1. Statement of Teaching Philosophy
My personal philosophy is defined in these three concepts:
i) Pedagogy versus andragogy.
I was made aware that pedagogy (teaching children to learn) and andragogy (teaching adults to learn) are two different things. University or tertiary-level students are considered as adult learners and they have to face a lot more difficulties in learning as there are more times in which they are required to do independent-learning. The higher the level of their studies, the more independent learning they are required to do. Adult learners such as them are always willing to learn and are more matured in their thinking. I believe that adult learners always need the lecturers to keep motivating them and facilitate them during the learning process so that they are going to be well-prepared when facing the reality of the professional world once they graduate.
ii) Empathy.
As a teacher, I need to empathise with the students, especially those who are not proficient in English. I also have to consider other factors when teaching the students. During this pandemic season, all teaching and learning has to be done online, or better yet known as online distance learning (ODL). Many of the students had to spend a large amount of money when buying internet data in order for them to join the lessons and some do not even have the proper gadget to join the class. They had to share the same laptop or smartphone with their siblings or family members when joining the class. Some lives in rural areas and their internet connection is not too stable. So, they had to go through great lengths to go to internet cafes or any areas in which they can get better internet connection or public Wi-Fi. I tried my best to show my empathy and not be too strict with them when they told me that they could not join the classes or were disconnected in the middle of the lesson.
iii) Active learning and collaboration.
Teaching is not all about giving the most content to the students and providing them with copious amount of work to do because that is considered as surface learning activity. Active learning has a deeper, more constructed and meaningful learning activity in which students are more engaging and determined when learning. Active learning gives rooms for mistakes and weaknesses and students are supposed to learn from their mistakes and build up their characters and drive in learning English from there. There are lots of compassion, development, positive criticism and creative thinking in active learning. The process of learning is always more than just becoming a spectator and active learning is definitely not it. The collaboration between the lecturer and students is always paramount and there are always rooms for improvement.
2. Statement of Teaching Responsibility
I began my teaching career in early 2016 immediately after I completed my master’s degree programme, Master of Arts in Applied Linguistics for English Language Teaching from Queen Mary, University of London in December 2015. I first started teaching as a language teacher on a part-time basis at Universiti Putra Malaysia for one semester (six months). After that, I joined UiTM Perak as a contract lecturer for one semester (six months). In 2017, I joined Universiti Teknologi Malaysia as a full-time permanent language teacher and I am still in that position until this day.
I currently teach five sections of English courses (an average of 150 students per semester). The courses that I am currently teaching are the English diploma courses, namely, Introductory Academic English (UHLB1032 & ULAB1032) and Intermediate Academic English (UHLB1042 & ULAB1042). Another English diploma course that I have taught is Communication Skills (ULAB2222) but the course is no longer offered now. I have also taught the English bachelor’s degree courses, which are English Communication Skills (UHLB1112), Academic English Skills (UHB1412/ULAB1122), Advanced Academic English Skills (ULAB2122) and English for Professional Purposes (ULAB3162) for the mainstream students in UTM. During short semesters, I also teach these subjects to students who were doing their bachelor’s degree in part-time mode.
Apart from teaching the subjects mentioned, I also teach Academic Listening and Speaking Skills (FSPE0022) to the foundation programme students, English Language Support Programme (ELSP) for UTM undergraduates, and Writing Skills for Postgraduate (ULAB6110) for UTM postgraduates.
3. Description of Course Outline and Materials
The following details are the synopsis of the courses that I’ve taught.
UHLB & ULAB1032:
This course is designed to develop students’ receptive and productive academic skills. Students will be guided to read and listen to academic texts as well as respond to question based on the texts. For the productive skill of speaking, students will be given guidance on how to deliver a short speech based on problem solution topics of their choice. This course will also familiarise students with guided writing based on nonlinear information and essay writing on problem solution topics. It also provides enrichment activities to complement the development of both receptive and productive skills through self-access materials. At the end of the course, students should be able to apply these skills in current and future academic settings.
UHLB & ULAB1042:
This course reinforces and enhances the development of students’ receptive and productive skills relevant to academic contexts. The skills are integrated in various task-based activities. These include reading academic texts critically for specific information, listening for main ideas and specific information, writing an argumentative essay and a short report based on non-linear texts and participating in group discussions. In addition, the course fosters independent learning activities facilitated by online resources. At the end of the course, students should be able to incorporate relevant skill s learned to perform tasks in academic contexts.
ULAB2222:
This course is designed to enhance students’ communication skills through community-based project, where students will engage with the community and identify an issue or problem faced. This course will enhance students’ communication skills through several tasks outlined for students. The tasks included a preliminary and a final project proposal, oral presentations, writing of reflection papers, oral communication activities through consultations and group discussions (panel of inquiry) and MyLinE activities. Leadership skills are implicitly integrated through the tasks given. At the end of the course, students should be able to apply these skills in their future.
UHLB1112:
This English course is designed to reinforce and enhance students’ existing English Language skills to enable them to communicate better in their current surrounding. Through guided and independent learning activities, students will develop their skills in reading, listening, writing as well as speaking. At the end of the course, students should be able to distinguish relevant information in factual texts on topics of interest. Students should also acquire the ability to compose texts on familiar topics. Additionally, this course will provide students with opportunities to enhance their listening and speaking skills and be able to identify the main points of speech given on frequently encountered matters as well as articulate their views on matters of interest.
