Portfolio
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
November, 2023
Portfolio
PORTFOLIO
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Portfolio
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Portfolio
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Portfolio
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Portfolio
The first day the students with a smile on their faces greeted me and some others were excited because I had never given them classes.
4LOREM IPSUM DOLOR SIT
In the first two phases I was getting to know each student and the confidence was better because they already asked me how to say some words in English and review their exercises.
5LOREM IPSUM DOLOR SIT
Portfolio
Something that really surprised me was students’ participation and level that definitely helped the lesson go smooth and better.
4LOREM IPSUM DOLOR SIT
The students tried to speak English and use the words they learned in each class, some of them made mistakes but they helped each other to correct the errors.
5LOREM IPSUM DOLOR SIT
Portfolio
During the process I tried to connect with the students to make them feel comfortable being in their class and at the beginning of each class I asked them their emotions and they liked to talk about it.
4LOREM IPSUM DOLOR SIT
In every class I made them speak English and they liked it because some of them kept the conversation smooth.
5LOREM IPSUM DOLOR SIT
Portfolio
I felt very confident in each class because I saw the students participating and doing what was asked of them.
4LOREM IPSUM DOLOR SIT
After each class I was satisfied with my activities because I saw that the students liked and learned the topic.
5LOREM IPSUM DOLOR SIT
Portfolio
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Portfolio
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Portfolio
The influence of a good teacher can never be erased!
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Planning lessons in advance allow me to look at the overall picture and come up with a plan to cover certain topics. The unit plan I felt I deliver the best in terms of methodology, teaching resources, teaching strategies and assessment tools was the first unit plan because it contained the four skills and the resources and pedagogical strategies were carefully selected to achieve the overall goal of the unit. That unit plan was focused on student center which my intervention as a teacher was little because I wanted the students to develop at all times and thus achieve a satisfactory and efficient result. The lesson plan I felt that I included the three aspects in terms of methodology, teaching resources, teaching strategies and assessment tools was a writing lesson plan about the simple past and future tense by talking about environmental problems and solutions in the communities. I did several activities and use rubrics to check student´s performance. Mistakes are corrected as they happen in class, and reinforce the correct usage of the language with praise. I only speak English during class to encourage an immersive experience (Direct method). The lesson plan I feel there was a lack of any of the three aspects was the third lesson and the topic was the present perfect and simple past where the students talked about natural areas in Guatemala by describing their past experience or events on a trip in a group conversation. During my own observation in the classroom I realized that the level of questions with the students needed to be improved because during conversation activities the students could not lengthen the conversation. I noticed that it makes it easier for students to have questions written beforehand and then start the conversation. In this class it was not as fluent as I had planned because the conversations were very short and there was not much development of speaking skill and grammar practice by the students.
The Classroom management was the one I found the most difficult to deal with because in my class I had twenty-two students and I was afraid to not be able to manage the class. The master teacher helped me with some tips because she knows how student’s behavior are. I realize that is crucial for me to have a successful learning environment because that is the best way how students feel comfortable, safe and more willing to take risks. When a student feels comfortable to take risk, then learning will increase and the students’ confidence will grow. I believe that students need to be controlled and disciplined; students need to be guided in the right path. I saw that they are capable of self-discipline but need to be shown what the rules of the classroom are and what is my expectation (me) as a teacher. During the phase of teaching practice, I tried to create a safe, nurturing and supporting environment where they had the opportunity to learn. The effective teacher establishes good classroom management techniques.
The one I found the easiest to deal with was the ICQs when I checked that the instructions are clear. It was useful when I gave instructions for language activities or tasks. The ICQs helped me a lot to ensure that students understood what was expected of them and can carry out the instructions accurately. Also, helped me to prevent confusion and ensures that students are on the right track and not waste time to repeat the instructions. ICQs was a good tool for me because I assess students’ ability to produce language in speaking or writing tasks. For instance, before assigning a group discussion activity in my class I asked student´s a series of ICQs to verify if they understood the discussion topic, the time limit, and the expected outcome. I saw that ICQ´s enhance student´s engagement, encourage active participation and provided invaluable opportunities for formative assessment.
