TEACHING PORTFOLIO.

Teaching portfolio is an important resource in our teaching st le! it sho"s "hat #in$ of teacher are ou. It pro%i$es teachers e&periences' reflection an$ re%ie".

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By: Roxana Benavides. 05/03/2014

Teaching Portfolio.

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INTRODUCTION
Portfolios are use$ for a %ariet of reasons. A "ell,organi-e$ portfolio is an important resource in our teaching st le! it sho"s "hat #in$ of teacher are ou. A teaching portfolio is .ecoming the accepte$ form in "hich ou are e&pecte$ to $emonstrate our commitment to learning an$ teaching' $ocument our teaching responsi.ilities' practices an$ e&pertise' an$ pro%i$e e%i$ence of our performance as a teacher' also If teaching is part of our future professional life. In the follo"ing papers ou "ill rea$ an e&planation a.out some important component that are into a professional portfolio' some of them are/ 1. 2. #. %. ). ,. -. What is a Teaching Portfolio? Self-E al!ation an" Reflection Wh$ "o I nee" a Teaching Portfolio? &o' sho!l" I str!ct!re ($ Teaching Portfolio? Teaching Res*onsi+ilities State(ent of Teaching Philoso*h$ Teaching .etho"olog$/ Strategies/ O+0ecti es

0hen ou ans"er those components it sa s "hat #in$ of teacher are ou. For that reason is important ta#e our time ans"er it' an$ is necessar that ou can ma#e ourself a self, reflection into the ne&t paper ou "ill rea$ an e&planation a.out it.

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What

is a

Teaching Portfolio?
A teaching portfolio is a collection of teacher $ocument1s' professional thoughts' goals' i$eas an$ o.2ecti%es that inform our teaching' the courses ou teach' the Teaching Portfolio. Page 3

metho$s ou use' our effecti%eness as a teacher' e&ams' an$ those materials represent our teaching st le an$ our stu$ents3 learning. Also' ho" ou assess an$ impro%e our teaching an$ e&periences that pro%i$es information a.out $ifferent aspects of a teacher4s "or#. It pro%i$es teachers reflection an$ re%ie". In this case the portfolio is one of the most .asics tools for each teacher' "ith the o.2ecti%e to get a .etter result $a . $a . Thus' teachers ha%e the $ut to .e up$ate$ an$ re%ise$ their portfolio "hen it nee$s 5this means up$ate$ it e%er ear an$ "ith each course6.

2. SelfE al!ation an" Reflection

7a#e a self,reflection an$ self,e%aluation "ill not onl help ou un$erstan$ "hat ou are tr ing to achie%e as a teacher' it "ill also help ou compile a .etter teaching portfolio. Teaching portfolio ho"e%er can also pro%i$ing us the opportunit to reflect on our o"n approaches as soon as possi.le. It helps me to #no" "hat #in$ of teacher I am. No"a$a s each teacher is a"are of he8she has the responsi.ilit to .e up$ates he8she portfolio' curriculum %itae' pe$agogical approach' technological approach' creati%it . 0hen I am thin#ing to ma#e me a self,e%aluation' I ha%e to .e honest "ith m self' to #no" in "hich areas i ha%e a "ea#ness' to #no" if m metho$olog is the correct or ha%e to change .ecause i cannot use all the time the same metho$olog ' acti%ities' e%aluations' techni9ues' strategies that I going to $e%elop "ith m stu$ents' if m goals "ere achie%e$ in a satisfactor "a ! an$' if "ith m e%aluations m stu$ents $e%elope$ their s#ills 5listen' spea#' rea$ an$ "rite6 that is m o.2ecti%e. I as professional teacher ha%e to change m portfolio each ear' an$ "ith each group' .ecause each group is $ifferent e%en stu$ents are $ifferent .et"een them. An$ ho" I am going to #no" if m teaching st le are helping to o.tain a goo$ stu$ent4s moti%ations' stu$ent4s gra$es' stu$ent4s .eha%ior' stu$ent4s s#ill' so it mean' that m stu$ents ha%e to gi%e me the ans"ers that nee$ to #no" if I am $oing m .est effort $e%eloping m classes in a $ifferent "a s to gi%e m stu$ents a goo$ e$ucation. Goo$ teachers all the time ma#e a self, reflection a.out his8her "or#s. I as teacher' going to ma#e it' ans"er m self some 9uestions' a.out m teaching "or# "ith m stu$ents' "ith the o.2ecti%e to #no" more a.out me an$' in "hich areas I ha%e "ea#ness' to tr to ma#e m .est effort to change it. :ecause is important to #no" if I was capable to transmit a good learned from the course' as responsi.le teacher ha%e to .e clear a.out m goals' e%aluations' acti%ities an$ if I tra$e$ to $i$ e%er thing that I can $o to o.tain it. Anal -e if the "a that I use$ to transmit m #no"le$ge to m stu$ents "ere the most appropriate$ to o.tain a significant #no"le$ge from them. If those acti%ities "ere goo$ or .a$ $esigne$' "ith the o.2ecti%e to #no" stu$ents $e%elop s#ill. If I as up$ate$ teacher $i$ use$ of the technology from my teaching, I ha%e to ma#e a $eep self, reflection' an$ tra$e to remem.er if the technological acti%ities that I ha$ $e%elop coul$ help m stu$ent to get a .etter #no"le$ge' more %oca.ular ' a .etter pronunciation' Teaching Portfolio. Page 4

