Teaching Portfolio - Admission/Application Essay Example

Teaching Portfolio Introduction: ment of teaching philosophy Teaching philosophy is an individual reflective statement that one believes about teaching and learning. As English teacher for ten years, I have had a great experience with my student in grammar and other skills. This concept has triggered my knowledge and anticipation of what I am practicing in classroom. For my growth in teaching profession ,teaching philosophy has been growing from time to time, since I joined this profession I have been encouraging my students to be participant in the exchange of intellectual ideas so as to become part of my teaching process (Wolf, 1996, p 35). My goal as a teacher for the past ten years has always been tremendous and I have always consider them as workable and fruitful in terms of results .first, through the use of various tools to improve assessments, the students are expected to master the knowledge of what I have taught in classroom by giving them exercise after every topic that I introduce in class, this enables me to detect if the topic was well understood by the student and the knowledge will be passed to them which will enable the student to reflect about the topic. Secondly, effective organization .effective organization is vital tool for planning and clear overview (Urbach, 1992, p 47). This enables me to have a clear plan of what topic I will be teaching at what time over a given period of time. I have always been using this as my tool to complete my course work on time and able to asses my student to gauge their level of understand and what they have grasp during that particular time. An effective organization draws a clear path on what direction I will be taking in coming years hence I am able to easy my day to day organization .engaging students in my teaching activities is my goal in enabling them to achieve their results, although most of the profession consider this as time consuming and require a lot of attention, this art of engaging students in my teaching provide wide range of option to divers activities. Due to technological advancement, I will be able to introduce students in interactive technology like social medial and electronic media as a learning toolkit for developing their learning skills. Hence the issue of fear to speak in public will be overcome as majority of students are unable to communicate in public because they luck self esteem. Furthermore engaging with student create equality between teacher student relationship in the sense that we are brought in the same level where by the student will be freely to ask any question that he or she was unable to grasp during the normal lesson period and also to challenge anything that you might consider doubtful (Wolf, 1996, p 32). To empower students to be self reliance without depending on only what I am teaching, the concept of personalize learning is important for the growth of any person who has knowledge thirst. With the advancement of technology presented, the students need to embrace group activities and your main focus will be on the managerial of the activities that are on the group. This will create a room for group creativity and bring about solution to urgent issues without affecting important one the ability of student to be able to be flexible in learning is important as they will be able to adhere to the planning that you might bring abruptly without notice on time. Equipping students with sets of application will enhance conducive learning environment for better work at classroom. This will enable students have free interaction among themselves (Murray, 2004, p 32). The opportunities that I have encounter is by interaction with different groups of students who have differ opinion on my mode of teaching, this has enable me to develop different mode of teaching to accommodate all. The greatest challenge that I have learn is to come up with the correct teaching model of which is time consuming and strenuous (Murray, 2004, p 33). As a teacher, my ability to mix teaching material and ability to interact with student closely enables me to get a clear perception of students towards my teaching skills and able to gauge if they have grasp what I have taught in class will be able to know what method is best for particular student. Through the use of interaction technique as my mode of teaching, I came to realize students were much alert and they would ask question freely than when I used when I use projectile presentation. This shows my ability of gauging what method is best for particular student (Penn State University, Schreyer Institute for Excellence in Teaching, 2007, p 7). My approach to teaching has changed tremendously; first I thought teaching was only a matter of giving lectures and giving continuous assessment to gauge the understanding of the student on the topic .but with time the attitude has changed. I am able to interact with students to get their opinion on how they understand my teaching. Mixed form of teaching is important as I am able to know what technique I am going to use to a particular group or topic (Timmins & Duffy, 2011, p 65). I prefer participative form of teaching to my students. This enables my students to have good communication and interactive between them and me as their teacher, I remember when I used to teach without involving students to be part of teaching majority of my student would be sleeping and score low grades in their exams (Timmins & Duffy, 2011, p 65). 