Clashes of Beliefs
I still remember, when I was in my second year oI degree, I was asked by the lecturers there,
what kind oI teacher I want to be, what approaches are the best, what is my preIerence in
teaching style and other questions related to my belieIs on how a teaching and learning process
should be. BeIore starting the practicum, I have learned various theories; educational psychology
theories, language teaching methods and teaching styles, classroom management and many
more. Throughout the years, I have developed my own ideas and views on my preIerred teaching
style, the teaching and learning environment in my class and best methods to be used Ior
language teaching. However, throughout my practicum, I realized that some oI them are practical
while some are not working as they were not suitable Ior my students. In addition, when I had
discussion with my supervisor and co-operating teacher aIter the observations, I noticed that we
had diIIerent views on these matters and sometimes these clashes oI belieIs made me conIused.
We are shaped by our thoughts; we become what we think - Buddha
What kind oI teacher I want to be?
I always wanted to be the kind oI teacher that inspires the students as one oI Iamous proverb 'A
good teacher teaches, a great teacher inspires¨, just like my teachers who had inspired me to be
great teachers like them. Their teaching styles somehow inIluenced my preIerred teaching styles
What approaches are the best?
Approach in teaching:
Facilitators approach vs. executive and liberationist approaches (Fenstermacher & Soltis)
I believed that my role as a teacher is to Iacilitate students learning. Each student has their own
potential where they need someone to guide them to discover their potentials. ThereIore, I
believed in discovery learning. I wanted my students to discover the grammar rules Ior example,
rather than explaining the rules to the students beIorehand.
Approach in language teaching:
The changes in belieIs and those remained, but contradict with other people`s belieI.
Being a student teacher, I must accept that I am still learning and other people i.e. the supervisor
and the teachers there have more experience in language teaching. They have their own belieIs
and perspectives on language teaching; however, sometimes I Iound it quite conIusing since we
had diIIerent perspectives in language teaching.
Product-based vs. process-based
BeIore this, I hold Iirmly on the idea that in language learning, the process is more important
than the product. ThereIore, I believed that it is best Ior the students to speak in English during
their group discussions as to get them practice the language. However,
Using L1 in discussions
Teaching grammar overtly vs. covertly
MoLher Longueť before Lhlsţ l dldn'L llke Lhe ldea of LranslaLlng words or senLences lnLo L1ţ as l bellevedţ
Lhere oLher ways of explalnlng unknown words Lo sLudenLs such as glvlng an example of slLuaLlon Lo
descrlbe Lhe wordŦ Poweverţ now l had Lo admlL LhaL LranslaLlng lnLo moLher Longue ƹ advanLageţ
posslble opLlonsţ buL l leL Lhe sLudenLs Lo LranslaLe
Teacher-centered vs. student-centered
'Moreoverţ Leachlng ls noL only abouL Lhe LeacherŤ her lesson planţ exLraordlnary maLerlalsţ exLravaganL
acLlvlLlesţ buL lL ls abouL Lhe sLudenLsŦ LveryLhlng should caLer Lhe sLudenLs' needsŦ 1he Leacher could
noL be full of herself plannlng and deslgnlng everyLhlng wlLhouL conslderlng Lhe sLudenLsŦ 1hls ls
becauseţ everyLhlng LhaL had been planned are noL for Lhe Leacherţ noL only for Lhe sake of passlng Lhe
pracLlcum or geLLlng hlgh level compeLency awardţ buL for Lhe sLudenLs Lo help Lhem Lo be confldenL
wlLh Lhe language and be good ln lLŦ" (Weekly [ournalţ week 12)