Personal Introduction
My name is Christian C. Asim, a licensed professional teacher from the Philippines. I
finished my degrees in Secondary Education major in English and Masters in Education
major in Reading. During these years of studies, I have received numerous awards and
recognition such as Cum Laude, Professional Education Award, Dove Scholarship Award,
and Journalism Award. Throughout my career, I have demonstrated expertise in
differentiated instruction, inquiry-based learning, and student-centered strategies that have
consistently improved student outcomes—such as a 25% increase in reading
comprehension and a 90% English passing rate. My strengths in curriculum development,
classroom leadership, and instructional innovation have earned me recognition for
outstanding teacher performance.
As I continue enriching my professional career as an educator, I attended relevant
training and seminars to foster effective teaching methodologies and enhance my growth
and development.
Professional Background and Work Experience
Throughout my decade-long career as an English Language Arts teacher in the
Department of Education, I have cultivated a robust professional background that
underscores my commitment to fostering literacy and critical thinking skills in students. My
journey began with a Bachelor's degree in English Literature, which provided me with a solid
foundation in language and communication. In addition, my master’s degree in education
further enriched by hands-on experience in diverse educational settings, allowing me to
develop effective pedagogical strategies tailored to meet the varied needs of my students
particularly their reading gaps and needs.
Over the years, I have honed my expertise in curriculum development and
instructional design. My approach is grounded in research-based methodologies that
emphasize student engagement and active learning. By integrating contemporary literature
and multimedia resources into my lessons, I have successfully created an inclusive
environment where every student feels valued and motivated to participate. Furthermore, my
commitment to differentiated instruction has enabled me to address the unique learning
styles of each individual, ensuring that all students achieve their fullest potential.
Teaching Philosophy
My teaching philosophy as an English Language Arts (ELA) teacher is grounded in
the belief that language is a powerful tool for communication, self-expression, and critical
thinking. I advocate for a student-centered approach that encourages active engagement
with texts and fosters a love of literature. By creating an inclusive classroom environment
where diverse voices are heard and respected, I aim to empower students to articulate their
thoughts and feelings effectively. This foundational belief underscores my commitment to
cultivating not only proficient readers and writers but also thoughtful individuals who can
navigate the complexities of the world around them.
Central to my philosophy is the integration of culturally relevant pedagogy. It is
essential that students see themselves reflected in the literature they read; this connection
enhances their understanding and appreciation of diverse perspectives. By curating a
curriculum that includes both classic works and contemporary texts from various cultures, I
strive to create meaningful connections between students’ lives and the material being
studied. Engaging with literature in this way not only enriches their analytical skills but also
fosters empathy—a crucial trait in today’s interconnected society.
Professional Training and Assessment
My professional training and assessment as an English Language Arts teacher have
equipped me with the necessary skills and methodologies to foster a rich learning
environment. Engaging with diverse pedagogical theories has allowed me to tailor my
instructional strategies to meet the varied needs of students. Through rigorous coursework, I
have developed a deep understanding of language acquisition, literacy development, and
critical thinking skills essential for effective communication. This foundation not only
enhances my teaching practice but also empowers my students to become confident and
proficient readers and writers.
Moreover, my hands-on experience during student teaching placements has been
invaluable in refining my instructional techniques. Collaborating with seasoned educators
provided me with insights into classroom management, lesson planning, and differentiated
instruction. Observing various teaching styles enabled me to adapt successful strategies
while remaining authentic to my educational philosophy. Additionally, receiving constructive
feedback from mentors helped me identify areas for improvement and develop resilience as
an educator.
Expectations for Taiwan
Teaching in Taiwan presents a unique opportunity that extends beyond the mere act
of instruction. My expectations for this experience are multifaceted, encompassing cultural
immersion, professional development, and personal growth. As an educator, I anticipate that
teaching in Taiwan will not only enhance my pedagogical skills but also deepen my
understanding of diverse educational systems.
I expect to engage with Taiwanese culture on a profound level. This interaction will
allow me to appreciate the nuances of Taiwanese society, from its rich history to its
contemporary values. By participating in local customs and traditions, I hope to foster
meaningful relationships with my students and colleagues. Such connections are crucial for
creating an inclusive classroom environment where cultural exchange thrives. This cultural
immersion will be invaluable as it aligns with my goal of becoming a globally-minded
educator.
