ENGLISH PORTFOLIO

english portfolio

Didactics 3

Mariana García

start

Table of contents

1. Cover

13 - 14 Peer Teaching

2. Table of contents

15 Peer Teaching Reflection

16 Reflections and self assessment

3. Introduction

4. A statement of philosopy

17. Critical incidents

18. Peer observation

5. The teaching centre project

6. Description of the learners

19. Reflection on the course

7. Unit and weekly plans

20. Bibliography

21. Quote

8 - 12 Visits

Introduction

Why a teaching portfolio?

• It is a self-tool where one can reflect on one´s own teaching
• It is a record of one's teaching experiences
• It serves as a reflective analysis and self-evaluation
• It shows evidence of the student's progress
• It describes the way one teaches according to a philosophy of teaching
• It is a true reflection of oneself as a teacher
• It makes one think through the teaching process and how it has changed over time
• It enables one to make future decisions and changes

I found this video relevant as it describes the importance of having a portfolio

a statement of philosophy

As an educator, my teaching philosophy is rooted in the humanistic approach, which places the individual student at the heart of the learning process. I believe that every student is a unique and valuable individual with potential for growth and development. My aim is to create a learning environment that fosters self-discovery, critical thinking, and personal growth, enabling students to become autonomous learners and emphatic citizens of the world. I strive to understand my students' diverse backgrounds and learning styles to tailor my instructional methods accordingly as well as encourage them to engage with the subject. Beyond imparting knowledge, I recognize the importance of cultivating emotional intelligence and interpersonal skills to foster a holistic development. My role as an educator is to instill in my students a curiosity for knowledge and critical thinking skills encouraging questioning, analysis and discussions, so as to become active participants. I also promote an inclusive learning environment with a deep respect for diversity where all students feel welcomed and valued. I emphasize creativity when assessing students, giving them an array of choices to express themselves in meaningful ways. Last but not least, I am developing a competency-based teaching according to the latest requirements of ANEP bearing in mind the documents of the new curriculum, Marco Curricular Nacional and Progresiones de Aprendizaje.

The teaching centre project

PLAN DE ACCIÓN 2023

METAS 2023

Meta 1: Facilitar espacios y tiempos para escuchar la voz de los estudiantes y conocer sus intereses. (Módulo introductorio y durante el transcurso del año)Meta 2: Fortalecer los buenos vínculos entre los estudiantes y los adultos de la institución, potenciando la comunicación, la colaboración y la responsabilidad, para desalentar la desafiliación estudiantil.

Meta 3: afianzamiento de aprendizajes por competencias, fomentando la inclusión educativa. Meta 4: Generar instancias de Profesionalización Docente. Meta 5: Lograr el acercamiento y la participación de la familia en el centro educativo.

+ info

description of the learners Group 8th 9

A group composed of 26 students: 10 boys and 16 girls Of average level with individualities that stand out when accomplishing tasks and participating in class. They are eager to work with audiovisual resources and short and varied tasks. In general, they fulfill tasks and like working in pairs where scaffolding is present. There are sympathetic students who like helping their classmates by promoting a nice working environment. A complete description of the group taken from the teacher´s portfolio is provided below

Group Diagnostic

annual plan

ECO AWARENESS

EATING HABITS

ENGLISH 8TH GRADE EBI

5 THEMATIC UNITS

HISTORY MAKERS

MY COUNTRY

FESTIVALS AND CELEBRATIONS

CHOICES IN LIFE

optional

visits

Class

DAILY AND WEEKLY PLAN

RATIONALE

TEACHING PRACTICE REPORT 1

1st visit - Tuesday 23rd May

visits

Class

DAILY AND WEEKLY PLAN

RATIONALE

TEACHING PRACTICE REPORT 2

2nd visit - Tuesday 27th June

visits MIDTERM TEST - JULY

Class

DAILY AND WEEKLY PLAN

RATIONALE

TEACHING PRACTICE REPORT 3

3rd visit - Tuesday 25th July

visits

Class

DAILY AND WEEKLY PLAN

RATIONALE

TEACHING PRACTICE REPORT 4

4th visit - Tuesday 29th August

visits MIdterm test - september

Class

DAILY AND WEEKLY PLAN

RATIONALE

TEACHING PRACTICE REPORT 5

5th visit - Tuesday 26th September

PEER TEACHING Victoria - Mariana

Famous Scientists

Lesson Plan

Teaching Report

Tuesday 22nd August

PEER TEACHING ELIAS - Mariana

Animal Cartoons

Lesson Plan

Teaching Report

Thursday 28th September

PEER TEACHING REFLECTION

Victoria - mariana

elías - mariana

reflective teaching

Benefits of a reflective teaching

Fulfillments and accomplishments

Keep working on

CRItical incidents

Kelchtermans (1993) defines the "critical incidents" or "critical phases" as "events that challenge the professional self of the teacher" which will eventually interfere with his further professional biography. I interviewed two teachers and asked them to share the accounts of a critical incident they have been through.

Teacher 1

Teacher 2

PEER OBSERVATION

Mariana

Evelyn

Reflection on the course

The end of term is coming and it is time to reflect upon the content of the course. We embarked on a journey of learning together, exchanging ideas and perspectives, sharing experiences and knowledge and facing challenges. It fulfilled my expectations. We have learnt from each other, shared our practices, planned, and taught together. A positive and collaborative learning environment enhanced opportunities to discuss, interact and reflect upon our teaching profession. Moreover, we successfully implemented the transformation with a competency-based approach.

Bibliography

Diaz, G. Painter-Farrel, L. (2016). Lessons Learned. First steps towards reflective teaching in ELT

Cameron, L. (2011). Teaching Languages to Young Learners. Cambridge University Press.

Harmer, J. (2007). How to Teach English. Pearson Education, Limited.

Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge University Press.

Richards, J.C. and Lockhart, C. (1994). Reflective teaching in second language classrooms. New York: Cambridge University Press.

Nunan, D. (1998). Second Language Teaching & Learning. Heinle & Heinle Publishers.

Uhl Chamot, A. J. M. O’Malley (1994) The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Addison Wesley.

Simpson, A. (2015). Using games in the language classroom. Smashwords Edition License Notes

Tell me and I forget Teach me and I remember Involve me and I learn

Benjamin Franklin

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