It is different we try to cover our needs as teachers than when covering our students. I am glad to know I have applied the things I have learned during the years of the career, and what makes me happy the most is the fact to know I will still learn things as a learner and teacher. My learning is like a butterfly that is leaving its chrysalis to fly into new experiences and makes me think that I am aware that there are a lot of things I still do not know and that If I stay in my comfort zone as a teacher my students would get stuck because their teacher got stuck, too. Having effective courses has helped me realize that not all my students would react the same way, and that is the beauty of teaching because all of them will grow in their own way. I can say now that teaching and learning are aspects very different but together build up incomparable things in students, who are the center and heart of this process. Also, both of them have to be included for the teacher to create an effective learning environment for students. During this practicum, I learned tonnes of things that will help me develop my profession significantly someday. During the practicum process I learned to create a safe environment in my classroom. I realize that is helpful to paste posters in English so that students can get familiar with the language after that provide my students the support to communicate between them and let them know that making mistakes is a way of learning, and whenever they make a mistake correct it by using different error corrections techniques to not make them feel bad. I will continue to take into considerations this aspect since the beginning of each year so they can start getting familiar with the language while I provide them tools to communicate, and this is something that I consider I can do by using FMU (Form, meaning, use) while teaching them vocabulary or grammar because they will notice that what they are learning something meaning for their life.
Never be afraid to try new things, and make some mistakes, It’s all part of life and learning Unknown. Being part of this experience of learning and teaching different skills and applying different theories has helped me realize there were lots of things I did not know. During the process, I realized that the center of the course was based on the ELC (Experiential Learning Cycle) It made me reflect that the fact that teachers plan a “very detailed lesson” with lots of activities doesn’t make it special and the best classroom management saw, but if there’s no a reflection after that process, then, we are not doing and planning something meaningful for our students in the next lesson we are teaching. Due to students being the center of the class “The protagonists”, the teacher has to ensure how they will perform in the next lesson. During the practicum I was able to get deeper into each stage in how to teach a speaking grammar and vocabulary lesson, and a PDP listening and reading learning new skills and gaining preparation to teach students in an effective and meaningful way just as in the beginning as at the end of the class. Getting deeper into the theory of the skills, experience the class, practicing, teaching, and then reflecting on it was a long but very helpful process. I will make sure the next time I teach my students plan a SMART objective, and set an FMU analysis to possible challenges they might have and how to overcome them during the lesson. I would also apply and set specific types of assessments so that my students be the center of the class and that they can feel belong to the group. According to what I explained before and the reason I provide I will evaluate myself in the whole process of Practicum in ELT with 96/100.
"I never teach my pupils; I only provide the conditions in which they can learn" Albert Einstein My teaching philosophy as a language teacher is totally student-centered. I believe that the learning process happens in every student’s brain in a different way, but it is our job to evaluate how the students learn better to provide them with the right activities that make them meet their potentialities and embrace that potential to face the real world in the future. I don't teach just a language; I show the students a whole new world by using a target language. It is for that reason that I don’t believe in the standardization of the education system. We should be able to assess students’ progress in different ways and not just exams.
Having considered all this, in my practice, it is more convenient to foster an active and project-based learning through a communicative and social approach with a didactic and dynamic direct method. The students learn by doing and I think that the combination of these ideas provides the language teachers with the best tools and environment to help students exploit their potentialities while at the same time they learn a foreign language.
Teachers are mostly required to assess their students’ progress and achievement as part of an educational system and that is why assessment is also a part of a teacher’s job.
The traditional instrument that got the true results of progress in my students was the pencil-and-paper quizzes and exams, including multiple-choice questions, cloze passages, error detection, and sentence completion. This was implemented during the first week of phase three (Teaching practice) where I had to check if the students already mastered the grammar topics in order to put them into practice in speaking and writing activities. The results were balanced because I saw that there were 50% who still needed a final review before moving on to the following topics and 50% had a satisfactory result. Implementing the traditional assessment helped me verify the progress and mastery of the grammar topics. The alternative instrument that I used for the first time in a real-teaching environment was the “Portfolio” that include the topics I though in the 10 sessions (individual work), “WeCreate Activity” this was focus on Problems and solution environmental problems in the communities (pair assignment). All of these alternative tools was focus on encouraging students to change what they know about grammatical structure to what they can do with this grammatical knowledge. In addition, these types of assessment were expected to yield a positive washback by helping students enhance their learning process and motivating them to learn and apply their grammatical knowledge to real-world communication.
