Teaching Portfolio /2014

UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS

Teaching Portfolio
Teaching Philosophy & Methodology.
Kriscia Lorena Portillo Aparicio

Teaching Practice I

14
Elmer Jorge Guardado. mAt

Teaching Portfolio/2014

Introduction

Teaching is a lot of responsibility for us, and in order for us to be better every day, we have to take in consideration the fact that we need to keep improving ourselves. Being better is not only to know how to teach, or even to know the exact methodology that we might need to use with our students, it is beyond that, because it is really important to learn from our mistakes and try to not make them anymore, and by that, we definitively are going to be a much better person and teachers in a near future. We must have a guide to follow in order to not get lost in our way, because of it; we are going to be following certain steps and rules in our teaching process. Such guide must be filled with lots of tools and structures so when we have a doubt or question we can go to it and search among it. It is really important for a teacher to share their knowledge between his/her colleagues, because sometimes two heads think well than one, and maybe if they compromised their idea, at the end, the result would be so much better than the starting idea. Now a day, we carry on with a huge teaching problem, and it is more a kind of humanity problem, we are selfish with the information we acknowledge, and that is not good for any reason that you want to name. The creation of a teacher portfolio is very important, because it will serve us as a guide to follow in the teaching process, we must keep it updated, and look at it as a very important tool that we mush cherish and respect. The Teaching Portfolio is also a self-reflect of the things we did in our past and can tell us if we have improved or not, that is why is so important to create a Teaching Portfolio. It shows our flaws and how or what we did to improve in that specific area; also it shows ourselves out to the world that is going to be reading our Teaching Portfolio and with this they are going to see how well we teach. The teaching knowledge that we have is a long period of experiences gained during our process as teachers, due that we have to go through lots of difficulties and maybe disappointments that will create much better teachers. But from that, we have to learn and not continue to make the same mistakes that we might have done in the past, that is why is so important to make our own Teaching Portfolio.

Teaching Portfolio /2014 What is a Teaching Portfolio?

A Teaching Portfolio is a description of a teachers teaching strengths and accomplishments. It includes documents and materials, which collectively represents the scope, development and quality of a professors teaching performance. (Dr. Joseph Marolla, D rZachary Goodell , unknown) The teachers best work must be shown so everyone else will see that he/she is improving and development as a teacher.

Teaching Portfolio/2014 Self-Reflection

First able, to design a TP we have to make sure to have recognize all the facts that are going to be involved in our teaching methodology, as an example: who are my students? What goals do I want to achieve with them? What is the environment going to look like? As a teacher, we know that we have to learn from our own experiences, so we must try to do our best so our students will be able to learn in a much better way; we ought to bring the ideas that we had in a preview experience as maybe a trainer or this must be as teachers. A major purpose of teacher education is to help teachers make the tacit explicit. (Freeman (1991), 2000) It is very important to know who we are first, so our students can see that they can actually trust us, and also that they can see us as the role model they are looking for, for that and many more reasons, we ought to be sure of who we are, to become a better teacher we must design a much better personality, some people actually say that personality is something you are born with, according to some Psychologist personality makes us who we are. It influences nearly every aspect of our lives, from what we choose to do for a living to how we interact with our families to our choices of friends and romantic partners. But what factors influence our personality? Can we change our personalities, or do our overall traits remain constant throughout life? (Angier, N. Friedman HS, Booth-Kewley S., 2014) Some things we cannot change in our personality but yeah we can improve them, personality is something we are born with, but we shape it throughout our lives, to become a teacher is something you must love to do, not anyone have this natural charisma that is required to be a successful teacher. But in order to be better people and teachers as well, we must adapt it to our own media that we live in; some people fail in this long journey, but in order to success we must innovate day by day, not taking anything for granted, but by being the best at what we do. I remember when I was studying in high school, my English teacher was probably the worst teacher that I have ever had, that day I remember telling to myself that one day, I was going to be a much better English teacher than he was, and I promised that I was going to reach that goal, and probably I will; I know that I still have a lot to learn in my path to become a good teacher, but I do believe that anything is possible. I know that my personality is outgoing which is going to lead me to be a good teacher, using the Direct Method in my classes is really important, I happen to believe that we are able to learn in a much better way when we are surrounded by the language because the main rule of this Method is that No translation is allowed Students learn through the use of visual aids and demonstrations in the target language, this case, English. This is the Method that I rely the most to, because I believe that learning a Second Language is not only to learn its Grammar Structures, but also it is to learn how to communicate among

