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Su Liu |
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| Teaching
Statement My philosophy of foreign language instruction has developed from my professional experience as a teacher of Chinese and English, as well as from my personal experience as a foreign language learner. Therefore, I have the “eyes” of both a teacher and a learner, and know how to bridge the gap. I am passionate about teaching and my aspirations as a teacher is to encourage mastery, competency and meaningful learning. I strive to nurture a welcoming, friendly and non-threatening atmosphere to make students feel comfortable in the classroom, so they will be more eager to participate. I also inspire confidence in my students and guarantee equal opportunities so that they feel comfortable expressing themselves. In my foreign language teaching I adhere to a combination of different teaching approaches with a focus on communicative language teaching, which emphasizes contextualized meaningful interaction. The ultimate goal is for students to demonstrate linguistic and socio-cultural competence in the target language: students should know when to say what to whom. I incorporate the approach into every aspect of language learning: listening, speaking, reading, and writing. By using authentic material, I make the course content more real-world-like and more easily engage students in class activities. Since students learn a language to communicate, I require my students to speak in the target language in class all the time. To do so, I make every effort to open communication channels and let them realize along the way that mistakes are a necessary part of the learning process as all of us have encountered in foreign language learning. I also carried out effective behavioral management within the classroom by incorporating motivational activities and positive reinforcement strategies. I strive to find innovative ways of teaching that address the diverse needs of all of my students. That’s why I insist on designing my own lesson plans. I also incorporate a strong cultural component and integrate modern technology in teaching. As to assessment, I use different types of ways in addition to traditional paper-pencil tests, such as projects, portfolios, presentation and class activities to assess students’ interactive, interpretive and presentational skills of the target language. |
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