My teaching philosophy is grounded in humanistic psychology, particularly Carl Rogers’ learner-centered approach, and emphasizes the importance of strong teacher–student relationships, purposeful structure, and cultural awareness. I manage classes of up to 34 students by prioritizing mutual respect, engagement, and clear expectations, establishing a calm and supportive learning environment from the beginning of the term. Lessons are designed to be interactive and meaningful, reducing off-task behavior by keeping students cognitively engaged rather than relying on strict discipline. When redirection is necessary, I use low-disruption strategies such as proximity, eye contact, and brief verbal cues, preserving student dignity while maintaining focus.

Instructionally, I believe effective learning occurs when students feel respected, understood, and intrinsically motivated. I use student-centered methods and scaffold new concepts onto existing knowledge to support long-term retention and meaningful application. My planning and assessment practices are informed by internationally recognized frameworks such as CEFR proficiency descriptors and IB-aligned approaches to criterion-referenced assessment, ensuring that learning objectives are transparent and progress is measurable. Cultural intelligence is a core component of my practice; I incorporate students’ identities and experiences into lessons to deepen engagement and encourage perspective-taking.

Within the Japanese secondary EFL context, I focus on creating environments where students feel comfortable participating in English despite large class sizes and limited instructional time. By combining relational classroom management with intentional, data-informed instruction, I aim to support both academic growth and learner confidence. My goal is not only to develop students’ English proficiency, but also to equip them with the critical thinking skills, cultural awareness, and self-confidence necessary to succeed in increasingly diverse and interconnected educational and professional settings.

I manage classrooms by establishing clear expectations, mutual respect, and strong teacher–student relationships from the beginning of the term. Lessons are designed to be interactive and meaningful, promoting active engagement and minimizing off-task behavior through cognitive involvement rather than reliance on strict discipline. This approach supports attentive behavior and creates a structured yet supportive learning environment. 

I maintain a calm, professional classroom tone and model the behavior I expect from students. Clear instructions, smooth transitions, and well-structured activities help lessons run efficiently, even in limited-contact settings. When redirection is needed, I use low-disruption strategies such as proximity, eye contact, and brief verbal cues to preserve student dignity while maintaining focus, encouraging confidence and participation in English, particularly during speaking and discussion tasks. 

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