Learning Outcome 13 - Demonstrated ability to articulate how one's worldview faith, identity, and teaching philosophy impact one's pedagogy and professional activities.
DESCRIPTION:
The Personal Faith and Identity statement is derived from combining discussion posts initially submitted for (TESL 550) Fall II 2018 Second Language Pedagogy II taught by Dr. Gena Bennett and (TESL 530) Fall I 2020 Intercultural Communication and Language for Professor Michael Chamberlain. The compilation identifies my Christian Faith and its influences on my professional development and conduct in the classroom. The Belief Chapter composed for (TESL 560) Fall II 2021 Language Program Design submitted to Dr. Tasha Bleistein further outlines my perceptions of social and political issues' roles in Educational ideology and provides insights into my pedagogical approach.
REFLECTION:
I remember hearing discussions concerning the separation of religion and state during my young adult life. I understood this to mean that any attempts at proselytization in the classroom were unethical and disrespectful to other students who may believe differently than I do. So, I developed an over-sensitivity about leaving Faith out of the discussions, especially in classrooms, in professional meeting settings, and with anyone who may not be of like mind. Even with the freedom to incorporate my Faith in the TESOL program, articulating it in discussion posts and classroom conversations was challenging for me. The APU TESOL program has shown me that my Faith can serve a place in the classroom through my actions despite teaching in a secular setting. It is stimulating to know that, while I learn about students and help them progress through their language journey, my pedagogy can express my belief honestly and respectfully. My ideas of making language accessible to all students, of incorporating cultural awareness, and of acceptance for continual growth can be evidence of my Faith in the classroom.
APPLICATION:
I strive to teach with agency, be intentional (Brown & Lee, 2015) and draw upon my Faith to perfect my craft of teaching. I believe in staying aware of critical issues such as power, and social justice, in and out of the classroom. I am resolved to be engaging with authors and researchers by reading and listening to radio shows and podcasts were the views expressed are different from mine in order to understand both sides of issues. This practice continues to refine my professional perspective regarding differing worldviews and beliefs, not allowing me to become complacent, a practice that is "consistent with discipleship" (Smith, 2009, p. 57). Integrating this practice, I will aim to create a classroom built on trust where all voices are welcome by designing lessons and activities that foster respectful discussion, sharing of opinions, and expressions of self. For example, I will initiate pair and group work where students must respectfully engage with and evaluate a different perspective than their own, while practicing classroom management techniques that respect the dignity and individuality of every student. Furthermore, I will introduce authentic materials such as magazines, eNews, and podcasts to the students, leading to more cultural awareness and language exposure, which will provide significant learning opportunities. Finally, I will remain steadfast in my Faith and mindful of shared experiences to confirm ways of connecting with my students in order to build a community of trust and respect for each student's learning experience.