so teacher has to .e more up$ate$. Furthermore is important for me to #no"' if I as a teacher' I had transmit motivation to my students I most as# m self if I into an$ out the class I coul$ transmit moti%ation to m stu$ent' in this case I am the responsi.le to sho" them ho" much important are the for me. As a responsi.le teacher I ha%e as# m self if I tra$e$ to $i$ $ namics class' if I use$ a moti%ational acti%ities "ith the o.2ecti%e to transmit moti%ation to stu$ent' if I tra$e to ma#e an interacti%e classes ma .e stu$ent going to $e%elop their s#ill. 0e alrea$ #no" ho" much important is the moti%ation into the process' thus teachers' ha%e to ma#e constantl a self, reflection tra$ing to offer stu$ents a .etter e$ucation.

3. do I Teaching Portfolio?

Why need a

A teaching portfolio is essentiall a reflecti%e acti%it ' ou are a"are of our teacher "or#' "ith the purpose to ma#e a self, reflection to #no" our "ea#ness' an$ to #no" a.out "hat #in$ of teacher are ou. 0h $o I nee$ a teaching portfolio; :ecause I cannot .e teacher "ithout it' an$ another han$' it support m o"n #no"le$ge' personalit ' #no"le$ge' gol$' clarif ' an$ reflect on m teaching philosoph ' metho$s' strategies' aca$emic position an$ approaches s#ill' at the same time it illustrate a list $ocuments' that sho" m .est "or# as an e$ucator' It sho"s that I am organi-e$ enough to compile e%i$ence of m teaching e&periences. :ut not onl I ha%e to con%e m self also I ha%e to con%e another people' in this case "hen another teacher as#s me ho" I "oul$ $o something' in an eas "a I can open m portfolio' an$ sho" him8her m ans"er to the 9uestions . In other han$ it is e%i$ence an$ m 9ualit teacher "or#.

Teaching Portfolio.

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%. &o' sho!l" I str!ct!re ($ Teaching Portfolio?

Thin# a.out "hat I "ant into m portfolio that sho" a.out I as teacher' an$ as a learner an$ ho" this can .est .e $emonstrate$. Creating a teaching portfolio "ill $emonstrate our s#ills an$ a.ilities as a professional. <our teaching portfolio shoul$ emphasi-e in our o"n particular philosoph an$ practice teaching' as "ell as $emonstrate that ou are a"are of the institution=s goals an$ o.2ecti%es in relation to teaching an$ learning. The structure of our teaching portfolio might $iffer significantl it going to $eepen the purpose for "hich ou inten$ to use it. Official $ocuments Official documents/ it sho" m copies from m 9ualifications' an$ certification from some courses that I ha$ ta#en Statement of Teaching Philosophy: The philosoph "ill $escri.e our o.2ecti%es as a professional teacher' I can $escri.e "hat an$ ho" m stu$ents are capa.le of learning "ith the o.2ecti%e to $e%elop stu$ent=s s#ill. Self- reflection and self-evaluation: Is means' that I ha%e ma#e a self,reflection a.out m teaching st le' if I $oing m .est 2o. as a teacher. Teaching Methodology, Strategies: It $escri.es our teaching st le' an$ it sho"s ou as a professional' using the correct metho$olog an$ strategies to get a .etter result. . esson plans/ It sho"s m creati%it ho" I going to $esign an$ $e%elop m classes the e%aluations that I going to $o! an$' ho" I am going to use the technolog into the classroom to get a .etter learn. Student!s evaluations: It sho"s all the acti%ities of m stu$ents ha%e to $e%elop into the English class. Teaching materials: If I going to present a %i$eo' photographs' an$ all the $i$actics materials that I going to use.