Personal Introduction
个人介绍
我叫 Christian C. Asim，是一位来自菲律宾的持证专业教师。我完成了中等教育学士学位（主修英语）以及教育硕士学位（主修阅读）。在求学
期间，我获得了多项奖项和荣誉，如优等生荣誉（Cum Laude）、专业教育奖、Dove 奖学金以及新闻奖。
在我的教育生涯中，我展现了在差异化教学、探究式学习和以学生为中心的教学策略方面的专业能力，这些方法显著提升了学生的学习成果，例如阅读理解
能力提高了 25%，英语通过率达到 90%。我在课程开发、课堂管理和教学创新方面的优势，使我多次获得杰出教师表现的认可。
为了不断提升自己的专业素养，我积极参与相关的培训和研讨会，以促进更有效的教学方法，并持续推动自身的成长与发展。
Professional Background and Work Experience
專業背景與工作經驗
在我長達十年的英語語文教學生涯中，我建立了堅實的專業背景，展現了我對培養學生 閱讀素養與批判思考能力的堅定承諾。我的職涯始於英國文學學士學
位，這讓我在語言與溝通技巧上打下了良好的基礎。這段學術訓練亦透過在多元教育現場的實務經驗更加豐富，使我能 夠發展出因應學生不同需求的有效教
學策略。
多年來，我持續精進課程設計與教學規劃方面的專業能力。我的教學方法以研究為本，強調學生參與及主動學習。藉由將當代文學與多媒體資源整合進課程
內容中，我成功打造了一個包容且具啟發性的學習環境，讓每一位學生都感受到被重視與參與的動力。此外，我秉持差異化教學的理念，能夠因應每位學生
獨特的學習風格，協助他們發揮最大潛能。
Teaching Philosophy
教學理念
作為一名英語語文藝術（ELA）教師，我的教學理念建立在這樣的信念之上：語言是一種強而有力的工具，能夠促進溝通、自我表達與批判性思維。我主
張以學生為中心的教學方式，鼓勵他們積極參與文本閱讀，並培養對文學的熱愛。透過營造一個包容且尊重多元聲音的課堂環境，我期望賦予學生有效表達
思想與情感的能力。
這項核心信念也體現了我對於培養學生閱讀與寫作能力的承諾，同時也希望他們成為具有深度思考能力、能夠理解並應對世界複雜性的公民。
我的理念核心之一是融合具文化相關性的教學法。讓學生在閱讀的文學作品中看見自己的影子是至關重要的，這種連結能夠加深他們對文本的理解與對多元
觀點的欣賞。透過精心規劃的課程，融合經典與當代、不同文化背景的文本，我致力於讓學生的生活經驗與學習內容建立有意義的連結。這樣的閱讀過程不
僅能夠提升他們的分析能力，也有助於培養同理心——這是在當今互聯的社會中極為重要的特質。
此外，我也強調寫作是一個過程，而非僅僅是一個成果。透過反覆草擬、同儕回饋與修改，學生學會欣賞建設性的批評，同時發展出自己獨特的寫作風格。
這樣的學習方式能夠增強他們對寫作的信心，也為他們未來在真實世界中進行有效溝通奠定堅實基礎。
總體而言，我的教學理念體現了我對於培養終身學習者的堅定承諾，讓他們具備語言能力，促進個人成長與積極參與社會。
Professional Training and Assessment
專業培訓與評量
作為一名英語語文藝術教師，我的專業培訓與評量經歷使我具備了創造豐富學習環境所需的技能與教學方法。透過學習多元的教育理論，我能 夠因應學生不
同的需求，調整並設計合適的教學策略。嚴謹的課程訓練讓我對語言習得、閱讀素養發展，以及有效溝通所需的批判性思維技能有了深入的理解。這樣的基
礎不僅提升了我的教學實踐，也使我的學生能夠成為自信且具備能力的閱讀者與寫作者。
此外，我在實習教學期間獲得的實務經驗，對於精進我的教學技巧具有不可或缺的價 值。與資深教師的合作讓我深入了解課堂管理、教案設計及差異化教學
的實施方式。觀察不同的教學風格，也幫助我學習並靈活運用有效的策略，同時保持教學理念的一致性。再者，從指導教師那裡獲得的建設性回饋，使我能
夠發現自身的待改進之處，並在教學歷程中培養出堅韌與成長的心態。
Expectations for Taiwan
對台灣的期望
在台灣教書是一個獨特的機會，它的價值不僅限於教學本身。我對這段經歷抱有多方面的期望，包括文化融入、專業成長，以及個人發展。作為一名教育
者，我期盼在台灣的教學經驗不僅能提升我的教學技巧，也能加深我對多元教育體系的理解。
我期望能深入地接觸台灣文化。這樣的交流將使我能夠欣賞台灣社會的細緻面貌，從豐富的歷史背景到現代的價值觀。透過參與當地的風俗與傳統，我希望
能與學生和同事建立有意義的關係。這些連結對於創造一個包容性的課堂環境至關重要，讓文化交流能夠蓬勃發展。這種文化融入對我而言極具價值，因為
它與我成為一名具有全球視野教育者的目標不謀而合。
