Portfolio: Teaching Practice

Curse: Teaching Practice

Ftima Lourdes Duran Vsquez







Universidad Gerardo Barrios Usulutn





Introduction
This teaching portfolio describes the development of my teaching techniques and style. It
aims to present my overall teaching approach and philosophy as a product of continual
reflection on success and feedback from teaching practice, guided by theoretical knowledge
about the learning process. The sections on my teaching history, together with my
reflections on particular aspects of past assignments, show the range of teaching tools I
have become familiar with, how I have employed them in practice, and how I have tried to
enhance their effectiveness. The composition and continual revision of this teaching
portfolio has proved immensely useful for me. It supports a reflective approach and has
helped me in becoming aware of my strengths, improving on existing weaknesses and
constantly monitoring my own development as a teacher. Taken part in blended-learning
materials and course development, and conducted teacher workshops.
















In my portfolio I made a compilation of all that I went to teach, and with methods and
techniques that promote education, with the syllabus to publicize what were the objectives;
that want to go to teach at a school. In class is occupied the elements necessary to teach the
class, with methods procedures, to motivate each student to learn more about the content.
Through a portfolio is given to collect everything that need with lesson plan twith the plan
to distribute the necessary to get to know very I taught content, dare class, with the required
time and know the materials, and how the class was developed. With the procedure which
is made cannot be taken to the base to get be a good teacher, thus collect the experience
and have evidence of what was done, with techniques that favor teaching the English
language.


Personal Teaching Philosophy

I believe that the education is one significant way to make our world a better place.
Education is not separate from the world, then, but Implicated in the Problems and
possibilities of our world. What might be called the function of education is most evident
for me when teaching school and researching in the discipline of rhetorical studies and the
larger field of communication. This profession definite belief in myself, of who I will be as
a successful teacher, for development of learning with the students. One of skill I will
utilized in building the before mentioned environment is found in the ability to
communicate efficiently with ones students. I will also respond well to change in being to
get learning from others in trying new approaches in lesson construction and delivery.

My teaching methodology main objective is to inspire learning of content as well as
developing the skill necessary for students to explore content and draw intelligent
conclusions independently. I am committed to inspiring this critical exploration through,
stimulating aware of different learning styles teaching across subject boundaries, providing
individualized accommodation , involving students in goals setting, where appropriate and
being able to recognize and seize the moment when teach able moment occur. All of these
approaches can be fostered through creative lesson planning. I aspired to be instruments for
providing instruction, to students in the art of exploration. I will be the guide for their
student brings to the table, identifying what the students wishes to know about a topic, and
lastly assisting in the identification of what the classroom team has learned.
The various qualities and methods discussed here provide the framework; for my successful
participation in the learning environment. This is the one area I have put the most effort
into and I believe it is one of my strongest qualities as an instructor. On the one hand, I
want to put students at ease so that they will ask questions and feel comfortable. I
implement multiple techniques to assess student learning over the course of the semester.
Particular assessment measures are used based on the developmental level of the course.
For introductory courses specifically, minute papers and point assessments are taken on a
regular basis. Such measures are implemented so that I may receive frequent feedback on
students comprehension of course content. In more developmentally advanced, upper level
courses assessment techniques such as reading journals are reviewed in order to highlight
relevant points and guide class discussions.

E-learning and blended learning.

Each class I can ask to the students of their culture, any new experiences from their study
new technology. They can learn with spaces and enabling technologies encourage, in the
class the students spended more time on campus, increasing engagement and improving
retention. Understanding the traits and habits of students and potential should shape the
discussion of learning spaces. A quick scan of any campus will reveal students hanging out
alone or in small groups while reading, taking notes, writing, chatting, or simply enjoying
campus life. There may be another layer of activity beyond the obvious, however, enabled
by cell phones, iPods, personal digital assistants, and laptops. Both student habits and their
technologies raise questions. If students carry laptops to class, does this affect how we
equip the rooms. Will the generation that has grown up with video games, camera phones,
and home theater systems be satisfied they have opportunity for learn most of English.

Students can entertainment with environments, images the content of grammar and high
fidelity sound. Most students have played video games since childhood; almost all have
been exposed to them. In addition to sophisticated story lines and opportunities for
collaborative play, games employ stunning visual and sound effects along with complicated story
lines. Students may have technically advanced home entertainment systems featuring large, high
resolution displays and elaborate sound systems. Video-game consoles can generate complex
graphical data rendered in close to real time. Home theater systems rival movie complexes. While
students have access to more networked technology than their predecessors, technology does not
guarantee proficiency.

I can plicate diverse dimensions to the class; the students with the interspersed interactive,
discussion in group of work. I can talk about the ability of develop English to learner around in
their level; these techniques are maps of the lecture that facilitated their group formed and save
time. The presentation in the computer is designed for that the student followed rule of English.
The Seats in rows, that student get obtain learned better and listened. As a result, classroom, and
studio designed that provided the students with ample Opportunities they can participate and
become exit for learn.











