Portfolio

portfolio

by bárbara sena

START

HOME

WHAT TO EXPECT

TIMELINE

TEACHIING PHILOSOPHY

HOW ARE YOU?

index

THE TEACHER

THE SCHOOL

ANALYSING PET

PBL

PBL

FORUM

THE PROJECT

PROJECT'S ORGANIZATION

RESULTS

ATTENDENCE

HOW AM I NOW?

CONCLUSION

What to expect?

E-Portfolio is "an evolving collection of carefully selected or composed professional thoughts, goals, and experiences that are threaded with reflection and self-assessment [the evidence/documents). It represents who you are, what you do, why you do it, where you have been, where you are, where you want to go, and how you plan on getting there.” (EVANS, 1995, p. 11)".

Thus, it will focus on the reflections, questions and movements that framed my internship.

Timeline

2017

2011

2015

I started a private english course at CCAA that lasted 4 years. That was when I first found out about my interest in english.

I entered UFMG and started taking classes there.

When I was finishing high school, I finally decided to apply for Letras in Sisu.

2020

2019

2019

I started an internship in a private school where I assisted the elementary english teacher.

I started to give english private classes.

I entered UNISALE, a project in which aims to unite the knowledge produced in higher education to the knowledge produced in Brazilian basic education.

Teaching Philosophy

My personal style of teaching includes technology and meaningful activities in an attempt to prove to students that learning another language can be fun. In order to do that, I constantly make use of gamification, as Kapp defines it, “gamification is using game-based mechanics, aesthetics, and game-thinking to engage people, motivate action, promote learning, and solve problems”. Games set learning into an atmosphere of familiarity for students for they are used to this new digital era.

David Hansen wrote that teaching was a vocation, he explained that "[it] goes well beyond sustenance and survival; it guarantees personal autonomy and personal significance." I believe that such a classification of our profession is highly repeated, especially if we are referring to being a teacher in Brazil because the conditions of work are not good (and I strongly stand up for the changes concerning this aspects). Taking this into consideration, being a teacher is not seen as a strong reason for itself, the profession requires more of the employee.

How are you?

Read text

At the beginning of this semester, the professor asked us to write a narrative about how we were feeling. These were some of the thoughts I had at that time:

"My friends and family have also been a moment of light for me."

"Long path ahead of us."

"Every plan that I had changed."

"Last semester has increased my interest for literature."

"I am also learning new things about students."

"I decided to start teaching private classes on-line for hobby. I hated it."

The Supervisor Teacher

My supervisor for the internship was professor Rosângela Rocha de Souza, she has been teaching for 17 years and has been working as a vice-principal for 2 years. Ms. Souza graduated at UNIFEMM - Sete Lagoas in 2006. During some conversations that we had she said that she always dreamed to be an english teacher and such interest came from the desire to transform lives through education.

"Being a teacher these days is a mix of courage, perseverance, optimism, learning, empathy and love."

- Rosângela Rocha

The School

Address: E.E Doutor Eduardo Góes Filho Rui Barbosa Street, 324 SRE METROPOLITANA C Centro | 35835-000 | Jaboticatubas E-mail: escola.9334@educacao.mg.gov.br Telephone: (31) 3683-5289

Analysing PET (Plano de Estudo Tutorado)

PETs were created by Secretaria de Estado de Educação de Minas Gerais, as says in its website, is "an alternative for the continuity of the teaching and learning process in this period when classes are suspended indefinitely as a measure to prevent the dissemination of Covid-19". Through this activity we could understand PET's goals and read it with a reflexive look. For instance, we came to the conclusion that the language was too difficult and it lacked illustrations. We also analysed it regarding other features, such as publication and design.

+ see full analysis

Project-Based Learning (PBL) Teaching Project

This was the activity that helped to frame part of our final project (Saint Patrick's Day) with the supervisor teacher. It is curious to notice that while researching about PBL, we thought that it wouldn't be possible to apply such a project during the on-line teaching period. Not only was possible, but it was also a success.

