I believe that a teacher is a facilitator for learning and that the student should be the center of the whole learning process. I believe that students should be challenged, each according to his/her learning styles and capabilities, and that the role of the teacher is to raise the bar accordingly to boost their learning interest and to meet their specific needs. In other words, I believe in “brains on learning” where students are encouraged to be involved in their learning process through research, inquiry and investigation. In fact, each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. According to me, planning represents the crucial part of teaching since it anticipates a good coverage of all students’ needs which, in terns, promotes a healthier classroom discipline. In fact, in order to reach the optimum level of motivation within your students, especially in a multicultural setting, you have to be able to relate their learning experiences to the diversity of their cultural backgrounds. This aim could only be reached, by an adequate and adapted curriculum planning that would take in considerations students’ differences and capabilities.I believe in teaching cross-curricular lessons/projects and in mixed-ability group work which represent the perfect arena for fostering life-long skills that are transferable to everyday life. I base my teaching on ILC (Independent Learning Centers) where students can take risks and be responsible for their own learning.I believe in a positive approach to behaviour management which is an approach based on positive reinforcement, recognition and rewards as opposed to negativity and punishment. Students should be treated fairly, whether this shows through the implementation of classroom management techniques or in grading methods or in designing specific needs activities.I believe that teachers have to be lifelong learners and always be willing to consider new ideas and methods in teaching and evaluation/assessment in order to adjust and adapt to new generations’ changes and special students’ challenges and to be as proactive as possible.