Teaching Principles
Principle


Description Development
Self
Confidence


















The teacher has to provide to the
student throughout his teaching, from
hence has to involve all to create one
of friendship; and have a pleasant
learning environment.

In the classroom had to
motivate the student to put
in practice all educational
values, further the text of
Reflection and duties. So
that they could have a
better commitment and a
good education.
Self Control
















It is important to select age-
appropriate goals for students who
are learning self-control. Try
simple goals first, where success
is expected, one goal at a time.
The students should learn
appropriate self-control behaviors

with the review of questions
provide feedback could be as
taught, and so could reflect on
the words and concepts that
are not understood, is asked
suggestion reflect on the
lessons of what they learned













Institute National de Usulutn
DATE TOPIC READINGS TO BE
DISCUSSED
ASSIGMENTS
Week 1 Topic 1 Being Bilingual Bring class into focus and recap
yesterday's discussion to associate many
different lenguage; relate it how second
lenguage
Week 2 Topic 2 Goog talking to
you
Discuss free-time activities briefly,
focusing on his creative in from the class
Week 3 Topic 3 Is there anybody
out there?
the Class should discussion in regarding
to the language on different culture
Week 4 Topic 4 Functional
lenguage
The students should choose to one person
in the class and talk about imagine that
they are the persons of pictures
Week 5 Mid term
Week 6 Topic 1 survival The students will develop the sentences
that are in the book about outdoor place,
why do they like it.
week 7 Topic 6 Capturing the
wild
In The class the students should read the
sentences and correct the false sentences
in pair
Week 8 Topic 7 Animal
encounters
The students the practice the past simple
and past continues, they should discuss
the question
Week 9 Mid term
Week 10 Topic 8 Functional
language
They should listens to the conversation
and write about a vacations in different
places

Syllabus


Subject-matter: teaching practice
Named of teacher: Fatima Lourdes Duran Vasquez
Hours: 40
Year: 2014
Days: Sunday Monday Tuesday
Classroom: 32
Code: 12738



Description: The subject is based on putting into practice the knowledge that is
acquired during the process of learning; the practices are a guide of teachings, with
the purpose of applying educational texts, which contribute a better academic
performance.





Justificasion: during the development of the practice are presented a series
clasification, which reflects the handling of the matter and with the design
professional drafting; with different activities to implement the active class.


General objectives:

Aim general: use the teaching resources for learning a specialized discipline in put
in emphasis the methods and techniques that are going to use incentive that
understands the language.

Aim specific: Determine specific content that will be developed in different set
times, allowing the student to be motivated in all activities carried. Apply
knowledge, techniques, and acquired skills correctly follow oral and written
instructions

Instructional Strategies: Before starting each unit, the instructions it was prepared
each exercise it was explained in detail.






High school: Instituto Nacional de Usulutn
Instructor named: Fatima Lourdes Duran Vazquez course level: 2
Date: March, 11 2013 time: 40
Unit: 1


topic objectives Wram up
activity
Language
structure
Wrap up
activity
timming Resource
Being
Bilingual


Develop the
way the
students
understands
the manner of
talk English
with different
persons of
idioms and
culture,
traditions,


Students will
be to able
speak with
different types
of dialog and
they would
work in pairs
talking about
the language of
country in
different
culture and
place with
traditions
t- will use the
book to read the
text with
appropriate
expressions

st- will repeat
the text for talk
about of culture

t- will describe
the country in
conversation
with language
of persons
doing activity
in their way of
style life

st- will identify
the grammar in
reading and
they can speak
in pair .

t- will write
vocabulary of
conversation in
the board as
feeckback

St. will develop
the activity in
each other ask
to the history of
which country
and culture they
pick up
What was
your
favorite
activity?

What can
you teach
for you
classmates
from
todays
lesson?

Tell
everyone a
new word
you
learned?

What topics
were
discussed
during the
class?

What was
the most
important
thing you
learned
today?

Can you
remember
the
homework
assignmen
30min


30min

30min

30min


30min


30min


30min
Board

TV

Laptop


Book



working
guidelines


paper

dictionary

Marker

Poster

Desks

Pencil


Eraser

Audio

Tape

charts






























































REFERENCES:

BY FATIMA LOURDES DURAN VASQUEZ



Thorne, K. 2003, Blended Learning: How to Integrate Online and Traditional Learning,
Kogan Page, London

Carol y CLELAND Janell, (1995) the portfolio as a learning strategy,
Boynton/Cook publishers, United States.


































High school: Instituto Nacional de Usulutn
Instructor named: Fatima Lourdes Duran Vazquez course level: 2
Date: March, 11 2013 time: 40
Unit: 3--------------
topic objectives Wram up
activity
Language
structure
Wrap up
activity
timmin
g
Resource
Icons

Learn how to
express the
relative
clauses and
talk about
famous


Students will
be to able
underline all
the examples
in the senteces,
with
t- will use
answer the
question about
the reading
using complete
sentences

st- will listen to
What was
your favorite
cultural
icons?

