PERSONAL+TEACHING+PHILOSOPHY

=WELCOME TO MY TEACHING PORTFOLIO=

==== I believe the fundamental goal of teaching is to foster learning. I view my students as clients and individuals. Good teaching involves a process of facilitating learning from the classroom to real life and that I have an important role in assisting learners to move between these different learning contexts. ==== ====As a Navitas English teacher my principles for teaching adult migrants ensure courses are well designed and delivered to support clients in their transition to life in Australia. Possession of English language proficiency is key to successful settling in Australia. ==== ====I use the mandated curriculum, the Certificate in Spoken and Written English (CSWE) framework or the Australian Core Skills Framework (ACSF). I plan to achieve stated course outcomes, taking into account the particular needs and characteristics of the group of learners and the timeframe available. ==== ====I believe the class needs to have clear goals and objectives of what is being studied and why. Objectives provide direction for class activities and a focus for assessing learner progress. The objectives clarify what should be assessed and they are set to meet the needs of the students. In addition the assessment will give valuable feedback on whether the needs are being met. ==== ====In delivering I select from current and appropriate methodologies to implement the course plan. This includes text-based, content-based, action-based, task-based, the lexical, communicative, and concept-formation approaches to facilitate learning. ==== ====As I moved through classes with students of varying cultural backgrounds, gender, race, age, economic exposure, religious and political affiliations, and technological savvy, I became increasingly aware these various factors seemed to affect a learner’s learning skills, whether orally or written. ==== ====Assessment is a means to aid learning. //Summative //assessment takes place at the end of a learning cycle, yielding a summary of what the learner knows and can do. //Formative// assessment provides progressive feedback to learners about how they are progressing. This assessment helps the learner ‘form’ new ideas and understandings, using both their new and prior knowledge and experience. ==== ====Assessment involves rating performance against criteria and the making of judgments about quality. This is as necessary to lifelong learning as it is to any formal educational experience and assessment is to become a process to facilitate learning beyond the context of classroom. Assessment can be done in formal or informal ways e.g. by observation, in pairs, in groups or by self-assessment. I assess student achievement and encourage student to assess their own learning and manage the progress of their own learning. ==== ====I carry out mid-course and end-of-course evaluation from the students plus the feedback from class observation of peer or teacher coordinator to inform my future course planning. ====
 *  Personal teaching philosophy **