TEACHING PHILOSOPHY

Teaching Purpose
Becoming a teacher wasn't a lifelong ambition for me but a serendipitous discovery that emerged
during my university life. My high school years were characterized by uncertainty about my
future career. However, my interest in my favorite university grew so strong that I was willing to
make significant sacrifices to gain admission, even without a clear idea of what specific major I
would pursue. As a result, I found myself enrolled in the Business English program. But it was
here that my passion for language and teaching began to take root. Our curriculum delved deep
into subjects related to American and British literature, culture, semantics, and phonetics. This
comprehensive study opened my eyes to the vast complexity and richness of the English
language. I came to a profound realization that despite my decade-long exposure to English,
what I had known was merely the tip of the iceberg. In addition, my experience working at a
company for my university mid-term report also fueled my motivation to become an English
teacher. The candid and often profound conversations about why my native English-speaking
colleagues became teachers and chose to teach English in a far-off S-shaped country deeply
inspired me.
My goal is not only to impart knowledge but also to inspire a love for learning and cultural
understanding through language study. In the immediate future, my primary objective is to teach
at language centers and gain as much experience as possible. I am particularly drawn to working
with adolescents between the ages of 7 and 15, an age group that is at a critical juncture in their
personal and academic development, and I believe that my relative youth could be an asset in
establishing a strong rapport with them. Looking further ahead, my long-term ambitions involve
pursuing advanced academic qualifications and establishing myself as a teacher-researcher. I
envision myself at the forefront of developing innovative teaching methodologies and solutions
that address the evolving needs of language learners. A key aspect of my research will involve
exploring the integration of technological advancements into language instruction, ensuring that
our educational practices remain effective in an increasingly digital world. Through these
endeavors, I hope to contribute to the advancement of Vietnam's education system, particularly
in English language learning.

Teaching Style
As a young teacher, my teaching style is primarily rooted in the Comprehension Approach and
the Communicative Approach. These methodologies resonate with me as they emphasize
understanding and practical application of language, which I believe are crucial for effective
language acquisition. The Comprehension Approach appeals to me because it prioritizes
listening and reading skills before expecting students to produce language, allowing them to
build a strong foundation in understanding before actively using the language. This aligns with
my belief that confidence in comprehension leads to more natural and fluent language
production.
The Communicative Approach complements this by focusing on real-world language use and
interaction. I particularly appreciate its emphasis on authentic materials and task-based learning,
as these elements make language learning more engaging and relevant for students. For instance,
I often incorporate role-playing activities, group discussions, and project-based assignments that
simulate real-life scenarios. This approach not only helps students develop practical language
skills but also boosts their motivation by demonstrating the immediate applicability of what
they're learning.
As I primarily teach middle and high school students, my teaching style is tailored to meet their
unique needs and interests. I strive to create a supportive and interactive learning environment
that encourages participation and risk-taking in language use. By combining both approaches, I
aim to provide a balanced learning experience that develops all language skills while keeping
students engaged and motivated. I believe this blend o helps students build both competence and
confidence in using English, preparing them for real-world communication challenges they may
face in their academic and personal lives.

Teaching Techniques
From the very first time planning lessons and teaching practice, I decided to employ scaffolding
techniques to aid students' language development. Indeed, until now they have been my trusty
sidekick. Specifically, I prefer using tools such as sentence frames, guiding questions or
templates, and word banks to build their confidence. The use of Think-Pair-Share and Concept
Checking Questions (CCQs) helps me a lot in managing Grammar classes.
To maintain student motivation, especially of the group from middle and high schools, I utilize a
variety of strategies that set clear, achievable goals and incorporate their interests into lesson
content. I also use positive reinforcement and humor (by telling an anecdote, for instance) to
lower the affective filter, making students feel comfortable taking risks with the English.
I love to incorporate a range of activities to cater to different parts of the lesson. Warm-ups might
include quick games to activate prior knowledge, while guided practice often involves Think-
Pair-Share exercises. For independent practice, I usually integrate role-plays to encourage real-
world language use. Assessment is both formative and summative, with peer and self-assessment
opportunities such as reflective writing to foster reflection and autonomy. Adapting these
methods, I aim to cultivate a student-centered classroom that supports long-term language
acquisition.