A passionate English teacher

My teaching philosophy is inspired by the communicative approach, which prioritizes real-life communication and interaction as the core of language learning. I also adopt the concept of contextualizing the learning process, teaching lessons through meaningful context rather than explicit instructions and rules, with the emphasis on fluency more than accuracy. I encourage pair work, role-plays, discussions, and problem-solving tasks that simulate real-world use of English. Through this approach, students not only gain fluency and accuracy but also the confidence to engage in authentic communication. Practically, there is no teaching method that is perfect for all classrooms in the world. Therefore, my teaching philosophy relies primarily on the Communicative Language Teaching (CLT) which offers several advantages. It helps learners develop real-life communication skills by focusing on meaningful language use rather than just grammar rules. It enhances fluency, builds confidence, and encourages interaction through pair and group work. CLT also integrates all four skills (speaking, listening, reading, and writing) while promoting learner autonomy and active participation. Additionally, it raises awareness of how to use language appropriately in different social and cultural contexts. I also support the concept of hybridization, involving other methods besides the CLT such as Total Physical Response (TPR), Community Language Learning, and Desuggestopedia (to some extent). My teaching philosophy primary involves gamification as an essential aspect of the learning process. In fact, Stephen Krashen introduced the affective filter theory, claiming that when learners feel anxious, unmotivated, or afraid of making mistakes, they have a high affective filter, which blocks language input from being processed by the brain. However, when learners feel relaxed, motivated, and confident, the filter is low, and they absorb the language more easily. On that account, gamification can significantly and positive influence the process of language acquisition by decreasing the affective filter and remove the emotional barrier. Additionally, Dr.Qasserras , in one of his latest studies, claims that gamification is no more optional, but it is crucial to boost students' self-esteem, self-confidence and motivation.

So far, I've got a Bachelor degree in English Applied Linguistics and a TESOL/TEFL Certificate obtained from the American TESOL Academy in Rabat. On one hand, obtaining a Bachelor degree in English Applied Linguistics provides me with a strong in-depth knowledge of English linguistics and its application in real-world context, academic writing as well as teaching methodologies and approaches. On the other hand, the TESOL/TEFL training equipped me with the necessary skills to teach English effectively to non-native learners. This comprehensive training covered lesson planning, classroom management, language assessment, and intercultural communication. Certified to teach in a variety of educational settings, both online and in-person, with a focus on interactive, learner-centered teaching methodologies. I've experienced working as an English teacher in a primary school. My teaching philosophy relies mainly on integrating interactive activities through gamification to boost students fluency, engagement, motivation and 21st century skills. This philosophy is based on the communicative approach, believing that the main goal from a language is to communicate in real-life interactions. Also, I've experienced working as a private English teacher, preparing high school students for the National Unified Examination for the Baccalaureate Certificate. These experiences have significantly contributed in strengthening my teaching skills.