Teaching Portfolio /2014 others, that is why is so important to have all the communicate competences that we need to have in order to be successful in life; Even though with this method Grammar is taught inductively, it is not its main goal to teach Grammar. Some authors argued that a foreign language could be taught without translation or the use of the learner's native tongue if meaning was conveyed directly through demonstration and action. The psychological principles of direct association between forms and meanings in the target language and provided a theoretical justification for a monolingual approach to teaching. According to some other authors, a language could best be taught by using it actively in the classroom, rather than using analytical procedures that focus on explanation of grammar rules in classroom teaching, teachers must encourage direct and spontaneous use of the foreign language in the classroom. Learners would then be able to induce rules of grammar. The teacher replaced the textbook in the early stages of learning. Speaking began with systematic attention to pronunciation. Known words could be used to teach new vocabulary, using mime, demonstration, and pictures. (Sauveur, F. Franke, unknown)

Why do I need a Teaching Portfolio?

First able, we know that a Teaching Portfolio is a collection of documents that tells stories about ourselves; for this reason we must create a real Teaching Portfolio because people is going to be looking at it as if they looking at us. It will show them our professional growth and the achievements that we are going to accomplish in our teaching path.

Advantages and Disadvantages of a Teaching Portfolio

Advantages disadvantages People can check your progress and Sometimes teachers do not have the achievements. enough time to keep it updated. It shows a Self-Reflection of us. Some people do not like to share, so they just do not do it. It guides us through our teaching People just do not to follow rules. process. We, in a near future can see how we People do not like to change. used to be and how we are now.

Teaching Portfolio/2014 Teaching e-Portfolio

Technology now a day is being used in every sense way possible, because it is an important tool in the Teaching Methodology, it is also included in the Teaching Portfolio, and this is a new element that teachers have these days. Teaching e-Portfolio is just like a regular portfolio, it has the same advantages that the regular one, but with one huge difference, that this e-Portfolio is shared on a website, when anyone with an Internet connection can have access to it, and it consists of electronic evidence presented on a website. Such electronic evidence may include inputted text, electronic files, images, multimedia, blog entries, and hyperlinks. It is so much interacted than the paper typed one, because people can add comments and different points of view to it.

Example of what an e-Portfolio looks like

Teaching Portfolio /2014

How should I structure my Teaching Portfolio? We have to think about how we want to show ourselves to the world as a teacher and also as a learner and how this can best be demonstrated so we have to collect and analyze all the samples you would like to put in your portfolio. We have to exhibit the experiences that we have had, all the strategies that we had used but had not being successful. Determine if there is harmony or congruence between your beliefs about good teaching and your practices and, if not, it may indicate a gap, because you might believe in something that you have not done. This will provide you with the opportunity to reflect on your professional development as a teacher in higher education. Once you have done the initial work to create a portfolio, it becomes second nature to update it periodically. We critically are going to reflect each experience that we had and we can ask ourselves these questions: A brief overview of your teaching responsibilities. A description of how you think learning happens with your students. How are you going to get involved in this process? What main goals do you have for your students in a particular learning program? What actions will you take to implement those goals?

(Champion, 2005-20013)

According to what we have read, the Teaching Portfolio should be structure like this:

Cover sheet Some educators use graphics, fancy fonts, or an appropriate quote to make the binder look professional and individual. Table of Contents The Table of Contents previews what is in the portfolio and demonstrates your attention to detail and skills of organization. Letter of Introduction/Cover letter The letter should be customized to the reader and present you as the product, in an interesting, attention-grabbing way.