"I do think we should use PBL in current Education situation, as it can encourage students to take resposibility for their own learning process. However, planning would be a key issue." - Valdeni Reis at Moodle Forum

Forum - Learning Through TikTok

On February 11th, we brought up the discussion about TikTok as a tool to learn english and we discussed topics such as why to use it in the classroom, examples of accounts, possibilities and possible problems that come with it.

Questions

Links

• Does TikTok help to democratize education or they trivialize the teaching profession?
• Powerful Teaching Tool or Classroom Management Nightmare?
• How would you proceed if one of your students was bullied because of an online project that was made for your teaching subject?

+presentation

+handout

The Project

The Saint Patrick's Day Project was created after several meetings with the teacher, who thought of the best kind of activity that could engage students, especially during the on-line learning period. Our goals to be reached were:

• To learn vocabulary related to colors, countries, anglo saxon folklore, the holiday;
• To learn new aspects of USA and Irish culture.

project's organization

a quick look

1º - Video

The video was published the day before the games; It was presented by the two interns and teacher in service; Video content: the teacher introduced interns and Saint’s Patrick Day history was presented by the 2 interns.

2º - Posters

• The teacher used the school's social media to promote the games, to instigate students to participate and to search more about the holiday.
• Some other posters were also posted but to inform students about the rules of each game.

Lorem ipsum dolor sit amet consectetur

+ see rules

3º - Reward

Although we divided the students into 2 teams (light green and dark green), everybody that attended the game or sent the drawing/make-up photo received a certificate as a congratulation for his/her participation.

+ see certificate

Results from game 1 and 2

3º - Reward

Although we divided the students into 2 teams (light green and dark green), everybody that attented the game or sent the drawing/make-up photo received a certificate as a congratulation for his/her participation.

questions

From Game 3

+ see all questions

attendance

Counting the 2 days, 28 students attended the meeting.

The game took place on March 17th for the 6th and 7th grade from 2 p.m to 3:30 p.m; 8th and 9th grade from 4 p.m to 5 p.m. And on March 19th for high school from 10 a.m to 11 a.m.

How am I now?

Read text

Now the same question was made. And here's some of my thoughts:

"The pandemic has gotten worse."

"I feel that I’m not learning a huge amount of content."

"Fear of the future."

"I am even more certain that I want to experience the bachelor field as well."

"Estágio I was indeed a challenge for me, but it was also a surprise."

"I am discovering new tools that help my classes to be more fun."

Conclusion

Estágio I

Estágio I was an essential experience to comprehend how learning is truly occuring in our public educational system. Through meetings with professor Valdeni and my colleagues, I had the opportunity to listen to different experiences, projects and aspects of professional management which made me feel more welcomed, after all, I was worried that my doubts and difficulties would be walls, but instead they guided me to productiveness. The several talks with the supervisor teacher Rosângela and my peer Ana lead to a meaningful final project that engaged students, who for a long time haven’t had an on-line gathering like that, and to other aspects concerning teaching methodology, tools, social matters and so on.

Conclusion

Portfolio

One of my biggest fears was not being able to appreciate this on-line discipline for its original face-to-face demand, but collecting all the works produced during the semester to its documentation was a visual confirmation of how productive this period was. Besides that, the portfolio was a construction of different pieces of what shapes my teaching style and at the end it represented a small memorial to remind me who I am, what I do, why I do it (EVANS, 1995).

References

EVANS, S. M. (1995). Professional portfolios: Documenting and presenting performance excellence. Virginia Beach, VA: Teacher’s Little Secrets. HANSEN, David T. The call to teach. Teachers College Press, 1995. Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco, CA: Wiley. SECRETARIA DE ESTADO DE EDUCAÇÃO DE MINAS GERAIS. Estude em casa. Planos de Estudos Tutorados - Ensino Fundamental Anos Finais. Disponível em: https://estudeemcasa.educacao.mg.gov.br/pets/ens-fund-anos-finais. Acesso em: 06 jan. 2021

THANK YOU