TEACHING PORTFOLIO

If a person is persistent, albeit hard to understand, will be intelligent, and even weak will become strong. By Leonardo da Vinci
MELISSA ELVIRA FERRUFINO APARICIO

2014

.
03/03/2014

Teaching portfolio

A) Introduction. In This process, the realization of a portfolio is important, because the portfolio represents who a teacher is and what he or she has achieved over time. A teaching portfolio is a means of documenting skills such as communication, creativity, and critical thinking. More important, it reflects professional development, self-reflexion, and achievement of goals. Designing and implementing a portfolio enables to school to describe their achievements during a specified period of time. To use a structured Portfolio to establish a predefined organization in anticipation of work that will be completed. Only the time spent in the classroom and that professors spend very little time teaching. Teachers must demonstrate that the hours spent in the classroom are only part of the real work of teaching. One means to this end is the teaching portfolio, which can provide teachers with a vehicle to document the quality and quantity of their teaching. Contents in this document: Introduction. What is a teaching portfolio? Self-Evaluation and Reflection Why do I need a Teaching Portfolio? How should I structure my teaching portfolio? Teaching Responsibilities. Teaching Philosophy Statement. Teaching Methodology, strategies, objectives.

b) What is a Teaching Portfolio? Teaching portfolios can be defined in at least four ways by focusing on their purpose. First, teaching portfolios are vehicles for documenting teaching, with the emphasis on demonstrating excellence (see, e.g., O'Neil and Wright 1992). Second, teaching portfolios are vehicles that empower professors to gain dominion over their professional lives (see, e.g., Seldin 1991). Third, teaching portfolios are vehicles to provide institutions of higher learning with the means to demonstrate that teaching is an institutional priority (see, e.g., Braskamp and Ory 1994) Fourth, teaching portfolios are vehicles for individualizing faculty development (see, e.g., Seldin 1993b; Shore et al. 1986). A teaching portfolio is a collection of documents and other items that provides information about aspects of a teachers work. It serves to describe and document the teachers performance, to facilitate professional development, and to provide a basic for reflection and review.

Teaching portfolio

c) Self-Evaluation and Reflection My self-evaluation, I take in consideration my teaching experience in the school, I knew I had to work with students from 7 and 13 years old, and I knew, I was facing was not easy, at that time, I had only completed two years of study, and really had not learned enough, and I did not have enough knowledge of techniques and methods to make my teaching practice. And the other hand, It is important to do the self-Evaluation because, is a way to identify the strong aspects of their practice, as well as their weaknesses which may need and make improvements over time. It is important understand that evaluating your teaching does not mean you are a bad teacher, in fact, it means quite the opposite.

My Reflection It is about all those things that impacted my individual values, viewpoint, styles of communication and experiences. My reflection helps me to achieve an understanding of who Im. It is important to have knowledge of what will develop into classes, what methods, methodology and techniques to know that I will use in my classes. If I make good my lesson plan, I will succeed in my classes with my students.

d) Why do I need a Teaching Portfolio? It is important to create my Teaching Portfolio because; it can help me and provides information about different aspects of my teacher work. To facilitate professional development, and to provide a basis for reflection and review. The teaching portfolio can serve many purposes, including:

Reflecting on my goals as a teacher. Assessing my teaching strengths and areas which need improvement. Documenting my progress as a teacher. Identifying my personal teaching style. Using elements of the portfolio to promote dialogue with fellow teachers. Gathering detailed data to support my goals. Collecting multiple sources of evidence that document the implementation in my teaching goals and their success.

Teaching portfolio e) How should I structure my teaching portfolio? A structured portfolio should be organized, complete, and creative. Because a portfolio describes and documents the abilities of a unique individual. A portfolio can include a number of different types of documents, and my teaching experience, those which you may choose to include will depend on my purpose for creating a portfolio; my discipline; In spite of the variation that exists across portfolios, the following materials are often included:

Introduction. Artifacts. Statement of teaching philosophy. Description of teaching experience (responsibilities). Course planning artifacts: sample course syllabus, lesson plans, assignments, and exams. Evidence of teaching effectiveness: summary of student feedback, department evaluations. Teaching awards and recognition. Professional development efforts. Conclusion.

