Teaching Philosophy

As a teacher, my goal is to create an engaging and student-centered learning environment that fosters language learning in a meaningful and practical way. I believe that language learning is a dynamic and interactive process that I think thrives on authentic communication, critical thinking, and cultural awareness. My experiences as both a student and a teacher have shaped my understanding that effective language learning is not only about memorizing vocabulary and grammatical rules but about developing the ability to use the language in real-world contexts.

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My teaching approach mainly aligns with communicative language teaching (CLT) and task-based learning (TBL), where students actively engage in discussions, problem-solving tasks, and real-life simulations. I believe that students learn best when they are engaged in activities that aligns with authentic language use, and I aim to provide opportunities for meaningful interaction in my classroom. By integrating technology, project-based assignments, and collaborative activities, I create a learning environment that encourages students to take ownership of their language learning development.

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In my classroom, students are not only passive recipients of knowledge but active participants in their own learning. I design lessons that encourage and promote students to explore language through inquiry-based approaches, discussions, and interactive tasks. For example, I incorporate role-playing activities that simulate professional and academic scenarios, helping students build confidence in their communication skills. Additionally, I utilize digital tools such as ChatGPT to enhance language learning by providing students with personalized feedback and interactive speaking practice.

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Assessment in my classroom is an ongoing and reflective process that aligns with my teaching philosophy. I prioritize formative assessments, such as portfolios, peer reviews, and self-assessments, to track students progress and help them develop a type of awareness of their learning. Summative assessments, such as presentations and writing assignments, are designed to reflect real-world language use rather than memorization. By using a variety of assessment methods, I ensure that students have multiple opportunities to demonstrate their language proficiency in ways that are meaningful and relevant to their goals.

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In conclusion, my goal as a language teacher is to equip students with the linguistic and critical thinking skills necessary for academic and professional success. As I return to Kuwait to teach at the university level and hopefully later establish an intensive English program, I aim to implement innovative, student-centered teaching practices that bridge the gap between theory and practice. By fostering an environment that values communication, collaboration, and cultural awareness, I hope to empower my students to become confident and proficient English users in their academic and professional journeys.