PDP Goals Summary

As a person who wanted to develop myself in a continues process, I started to organize all my
teaching practices experience and gather the most challenges that I had during teaching. Next, I
planned to put a professional development plan (PDP) goals to follow through my next practices to
achieve it and improve myself into a better teacher for myself, my students and my country.
Furthermore, Hassel (1999) had believed that professional development plan (PDP) goals are the
process of improving staff skills and competencies needed to produce outstanding educational results
for students. To add the more teachers attend to develop their professional through a tight plan, the
more results came in students learning development and that what all teachers around the world aim
to (U.S. Department of Education, 2002).
For my professional development plan, I chose three goals to follow for a year and see what I will
improve and what I need to change in my way of teachings. The goals were:
1. Create at least four interested activities for educational videos to enhance the understanding of
ESL.
2. Improve classroom management using variety of behaviour management strategies.
3. Participate in professional development activities especially conferences and workshops
attendance.
From the three goals I came up with so many things that changed my way of thinking, way of
teaching, way of applying my lessons and the way to communicate and understand my students.

1. Create at least four interested activities for educational videos to

enhance the understanding of ESL.
Related to the UAE vision of 2021, the ministry of education has focused in engaging using
technology on students curriculum. As a future teacher in the UAE, it will be useful to use
educational videos as a way of teaching methods, but I always fall in the challenge of planning the
suitable activities for enhancing the video/lesson aim. Moreover, the activities for the educational
videos will be helpful for kinaesthetic students since they couldnt be focus like the auditory and
visual types of students.
To add, this goal is connected to the implementing competency that I seek to develop. Because from
my point of view, the way of teaching is have to be in a way that the students will like and consider it
as fun by applying what they learned instead of having the information as lecture and only memorize
it for exams. In addition, Students should learn by doing instead of observing and memorizing
informations only in classes (Hassel, 1999).
One of my best practices in this goal is when I did a video about one of the students making a pizza
and giving instructional verbs as a lesson then students should do an activity of making sentences
using the same verbs or other verbs from their minds. The students had enjoyed the idea of seeing one
of their friends on the video making a pizza and giving instructional verbs. After that day I received

videos from half of the class of making a pizza with using instructional verbs. That made me happy as
a teacher to see that students had apply what they learn into their real life. When students practice
doing things in the activities, that is the key major for a successful and interesting class (Buck &
Jemma, 2013)

2. Improve classroom management using variety of behaviour

management strategies.
In some semesters, I faced some challenges with dealing with students because of the gab in my
classroom management skills. So I decided to focus more in students behaviour to manage the class,
improve myself and my ways of teaching. Moreover, it would improve students focus and will let the
students to give more creativity and critical thinking. From my pervious TP, if the classrooms were
managed and flexible, the students were more active with giving great answers. Skinner reflected that
students could be encouraged to learn if there were some reinforcements (Lieberman, 2000).
Connecting to managing learning competency, I used different equipments and strategies that helped
students to challenge them becoming better into higher levels. In addition, I made my own rules and
routines building up into other teachers experiences that helped me move smoothly between an
activities to another without losing students focus. Besides, connected to assessments competency I
used technology methods to communicate with students parent and students themselves to let them
see their achievements and their developing process. Doing that made the children happy about their
achievements especially when they knew that their parents watching their behaviours and learning
outcomes.
One of my best practices was Dojo website where the students were trying their hard to get points
reflecting to their good behaviours. The points were given as positive reinforcement if the students
were helping others, being on task, participating, doing team work, working hard, behaving well and
being a super star. In the other hand, some students get negative reinforcement points which for; being
disrespect, not doing homework, talking out of turn, not being prepared, misbehaving, being off task
and taking in Arabic. Additionally, I sent an invitation for parents telling them what is Class Dojo
website having their own codes to get in and see their childrens achievements. The parents were
happy about the website since they could see their childrens behaviours and achievements in the class
with a report in the website about their children. Besides, students who were in low level had
motivated to try and do their work on time and do their best to let their parents see that. From what I
believe, parents could be an impressive solution for changing students behaviour in school since
students are seeking to get attention from their parents especially for being better (Shah, 2009).

3. Participate in professional development activities especially

conferences and workshops attendance.
In my core believe I think participating in professional development activities especially conferences
and workshops attendance could bring benefits alongside it. It helps to build up leadership skills that I

as a teacher needed when I teach. This leadership will help with building trust between me with the
other teacher and the students which will increase the motivation to all of us. Moreover, it would let
the students know how to interact with real life skills. Having outdoor workshops will let the students
taste the reality of learning from the surroundings (Edwards, 2003). Besides, it will help students to
feel comfortable near their teacher outside and inside the classes.
Connecting to professional commitment competency, participated in the school activities and
workshops which are focus in improving students learning and life skills taught me how to plan
workshops to apply it and get more real teaching experience inside the classroom and outside it. In
addition, connecting to implanting learning competency, I made a bond with students and teachers
through communication and I got to know my students interests more to implement better learning to
them.
One of my best practices in attending workshops was getting to have instructions from government
departments workers on how to do workshops. The workshop that the policemen and Etisalat
Company had done had taught me how to link the workshop concept into the people who do it. I
thought that as a teacher I could give any workshop like sewing, cooking and others but I learned that
each specialized worker should do what he/she knows the best. I discussed with the policeman about
how to do a workshop for kids and he said that it should be simple and interesting. He added that
students wouldnt understand the workshop without experiencing the thing, making models and
giving instructions which are important for the learners. Letting the students understand the
instructions and apply what they learn and model it help them be more confidence and creative
towards their work (Ana & Basurto, 2014).

I think for my next practices, I will continue with the second and third goals to get better results for
myself and become a better teacher. Moreover, I will try to put new professional plan and goals to
follow to get over my teaching boundaries and challenges

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References:
Ana Cristina, T. T., & Basurto Santos, N.,M. (2014). Pronunciation instruction and students' practice
to develop their confidence in EFL oral skills. Profile, 16(2), 151-170. Retrieved from
http://search.proquest.com/docview/1677198443?accountid=1215
Buck, Jemma; Wightwick, Christopher. (2013). Teaching and Learning Languages: A practical guide
to learning by doing. Routledge. Retrieved from http://www.myilibrary.com?ID=425465
Edwards, A. (2003). Researching pedagogy: a sociocultural agenda. In D. Scott (ed.), Curriculum
studies: major themes in education (pp.7-31), V. 3. Pedagogy, RoutledgeFalmer, London & NY.
Retrieved from;

http://lsg.ucy.ac.cy/girep2008/papers/DEVELOPING%20OUTDOOR%20PHYSICS%20PROJECTS.
pdf
Hassel,E.(1999).Professional development: Learning from the best.Oak Brook, IL: North Central
Regional Educational Laboratory (NCREL).
Lieberman,A.(2000).Networksaslearningcommunities:Shapingthefutureof teacher development.
Journal of Teacher Education. Retrieved from
https://www.academia.edu/9268508/Classroom_Management_A_Critical_Part_of_Educational_Psyc
hology_With_Implications_for_Teacher_Education
Shah, P. (2009). Motivating Participation: The Symbolic Effects of Latino Representation on Parent
School Involvement. Social Science Quarterly (Wiley-Blackwell), 90(1), 212-230
U.S. Department of Education.(2002).Guidance for the Reading First program. Washington,DC:
Author. Retrieved from http://www.ed.gov/programs/readingfirst/guidance.doc