As a teacher of adult language learners my philosophy is that no matter what the subject matter is, it is important to recognize individual needs of students while also upholding the integrity of the course requirements. This may mean helping a student develop any specific areas of weakness they may have, or it may mean facilitating greater focus on a particular area of interest. In either case, targeted learning is an essential part of my teaching philosophy because it helps students gain the most from their learning experience, and it assists them in reaching their individual goals. While many students enjoy studying, I recognize that for others it is a means to an end. In my experience, especially with students at the post-secondary level, expediting learning and making connections between course themes is often a priority. Therefore, in my view, working with students to identify the way forward for them and placing an emphasis on a needs-based approach is most appropriate.
I have found that in working within such a targeted learning framework, it is important to be comfortable filling the role of both the teacher and the facilitator, and to be able to move flexibly between the two. When explicit instruction is necessary, for example when new skills are being taught, the teacher role is best, but once certain skills are consolidated, taking a step back in order to give students the autonomy to shape their learning is necessary. This is often the case when it comes to students selecting independent research topics. I think it is important to give as much leeway as possible so that they can find an appropriate topic that is also of interest to them and that may serve a purpose in future studies or other practical applications. Students who are struggling in a certain area can also benefit from being given autonomy because I have found that adult students, having years of learning experience behind them and having received feedback from previous teachers, are often better equipped to recognize their own weaknesses than a new instructor. Further, enabling students to reflect on their own needs is especially beneficial because it becomes a more meaningful process for them as they identify goals and work alongside the teacher/facilitator to achieve them.
I would also like to comment on some qualities that I have found to be effective as a teacher. I think it is important to be supportive of students, and I believe that that can be accomplished in part by taking a positive approach as opposed to scare tactics about previous students or difficulty level of major assessments, etc. I find this to be discouraging and unsettling for many students with immense pressure weighing on them. I also think it is important to be both informed on the subject matter and organized so that courses may be taught consistently and smoothly and so that students know what to expect. Of course having the luxury of having taught a course more than once helps, but making time for necessary preparations is critical. In my experience, having a clear plan and having materials prepared in advance has allowed me to work more flexibly with students because knowing that my main responsibilities are being met, I can ensure that I have time to work with students individually for the aforementioned reasons, and so that new approaches may be adopted with ease, such as introducing new technologically based pedagogical strategies. I think that this helps students feel supported, feel that they are being mentored through their learning process and that they are being provided with up-to-date learning tools.
Finally, I think teaching languages (and courses related to languages) can include all of the above and still be fun. It is fun because the prospect of learning a language (or advancing already acquired skills) is largely a social experience and opens up any number of possibilities for the student both academically and personally. It could mean future travel to unknown places, new friendships, job opportunities, taking up interest in culturally related activities and developing cultural competencies, or bridging to an associated field of study, just to name a few. Because of the diversity of options language learning can provide, topics are broad and varied, there is reason to get excited about learning, and students can work together to build networks that will serve them well beyond the scope of a university credit.