Teaching Portfolio/2014 Resume It shows all your relevant skills and accomplishments in a concise and exciting document. Philosophy of Education Statement A personalized, double-spaced statement, one to one-and-a-half pages long, that outlines your core educational beliefs. Official documents These will demonstrate your eligibility to teach. It should include transcripts, certification, and test scores. Lesson plans Include your best lessons that truly show your style, value and ability to address the needs of the district. You should research the needs of the school district and focus on lesson plans that are relevant to those needs. Make sure that the units you use follow the criteria you learned during student teaching, or your present methods. Photographs of classroom activities Use appropriate pictures showing students who are enjoying the learning process and the lesson plans you have created. Pictures of special events, such as field trips, bike rodeos, science camps, parent days and so on are a nice addition. Illustrations showing learning centers, bulletin board displays and group interaction could be included. Autobiography A self-reflection about yourself, so the reader can understand you as a person. You need to know when to use one in your portfolio and when to leave it out. This will depend on your background. Evaluations Suitable evaluations could be from student teaching, principals, or students. List of References Make sure you first discuss their inclusion with the people you put in your list. Ask if you can include them - and if they will provide you with an excellent reference. Choose individuals who can testify to your talent, teaching skills and personality. Normally you would pick supervisors, mentors, college professors or co-workers.

Teaching Portfolio /2014 Letters of recommendation Don't include every letter you get. Choose maybe four or five of the best letters, placing them in the order that demonstrates youre most effective and relevant skills in order to match your value to the school district's requirements. Administrators, team teachers, college professors, parents of students, former students and employers may write these letters.

(Davies, 2001-20014)

Teaching Responsibilities When you are putting together a Teaching Portfolio, the description of your teaching responsibilities is a relatively simple document to start writing first. This document should be an expansion of the teaching duties that you list on your curriculum vitae. It will provide your audience with the context for the rest of the items in your portfolio. You should describe your experience for others who are deciding whether they should hire or promote you. Also, be as descriptive as possible. We must begin answering these questions:

What is the description of the course? What were the goals of the course? How many students did you teach at a time? What types of teaching methods and strategies did you use?

It is very important for us to create our teaching responsibilities because with it, we are going to show up to the rest of the people who is going to be reading our Teaching Portfolio.

Teaching Portfolio/2014 My own Teaching Responsibilities should look like this:

Kriscia Portillo English Bachelors Degree Universidad Capitn General Gerardo Barrios School of Arts and Human Sciences

I was in charge of the Conversation Club project that this University had in the year of 2010; it helped all the English Technical Students that wanted to improve their English level. One of the principal goals that this project had was to create much better and competent English students, with a better communicate skill, I was in charge of around 15 to 20 students. Each one of them, with different competences in the English Language, but they all were willing to improve. My teaching methodology was very simple, Direct Method, I wanted them to be full of the English language, so I decided to use that approach, in which I feel more identified. We used to sing songs in English, so they would lose the stage fright people usually get when they are acquiring a new language. We had meetings twice a week, no classroom had being assigned to us, and so we just looked up for a quiet place to be in and had our classes.

Teaching Portfolio /2014

Statement of Teaching Philosophy A teaching philosophy is a self-reflective statement of your beliefs about teaching and learning.

My Teaching Philosophy

The teachers I have had, who stand out in my memory have some attributes in common: they presented their subjects in a way that caught my interest, clarified difficult topics and led me through complex areas, and put knowledge into context so that its relevance was apparent. These role models have influenced my approach to teaching. I view myself primarily as a facilitator of learning, rather than as an expert who simply delivers information to students. When I am interacting with students, I know that each one of them have their own learning stile and I am not going to force them to learn in my own learning stile, we have to adapt ourselves to our students, because if we do, we are going to success as a teacher. Personal contact with students is essential to my approach. Many of them need encouragement to talk to their teachers, so I emphasize my availability for informal discussion and my willingness to help them sort out any problems they have with what they are learning or any other problem they might have being going through at that moment. Also I bring a lot of energy to my class. If I can't get excited about my subject, why should my students? And this is a real important question as you see. We must keep our students motivated, because I remember also some bad teachers that I have met in my students life, and they were as bored as the night; so I decided that I was not going to be as they were, because I remember being so bored at their classes that literally fell asleep; that is one of the main reasons why I believe that as teachers we must keep our students motivated and also keep them moving inside of the classroom, as a learning technique. Finally, I aim to encourage a sense of wonderment in the world around us, with this, the student will be inspired somehow in the world that is around him/her, and will use all the tools that have learnt from me and most important, he/she will be able to use all the communicative competences that he/she had learned through the process of my teaching.

