Why I Teach English?
Why do I teach? Would you ask the clouds why they stay aloft in the sky while tiny raindrops plummet to the earth? It's the nature of the thing, fundamental and true.
Flowery language aside, I understand the physics of clouds (as much as any other layperson). I started teaching because of various socioeconomic reasons. I continue to teach because it's a noble profession that touches and enriches the lives of my students and my community. And in turn, serving my students and community enriches my life.
I went on a hike recently to enjoy the spring weather. When someone would pass me on the trail, we'd exchange words in Japanese. We'd talk about the weather, the difficult parts of the trail, or just some encouraging words. Those little conversations gave me a morale boost that allowed me to keep going.
Near the summit, the trail became exceptionally challenging as dirt gave way to sheer mossy rock. Some held on to guide ropes; others went up on all fours, using their hands to grip rocks. I was completely winded and felt like giving up. I paused to make way for a grandmother and her grandson making their descent. We exchanged greetings and had a short conversation. The grandmother's eyes filled with surprise and pride when she saw her grandson having a conversation in English. His name was Koga, and while he wasn't in my class, he was my student. In him, I saw my students and myself. He was the product of hard work and good education. I thought about the over two years of work I've done as an English teacher and the work my Japanese teachers did. Soon I was at the summit. That last boost from Koga got me there. All the little conversations I had on the trail got me there. Communication made my life better.
The conversations made a hard trail a little easier. This is how teaching a language can enrich lives and communities. This is why I teach English. I'm currently teaching at public schools as a foreign language (English) teacher. My immediate goal is to build a solid framework through instruction so that my students can become more confident in their abilities and achieve more at the next step in their English instruction. My long-term goal is to open my own language school where students can attend classes or relax and enjoy the café, library, and video center.
My teaching aligns most with the Communicative Approach (1980). This approach covers all four language skills that are taught in elementary, junior, and senior high schools in Japan.
I also use techniques from other approaches as the need arises. For example, I might make a vocabulary list from the current unit a la the Reading Approach (1930). When practicing the words, I might use habit-formative drills from the Audio-lingual Approach (1940). At the end of the class, I might ask students to write and share a short reflection about what they've learned and how they feel, which aligns with the Affective Humanistic (1970). I believe that clear and direct instruction and modeling, combined with fun games, can yield great results, especially when paired with authentic, intriguing, and appropriately leveled content/realia.