Personally, I´ve always wanted to be a teacher, and I have many beautiful memories related to it. For example, when I was a primary school student, I used to help my little school friends with their homework, and then, when I was at high school student, I taught different topics from the Catechism to the children who wanted to receive the first communion. Confidence was my best partner, since I was raised up by a nun, who also told me I had a lot patience.

That being said, I think I have been a teacher since I was very young because it was my vocation. Nowadays, I am teaching English in a public school to high school students, most of them with rural backgrounds. That´s why my short term purpose is to incorporate in my classes the technology, like Quizlet and Power Point, in order to motivate and engage students´ attention to learn English. Another short term purpose is to improve LOTS objectives and develop HOTS finding a variety of opportunities and activities.

On the other hand, my long-term purpose is to instill a love of learning in students, helping them become excited about learning, giving them the skills, confidence, and encouragement for learning, as well as help them getting engaged in the learning process and helping to be good in all that they do, so that they will always have a desire to grow and develop.

As a teacher, I think it is important to know and understand the history and evolution of teaching methodologies, as well as to keep learning and continue striving to improve my teacher knowledge and discover new strategies.

My teaching style is the eclectic approach, I mean, hybrid, because I don´t follow one specific methodology, I use a variety of methodologies and approaches, choosing techniques from each method that I consider effective and using them according to the learning context, objectives of the lesson and the learners in the group.

I teach secondary students, who need to develop the four skills, so in order to get them, I use games, group and pair work, dialogues and conversation where students ask to find out personal information about their classmates; from the communicative approach (1980), using these strategies can help students to develop the communicative competence. To improve pronunciation, I also use audio lingual (1940) and direct approach (1910), as well as drills, where students repeat the phrases spoken by me and explaining new vocabulary using realia, visual aids or demonstrations.

On the other hand, the humanistic approach (1970) helps me to create a warm classroom atmosphere, that is why I use positive reinforcement as much as possible because it is a very powerful and effective tool to motivate students to learn, as well as, I think it is very important to control their affective filter because it interfere with the reception and processing of the comprehensible input.

I think education revolves more around encouraging the students to awaken the curiosity and desire to learn, so it is very important for me as a teacher to know how to motivate and get my students´ attention. When they arrive to the classroom they are thinking about different things that interfere their attention and concentration. Consequently, I start the classes motivating my students.  I have some techniques, for example, I usually use games, as well as songs or videos in the warm up. I do this activity the first 5 minutes in every lesson plan. Eliciting and quiz are also good strategies that help me to get the students´ prior knowledge. It is good to know what my students already know for helping them learn something new.

 One of the most common activity that I use to introduce a topic is the use of an illustration, I mean, for example, to explain the present simple tense; after teaching the rules of third person, I provide examples and then I ask students to identify the verbs. I encourage my students to practice the language as much as possible telling them warm language and providing them scaffolded activities in the guided and independent practice that mean from easiest to hardest. Students develop the independent practice in class because I can see if they do a task on their own and away from my guidance, it is the opportunity to practice what they have just learnt. Sometimes I assess the independent practice for the final score but not always.