This practicum has been a great experience, it makes me feel that although I think I know, it is not like that because each experience I may have will bring new things to evaluate and improve. My first key learning during this process is that students must be the center of the class and the activities that will be delivered during the lesson need to prepare the students to be successful in life. Providing a context in which they can develop their different skills makes their learning process more meaningful and engaging. As part of making students the center of the class, the teacher (me) must take care of students’ needs before hers. I consider this aspect as key learning of this course because the teacher is not the one who knows everything in class, and it is not the one who needs to be talking and explaining everything because the students have a lot of background and they are very smart to discover the languages on their own and the role of a teacher is to provide tools to achieve the different goals that are set in class. According to what I know, learning is more meaningful for students if they discover it by themselves. I would like to apply this by creating a safe classroom environment in which the students are allowed to make mistakes and discover things by themselves with the support of the teacher, so at the end of year, students can share how they are feeling and the teacher constantly monitor how well the students are doing by assessing the frequency of participation in activities and the development of speaking. This short time I was not able to do a lot of things that I had in my mind but I want to continue practicing the “Teaching management in class”. Also, there are a lot of things that influence students learning, such as the delivery of instructions, modeling, and doing ICQs and CCQs. I want to continue practicing how to keep my students motivated even in the circumstances they might be facing, and that they feel that our classroom can be a safe place where they can make mistakes, shared their thoughts freely, and feel belonged to the class.
The professional practices were an orientation towards the development of the teaching learning process, since it allowed me to know the educational reality and the role of the teacher within the classroom during the three stages; Observation, teaching aiding and teaching practice. The practicum was developed in the Impact School MAIA that is located in Xolbé el Tablón with 12th grade students. In the first, second and third phases I worked with weekly reflections which was an indispensable tool to capture the points of improvement and growth. The purpose of this portfolio is to collect and select evidence about the learning process. These documents will be a reference for personal use and reflects the beginning of an adventure and experiences in the area of education as an English teacher.
PRACTICUM IN ELT-PORTFOLIO
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Transcript
Portfolio
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
November, 2023
Portfolio
PORTFOLIO
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Portfolio
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Portfolio
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Portfolio
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Portfolio
The first day the students with a smile on their faces greeted me and some others were excited because I had never given them classes.
4LOREM IPSUM DOLOR SIT
In the first two phases I was getting to know each student and the confidence was better because they already asked me how to say some words in English and review their exercises.
5LOREM IPSUM DOLOR SIT
Portfolio
Something that really surprised me was students’ participation and level that definitely helped the lesson go smooth and better.
4LOREM IPSUM DOLOR SIT
The students tried to speak English and use the words they learned in each class, some of them made mistakes but they helped each other to correct the errors.
5LOREM IPSUM DOLOR SIT
Portfolio
During the process I tried to connect with the students to make them feel comfortable being in their class and at the beginning of each class I asked them their emotions and they liked to talk about it.
4LOREM IPSUM DOLOR SIT
In every class I made them speak English and they liked it because some of them kept the conversation smooth.
5LOREM IPSUM DOLOR SIT
Portfolio
I felt very confident in each class because I saw the students participating and doing what was asked of them.
4LOREM IPSUM DOLOR SIT
After each class I was satisfied with my activities because I saw that the students liked and learned the topic.
5LOREM IPSUM DOLOR SIT
Portfolio
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Portfolio
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Portfolio
The influence of a good teacher can never be erased!
4LOREM IPSUM DOLOR SIT
5LOREM IPSUM DOLOR SIT
Planning lessons in advance allow me to look at the overall picture and come up with a plan to cover certain topics. The unit plan I felt I deliver the best in terms of methodology, teaching resources, teaching strategies and assessment tools was the first unit plan because it contained the four skills and the resources and pedagogical strategies were carefully selected to achieve the overall goal of the unit. That unit plan was focused on student center which my intervention as a teacher was little because I wanted the students to develop at all times and thus achieve a satisfactory and efficient result. The lesson plan I felt that I included the three aspects in terms of methodology, teaching resources, teaching strategies and assessment tools was a writing lesson plan about the simple past and future tense by talking about environmental problems and solutions in the communities. I did several activities and use rubrics to check student´s performance. Mistakes are corrected as they happen in class, and reinforce the correct usage of the language with praise. I only speak English during class to encourage an immersive experience (Direct method). The lesson plan I feel there was a lack of any of the three aspects was the third lesson and the topic was the present perfect and simple past where the students talked about natural areas in Guatemala by describing their past experience or events on a trip in a group conversation. During my own observation in the classroom I realized that the level of questions with the students needed to be improved because during conversation activities the students could not lengthen the conversation. I noticed that it makes it easier for students to have questions written beforehand and then start the conversation. In this class it was not as fluent as I had planned because the conversations were very short and there was not much development of speaking skill and grammar practice by the students.
