Part of understanding a student’s own learning style means liberating my students from the confines of grammar rules and the often repetitive drill-like nature through which we perceive language learning. As a teacher, I am geared towards a more functional approach to learning, as in learning through authentic language use opportunities. This year, I took my students to the MET to give them the opportunity to explore different artworks and discuss the topic of artistic beliefs and values outside of the classroom. At the same time, being sensitive to my learner’s goals, I realize that many of my students are very adamant about learning the rules of language. My upper intermediate students in the CLP want to walk out of a classroom every day knowing what it is exactly they learned or what they can check off their list. If they are unaware of what they are learning, then they may not feel like their own goals are being met or even see the progress they are making. This is why at the beginning of every lesson, I will inform the students about the classroom plan and what exactly we are going to be learning. This way they are a part of their learning journey and active participants in it, rather than just passive learners. However, I also believe teaching students how to learn is just as important as what to learn. This is why I will often remind my students that we will get many opportunities to practice something, and give them additional resources, before teaching them a rule. What they find is that more often than not, they can successfully complete a task and understand the use of a rule without being fully conscious of it. In my integrated class, I find that students will make a mistake when writing, even though they will not make that mistake when fluently speaking that same sentence- this is because they get tied down to a rule.