Position: 徐碧霙 > 教學日誌
May 6--應外e報-試刊號
by 徐碧霙 2009-05-06 12:52:08, Reply(3), Views(983)



        I enjoy teaching and my general teaching style incorporates two dimensions: excitement regarding the learning process and the use of a personal tone. I try to instill excitement in students by presenting material in a clear way, using demonstrations and audiovisual material, and by providing potential hands-on experiences. I strive for a personal style by being available outside of class, encouraging discussion and critical thinking, and using humor in my lectures. While I aim for excitement and a personal tone, I do not believe in coddling students. Rather, I prefer to treat them with respect and challenge them intellectually. I find that students respond positively to such treatment.


   Students in my classes grapple with complex issues and are presented with controversies in the field. I realize that some students in my classes are going to become educators, I think it is important for students to acquire skills and knowledge that will be helpful to them in the future. For example, students learn to think critically by learning to identify and question assumptions carried forward by a particular author or particular area. These kinds of skills apply not only when reading a TESOL Quarterly article, but also when reading Newsweek or Times.


As far as mentoring relationships go, I feel that it is critical to be responsive to the needs, interests, and abilities of individual students. Some students require a great deal of supervision, while others are more autonomous. Being aware of and being able to recognize such differences among students, as well as being able to recognize changes in autonomy needs as students develop, is one of the keys to a successful student-mentor relationship. Finally, it is important to set high goals and have clear expectations for students, but at the same time, to be flexible and understanding of issues that might be impacting a student at any one time.



        One role for instructors is to impart knowledge to students. Imparting knowledge implies an active instructor role, but in order for a class to be successful there needs to be an active student role as well. Students need to take some responsibility for presenting material and for choosing what material will be covered. Active roles allow students to have more control over the class, in a sense making it what they want rather than strictly what I, as the instructor, might want. What I strive for in all of my teaching roles is to make my students feel the course is “hard” but they enjoy it and find it interesting.











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