About My Teaching

About My Teaching

Being an educator means to me being a lifetime learner.

I have always been a passionate tutor as well as a thinker; this is why I like debating and searching for new ways, for stimulation, inspiration, motivation…

From my perspective, there are no unambiguous, definite, unmistakable or irreplaceable teaching ways and means, approaches, technics nor styles.

Examining the assignment as well as exchanging thoughts gives me countless pleasure and plentiful education.

As a challenger, I love learning, studying, reading and it keeps me going.

From my perspective and involvement I would strongly support teaching conversational language, not grammar rules and at the same time, suggest resigning to correcting mistakes which obviously damages confidence.

Telling the truth, my method is very stimulating, challenging but at the same time exhausting for all of us. There is a lot of non-verbal communication, singing, acting, drawing, even dancing sometimes.

I work in a huge Department of Foreign Languages and my colleagues know who is running a class because we make a lot of noise and we are happy together, enjoying our learning.

There is no place and time for analyzing grammar rules or memorizing isolated vocabulary. Nobody thinks about why we communicate the way we express our thoughts. When a student asks why? , my only reaction is because they (natives) say so; or they just talk like this.

What is more, I have always been for a positive feedback and encouragement.

Apart from this, I believe that it is definitely better to talk about good points than mistakes. Telling students what they have already achieved as well as supporting them should be the main attitude.

Furthermore using grammar metalanguage is a huge misunderstanding.

I have learnt from my students that their English teachers make them memorize grammar rules, isolated vocabulary or paragraphs from the textbook.  When I ask them an open, associated question about material; they are not able to create a simple answer. I know they are troubled and upset but is it their fault? No, the whole responsibility should be taken by educators.

When I was an inexperienced, beginning teacher I used sophisticated terminology to frighten my students because I was scared of them.

Nowadays I make friends with learners and take it easy.

Maybe I am an irrational teacher as I tryout multiple techniques sometimes crazy games, songs, dramas…

I use all kinds of tricks just because making students speak and building their self-confidence in keeping the conversation going is the most essential for me.

When I teach Polish, my foreigners and I have to speak only Polish and also my English classes are run only in English. I teach without a bridge language.

This way they are required to forget about native language and start speaking as well as thinking in foreign language. Thinking in foreign language, this is exactly what I want my learners to achieve.

My students learn language in different contexts, mostly singing phrases, expressions, collocations, idioms, phrasal verbs also telling stories. Moreover I inspire them to talk to everybody even to themselves in foreign language. Consequently, they are able to communicate as well as tell variety of nice stories.

Many teachers spend most of their time altering each other’s mistakes- some call them the Grammar Nazis.

Nevertheless I correct only basic mistakes, as I don’t want students to stop talking. I also encourage my learners to listen to songs, watch movies with subtitles in a language they learn, read a lot and so forth.

Learning a second language ought to be enjoyable and should give students an interesting challenge also as a part of art, yet in most schools, colleges, and universities it is taught as if it were a theoretical knowledge.


On balance, I would like to spotlight that every language teacher knows that descriptive grammar describes how grammar is actually being used. It can also be called colloquial grammar. When speakers start to change the language, descriptive grammar helps to describe what is happening.

However, it is sometimes considered too casual or incorrect by some. It is not appropriate to use in formal texts.

All things consider, we are aware of the fact that prescriptive grammar is more familiar to us. This is the type of grammar that is described in older textbooks and reference books. If you teach an ESL/EFL student you have to study these rules in class and drill sentences with this grammar. Prescriptive grammar is usually the safest type of grammar to use.  People expect you to use this type of grammar and examiners will require you to use it.

Both kinds of grammar are concerned with rules–but in different ways. Specialists in descriptive grammar (called linguists) study the rules or patterns that underlie our use of words, phrases, clauses, and sentences. On the other hand, prescriptive grammarians (such as most editors and teachers) lay out rules about what they believe to be the “correct” or “incorrect” use of language.”


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