Mahfoudh Bessidhoum

I worked as an upper secondary EFL teacher for about five years, during which I continuously developed my teaching practice and professional understanding. Completing a master’s degree in education in Finland further shaped my teaching philosophy through exposure to the Finnish educational approach, with its strong emphasis on student well-being, autonomy, inclusion, and active learning.
My teaching is student-centred, humanistic, and supportive. I see learners first and foremost as individuals with unique goals, strengths, challenges, and learning styles. I believe that confidence, motivation, and a sense of safety are essential for meaningful language learning. My role is to guide and support learners in achieving their personal goals through encouragement, constructive feedback, scaffolding, and reflective learning practices.
In one-to-one online lessons, I focus on creating a relaxed, respectful, and engaging environment where students feel comfortable taking risks and making mistakes as part of the learning process. I tailor lessons to learners’ needs, interests, and proficiency levels, using differentiated materials and flexible teaching strategies. I also encourage learner autonomy through goal setting, self-reflection, and collaborative decision-making about learning objectives and lesson activities.
My teaching approach is strongly influenced by process pedagogy and formative assessment. I use continuous feedback, guided reflection, and interactive tasks to help learners develop both language skills and confidence. Depending on learners’ goals, lessons may include discussion-based activities, writing support, inductive learning, collaborative problem-solving, and authentic communicative practice.
Overall, my aim is not only to improve students’ English proficiency, but also to help them become more confident, independent, and motivated users of English in academic, professional, and everyday contexts.