Afon Mohammad Khari

My teaching practice is learner-centered and based on communicative pedagogy, supported by both my academic training and years of diverse classroom experience. I create an inclusive, dynamic, and intellectually engaging environment where students feel empowered to take risks, explore language authentically, and grow both linguistically and personally.

Teaching Methods
I use a blend of methods tailored to students’ proficiency levels and learning goals. These include:

Task-Based Learning: Students engage in meaningful tasks (debates, presentations, real-world problem-solving) that promote language use in context.

Content and Language Integrated Learning (CLIL): When appropriate, I integrate interdisciplinary topics such as media literacy, global issues, and cognitive science into lessons to deepen both language and critical thinking.

Socratic Dialogue and Critical Inquiry: Especially with older students, I use discussion-based learning to foster reflective, analytical skills alongside language acquisition.

Scaffolded Skill Building: I explicitly teach academic writing, reading strategies, listening comprehension, and oral fluency through sequenced instruction, peer feedback, and revision.

Content and Curriculum
I have taught general English, academic English, and English for Specific Purposes (e.g., law, education, and philosophy) at both preparatory and undergraduate levels. I design materials and syllabi aligned with CEFR levels, Cambridge English objectives, or institution-specific standards, integrating authentic materials such as TED Talks, literature, and student-chosen texts.

Classroom Dynamics
I foster a collaborative classroom culture where students support each other through structured group work, peer review, and shared goal-setting. I prioritize clear expectations, differentiated support, and formative assessment to ensure every student has a voice and a path to progress. My classes are interactive, purposeful, and responsive to student feedback and needs.

Teaching Experience
Over the past several years, I’ve taught English across multiple levels and institutions, including university-level preparatory programs and undergraduate courses, often in multicultural, multilingual classrooms. I’ve also led teacher training sessions and co-developed professional development projects on critical thinking and technology integration.