Educational Philosophy.

“Amurrrica!  This country has got nothin’ on us!” he yells, strutting down the cobblestone street.  While this is an example of the stereotyped American abroad, it rings true all too often.  Ignorant of others’ culture, beliefs, and languages, many Americans remain close-minded, firmly ensconced inside the box of stereotypes and prejudice.  In order to prevent such misconceptions, I am an adamant proponent of not only the study of language and culture, but also the study of critical thought.  Language acquisition must extend beyond fulfilling an academic requirement—so much more is at stake here.  Learning language and its intertwined culture should widen students’ views of the world, facilitate their understanding of others’ perspectives, and empower them to think and communicate in different ways.  Class should be fun, exciting, even laugher-inducing at times, without a sole focus on direct instruction, grammar, and rote memorization.  Students will learn a great deal both from one another and from me, both in an academic, social, emotional, and real-life realm.

 

In order for my students to comfortably learn a new language, my class is a positive learning environment.  Interpersonal relationships are exceedingly important in all facets of life.  Oftentimes, students are more motivated to put forth effort in a class in which they feel their teacher and peers care about them.  Thus, I will not tolerate students making fun of others for trying; mistakes are life.  Learning German can be nerve-wracking—no one wants to make what seems to be an egregious error in front of 20-30 of his or her peers, but this is infinitely compounded when said peers are rude and judgmental.  We will be with each other several hours a week for three-quarters of a year; long enough to be a sort of big, happy, language learning family, holding learning and respect in high regard.  In order to help facilitate increased student comfort in engaging with the target language, I will not correct every single tiny error made when speaking.  The main goal, especially at the early levels, is for students to create, to produce the target language in context, despite grammatical missteps.  A list of errors that warrant interruption will be made throughout the semester, and these interruptions will not be negative, but rather a learning experience.  There are no complete rights and wrongs--not in life, and not in my classroom.                     

 

It’s no secret: I am passionate about my students as individuals and their learning, as well as my content area.  German is a beautifully amazing and intricate language with a rich cultural background and a fascinating, turbulent history.  As the most widely spoken language in Europe after English, the language itself is practical.  Personally, German has always been a huge part of my life, having spent every summer in Germany with family.  While giving me a deep appreciation for the culture, I always wished my middle school and high school had offered German.  Through the classes I teach, my students will have opportunities I did not to both learn German, and think in increasingly different, more critical, open and metacognitive ways.  As communication and cultural learning are two main goals of the language learning process, students will, through various layers of scaffolding, speak with one another and myself in the target language, hopefully eventually communicating with native speakers either through travel to a German-speaking country or via online programs.

 

Each of my students is amazing at something, with amazing amounts of potential waiting to rise to the surface.  I will both push and encourage my students to be the best they can be, in and outside of my classroom.  There is no greater feeling in the world than seeing my students’ eyes light up as the puzzle pieces click and a difficult concept suddenly makes sense. It is these moments that I live for as a teacher and will be striving constantly to create with a great deal of energy and enthusiasm.