MY PRE-TEACHING PHILOSOPHY

TEACHING PHILOSOPHY

My teaching philosophy is inspired by the ideas of Maria Montessori, Lev Vygotsky, and Howard Gardner.

 According to Marshall (2017), based on Montessori's ideas, children learn best when they have the freedom to explore and direct their own learning within a space that has been intentionally prepared. In this environment, concrete materials are used to help focus on certain concepts and allow children to notice their own mistakes and correct them, thus fostering their autonomy. It also highlights that uninterrupted work time and the role of the teacher as a guide, rather than a traditional instructor, help develop concentration, internal motivation, and important skills such as planning, paying attention, and self-regulation. I will implement this approach in my classroom by allowing students to make decisions about their learning and work at their own pace. Inspired by the Montessori method, I will include practical materials so that they can learn through their own experience. Improving academically and also developing various skills such as comprehension, decision-making, and responsibility for their learning.

According to Moll (2013), Vygotsky argued that human development is closely shaped by sociocultural practices and the use of cultural tools as means of mediation. Vygotsky believed that people construct meaning through interaction with others and culturally meaningful activities. He believed that the classroom should be an active space where thinking is constructed collaboratively and where the teacher plays a crucial role in planning meaningful learning experiences for students. Furthermore, for Vygotsky, education transforms students by enabling them to become subjects with potential. With this perspective in mind, I will strive to ensure that my classroom has an approach that recognizes and respects cultural diversity, promoting the active participation of students in their learning process. I would also like to create an environment in which communication, cooperation between peers, and the incorporation of cultural elements are fundamental in everyday life, applying Vygotsky's theory of the zone of proximal development (ZPD).

According to Gardner (1989), there is no single way of understanding intelligence, as each individual possesses a particular combination of different cognitive abilities that act independently of each other. These intelligences include linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, naturalist, intrapersonal, and existential. He argues that each person learns differently, as each individual processes information differently according to their cognitive profile. For this reason, Gardner proposes that education should recognize and value this diversity, applying methods that favor the development of each student's strengths and potential in meaningful and culturally relevant contexts. As a future teacher, I will plan learning activities that take into account the different styles, talents, and interests of my students. I will use a variety of strategies that integrate art, movement, music, collaborative work, and personal reflection so that each student can connect with the content in their own unique way of learning. Inspired by Gardner, I will seek to create an inclusive environment where diversity is not only accepted but celebrated as a source of richness that enriches the educational process.

HISTORY

Since I was a child, I loved learning new things, but I never imagined that one day I would study Pedagogía de los Idiomas Nacionales y Extranjeros. During high school, I had the opportunity to teach young children basic topics in English. I will always remember that experience because it was very special for me. After all, the children showed me their affection and that made me feel that I wanted to be a teacher.

Also, I have always liked the idea of traveling around the world. Although I haven't done it yet, I would love to visit other countries. My interest was born from the Korean movies and dramas I have seen, which sparked my curiosity about places like South Korea, Japan, China, etc. I know that in many of these places, English is the main language of communication and that is one of the reasons why I also chose my career.

I worked as a waitress in a restaurant for a while. Although this job is not related to my career, I decided to include it in my story because I also learned a lot from that experience. I had to attend to all kinds of people, stay calm under pressure, and be responsible and empathetic. Everything I experienced in that job will help me as a future teacher, especially in my dealings with students, parents, and colleagues.

MY PHILOSOPHY

As a future teacher, I don't want to teach just to make my students learn grammar or pass a test. I want them to become well-rounded individuals, able to think, feel, and act independently. I expect my classes to be safe spaces where they can feel good, express themselves, make mistakes without fear, and grow as people.

In my classes, I will apply methods that are adapted to today's world and the needs of my students.  For example, I would like to use the connectivism method because we live in the digital age and I know that students tend to learn better through technology. I will help students learn to develop their autonomy and build their own knowledge by connecting with others and the digital environment.

Finally, I would like my classroom to be a place where we listen, laugh, question, and reflect. I am passionate about the idea of teaching and I would also be excited about accompanying learning processes, creating meaningful bonds and I would really like to leave a small imprint of myself in the hearts of my future students.

REFERENCES

Moll, L. C. (2013). LS Vygotsky and education. Routledge.

Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational researcher, 18(8), 4-10.\

Marshall, C. (2017). Montessori education: a review of the evidence base. npj Science of Learning, 2(1), 1-9.