Teaching Portfolio/2014

Teaching Methodology, Strategies, Objectives Choosing our own criteria and self-reflection about ourselves, we must choose our own Methodology, and this is going to depend on our own personality, after reading a lot, and knowing myself as good as anyone else, I have come to a conclusion that I will teach using the Direct Method Philosophy. Why? Because I happen to believe that the best way of acquiring a second language is by being surrounded by it, getting in the need to use it as if there were no other way of communication. The principles of this Method are:

Classroom instruction is conducted in the target language. There is an inductive approach to grammar. Only everyday vocabulary is taught. Concrete vocabulary is taught through pictures and objects, while abstract is taught by association of ideas. The learner is actively involved in using the language in realistic everyday situations. Students are encouraged to think in the target language. Speaking is taught first before reading or writing. This method states that the printed word should be kept away from the second language learner for as long as possible. Translation is completely banished from any classroom activity. Classroom activities are carried out only in the target language. Use of chain activities accompanied by verbal comments. Grammar is taught inductively (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language) Emphasis is put on correct pronunciation and grammar.

Choosing the strategies that we are going to implement in our classrooms are also really important in our Teaching Style; first able we must get to know what kind of students are we going to be dealing with, second of all, we create the strategies that will fulfill our expectations. I believe that with the Direct Method, it is really important to force the students to talk in the target Language, this case, English, so one of my strategies will be the next ones:

Teaching Portfolio /2014

Strategies Make the students to sing along with some English songs. Dictation and Spelling check. Make students to always being practicing with a partner. Make the students to record themselves so they will listen to what they are talking and in the future they will able to see their own improvement. Get the student motivated that in order for every improvement they achieve, there will be an award. Nowadays every student is really attached to technology, so we have to take an advantage from it, they should put their computers, laptops, smartphones in English so they will be able to get even more involved with the Language.

The main objective of all of these is that students get all the communicative competences that are necessary in the real world life. Not only for them to know how to structure a sentence in English but also, and even more important, how to communicate among others using the second language.

Teaching Portfolio/2014

References
Angier, N. Friedman HS, Booth-Kewley S. (13 de january de 2014). About.com Educational Psicology. Obtenido de http://psychology.about.com/od/personalitydevelopment/tp/facsabout-personality.htm Champion, M. E. (2005-20013). Nelson Mandela Metropolitan University for Tomorrow. Recuperado el 28 de febrero de 2014, de http://tdu.nmmu.ac.za/Teaching-PortfolioDevelopment Davies, C. (2001-20014). A+ Resumes for Teachers. Recuperado el 01 de marzo de 2014, de http://resumes-for-teachers.com/philosophy-help/teachers-portfolio.aspx Dr. Joseph Marolla, D rZachary Goodell . (unknown de unknown de unknown). Developing a teaching portfolio. Recuperado el 28 de febrero de 2014, de http://www.vcu.edu/cte/resources/nfrg/DevelopingaTeachingPortfolio.pdf Freeman (1991), S. (. (2000). Techniques and Principles in Language Teaching. En D. L. Freeman, Techniques and Principles in Language Teaching (pg. 2). Oxford: Database Oxford University Press. Sauveur, F. Franke. (unknown de unknown de unknown). Alternative Methods. Obtenido de http://www2.vobs.at/ludescher/Alternative%20methods/direct_method.htm