Cheyanne Lovellette believes that second language learners display great bravery in learning a new language. Their classroom should provide a supportive environment where students feel free to ask questions, make mistakes, and progress at their own pace. Lovellette aims to create a balanced classroom with engaging tasks catered to different learning styles. The goal is for students to have a positive experience acquiring a language that will benefit them academically, professionally, and personally.

1. The Teaching Philosophy of Cheyanne Lovellette
During my travels abroad for four months of study in England, everyone told
me I was brave. Having never traveled outside the Midwest, my family saw my
intercontinental journey as something of a heroic act. However, when I stand up in
front of a class of non-native speaking students, that’s where I see the true bravery.
For me, living in England may have been an adjustment, but it was an adjustment I
could talk through. When I missed my train I was able to communicate my problem
effectively and find a solution. For L2 students coming to America with little to no
English competence, the mere act of getting on the plane would be enough to fill me
with doubts. And yet, my students are doing just that.
It is my firm belief that second language learners are high achieving and
motivated individuals and deserve/require a supportive learning environment that
both challenges and excites their curious spirits. Whether they are pursuing a
second language as a result of personal desire or academic requirement, they are in
a situation that requires extreme levels of tenacity.
The classroom should be a place where these students feel they have the
freedom to ask questions, make mistakes, and develop at a pace that is both
vigorous and engaging. Maintaining a low affective filter level and allowing students
to explore and adapt to their own unique language egos and second language
identities is vital to the creation of a cohesive and secure learning environment.
Through communicative tasks and form-focused direction, I believe I can use
classroom instruction to create a balance of tangible goals for a wide range of
students and learning styles. The values I bring to the classroom manifest in
inventive lessons, which seek to promote optimal learning achievements in each
student I teach. It is my desire to shape each assignment in a way that is inclusive of
auditory, visual, and kinesthetic learners. This goal is accomplished through a
balance of various task-based activities, explorative learning, and traditional
teaching methods.
In my classroom, those who want to learn will be supported, and those who
do not will be encouraged. I see it as my duty and my mission to tailor my teaching
strategies to my students and their particular methods of knowledge acquisition,
and to then exploit that knowledge to give them a positive learning experience. I am
passionate about empowering second language learners to acquire English language
proficiency that will serve them academically, vocationally, and personally. I view
second language acquisition as a tool that instructors wield to increase self-efficacy,
competence, and performance in L2 learners.
“I touch the future. I teach.”
- Christa McAuliffe