你的教学哲学是什么？

我已经做了超过13年的教师，教过不同教育水平和地区的学生，从德克萨斯州奥斯汀的中学到巴勒斯坦贝特贾拉的英语作为外语，再到剑桥大学的阿拉伯语。我个人对教育资格的追求最近随着我在英国剑桥大学中东研究博士学位会议的召开而结束。因此，我获得这一职位的动力主要来自于我一生对教学的热爱，也来自于我想回馈教育体系的愿望，我从这个体系中获得了许多积极的个人和职业利益。在上述所有的经历中，我一直以学生为中心的课堂教学方法，旨在优化学生的学习和最大限度地发挥学生的潜力。我的课堂(或网络环境)强调教学的比较和全球视角，同时也关注各种课程和学科之间的跨学科视角，目的是在我的学生的生活中提供切实的、有意义的学术和社会联系。在语言教学中，这一目标主要通过选题和学生参与来实现。学生的课堂环境是非常重要的学生进步和成果,同时我相信,这是教练的专属特权建立明确的评价指标和标准在一个给定的课程中,学生们可以有助于学习成果的方式实现。一旦学生觉得他们是教育环境的一部分，课堂的动态就会发生显著的变化——而且是向好的方向变化。教室变成了一个合作的地方，在这里，学生和教师都为共同的目标而投入，为所有参与者的利益而投入。这种以学习者为中心的方法受到了我的学生们的称赞; I was invited to teach a second year of Arabic at The University of Cambridge thanks to written requests from my first-year student cohort. In addition, my interdisciplinary, global perspective in instruction has proven beneficial to the numerous, highly diverse student groups I have been fortunate enough to instruct. This eclectic grouping includes students ranging from first-year undergraduates at The University of Cambridge to young, business-focused international students of English from continental Europe and East Asia to mature student-professionals from Kazakhstan and other parts of Central Asia. Experience teaching such diverse student-learners has proven invaluable to my approach as a social science teacher and has helped me to hone multiple, effective classroom strategies and pedagogical approaches in higher education. In addition to my extensive experience as a university instructor, my commitment to student learning outcomes also includes an emphasis on experiential learning and doing: taking education out of the classroom and into the real world environment to see what lessons can be learned from practice, not just theory. In my personal experience, the marriage between the theoretical and the practical occurred for me as a student and as an educator in the Middle East. I lived, worked, and studied in the Palestinian West Bank for over a year (non-consecutive) primarily in the towns of Bethlehem, Beit Sahour, and Birzeit. This kind of first-hand expertise in a specific culture area enhanced my awareness as an instructor and provided me with crucial insight into the practice of "doing" outside of a classroom environment. From these experiences onward my goal as an educator became about imparting this experiential learning onto my students. My classroom becomes, therefore, a preparatory academy whereby language, culture, and social practice are married into each lesson.

在与学生的第一次会面中，你通常会做什么?

在第一次辅导期间，我觉得认识和了解一个学生是很重要的，这让学生和他或她的家人在我身边感到舒适，无论是个人还是职业上。经过介绍，我觉得应该允许学生口述课程的方向，要么进入一个严肃的学习环节，考试准备，或课程完成他们的选择，或一个轻松，更多的介绍任务。在我所有的辅导课程中，我认为以学生为中心的指导是很重要的，让学生和他或她的家庭感到对辅导课程的速度、方向和结果的所有权和控制权。

你如何帮助学生成为一个独立的学习者？

要成为一个独立的学习者，就要把有效的学习策略与对学科和课程内容的热情结合起来。为了制定有效的策略，学生学习者需要很好地了解自己，探索和实践学习和工作的方法，以获得可能的最佳结果。同样，学习的激情也来自于接触不同的主题、主题、方法和课程。当有效的实践和学习的热情这两个方面结合在一起时，学生自主学习是必然的结果。