Teaching Reflection

1. My Teaching Reflection
Teachingisa complexprocess. Theteacher hastoconsidermanyaspectsinordertomakethatprocess,successfuland
interesting.Ateacherhastobe concernednotonlywiththe methodologythats/heappliesinhis/herclass,butalsohow
thatmethodologyandstrategieswillaffecttotheirstudentsinthefuturelearningprocess.
Aswe know,a goodlearningexperienceadvantagestoconstantachievements,whereasa badonecould carry
consequencesfor students;thustheworkandcreativityofteachers hasanimplicationin thelearningprocess andin
students’motivation.
A book whichI considerreallyinterestingandI loved is “ThePracticeofEnglishLanguageTeaching”whereJeremy
Harmer1
(2001) statesthat“Within thegeneralareaofmethodology,peopletalkaboutapproaches,methods,techniques,
procedures, andmodels,allofwhichgointothepracticeofEnglishteaching”;herewerealizethattheteacherdoes not
only spendtimewithchildrenin aclassroom,beateacherimpliesseveralaspectsthatwillhavean impacton the
students.
Asmy experience,I usedtothink thatteachingwasonlybe in a classroomandteachwhatthelearnersneed,however
whenI startedtostudyandenteredin aschool,I realizedthatmy thoughtwaswrong.Insideaclassroomexistsanother
reality,every groupisdifferentandthustheyhavedifferentnecessities.Soforaclasstobesuccessful,itmustbe
constructedbya specificmethodology,strategies,interestingmaterialandactivities.
Personally,I preferthePPP(Presentation,Practice,andProduction)duringkinderandprimarylevelandinsecondary
school,I preferCommunicativeApproach. AccordingtoJeremyHarmer(2009),thePPPapproachiswidelyusedduring
theteachingprocessatlowerlevels.WhichI totally agree, becauseduringthefirstyears,itis difficultthatthestudents
1 HARMER. 2001.“The PracticeOf English Language Teaching”. 3rd Edition. Longman Editorial.Chapter 6,
page 78
2 HARMER. 2001. “The PracticeOf English Language Teaching”. 3rd Edition. Longman Editorial.Chapter 6

2. couldproduceitwithoutproblems, however,alessonplandevelopedwiththisapproachandwithcreativity,makesthat
atthe finishofthelesson,thestudentscouldproducechunksusingthesecondlanguage.
However,insecondaryschool, I considerthatCommunicativeApproachbecomesmoreinterestingandmotivatedfor
students.AccordingtoHarmer2
“…aspectoftheCommunicativeapproachiscloselyrelatedtotheideathatlanguage
learningwill take careofitself,andthatplentifulexposuretolanguageinuseandplentyofopportunitiestouseitis
vitally importantforastudent´sdevelopmentofknowledgeandskill”.Alsoheadds“A guidingprinciple(withinthis
approach)wastotrainstudents tousetheselanguageformsappropriatelyinavarietyofcontextsandforavariety of
purposes”AtthebeginningI consideredthisapproachdifficult,butitisimportant tointroduceanewstylewith
interestingmaterials,takingthestudents’attention,motivatingthemandmakingthattheyfeelconfidentatthe
momentofusingthesecondlanguage.
One ofmy futuregoalsasateachertomaintainmy way ofworking, organizingandbe accessibleformy students,
making anatmosphereinaclassroomwherethestudentsfeelconfidentandinterestedinlearningwhatI teachwiththis
wonderfullanguage. Also,I liketheidea,notonly ofcreatingempathywithmy students becauseI consideritisakey
pointthatwill makea greatdifference,butalsotopresentcreativeclasseswherethestudents enjoyattheendofevery
one.