Summary of his biography :

My teaching philosophy is based on the idea that learning language successfully comes through having to communicate real meaning When learners are involved in real communication their natural strategies for language acquisition will be used and this will allow them to learn to use the language For example I encourage practising question forms by asking learners to find out personal information about their colleagues This is an example of the communicative approach as it involves meaningful communication
In the classroom Classroom activities which are guided by the communicative approach are characterised by trying to produce meaningful and real communication at all levels As a result there may be more emphasis on skills than systems lessons are more learnercentred and there may be use of authentic materials
However as a reflective practioner I take an Eclectic approach to teaching
This is the use of techniques and activities from a range of language teaching approaches and methodologies I decide what methodology or approach to use depending on the aims of the lesson and the learners in the group For example Example if the class starts with an inductive activity with learners identifying the different uses of synonyms of movement using a reading text I encourage them to practise vocabulary using TPR approach If in another class the input is recycled through a taskbased lesson learners try to produce the instructions for an exercise manual for example
So in my ELT class a typical lesson might combine elements from various sources such as TPR and TBL approach eg in communication gap activities the lexical approach eg focusing on lexical chunks in reading and the structuralsituational approach eg establishing a clear context for the presentation of new structures

All in all my philosophy of the ELT classroom is based on an amalgam of learner centred teaching and an eclectic approach that centres upon learning meaning and humanising the learning experience