你的教学理念是什么?

教学哲学教学的陈述是最愚蠢的任务之一。在语言教学的情况下，教学超出了分享文化和身份的知识。因此，新语言的教学和学习必然应由学生为中心的教育学组成，其中学习是学生和老师之间的合作，以及学生之间的合作。这种合作投入了学生在自己的学习中，将学生公开到不同的文化和身份，并因此让学生在建立社区感的同时对新语言进行更多的信心。学习新语言是一个交流过程;有效它需要有意义的基于团体和开放的活动。因为学生来自各种各样的种族，语言，社会经济和教育背景，教师承担倡导所有这些人的教育需求的责任。我作为教育家的责任，以了解我的学生并利用他们独特的学习能力和经验。为此，我创造了学生必须从个人经历中汲取问题的活动。这使他们可以与个人级别的语言进行互动，以及帮助我​​，作为他们的老师，更好地理解和上下情境化他们的背景和学习方式。 Specifically, I like to create group activities that mimic real life situations in which students, working in small groups, must complete a task in the target language. These activities are aimed at overcoming differences and building a sense of community within the classroom. They give students the tools necessary to respond to scenarios that they will encounter in the real world and the confidence to utilize the language outside of the classroom. During these activities, my role becomes that of facilitator, enabling the students to be the "main characters" in their learning process. Different situations offer a variety of ways that students can utilize language to complete tasks. In this way, group activities allow the students to develop their strategic competence, as often situations arise in group activities where the student may not know how to say something but is capable of strategically employing the language he knows to reach a solution. Strategic competence is vital when using language in real world settings. Similarly, because language and culture are intimately tied, it is important to incorporate cultural activities. These activities have infinite possibilities; they can range from inviting Spanish speaking guest speakers to introducing students to cultural artifacts (i.e., film, art, dance, literature, geography, political science). Knowledge of cultural components allows students to better contextualize language as it relates to linguistic interactions with people of Latin American and Spanish descent. In my experience, the cultural activities in my classes significantly influenced my decision to study abroad and invest myself in the Latin American culture. It is my goal as a teacher to spark that same excitement in my students and push them to expand their horizons. As a teacher, it is also very important to build rapport and a sense of trust with my students. This is critical to getting to know my students and their unique situations and learning differences. Teachers must be honest and sincere with their students in the process of getting to know them. This sense of trust gives students the confidence to participate more in class and take control of their learning. Furthermore, when it comes to evaluating student progress, understanding a student's strengths and weaknesses makes it easier for a teacher to make the necessary adjustments to ensure that everyone has an equal opportunity to be successful. Measuring a student's progress is an imprecise science. I find it effective to utilize a simple participation sheet that evaluates each student daily in three major categories--attendance, in class participation, and homework. Each week the students get this feedback so that they are aware of where they can improve and where they are doing well. By receiving weekly feedback students are better able to prepare for the more high stakes measurements of progress, such as essays and tests. I also believe that as a teacher, I must also seek feedback from my students in order to better facilitate the class and improve my own teaching in the future. Learning a second language opens students to whole new worlds of opportunity--not only in their professional development but also in their personal development. Language introduces art, history, music, dance and many other aspects of culture that allow students to better understand the value of diversity while deepening their ability to interact in diverse communities, both in professional and personal settings. It is my goal as a teacher to impart on my students this passion for language and culture as a tool that serves not only a pragmatic purpose--learning a new language--but also as an impetus for students to continue to learn outside of their linguistic boundaries. In essence, living a much richer personal and intellectual life.

在与学生的第一次会面中，你通常会做什么?

我和学生的第一个环节是分析学生的目标是什么以及学生目前的处境。然后，我确定一个行动计划，将最好地帮助学生提高。从本质上讲，这个环节是为了更好地了解学生，并发展一种初步的融洽关系，以便我和学生都知道在接下来的环节中应该期待什么。