>. Teaching

Responsi.ilities

Each teacher has to #no" that teach is a responsi.ilit ' .ecause ou are teach to stu$ents' so ou has to tr to .e our .est 2o.. As a responsi.le teacher I al"a s go to ma#e an$ use a lesson plans' "here is stipulate$ all the acti%ities' e%aluations that I going to $e%elop' the greeting' topic name' some acti%ities for stu$ent' the time that the can use to $e%elop those acti%ities' the time to ans"er4s stu$ents etc. 0ith this action stu$ent "ill ha%e a .etter learning an$ of course the "ill reali-e that their teacher al"a s prepare the classes an$ I "ill not impro%ise into the classroom' thus teacher sho" them that he8she al"a s has time for his8 her stu$ents .ecause is a professional' I ha%e the responsi.ilit to gi%e m class using $ifferent metho$' techni9ues' strategies an$ some games. ?o i nee$ to .e organi-ing to get a .etter result in m Teaching Practice. Teaching Portfolio. Page 6

@. of Teaching

?tatement Philosoph

0h $o ou teach; Is a 9uestion that all teachers ha%e to as# themsel%es' to #no" "h there are into the classroom "ith pro&imall A+ stu$ents' teachers not onl ha%e to $o for mone ' .ecause is a %ocation that not all the teachers ha%e. In m case I li#e to teach .ecause it=s a passion' I li#e $o that' I li#e school en%ironment' the interaction that I as a teacher ha%e "ith m stu$ents' I li#e transmit #no"le$ge pla ing' ma#ing some techni9ues for gi%e them a ne" "a to learn English not as a su.2ect in this case a i$iom. 0hat $o ou teach; I ha%e m specific su.2ect "hit m specific o.2ecti%es for the course' an$ a ha%e the English s lla.us the onl that I ha%e to $o is select the .est topics that I sure that it going to help m stu$ents to $e%elop their s#ill. If I am "or#ing "ith .oo# I ha%e tr to appl the s lla.us into the .oo# topic4s "ith some of the s lla.us4s o.2ecti%es' an$ I li#e to teach an interesting topics to get a significant #no"le$ge' gi%e m stu$ent acti%e %oca.ular ' thus I am sure that m stu$ent can appl this %oca.ular in their life in their o"n en%ironment. Ho" $o ou teach; Each teacher has his8her st le' It i a.out the teaching metho$s for e&ample TPR an$ strategies li#e horseshoes that I am using "ith the purpose to meet m o.2ecti%es an$ the communicati%e approach. Is important #no" if the techni9ues that I am using into the class are helping m stu$ents to $e%elop their s#ill. I li#e to use' a rea$ing $iscussion' "or#ing in groups or "or# in$i%i$ual' .ecause I li#e the interaction .et"een them. An$ some time I use the com.ination from some metho$s that help me to $e%elop of the class. The use of all of that is influence$ . the aptitu$e an$ enthusiasm of the stu$ents Ho" $o ou measure our effecti%eness; It tell me Ho" $o ou #no" "hether ou are meeting our o.2ecti%es' it tell if our stu$ents are learning ho" . the result that ou ha%e from them' . their attitu$es that the sho"' . the moti%ation that the sho" us If so' an$ ou ha%e to use the fee$.ac# pro%i$e$ to impro%e our teaching s#ills. As a future e$ucator' it is critical to remem.er to en2o stu$ents an$ e%er thing the ha%e to offer.

B.

Teaching 7etho$olog ' ?trategies' O.2ecti%es

Teaching Portfolio.

