Eric先生 新宿で英会話を教えられる

It is my philosophy in the classroom that students arrive with different backgrounds, interests, and preparation levels. When I teach, I design for various access points into the material and acknowledge personal reflection’s ability to inspire students. I often use exercises instead of lecturing — activities that scaffold difficult concepts. This helps engage students who may otherwise be reluctant to participate, as it provides a safe space to discover new, challenging material before they are expected to perform for an audience. Individually, providing a variety of activities both respects and engages students with different learning styles. Collectively, it supports students in being—and viewing themselves as— valued members of the learning community.
To help my students achieve their learning goals, I use a variety of pedagogical methods grounded in my beliefs about teaching and learning. First, before introducing any new topic, I elicit my students’ preexisting knowledge. Students do not come into our classrooms as blank slates; rather, they have a range of ideas that shape how they make sense of new information and construct new knowledge. Therefore, I uncover my students’ prior knowledge in order to help them become aware of their own ideas, and in turn, build upon and refine them during the learning process.
To encourage my students to synthesize and demonstrate what they have learned, I use performance-based assessments. These activities enable students not only to apply their new knowledge and skills but also to simulate aspects of real-world interactions within a low-stakes, supportive context.