The Classroom management was the one I found the most difficult to deal with because in my class I had twenty-two students and I was afraid to not be able to manage the class. The master teacher helped me with some tips because she knows how student’s behavior are. I realize that is crucial for me to have a successful learning environment because that is the best way how students feel comfortable, safe and more willing to take risks. When a student feels comfortable to take risk, then learning will increase and the students’ confidence will grow. I believe that students need to be controlled and disciplined; students need to be guided in the right path. I saw that they are capable of self-discipline but need to be shown what the rules of the classroom are and what is my expectation (me) as a teacher. During the phase of teaching practice, I tried to create a safe, nurturing and supporting environment where they had the opportunity to learn. The effective teacher establishes good classroom management techniques. The one I found the easiest to deal with was the ICQs when I checked that the instructions are clear. It was useful when I gave instructions for language activities or tasks. The ICQs helped me a lot to ensure that students understood what was expected of them and can carry out the instructions accurately. Also, helped me to prevent confusion and ensures that students are on the right track and not waste time to repeat the instructions. ICQs was a good tool for me because I assess students’ ability to produce language in speaking or writing tasks. For instance, before assigning a group discussion activity in my class I asked student´s a series of ICQs to verify if they understood the discussion topic, the time limit, and the expected outcome. I saw that ICQ´s enhance student´s engagement, encourage active participation and provided invaluable opportunities for formative assessment.
It is different we try to cover our needs as teachers than when covering our students. I am glad to know I have applied the things I have learned during the years of the career, and what makes me happy the most is the fact to know I will still learn things as a learner and teacher. My learning is like a butterfly that is leaving its chrysalis to fly into new experiences and makes me think that I am aware that there are a lot of things I still do not know and that If I stay in my comfort zone as a teacher my students would get stuck because their teacher got stuck, too. Having effective courses has helped me realize that not all my students would react the same way, and that is the beauty of teaching because all of them will grow in their own way. I can say now that teaching and learning are aspects very different but together build up incomparable things in students, who are the center and heart of this process. Also, both of them have to be included for the teacher to create an effective learning environment for students. During this practicum, I learned tonnes of things that will help me develop my profession significantly someday. During the practicum process I learned to create a safe environment in my classroom. I realize that is helpful to paste posters in English so that students can get familiar with the language after that provide my students the support to communicate between them and let them know that making mistakes is a way of learning, and whenever they make a mistake correct it by using different error corrections techniques to not make them feel bad. I will continue to take into considerations this aspect since the beginning of each year so they can start getting familiar with the language while I provide them tools to communicate, and this is something that I consider I can do by using FMU (Form, meaning, use) while teaching them vocabulary or grammar because they will notice that what they are learning something meaning for their life.
Never be afraid to try new things, and make some mistakes, It’s all part of life and learning Unknown. Being part of this experience of learning and teaching different skills and applying different theories has helped me realize there were lots of things I did not know. During the process, I realized that the center of the course was based on the ELC (Experiential Learning Cycle) It made me reflect that the fact that teachers plan a “very detailed lesson” with lots of activities doesn’t make it special and the best classroom management saw, but if there’s no a reflection after that process, then, we are not doing and planning something meaningful for our students in the next lesson we are teaching. Due to students being the center of the class “The protagonists”, the teacher has to ensure how they will perform in the next lesson. During the practicum I was able to get deeper into each stage in how to teach a speaking grammar and vocabulary lesson, and a PDP listening and reading learning new skills and gaining preparation to teach students in an effective and meaningful way just as in the beginning as at the end of the class. Getting deeper into the theory of the skills, experience the class, practicing, teaching, and then reflecting on it was a long but very helpful process. I will make sure the next time I teach my students plan a SMART objective, and set an FMU analysis to possible challenges they might have and how to overcome them during the lesson. I would also apply and set specific types of assessments so that my students be the center of the class and that they can feel belong to the group. According to what I explained before and the reason I provide I will evaluate myself in the whole process of Practicum in ELT with 96/100.