2 .Teaching performance and effectiveness Writing; this is the art that I am passing to my student to enable them to learn how to put words on paper in term of text. My delivery strategy is to group my students and permit them to network with each other and allow them to participate fully in learning how to use this art. Reading: is the action or the ability to interpret words verbally. The majority of my students find it tricky to read words that they are not common with. Through pronunciation and encouraging individual to read in class as other students listed, gives an individual to have confidence in his or her reading skills. This has worked for my students who are able to have self esteem (University of Washington, Centre for Instructional Development and Research, 1998, p 88). Listening: this is the art or science of giving the speaker attention to what he or she is presenting remember my first time in teaching class I had a challenge of gauging if the students have understood what I was saying to them, to my surprise, most of them were just looking at me as scarecrow had to come up with a plan that will enable me to stop those students that are not listening, I will ask question and random single out any student to answer the question. This has made my students to be more attentive in class (University of Massachusetts, Center for Teaching, 2007, p 77). Speaking: this is the art of an individual to his thoughts to others. Speaking is vital for any communication, in order for the student to pass the acquire technique to other person. It express the accuracy of information has always encouraged my student to write speech and exchange them among themselves each of them would read what other student have written. This makes them to convey the message that the other student wanted to pass (University of Adelaide, Centre for Learning and Professional Development, 2005, p 66). Grammar: this is the rules that govern the structure of a sentence. In order to become pro on this art, one has to be keen on his or her punctuation, tenses and other laws that guide correct grammar. Frequent engaging students on sentence construction and writing has worked magic in improving grammar (University of Adelaide, Centre for Learning and Professional Development, 2005, p 66). The approach that I have been using to improve these arts have been fruitful in improving English language among the students that I have trained and the society as a whole, I remember during one of price giving day I received an award with the credit of being the best English teacher in the entire country. It was the joyous moment in my life that I still treasure. Teaching role and responsibilities Resource provider. As a teacher, my role is to endow with learning resources to the students. This can be instruction or reading material. Curriculum specialist. This is the guidance on the topic that is going to be covered during a particular period of time. Classroom support. this is to provide the implementation of new ideas Learning facilitator, the role of a teacher is Mentor, teachers provide to role of being role model to his students. School leader, this means to be committed to the activities of the school. I deliver my module through providing of curriculum to the student and guiding them through. This enable them to understand the flow of the module .this has impacted the student positively as they are able to know which topic follows after completing one topic. I evaluate this strategy as the most success one because the students are able to guide themselves after I provide the topic for them (Seldin, 2003, p 33). I am planning to create participative classroom dynamic, this will enable the students to interact with the teacher freely. This will create a room of idea exchange for effective understand. This can only be achieving through corporation of students when they maintain the highest of discipline by observing their behavior code. As a teacher to encourage this participation, motivation is important, through rewarding and punishing students according to their performance will make them participate fully (Seldin, 2004, p 44). 3. Planning and preparation. Teaching is the art of passing or providing knowledge to an individual through education. A case study is a helps one to analyses the situation and come with the conclusion of the occurrence. For example I can come up with an occurrence that examines the reason why particular students perform poorly in particular topic and come up with the solution to avoid the occurrence in future. Hand outs are learning materials that a teacher provides for the students after lesson .An effective handout should translate what the teacher last taught in class. Visual aids are materials provided by the teacher to demonstrate or support the report. It can be pie chart or picture.lab is a room where experiments are being tested to prove the phenomenal (Schön, 1995, p 18). To develop and deliver an effective learning experience, teacher need to maintain student attention by engaging all of the students in classroom through random question to any student, this will make them to be more attentive in the class. In order to avoid leaving other students behind in learning, I have developed an idea of ensuring that I go with the tempo that is accommodative to all students. This will avoid inappropriate pace. Evaluation of what I have taught in class is another aspect that will enable me to know if the students are on the same pace with mine will giving out continuous assessment after every topic to determine who are on the same page and who are not. The idea of encouraging all my students to be on the same page as others is fundamental for the achievement of the students and teacher is the inspiration for these methods (Penn State University, Schreyer Institute for Excellence in Teaching, 2007, p 7). 