In my language classes, students are required to speak in Italian at all times: this is not always easy for students who are having their first encounter with this method of foreign language instruction. The first step, then, is to put the student at ease in such a way that even the most timid student is able to make the most of his or her time in the classroom.  In my teaching evaluations, many students refer to the type of atmosphere that a language class should have, and to how the learning environment in my classroom allowed them to express themselves:  "He created such an amazing class environment; no one was ever afraid to ask for help", "Beppe makes learning Italian much less scary", "though I'm not too good at learning language and I abhorred the idea of taking so much of it, he's made the beginning of my torture actually enjoyable", and "we are a family: he makes learning fun plus interesting…I look forward to his class."

Perhaps the secret is this: many students are grateful to be in a class where they feel as though they are part of a family, where relationships are based on respect for one another, and where everybody's ideas are listened to and discussed equally, and finally, where it is possible to express oneself without suspecting an ironic smile behind one's back.

Beyond this are of course the principles that guide every good teacher: organization, accessibility, seriousness, and flexibility.

This last principle is perhaps the most important. While many teachers find it easiest to remain anchored to textbooks, I strive to find innovative ways of teaching that address the diverse needs of all of my students. In addition to my integration of technology into the curriculum, in my classroom I offer a variety of approaches to the study of a foreign language. During the preparation of my newly developed course  Current Issues in Language Education Technology for French, German & Italian Language Classroom Instruction, taught at UCLA, I discovered that approximately 40% of students have a visual rather than mnemonic mode of learning, and I believe that the web activities I have created are a great help to these students.

The use of the Internet allows students to have contact with a truly up-to-date Italian culture.  I believe that this also permits my students to create and maintain a productive relationship with contemporary Italy, and that this relationship is based on reality rather than on the stereotypes that unfortunately appear in many textbooks.  Many of my students agree on this point: "he made a very good use of technology to incorporate real-life situations/materials from Italy", or " his emphasis on new media keeps the curriculum alive and relevant to today: his class inspires  me to pursue the study of Italian language and culture." 

When it comes to the instruction of Italian literature and culture, I believe that, in addition to the environment described above, it is of the utmost importance that students express their ideas unreservedly.  My courses are characterized by a shared respect of all viewpoints and observations.  I do not claim to know the “one and only”interpretation of a literary work and I do not ask my students to regurgitate my own personal ideas.   I share  a variety of possible interpretations and then, because intellectual growth is founded on a passage from discovery to research and hence on investigation, I ask that my students pull up their sleeves make themselves comfortable and research, discuss and share alternate impressions, ideas and interpretations.

More than twenty-five of my students decided to become majors or minors in Italian.  I believe that Italian has become a fundamental part of their lives: above all because they have learned to love the Italian language, culture and literature in an environment they couldn’t find in any other class.