Sheila Conrad

December 2014
Teaching Philosophy

As a high school world language educator, I believe that students can benefit greatly from
learning a foreign language. I guide these future leaders of our society in developing
communication skills, intercultural competence, and various 21st Century Skills such as critical
thinking, problem solving, and collaboration. In order to accomplish this, I employ a variety of
instructional strategies.
My teaching philosophy begins with the individual. I recognize that each of my students
has individual needs, abilities, interests, and professional goals. I get to know my students on a
personal level and plan lessons in such a way as to ensure their success. Most important to me is
meeting my students needs and showing kindness and empathy toward them always. As
American writer and motivational speaker John Maxwell states, People never care how much
you know until they know how much you care. I want to help my students realize their dreams
and know that they can rely on me as someone to support them in achieving their short and longterm goals. I care about others and believe strongly in the power of education to change lives.
To facilitate language acquisition, I use a variety of strategies which research proves to
be effective and which I have found helpful. I speak French as exclusively as possible with my
students, as recommended by ACTFL, providing meaningful input and engaging them in
discussions about language and culture. I involve my students in authentic experiences with the
language and culture through interaction with French and Francophone literary texts, audio, film,
and guest speakers. I encourage participation through problem solving tasks and activities which
require students to represent their knowledge creatively. Natural curiosity is an excellent
motivator; I ask open-ended questions that encourage critical thinking. I create a safe

environment so that my students feel comfortable taking risks in their learning. Setting high
expectations, accommodating needs, and creating opportunities for personal reflection are other
ways I ensure my students success and development.
When my students do well, I show approval. Otherwise, I make certain failures occur within an
overall context of success. I recognize students' success in many ways: contacting parents often,
publicizing the accomplishments of my students on the annual National French Contest, and
hosting the French Honors Society Banquet.
To help my students put their language skills and intercultural competence to practice, I
host student exchanges between France and the U.S. Under my supervision, numerous French
students have been welcomed into American homes every year since I have started teaching, and
groups of students have traveled with me to France for cultural excursions and family stays in
various regions of the country every other summer.
I am fluent in French and possess a deep knowledge of the culture of French-speaking
countries, but I also recognize that there is so much yet to learn. I will continue to take classes,
read about new pedagogical research discoveries, participate in professional organizations, and
attend conferences to improve my knowledge of content and how best to teach it. I will
continuously adapt my teaching strategies based on new pedagogical developments.
I am very passionate about what I do. I take great pride in hearing stories of my students
who have been able to use intercultural competence in their future lives to build friendships, to
land successful careers, to travel the world, and to participate in various communities as
excellent ambassadors of their own culture. I will continue to help students open the doors to
bright futures as a result of foreign language study.