"I never teach my pupils; I only provide the conditions in which they can learn" Albert Einstein My teaching philosophy as a language teacher is totally student-centered. I believe that the learning process happens in every student’s brain in a different way, but it is our job to evaluate how the students learn better to provide them with the right activities that make them meet their potentialities and embrace that potential to face the real world in the future. I don't teach just a language; I show the students a whole new world by using a target language. It is for that reason that I don’t believe in the standardization of the education system. We should be able to assess students’ progress in different ways and not just exams. Having considered all this, in my practice, it is more convenient to foster an active and project-based learning through a communicative and social approach with a didactic and dynamic direct method. The students learn by doing and I think that the combination of these ideas provides the language teachers with the best tools and environment to help students exploit their potentialities while at the same time they learn a foreign language.
Teachers are mostly required to assess their students’ progress and achievement as part of an educational system and that is why assessment is also a part of a teacher’s job. The traditional instrument that got the true results of progress in my students was the pencil-and-paper quizzes and exams, including multiple-choice questions, cloze passages, error detection, and sentence completion. This was implemented during the first week of phase three (Teaching practice) where I had to check if the students already mastered the grammar topics in order to put them into practice in speaking and writing activities. The results were balanced because I saw that there were 50% who still needed a final review before moving on to the following topics and 50% had a satisfactory result. Implementing the traditional assessment helped me verify the progress and mastery of the grammar topics. The alternative instrument that I used for the first time in a real-teaching environment was the “Portfolio” that include the topics I though in the 10 sessions (individual work), “WeCreate Activity” this was focus on Problems and solution environmental problems in the communities (pair assignment). All of these alternative tools was focus on encouraging students to change what they know about grammatical structure to what they can do with this grammatical knowledge. In addition, these types of assessment were expected to yield a positive washback by helping students enhance their learning process and motivating them to learn and apply their grammatical knowledge to real-world communication.
This practicum has been a great experience, it makes me feel that although I think I know, it is not like that because each experience I may have will bring new things to evaluate and improve. My first key learning during this process is that students must be the center of the class and the activities that will be delivered during the lesson need to prepare the students to be successful in life. Providing a context in which they can develop their different skills makes their learning process more meaningful and engaging. As part of making students the center of the class, the teacher (me) must take care of students’ needs before hers. I consider this aspect as key learning of this course because the teacher is not the one who knows everything in class, and it is not the one who needs to be talking and explaining everything because the students have a lot of background and they are very smart to discover the languages on their own and the role of a teacher is to provide tools to achieve the different goals that are set in class. According to what I know, learning is more meaningful for students if they discover it by themselves. I would like to apply this by creating a safe classroom environment in which the students are allowed to make mistakes and discover things by themselves with the support of the teacher, so at the end of year, students can share how they are feeling and the teacher constantly monitor how well the students are doing by assessing the frequency of participation in activities and the development of speaking. This short time I was not able to do a lot of things that I had in my mind but I want to continue practicing the “Teaching management in class”. Also, there are a lot of things that influence students learning, such as the delivery of instructions, modeling, and doing ICQs and CCQs. I want to continue practicing how to keep my students motivated even in the circumstances they might be facing, and that they feel that our classroom can be a safe place where they can make mistakes, shared their thoughts freely, and feel belonged to the class.
The professional practices were an orientation towards the development of the teaching learning process, since it allowed me to know the educational reality and the role of the teacher within the classroom during the three stages; Observation, teaching aiding and teaching practice. The practicum was developed in the Impact School MAIA that is located in Xolbé el Tablón with 12th grade students. In the first, second and third phases I worked with weekly reflections which was an indispensable tool to capture the points of improvement and growth. The purpose of this portfolio is to collect and select evidence about the learning process. These documents will be a reference for personal use and reflects the beginning of an adventure and experiences in the area of education as an English teacher.