There is a great deal of variation among experts on which is the best teaching philosophy. As much as I believe that a teacher should be the endowment of many traits, discipline is the primary foundation of a good teacher. Without discipline in oneself it is unlikely that, as role models to their pupils, they would instill any. An undisciplined teacher is definitely a horrible role model to learners, and entrusting learners to such a person is the riskiest chance one could ever take.
As a multilingual person, I believe that all languages are equally important; however, others have been assigned to perform certain functions in particular instances. My goal, therefore, is to help learners reach the highest possible proficiency level in English as an additional language at no expense whatsoever of any other language/s they may have already acquired.
As a person who grew up and acquired education through modest means, I make the best use of available resources, regardless of sophistry. However, I'm quite informed and friendly with the latest advancements in educational technology and their application to English Language Teaching (ELT).
My experience as part of various study groups has made me feel even more comfortable working in a team. I believe collective effort is always better than individual. I'd like to collaborate with other staff and participate in collective bargaining for the best interest of the students and teachers.
I do not subscribe to a straight forward one-size-fits-all teaching approach; instead, I believe that each and every learner and learning-teaching context is unique in a particular way. In the same breath, language learning and teaching needs, wants, and situations are unpredictably diverse, therefore, one cannot apply one approach to tackle them all. It would be inappropriate of me to assume that one teaching approach would be suitable in every learning-teaching context. However, the principle of motivation is the key to learning and teaching (Brown 2001) and this prevails in my consideration of a suitable teaching-learning approach. In sum, motivation comes first and enhances the discipline that underlies all good teaching.
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