f) Teaching Responsibilities. I have a lot teaching responsibilities specialty whit my students, depending of my development with my portfolio. I had my first teaching experience in the school and I knew that Classroom experiences are a vital part of your teacher education. Theres simply no better preparation for future teachers than observing how students react to different styles of instruction and how good teachers adjust in response. Three factors determine how any of us go about teaching. 1- Our personality, background, tastes, and attitudes 2- Our own experiences as students in school; and 3- What we learn as a student of teaching. If we are to restructure big parts of the school day for students to make decisions about their learning, select and explore alternatives, and purpose some of their own interest and goals, then I have to tell them accountable for finishing the jobs they start, monitoring their own performance.

Teaching portfolio g) Teaching Philosophy Statement A teaching philosophy statement it is a brief and focused narrative expressing my belief, attitudes and values regarding teaching and learning. Most portfolios incorporate a statement of the Teacher's philosophical beliefs about teaching and learning. Philosophical beliefs shape, sometimes in subtle ways, human behavior. When teacher reflect on how a particular reading, a specific teaching style, or a particular assignment relates to their philosophy of education, they are examining deeply held convictions. It is important to take in consideration this: Why do you teach: I teach because, for me, it's the most effective and most enjoyable way to change the world. We need to change this world, and this is the way I'm choosing to do it. Teaching allows me to work on hearts and minds, to guide my students in becoming empowered, engaged, and creative. That's why I teach. How do you teach: I will use the different methods, strategies, and techniques etc. remembering that all teachers have different ways to teaching. What do you teach: it is important take some aspect, Across all ages, languages, and subjects, teachers are, and need to be, some of the most widely skilled people around in order to be successful. A day in the life of a teacher I can vary greatly depending on the grade level in which I teach, on this occasion I will in high school. How do you measure your effectiveness: Measuring management effectiveness requires defining the meaning of effectiveness within the context of my organization. And it is will be measured by the scores of my students.

h) Teaching Methodology, strategies, objectives In this step I describe some mythology, strategies an objective, will be use in my teaching. As we know, we have a lot of method but my teaching experience Im going to take some of them: The Direct Method, because to accomplish this emphasizes conversation and pronunciation, while downplaying the traditional study of grammar through reading and writing. Use activities to encourage students to listen, speak and think in the language they are learning without hesitation, the technique I will be use are reading aloud and conversation practice, because the students take turns reading sections of a dialog, at the end of each student, and can be do some conversation about some topic, I will use some pictures, video etc. The other I will be use Audio-Lingual method because in this method we can use that language acquisition this occurs through habit and repetition. Use the techniques: Dialog

Teaching portfolio memorization; dialogs or short conversations between two students are often used to begin a new lesson. Students usually take the role of the one person in the dialog, and the teacher the other. Other technique is Repetition drill, students are asked to repeat after me as accurately and as quickly as possible. And other is Grammar game, because the games designed to students a grammar point within a context, I will use alphabet game. With the discourse as its focus, the method emphasizes oral exercises and repetition of idiom, as well as pronunciation. In this method I will use: the Radio, exercise in some software, dialogues etc. It was created based on psychological and linguistic theories of the time, such as behaviorism of Skinner and the structuralism grammar of Bloomfield. The creators were totally in disagree with using grammar rules and translation teaching, and with the intervention of the mother tongue in the process. However, they thought that the ultimate goal of language teaching was that the student mastered the language structure (grammar basically). Other method is Community Language Learning; Actually Community Language Learning is an old method in 1970s. It is well known as a humanistic-oriented methodology which the people now often call this method as a humanistic approach to language learning. The terms of humanistic used here refers to the mixture of all other emotions and feelings of learners in the teaching learning process, this methods allows me to have more communication with my students and, I will be use some technique, for example: reflection on experience, I can take a time and reflect about the activities and to give the students the opportunity to reflect on how they feel about the language learning experience.

Bibliography. Techniques and Principle in Language Teaching, Diane Larsen-Freeman. Professional Development for Language Teachers. Jack C.Richards http://bern.library.nenu.edu.cn/upload/soft/0-article/023/23088.pdf Cambridge Dictionary. Teaching the Best Practice Way: Methods that Matter, K-12

Teaching portfolio