Teaching Methods

Modern teaching methodology

In the modern sphere of education with its flexibility, changeable trends and evolving methods, it is difficult to imagine a brand new method that changes the view on the process of teaching foreign languages.

But we will try =)

The long journey of searching for the perfect way to learn the language led us to the understanding that the main character in the lesson is not the textbook, not the method chosen by the teacher, and not even the teacher (this is much closer though), but the student himself. A person who has and understands (ideally) their goals, motivation, strengths and weaknesses.

 And we are not only talking about adults who need a foreign language and who approach learning it consciously. Do you think it will be important to ask a child or teenager “Why do you really need English (Spanish, German, any) language”? We believe it will! 

Our language learning methodology is based on ICF standards and a coaching approach. We set ourselves the task of changing the “teacher-student” paradigm. To swap it from the “directive-follower” format to the format of openness and trusting relationships as the basis for cooperation.


Principle # 1. Listen

to students and their needs. Create and maintain an environment in class and extracurricular communication that is highly conducive to learning

  1. Rely on a trusting relationship between a student and a teacher. Follow an effective mindset (in which the teacher and student are partners in a two-way learning process) and adhere to continuous language practice between classes.
  2. Accept each one's areas of responsibility in the learning process, thus showing awareness in their decisions and actions.
  3. To support collaboration with coaches and, if necessary / desired by students, refer them to specialists.


Principle number 2. Support

focus on the personality of students and the integration of the language into their realities

  1. Be open and direct to ask questions that will help students step beyond their usual way of thinking to better understand their true goals and motivations.
  2. To help integrate the language into life comfortably, to correlate the goals of students with life situations, determining the actuality and relevance of the goal.
  3. Return periodically to the original language learning goals to track progress or to be able to respond to their changes.
  4. Maintain deepest student involvement in the class. Create situations and context that are closest to live communication, based on the student's needs and areas of interest.
  5. Encourage students to speak up in class. Celebrate their progress, success and unique talents.
  6. Be flexible in all areas of cooperation - from responding to a student's request to the format of classes and approach to teaching. Combine the various methods available and adapt them to the student's tasks.


Principle number 3. To raise

educational competencies

  1. Engage in lifelong learning and self-development as teachers. Track linguistic trends and changes to offer students up-to-date knowledge of a living language.
  2. Pay equal attention to all communication skills - speaking, listening, writing and reading in class, either directly or as homework. Practice all skills in a modern format using the latest resources, including audio, video, and text.
  3. Provide and recommend homework, remembering that the main progress does not occur in the classroom, but between the lessons.
  4. Immerse the student in the language environment as much as possible, but use native speech, if necessary, to clarify.
  5. Perceive mistakes not as a defect and weakness, but as a developmental area and a point of focus.


Principle number 4. Rethink

learning process to keep focus on the end result of each lesson

  1. Lead by example the need to set goals for each lesson and the benefits that this thinking format brings.
  2. Teach students to set short-term goals for each lesson and determine the criteria for achieving them.
  3. Help analyze progress (using scaling as a visual tool) and the factors that contribute to it or, on the contrary, prevent it from occurring.

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