The history of teaching English as a second language is filled with many different ideas that have proven effective over time. An ESL teacher's ideology, therefore, cannot be the composition simply of one of these ideologies; it must be a blend of all the ideas that work best for the teacher as an individual. Since I am new to the field of second language teaching, I know that my ideology will change. I'm sure I will have to adjust my ideas to accommodate different types of students and schools' different missions for their students. In the next few months, I will begin my first formal experience teaching ESL. During this time, my ideology will constantly change to make it the most comfortable fit for me and my new students. My methodology is a composition of many past ideologies that I think can be transferred into a modern classroom. Many of the ideas of the Direct Method (Brown 21) are found in my ideology. In this method, students participate in large amounts of spontaneous oral interactions. In the Direct Method, vocabulary teaching involves the use of numerous images and demonstrations that help stimulate memorization. I would include these ideas in my methodology because students can have real-world interactions with each other using spontaneous language. This methodology also focuses on a natural and more inductive way of teaching grammar and does not include too many exercises, graphs or memorization. The direct method attempts to simulate the way people learn their first language, so it is a more natural approach to language learning. The methodologies of the 1970s include many of the same ideas as the direct method. In community language learning (CLL... middle of paper...) instruction where students are expected to be more independent and take an active role in their own learning process. The student's role is first to absorb the English of the class and begin to participate meaningfully in tasks when he or she feels comfortable doing so. As the student progresses, he or she should work cooperatively with other students and the teacher. My methodology incorporates many ideas I have developed. through my new experiences with ESL students I also include some ideas that I have read that other teachers have proven in the past to be effective and important parts of ESL teaching. As I learn and grow as an ESL teacher, my methodology will change to meet my observations and the needs of my students. My methodology will always change to meet the different challenges I will face as an educator.