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In m case I going to .e a com.ination .et"een each metho$' .ut some of them I going to use more than other for e&ample I "ill use the English as EFL' I am going to use a communicati%e approach' "ith it "ill $e%elop in m stu$ent communicati%e competences' "ith this approach stu$ents are capa.le to $e%elop their s#ill 5listen' spea#' rea$ an$ "rite6. No" that I ha%e the approach a nee$ to select the .est metho$ 5all metho$ has the o.2ecti%e to help stu$ent1s learning6. If I gi%e m stu$ents a paragraph a.out :iographies of ?al%a$oran Personalities i going to use the Grammar translation 7etho$' .ecause the ha%e to translate the target language into their nati%e language' in this case stu$ents can #no" a.out grammar structure' the techni9ue that I "ill use is rea$ing an$ comprehension 9uestions "ith it stu$ents tal# a.out someone=s life use a ne" %oca.ular an$ the #no" a.out grammar rules' an$ the can impro%e their rea$ing also Fill,in,the .lan#s. An$ the strategic "ill .e a horseshoes it ma#es feel less sh m stu$ents or roun$ta.le' use some $ialogues' con%ersations' an$ ans"ering 9uestion. The things are tr ing that m stu$ents can feel self,confi$ents "ith themsel%es! in this case the tr gi%ing their opinion a.out specific topic' I as teacher concern help stu$ents get through rough times an$ #eep on "or#ing. In this case the o.2ecti%e is' encourage interaction .et"een .oth an$ pro$uce spo#en an$ "ritten English. An interesting metho$ that I going to us is The Cirect 7etho$' hire the teacher use al"a s the target language an$ stu$ent too' teacher can use the Rialia' I can use $ifferent #in$ of tool that help me to $e%elop the class an$ for .etter un$erstan$ing of stu$ents' if stu$ent has a 9uestion teacher can ans"er using pictures' o.2ects' paper' .lac#.oar$' $ra"ing' etc. . ?ome techni9ues that I "ill use are/ con%ersations practice' $ictation' 9uestions an$ ans"er e&ercise' "ith the use of the technolog I can sho" them some pictures $escri.ing the a$2ecti%es' at the presentation I am going to as# them that each stu$ents $escri.e to another stu$ent using the a$2ecti%es' or sho" them a %i$eo a.out the topic an$ them as# to e%er .o$ some 9uestion a.out it' .ecause I ha%e to encourages interaction .et"een stu$ents an$ facult . All those tools help to stu$ent an$ teacher to ha%e a .etter learning an$ at the same time it metho$ helps to $e%elop stu$ent1s rea$ing' listen s#ill an$ teacher can corrects a grammar mista#e. Another metho$ to use is total ph sical response 0hen I am teaching a secon$ language I ha%e to use this metho$ to ma#e the stu$ents learning process turns easier' especiall those stu$ents "ho $o not ha%e a pre,#no"le$ge a.out a certain topic' this metho$ ma#es them to comprehen$ in a .etter "a the language a.out an topic. The are follo"ing some comman$s or instructions that teachers gi%e to them an$ the are learning some "or$s . performing the action. This reall interesting an$ funn at the same time' "hen teachers appl this metho$' stu$ents learn in an entertaining "a through repeating some actions an$ mo%ements after the teacher $oes an$ also it helps to memori-e easil man "or$s an$ ou can encourage "ith his8her stu$ents. An interesting thing is that stu$ents can learn through o.ser%ing actions. ?ome techni9ues that teacher can implement are use comman$s use of Total Ph sical Response metho$ in the classroom is prett important .ecause it facilitates the learning process' an$ the teacher uses a series of acti%ities in "hich the stu$ents pla $ifferent roles' follo"ing intrusions that help to their comprehension part.. Also ou can use all the metho$ that e&ists. Teaching Portfolio. Page 8

The au$io,lingual metho$ is also oral, .ase$ approach' stu$ents get #no"le$ge . actions an$ listening' . $ialogues . pictures' . %i$eos' teacher can ma#e $ialogues memori-ation' use of animal pairs' 9uestions an$ ans"er $rill' complete the $ialogue' grammar games' stu$ents' get the language "ith practices. Teacher can use a strateg presentations using po"er point' or using a "e. site' or as# stu$ents that the ha%e to present a %i$eo' as#ing a.out a specific topic' One of the principle o.2ecti%es is to facilitate stu$ent his8her learning English' encourage stu$ent,facult contact to get a .etter un$erstan$ing' to .e a up$ate$ teacher' pro%i$ing a "ell,maintaine$ ph sical en%ironment for teaching an$ learning' an$' to .e fle&i.le so as to .e a.le to respon$ as an$ "hen is necessar . For each class I "oul$ li#e to #no" something ne"' an$ I "oul$ li#e learn ne" things from m stu$ents' also a "oul$ li#e .e a $ifferent teacher that can us e a $ifferent techni9ues to .e more easil stu$ent4s learn.

References

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p$fhttp/88""".google.com.s%8url; saEtFrctE2F9EFesrcEsFsourceE"e.Fc$E*F%e$E)CCLLF2AAFurlEhttpKAA K(FK(Fstaff.m9.e$u.auK(Fpu.licK(F$o"nloa$.2spKAFi$ KAC*)(MB)FeiEM%sRGDA IICf#Aeim<C":LFusgEAFL2CNHuLBnN, +H pO N"ua*0-AO9CeH@LF.%mE.%.@((M@+@)'$.e0) https/88""".google.com.s%8; g"sDr$EcrFeiEfAcOGBOOHIPI#Ae?>IGo:"J9E$escargarPgratisPteachingP. Pp rinciplesPp$f https/88""".google.com.s%8; g"sDr$EcrFeiEfAcOGBOOHIPI#Ae?>IGo:"J9E$escargarPteachingP"ithPst leP ofPAnthon PfFspellE*

Teaching Portfolio.

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