What you will learn

Approach, Method and Technique in ELT are three terms which over the years have become almost synonymous and I’m going to argue that they shouldn’t. They are distinct and important, regardless of whether or not we are in a ‘post methods era’. This workshop will examine the terms and the real concepts behind them but it will also offer guidance as to how teachers can formulate the all-important part of the paradigm for themselves. We will also look at how teachers are being distracted from their paths by flashy toys purporting to be Approaches or Methods when in fact they are neither!

About the trainer

Steve Hirschhorn – Teacher Trainer, Assessor, Consultant (EFL and CELTA) & Freelance Teacher.

Steve Hirschhorn has been teaching and training teachers for around 40 years. He has lectured and delivered workshops from Peru to Japan and most stages in between, going the long way round! Steve has been a Senior Lecturer in Applied Linguistics, school Principal and Director of TESOL; he was External Examiner for three UK universities’ MA TESOL and English Language boards. He has written numerous articles on various aspects of teacher-training, teaching and learning language.

Workshop Summary

Clarifying the Terminology

In this TEFL Masterclass, Steve Hirschhorn addresses the confusion surrounding the terms approach, method, and technique in English Language Teaching (ELT). Using Edward Anthony’s 1965 framework, he defines approach as a teacher’s underlying beliefs about language and learning, method as the general plan informed by those beliefs, and technique as the specific classroom actions used to realise them. These terms form a hierarchy—approach at the top, shaping both method and technique. Steve stresses the importance of shared definitions in teaching, criticising how these terms are often misused or misunderstood, even in professional contexts.

Debunking the Jargon

Steve critiques the ELT industry for its overuse of jargon and tendency to rebrand existing techniques as revolutionary methods or approaches. He provides examples like “dictogloss” and “the case study approach,” which are often mislabelled. Many new ideas are neither new nor particularly useful, but gain popularity through catchy acronyms and marketing. This trend creates unnecessary confusion and distracts teachers from reflective practice. Steve calls for teachers to critically examine new methods and consider whether they truly offer pedagogical value or are simply old ideas in shiny packaging.

Building a Personal Teaching Philosophy

Teachers, he argues, must reflect deeply on what they believe about teaching and learning. Many newer teachers have not yet had the time or experience to develop a clear approach, but doing so is essential for professional coherence. A teacher’s stated beliefs must align with their actual classroom behaviour. If a teacher claims to value learner autonomy but controls every aspect of the lesson, there is a disconnect. Steve advocates for brutal honesty, self-observation, and regular reflection to establish an authentic, workable philosophy of teaching.

Redefining the Student and the Teacher

Steve encourages educators to define key elements of their classroom: what is a student and what is a teacher? A student, in his view, is not an empty vessel but an individual with history, culture, opinions, and varying degrees of self-determination. Teachers must choose how much independence to grant their learners. Meanwhile, a teacher is not just a knowledge provider but a professional who stays up to date with developments, reflects on practice, and understands the complexities of language learning. Traits such as empathy, humour, tenacity, and professional integrity are seen as essential.

From Philosophy to Practice

Steve shares how his approach leads to a communicative, learner-centred methodology. Lessons are based on real-world language use, and the four skills—reading, writing, listening, speaking—are integrated naturally. Teaching content is age-appropriate and tailored to learner needs: young children explore familiar topics, teenagers engage with popular culture, and professionals work on context-specific tasks. Tasks and activities aim to be meaningful and motivating, rather than formulaic or artificial. The methodology reflects his belief that language is for communication, and learning should be engaging and relevant.

Techniques in Action

Techniques, Steve explains, are the visible part of teaching practice. They should reflect both method and approach. He illustrates how he handles error correction gently and encouragingly, involving learners in self-correction and peer support. Whiteboard use is collaborative—students are asked to contribute actively. Pair and group work promotes autonomy, with students choosing partners where possible. Classroom management relies on voice, body language, and humour rather than authority. Praise is minimal, designed to foster intrinsic motivation. These techniques all support his overarching belief in learner independence and active engagement.

Real-World Relevance and Creativity

Tasks and homework are designed to be meaningful and creative. Rather than assigning grammar drills, Steve uses imaginative prompts that inspire learners to write, think, and share ideas. Instructions are kept simple, and learners are encouraged to clarify with peers when confused. Monitoring is done discreetly to preserve learner autonomy. He sees humour not just as a classroom tool, but as part of his teaching identity—it builds rapport, aids memory, and creates a relaxed learning environment. Ultimately, Steve’s message is clear: an effective teacher aligns belief with action, filters out unnecessary jargon, and fosters a classroom built on respect, relevance, and reflection.

Reflective Questions

Have a quick think about the reflective questions below in order to get the most out of the workshop:

1. Have you ever considered your own singular approach to language teaching?
2. What, if any, methodology do you tend to follow?
3. In broad but thoughtful terms: what kind of teacher are you?