James' philosophy of teaching c. 1997
[I though it would be fun to pull out a statement I wrote almost 30 years ago to see what I still agree with. I have added my 2025 perspective in square brackets and orange font...]
Having spent a large part of my life learning foreign languages, both in and out of classroom settings, I know that different people learn in different ways—indeed, I have learned different languages in different ways—so there is obviously no “right” way to learn, nor to teach. On the other hand, there have been times when my own teaching, as well as that of other teachers I have observed, has been more or less effective and I think that experience and training are helping me to identify why that may be. This hardly constitutes a philosophy, more a collection of guidelines about which I feel quite strongly. In no particular order, they are as follows:
• People who don’t have much second language learning experience really do not know the best way for them to learn languages. It takes time to learn how to learn, but it is always time well spent. My job is to suggest different ways of learning, in the hope that one or a combination of these will work for my students. [That sounds a little like throwing spaghetti at the wall to see if it sticks, but my approach is less random than that: I regularly read pedagogical research and attend conferences to keep up with developments in the field. For instance, adopting a (more) “flipped” classroom and incorporating peer review and reflective assignments are approaches that have fundamentally changed my teaching for the better.]
• The same lesson plan, repeated verbatim with two classes, may yield completely different results. There are as many reasons for this as there are students in the class, and there is just no substitute for knowing and respecting each of those students. This creates a generally non-threatening atmosphere in which the students feel free to experiment and play with the language, to find out what it can and can’t do. My job is to help create and maintain such an atmosphere. [I still completely agree with this!]
• People seem to learn languages more effectively when they are enjoying the process, or even better, are not aware of the process at all. The more they are involved and absorbed, the more they seem to get out of it. This is I think what David Nunan (1989) is getting at in his task-based approach. On the other hand, most people’s educational background in no way prepares them to be involved in and in charge of their own learning. Their beliefs and expectations are as real as mine and have to be respected. My job is to find a happy medium between my way of working and that of my students. Often students respond very well to simply being told the rationale for an activity or approach, as it gives them a chance to discuss it if they so desire, and at the very least informs them that I know what I’m doing. [I still agree with this. If anything, I have tried to be even more explicit in discussing students’ expectations and beliefs, as well as in providing different (cultural) perspectives for them to evaluate.]
• Teaching is not a popularity contest. It’s nice to be liked by my students, but it’s even more rewarding to know that they get a lot out of my classes. Sometimes my students lose sight of their motivation, and sometimes it’s my job to provide some motivation for them, using both carrots and sticks. [I still agree that I can provide motivation via “rewards and punishments” but in general I think my enthusiasm and passion for what I’m teaching are what inspires my students to be engaged. They certainly say this in my course evaluations.]
• The best source of innovative and tested teaching ideas is other teachers. Even a mistake can provide inspiration for a new approach. Talking to and observing other teachers, and especially team-teaching, have taught me more than all of my training. [100% agree with this! I have the extreme good fortune to mentor and be mentored by dozens of excellent teachers, including many of my current and former MATESOL students – and BA students as well! I express this attitude as “If you look good, we all look good!” In other words, it’s not a competition; it’s an attempt to be the rising tide that lifts all boats.”]
• I can always be a better teacher. [Still 100% agree! I’m constantly learning (and in a small way, trying to contribute to the improvement of language teaching at a local level.) I know that some of my “brilliant” ideas have been a disaster for some of my students, so clearly I haven’t reached peak pedagogical potential yet!]
• [What’s missing from this: I don’t think I have articulated what is important specifically in language learning/teaching. Fortunately, I have done that elsewhere, with brilliant colleagues.]
Thank you for this insightful and well-structured article. This post is a powerful reminder that the best teachers are, and always will be, dedicated lifelong learners.
ReplyDeleteYour 2025 additions, especially on using your own passion as a motivator and the importance of explicit communication, add valuable depth and enhance the overall impression.
Thank you
At the heart of my teaching philosophy lies a simple yet powerful belief: the most effective learning occurs when students are actively engaged, motivated, and given the space to use the language themselves. My classroom is not a stage for me to perform, but a workshop where students are the primary practitioners, and I am their facilitator and guide.
ReplyDeleteI am guided by two core principles that shape every lesson:
1. If a task fails to captivate, the task must be changed.
2. Student voices first. Learning happens when students practice speaking, so the teacher's job is to guide and listen.
Hello James! Thanks for a very captivating article and thoughts mentioned!
ReplyDeleteMy teaching experience isn't really impressive, but I've already identified some basic principles about how I teach and what I expect from my students. If possible, I'll try to express them below point by point:
1. English class as a safe haven
It's crucial to create a friendly and positive atmosphere in class to relax students and remove any anxiety or fear. Many of my students have studied English before, either at school or independently, and not all of them can say they've had a comfortable interaction with their teacher. A simple joke or a meme (fortunately, our small age gap helps me here and I'm still on trend) is enough to immediately see smiles on their faces and a willingness to obtain new skills (including associations to learn new information more efficiently).
2. Learning is light, and ignorance is darkness (A. Suvorov, Russian general of the Russian Empire).
Sorry for the free quote translation, but hopefully you got the picture: I try not to pressure students to complete homework — oddly enough, this motivates them to start doing it! I teach English as a complementary subject that only helps students in their primary field, and I understand that they don't always have the desire or time to complete assignments in a subject that isn't required every day, unlike many others (for example, Economics for future economists, Chemistry for future biologists, and so on). Moreover, from time to time it happens that a student can't admit to you that he or she doesn't understand something and that’s why becomes withdrawn. Help them or work on the hometask together — and the results won't be long in coming.
