Teaching is one of the most challenging professions, since it is such a dynamic practice with many variables and the teacher is asked to play multiple roles. It is very difficult to define a “good teacher” or the ideal teaching practices, as factors like exam success, popularity or an array of qualifications rarely are sufficient indicators in themselves. I believe that the path each one of us takes to acquire positive qualities as a teacher is distinct and requires a lot of effort and experimentation.
The first aspect I consider significant when teaching is to cater to the learners’ needs as a person and not merely as a student. Instilling values and offering different stimuli is necessary in order to equip them with the required skills to excel in the demanding 21st-century setting. Nowadays young people have to deal with a constantly shifting environment, thus skills like problem-solving, collaboration, adaptability, autonomy, creativity, critical-thinking and social awareness need to be part of the syllabus.
To this end, the effect of literature cannot be overlooked. Despite the fact that it is seen by many as a hobby reserved for those academically inclined, I am convinced that literature can have a positive impact on anyone—should it be approached in the right way. The benefits it can offer to EFL will be discussed subsequently. However, one aspect of including it in the curriculum is to acknowledge the active role of the reader and to make the text accessible to everyone. In other words, learners should feel proximity to it and be encouraged to experiment with it. This concept is linked to Roland Barthes’s writerly texts, which can be rewritten by the reader, who now has a sense of agency and can fill in the blanks with their own knowledge, experience or imagination (S/Z 4). This is of the utmost importance in the EFL setting, a point raised by Patrice Baldwin and Kate Fleming, Louise M. Rosenblatt, and John McRae’s representational approach to teaching language—utilizing imagination, creativity, and personal reaction to a text to better understand language. Based on this, the activities designed allowed learners to take an active part in the story and shape it, based on their reaction to it.
This is inextricably connected to having learners as the focal point of the lesson. According to Showalter, “if students are not learning, no matter how brilliantly we perform…, we are not teaching. In order to be effective teachers we have to think about how students learn and how to help them learn.” (36). She calls for teachers to carefully structure their objectives, restrict them to achievable goals, and allow learners to work with the text directly (35). Ronald Carter and Michael N. Long also claim that student-centered pedagogy allows learners to access texts and is one of the first stages to their personal growth (11). This is a focal point in my teaching and it can also be seen from the current lesson plans, as learners have the opportunity to explore the text themselves, express their opinions, and engage in various activities which allow them to relate the text to their own life—using as a basis their current skills and abilities, while gradually building upon it.
It is undoubtedly true that students learn better when they feel they have something to gain and are actively involved in the lessons. I believe that teachers should communicate this to the students, creating a safe environment in the classroom, encouraging everyone’s participation, and challenging learners to be their best selves. Careful selection of engaging material and stimulating activities can motivate even the least willing learners and unlock their potential. As teachers, we often need to work hard to find what is required by each group and by each learner individually, but, when we do, the reward is tremendous. Along with that, the teacher’s reinforcement that they are doing well and that what they are learning is important, helps students take pride in the work they produce and feel even more willing to participate in class activities. For instance, the learners the current series of lessons was conducted with had a completely different attitude toward classes the previous year, so it was incredibly fulfilling when their approach shifted the last semester—after the introduction of literature in the class. Naturally, this pushed me to try even more activities with them, seeing their positive reactions, to which I believe they responded greatly.
Last, but definitely not least, literature has always been my passion—from my early years to my University studies it has been a major part of my life. This may appear contradictory to what I have been claiming regarding student-centered lessons, but it is not. The fact that I am an ardent supporter of the implementation of literature in the EFL setting stems from my deeply-rooted personal belief that literature has shaped me as a learner and a person, and to it I credit much of my ability to successfully cope with my academic studies and teaching profession. Showalter raises this point too, claiming that teachers of literature deem it important not only in education but also in life, as it is a source of joy (24). I believe that this conviction allows me to impart this love for language and literature to my students and help them see for themselves the benefits they stand to gain.
Overall, my experience has shown me that when the teacher is willing to place the students at the center of the lesson, provide them with motivating material and positive reinforcement while also having faith in her own work not only will students learn, but they will have a memorable experience too. I believe this is depicted in the sessions designed for this portfolio and is evident from the students’ responses.
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