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/ Marius V.
I have been teaching English for 25 years to various age groups coming from various ethnic backgrounds and driven by various reasons: from primary kids to post-graduate students. I am very empathetic and student-oriented. I have taught General English, ESP (English for Specific Purposes), English Linguistics, GCSE, EFL, ESOL; I am also a Cambridge Speaking Examiner for YLE, KET, PET, FCE and CAE. Although for more than 15 years I was mainly and heavily involved in teaching various aspects of English at a university level, I never lost touch with the secondary teaching in a permanent effort to keep myself in the loop in terms of teaching methodology. Being motivated to achieve the highest possible standards in work and conduct, I have always placed the education of my students at the top of my list of priorities. I believe that proficiency cannot be achieved in the absence of a strong set of moral values accompanied by an equally strong subject knowledge.
My teaching philosophy relies on several pillars as follows: (i) identifying the needs of the students, (ii) designing a well-structured plan and (iii) constantly pushing their upper limits while closely monitoring their achievement so as, at the end, their knowledge and skills are solid and pertinent. When exploring the mechanism of the learning process, anyone who has been in this profession for a significant amount of time comes to realise the overwhelming importance of another factor besides setting high standards, promoting progress and demonstrating good subject knowledge, and this is the psychological one. One cannot adapt one's teaching to respond to the strengths and needs of one's students without taking into account their intellectual and emotional needs that are very frequently extremely different.