ULAB1122:
This course exposes students to essential academic skills through read-to-write approach. It focuses on developing students’ ability to read texts and develop their receptive and productive skills through student-centered activities. This includes reading academic texts, making notes, writing clearly and coherently, and participating in discussions. Grammar enhancement activities are also incorporated in all skills. At the end of this course, students should be able to apply acquired skills in their academic activities.
ULAB2122:
This course reinforces and enhances all four key language skills to facilitate students’ language use in academic context. This includes reading and synthesizing information, listening for main ideas and details (e.g. lectures), taking notes, writing clearly and coherently, and participating in oral presentation and class discussions. The course incorporates features of vocabulary and grammar of academic English. In addition, the course fosters independent learning activities facilitated by online resources. At the end of the course students should be able to integrate skills and knowledge to perform tasks in academic contexts.
ULAB3162:
The course prepares students with the skills of effective communication that are necessary in order for them to be able to function effectively in workplace situations. at the beginning of the courses, students are required to do enculturation tasks in order to discover their potential and possible expectations of the prospective workplace environment. through active learning, it emphasizes oral and written communication skills that are practised in workplace situation. using authentic workplace scenarios, students will be given opportunities to negotiate and present information through group discussions and presentations. by the end of the course, students should be able to function as individuals and team members using appropriate communication skills at workplace.
FSPE0022:
This course focuses on the skills of listening to academic lectures and talks, as well as aspects of style and structures, to help students perform effectively and competently in the academic contexts. It also focuses on speaking skills such as participating in group discussions, giving academic oral presentations and giving Impromptu speeches as to prepare students to speak confidently and fluently in academic settings. This course also aims to raise students’ proficiency by having in-class practices and by exploiting a variety of materials in varied academic situations.
LEAP:
This subject prepares students with Basic English for communication skills to be used in daily conversation. The lessons for this subject include four language skills: reading, listening, speaking and writing. The objectives of this programme are to enrich learners’ vocabulary and common language expression as well as enhance learner’s confidence of using English language. The programme will be conducted through engaging learning activities, tailored to increase the students’ interest and confidence in utilizing and learning English language. Lecturers are free to choose suitable methods to teach the students plus few compulsory project-based tasks. At the end of the semester, students will be awarded with a certificate of participation.
ULAB6110:
English for Postgraduate is divided into three separate courses; Listening and Speaking for Postgraduates, Reading Skills for Postgraduates and Writing Skills for Postgraduates. Each course focuses on specific academic skills. This course aims at exposing students to various language features on academic writing. By the end of the course, the students should be able to incorporate all of these skills needed to produce effective academic writing in their field of study.
4. Efforts to Improve Teaching
To become an effective teacher, I learn over time that not only do I need to prepare good materials for the lessons but I also need to incorporate other inputs in order to maximise the teaching and learning process. Over time, as I met and taught more students of different backgrounds and different subjects, I see myself becoming more patient, understanding, and lenient with the students. So, to improve my teaching, not only do I have a lesson plan but I also keep track of my teaching log. During online classes, all of my classes are recorded online. So, I could watch over those recordings and identify the areas I should improve.
I also ask for feedback from students after every class and every time the semester ends. The feedback that I asked from students every time the class ends are posted in the class forum or asked right after the lessons end. Questions that I usually ask them were “What was the most important thing you have learned in today’s class?” and “Do you have any questions regarding today’s topic?” Meanwhile, for the feedback that I ask from the students after the semester ends, I create an online form that asks my students to highlight on what were their first impression of the class, their first expectation of the class, their overall response of the class throughout the semester and also their suggestion on how to improve the class. Through the feedback that I receive, I get to improve my teaching for the upcoming semesters.
Apart from my individual effort through self-improvement, I also seek guidance from the faculty members through official and non-official discussions. The official discussions are usually done when we have the official faculty meeting and the non-official discussions are done through brown bag discussions or lunch break discussions. Asking around for help and confirmation is always a must, in my personal belief.
Finally, I also believe that in order to be a successful teacher in this globalization era, I need to keep myself updated with technological advancements. I often join workshops or clinics for teaching with technology that includes the use of media tools integrated with Learning Management Systems and other media types such as social or dyadic media and functions such as synchronous or asynchronous functions. Of course, the need to keep myself updated with technological advancements is dependent on the compatibilities with the teaching and learning objectives associated with the courses that I teach.
5. Evaluation of Teaching
I found getting the feedback from students to be very constructive, in a sense where the feedback will lead me to the road of improvements. I also believe that giving the students the chance to voice out their opinion through their feedback is a form of empowerment on their part too. Their opinion and feelings matter in the process of improving the structuration of education. Although it is every educator’s dream to receive high scores for their teaching evaluation, I also believe that measuring my teaching effectiveness is pivotal for my teaching development. Some of the e-PPP scores for the courses that I have taught for the past few years are shown HERE.
6. Product of Teaching (Evidence of Student Learning)
Apart from ensuring the graduation of students as the final product of teaching, I also believe that producing competent graduates that have good learning motivation, show improvement over the course of their studies, have all-rounded character that include the physical, intellectual, spiritual, and social characters and are prepared for the working industry is the peak of achievement. Even though I am a servicing teacher (teaching them general course, not the core course in their respective field of studies), I still believe that my students can still learn a lot from the English course. This is evident in the comments that I receive from my former students as shown HERE.