What do
think to talk
of name as
30min


30min

30min

30min
Board

TV

Laptop


Book




















building, the
culture to
write
paragraphs
from main
ideas with
coherence
and clarity.
pronunciation
to talk about a
person or thing
in general way
with singular
countable
nouns.
three people
giving an
opinion about
some of the
icons above.

t- will look at
senteces and
write polite
requests for
them


st- will can
recognize polite
request in oral
conversation

t- will share the
reading with
the group

st-students can
write different
type of dialog
with
grammatical
accuracy
many
different
types of
landmarks?

Work in pairs
for recognize
the culture of
country?

Listen to
short extracts
from audio
where the
people are?

Look in the
sentences
replace of
relative
clause?

Read the
article look at
the parts of
the text
answers?


30min


30min


30min




High school: Instituto Nacional de Usulutn
Instructor named: Fatima Lourdes Duran Vazquez course level: 2-----------------
Date: March, 11 2013 time: 40
Unit: 3






topic objectives Wram up
activity
Language
structure
Wrap up
activity
timming Resource
Being
Bilingual


Recognize
common
expressions
used to
manner of ,
incorporating
vocabulary of
places in
countries,
analyse texts
articles,
describing as
they write
stories


Students will
be to able write
sentences in
places and
food,
memorize
countries with
their culture by
making use of
the verbs
discuss
responses,
comparing the
conversation
with
themselves
t- will use the
book to read
the text with
appropriate
expressions

st- will repeat
the text for talk
about of culture

t- will describe
the country in
conversation
with language
of persons
doing activity in
their way of
style life

st- will identify
the grammar in
reading and
they can speak
in pair .

t- will write
vocabulary of
conversation in
the board as
feeckback

St. will develop
the activity in
each other ask
to the history of
which country
and culture
they pick up
What was
your
favorite
activity?

What can
you teach
for you
classmates
from todays
lesson?

Tell
everyone a
new word
you
learned?

What topics
were
discussed
during the
class?

What was
the most
important
thing you
learned
today?

Can you
remember
the
homework
assignmen
30min


30min

30min

30min


30min


30min


30min
Board

TV

Laptop


Book



working
guidelines


paper

dictionary

Marker

Poster

Desks

Pencil


Eraser

Audio

Tape

charts









High school: Institute National de Usulutn
Instructor named: Fatima Lourdes Duran Vazquez course level: 2
Date: March, 11 2013 time: 40
Unit: 3
topic objectives Wram up
activity
Language
structure
Wrap up
activity
timmin
g
Resource
Icons

Learn how to
express the
relative
clauses and
talk about
famous
building, the
culture to
write
paragraphs
from main
ideas with
coherence
and clarity.


Students will
be to able
underline all
the examples
in the senteces,
with
pronunciation
to talk about a
person or thing
in general way
with singular
countable
nouns.
t- will use
answer the
question about
the reading
using complete
sentences

st- will listen to
three people
giving an
opinion about
some of the
icons above.

t- will look at
senteces and
write polite
requests for
them


st- will can
recognize polite
request in oral
conversation

t- will share the
reading with
the group

st-students can
write different
What were
your favorite
cultural
icons?

What do
think to talk
of name as
many
different
types of
landmarks?

Work in pairs
for
recognizes
the culture of
your country?

Listen to
short extracts
from audio
where the
people are?

Look in the
sentences
replace of
relative
clause?

Read the
30min


30min

30min

30min


30min


30min


30min
Board

TV

Laptop


Book












High school: Instituto Nacional de Usulutn
Instructor named: Fatima Lourdes Duran Vazquez course level: 2-----------------
Date: March, 11 2013 time: 40
Unit: 3
type of dialog
with
grammatical
accuracy
article look at
the parts of
the text
answers?
topic objectives Wram up
activity
Language
structure
Wrap up
activity
timming Resource
Being
Bilingual




t- will use the
book to read
What was
your
30min

Board















Recognize
common
expressions
used to
manner of ,
incorporating
vocabulary of
places in
countries,
analyse texts
articles,
describing as
they write
stories
Students will
be to able write
sentences in
places and
food,
memorize
countries with
their culture by
making use of
the verbs
discuss
responses,
comparing the
conversation
with
themselves
the text with
appropriate
expressions

st- will repeat
the text for talk
about of culture

t- will describe
the country in
conversation
with language
of persons
doing activity in
their way of
style life

st- will identify
the grammar in
reading and
they can speak
in pair .

t- will write
vocabulary of
conversation in
the board as
feeckback

St. will develop
the activity in
each other ask
to the history of
which country
and culture
they pick up
favorite
activity?

What can
you teach
for you
classmates
from todays
lesson?

Tell
everyone a
new word
you
learned?

What topics
were
discussed
during the
class?

What was
the most
important
thing you
learned
today?

Can you
remember
the
homework
assignmen

30min

30min

30min


30min


30min


30min
TV

Laptop


Book



working
guidelines


paper

dictionary

Marker

Poster

Desks

Pencil


Eraser

Audio

Tape

charts