In my seven years as a lecturer in English Literature at RWTH Aachen, I have developed my teaching philosophy as follows:
- Empower students to express their thoughts and present their arguments effectively and professionally
- Create supportive and safe spaces that accommodate learning differences
- Engage students through clear lesson structures and the use of multiple teaching tools (both online and in person; PowerPoint slides, writing students' contributions to class discussions on paper/whiteboard during class, additional worksheets in paper and electronic form for practice; online platforms for testing and group work, etc.)
- Encourage open communication, critical thinking (thinking outside the box), and mutual respect in class
- Be open to questions and feedback to flexibly adapt lessons to students' needs
My lessons start with self-introduction (in the first class) and check-ins (at the beginning of each subsequent class) to make it easier for my students (especially working adults) to handle sharing and learning. I then set out the points we will go over in the lesson – this provides a clear structure and shapes my students’ expectations. This would also allow students to approach me during breaks with related questions or on other topics. Materials will be provided in both print and electronic formats. Where possible and for sustainability reasons, we will resort to electronic formats when students can work on their devices (iPads, laptops, smartphones, etc.). Additional resources (e.g., videos and links) will be provided both in and outside of class to ensure students have sufficient supporting information. I will check in with students regularly to ensure they are on the same page. If further clarification is needed, we would either spend time on it (based on the structure of the session) or arrange additional discussion after the formally agreed lesson hours.
The content of the sessions will depend on student needs (e.g., grammar, vocabulary, speaking practice, presentation, listening and writing). Although all areas are covered, the specific needs of each class of students (or in one-to-one situations, each student) are taken into account, meaning more time is allocated to the aspects that students want to improve in. Finally, they meet the requirements to pass exams and reach the required level of English by the end of the course.