3. Learn from mistakes
During the language learning process, it's important to support students, even when they make mistakes. I usually tell them that I was like that myself once and didn't know much, but hard work paid off in the long run. Seeing I care about their experience and concerns, students naturally become interested in the language and ask questions (however, it's also important to follow the lesson plan and not devote too much time to playful conversations).
4. Less is more
I'm not a fan of excessive entertainment and the use of technology in the classroom, as I believe it spoils students and sometimes even hinders their learning. However, I do believe it's essential to lighten the mood with interesting videos and articles on the topic and we even organize conversation clubs on a free topic, where everyone feels valued and can express their opinions, which will be undoubtedly heard.
This is probably my current teaching philosophy, and I can confidently say that it works – proven by five years of teaching!
Hello James) Thank you for your thoughtful article! While reading it I started to reexamine my own teaching philosophy. Teaching is definitely not a static process: tools and techniques are changing overtime. My students and I have a lot of fun while writing Skeleton dictation or Digital one ( upgated versions of dictations ). Also , the approach like "flipped classroom " works well with students who are in charge of their own learning.
ReplyDeleteHowever, I`m convinced that foundational beliefs about teaching and learning remain constant. First, the students`desire for growth and learning will always drive the educational process forward. Our role as teachers is to support this desire providing engaging and modern study material. Next point is importance of relationships and connection in education. Building good rapport with my students helps every person feel safe and accepted.
Now looking at my more than 15-year teaching career, I came to the conclusion that while our commitment to supporting students` learning remains constant, our beliefs about how to do this must evolve with every new class and changing contexts.
I agree with every point presented in the article, and it made me think about whether I have developed any teaching principles so far. So, I’ve come up with five principles:
ReplyDelete1. I believe a safe classroom environment is important for students’ progress. Therefore, I try to establish a good rapport with students from the first lesson by being supportive and friendly. I always follow the rule of "praise publicly, criticize privately."
2. Students need to understand who the boss in the classroom is)). Although I am friendly, maintain a sense of hierarchy - teacher vs students.
3. Flexibility is important. Sometimes it’s okey go with the flow during lessons, we should remember that we are teaching students according to their strengths, weaknesses, and needs. Not a textbook or lesson plan.
4. Being professional is essential. We may not know everything and we do make mistakes sometimes, but we must be well prepared for lessons. Students can easily see when we are not)
5. I try to make sure that students learn something new every lesson. Imagine there is a "knowledge meter" at the door. So, I make sure that my students leave the classroom with more knowledge than they entered))
Thank you for the article. It's extremely important to onow that you're not the only one aspiring to real,visible results. "Samurai doesn't have a goal but he's got a way" is not aleways the best moto for our profession but could reflect some pecularities, is suppose
ReplyDeleteEvery teacher has their own pedagogy or methodology when they come into the classroom. What I most like in your perspective is that your job is to find a happy medium between your way of thinking and that of your students and it’s not an easy task to do.
ReplyDelete1. Yes, incorporating peer review and reflective assignments will definitely help, especially aspiring teachers.
2. Maintaining not threatening atmosphere while learning makes the lessons more effective.
3. Motivating students using both inspiration and passion seems praiseworthy to me.
4. And finally, the desire to constantly grow and contribute to the improvement of teaching is also brilliant, it drives us and our job forward.
"...but in general I think my enthusiasm and passion for what I’m teaching are what inspires my students to be engaged." I also like to think this way. This really works with my false beginners who unfortunately were unlucky with their previous language learning experience. However, my current C1-C2 students pish at my teacher's enthusiasm.
ReplyDeleteOh, thank аor this inspirational reflection on your experience, I've found so many ideas you mentioned that strike a chord with me. Throughout years and years of teaching, I have, in a way, made it a policy to reflect upon it too. Creating "non-threatening atmosphere in which the students feel free to experiment and play with the language" rather than just covering the curriculum and going through a course book from cover to cover is what I seem to go hand in hand with now in my teaching style.
ReplyDeletePositive associations with the learning aligned with understanding and reflection I try leveraging in my students (the whys, the hows, the whys again) would, hands down, be on top of my Key Teaching Priorities list.
I have been trying out a variety of methods and techniques be that communicative approach, alternated with Lexical methods and back to situational learning and elements of Dogme. But most importanly,I have come to realise that whatever you do if you do it with an open heart and passion enough to ignite the hearts of your students, make mistakes together, learn your ways of learning by simply paying attention, it no longer matters whether you advocate for drills and kills or hands-on approaches. Learn to learn is my motto
Thank you, James, for your thoughtful and sincere story about your path in teaching.Your idea of finding inspiration by talking to and observing other teachers really resonates with me. I completely agree that teamwork is key to our shared goal: helping everyone grow and support each other!
ReplyDeleteAs a technical university teacher, I try to find something interesting for each student to make learning the language relevant. I want them to see how it connects to their studies, future jobs, everyday life, and even their hobbies. This helps them feel more connected to language learning and understand that language isn't just for the classroom – it's part of life, like you "live in the language".
This, in my opinion, makes them active learners, truly immersed in the language and thinking in it. I believe it's important to help students with various learning perspectives experience the language firsthand, even by making jokes. Of course the learning goals of each lesson and the course are crucial, but weaving some fun into the daily learning process can really help building their confidence in tackling difficult topics and seeing them as a natural part of the whole language.
James, thank you very much for sharing your experience and encouraging us here to think more about motivation.
ReplyDeleteI would like to fully agree with Tatiana, as in my view what drives students best is them knowing how and where they will be using what they are learning. That expains why they are spending their time and energy in the classroom. I guess, that works this way for all of us.