In my approach to teaching English language to adults, I strongly believe that training is about more than just passing on knowledge. It is about creating a space where learners feel comfortable to explore, ask questions, and grow both as individuals and as thinkers. For me, the purpose of training is to help individuals become critical thinkers, problem solvers, and active participants. This belief shapes how I structure my sessions and interact with my trainees.

I also believe that adults learn best when the material has personal meaning or connects to their previous experiences. When content is relevant and meaningful, it becomes easier to learn and remember. I make sure to tailor lessons in a way that helps students relate new concepts to what they already know. This connection makes the learning process smoother and more engaging for adult learners, helping them to retain and apply the knowledge in real-life contexts.

I also give every participants the freedom to express their thoughts openly. I encourage them to share their ideas, opinions, and questions, without fear of making mistakes.  I strive to create a positive and relaxed learning environment where everyone feels equal and heard. I believe that when students feel comfortable, they are more engaged and willing to take part in discussions.

In my trainings, I use activities like ice breakers and partner work to make learning fun and interactive. I think it’s important not to take lessons too seriously all the time. By creating a light and enjoyable atmosphere, I help students stay active and involved. Learning should be both meaningful and enjoyable, which is why I focus on making the class engaging for everyone. I also value academic freedom and believe that every learner should feel free to explore different perspectives. 

To encourage deeper thinking, I often challenge learners with "Why" questions. These questions open the door to discussions that relate to our topic of the day. They also push students to think more critically and connect ideas in new ways. I believe in John Dewey’s philosophy of "learning by doing" and agree with his view that theory and practice are deeply interconnected, rather than separate concepts (Carr, 2013). In addition, I am also influenced by Jean-Jacques Rousseau’s belief that learning is a natural process shaped by our interactions with the world around us (Philipps, 2013). This belief shapes my teaching approach, where I strive to incorporate activities such as role-playing, dialogues, and practical exercises into my lessons. I find that when students actively engage with the material through hands-on learning, they develop a deeper understanding of the subject. This approach not only helps them grasp theoretical concepts but also allows them to apply these ideas to real-life situations, making the learning experience more relevant and  connected to their natural learning process.