4. Assesment and examination of student learning Assessment enables me to know if students have understood a particular topic or not. For the curriculum to be completed on time by the student, Continuous assessment after every topic I will be able to detect if the students have understood the topic or not. For those who have note passed the assessment I will provide them with the questioners to establish what might be the cause of their fail in that topic. If the reason is genuine I will reintroduce the topic to those how have not understand and after revision I will give them assessment again to test them. Yes, I have design new and effective method of assessment. Individual methods which will test coursework for example I will advocate the use of essay test for individual to test their grammar (O’Farrell, 2007, p 45). Professional development: past, present and future The sunrise of my teaching career came ten years ago; progressively i have experienced a lot of things within this period. For instance, having the opportunity to interact with various individuals (colleagues, students and senior administrators), as well as different educational institutions. I have learned to build my confidence in this profession over the years and better my experience gradually. With that said there are several aspects that have assisted me in going through this development they include; accountability, specialized theoretical knowledge, institutional preparation, autonomy, direct working relationships and ethical constraints (National University of Ireland Galway, 2007, p 25). Accountability has defined the quality of my teaching work, dedicating my efforts towards the holistic moulding of my students. As much as this profession may or may not have the mechanisms to reinforce this but as an individual I feel it’s best to guarantee this principal. Professionals render knowledge and skills based on theories that are most peculiar to their profession and generally beyond the understanding and capability of those outside the profession; well this has been my stepping stone over the years. The aspect of institutional preparation offered me the opportunity to gain hands on practical experience by interacting with teachers who were senior than me within the profession. I uphold autonomy in the sense that I have power over and correspondingly definitive responsibility for my work. I define the terms, processes and conditions of work to be performed by my students with reference to predefined guidelines. Working relationships in teaching is direct rather working through intermediaries and it’s through interaction with the students in classrooms. Finally, as it is with every profession ethics is an imperative element it has defined my core values which are aimed at ensuring that I offer uncompromising services to ensure the satisfaction of every student (Mues et al, 2000, p 23). The aspects above have played a significant role in my journey all through up until now, being there to ensure I follow the proper route to success. With a progression of this magnitude challenges are inevitable but they are there to make sure that I grow stronger and learn something new. The challenges to some extent are not related to each other, but some do have a relation. Understanding every individual student that I teach is a very tasking endeavor, trying to mould different magnitudes of indifferences and finally integrating a holistic wellness of the students. At the back of my mind I understand that each student is inimitable in their own way, so am required to define a universal approach that accommodates each one of them. Students are exclusive individuals requiring a lot of instruction to define their path in relation to behavior and the values to uphold in their latter days of life (Murray, 2004, p 38). As a teacher (Intermediate Public School in Riyadh) grammar and the four skills of learning is what I have specialized in. Grammar is a basic element that defines proper writing in English language. Grammar builds on pronunciation, sentence structure and formation which relates to the four skills of learning i.e. listening, speaking, reading and writing. It is relatively evident that communication skills is a major part of my profession for instance, I teach students to be active listeners this means that they learn how to receive information from different sources, teaching students how to speak I build on their ability to convey information, reading allows students to be able to decode the relevance of a particular context they interact with and finally writing skills. In communication skills I teach different channels of conveying information basically oral, written, electronic and print media (Lyons, 2002, p 67). Apart from teaching grammar and the four skills of communication I have worked as a translator in a company in Arabia with the name Vinnell Arabia. Basically, most of the Arabic population does not have a great deal of information concerning the English language. Knowing both the Indian language and English language has allowed me access to a different culture and experience of knowledge. At first the practice was not an easy thing to actualize, but slowly I got used to the fact language; as much as it is complex it is a means of communication wherever you simply need to be able to code and decode meaningful information (Lyons et al, 1998, p 56). Adding to my professional experience I have successfully done a research project in English. The topic of research was ‘The role of monolingual dictionary versus bilingual dictionary in improving paragraph writing for learners of English as a foreign language’ (Lyons, 1998, p 56). Plans for future professional development Presently I am a teacher dedicating my knowledge and experience towards changing the lives of not only my students, but also the Arabic community that I interact with. Teaching language according to me is not a profession alone or a means of eking a living rather a calling and a passion that I am justified to be deeply associated with entirely. My future plans have always been clear to me always achieving them as I move along. All that I have achieved up to this level i once planned for in my mind, climbing the ladder of professional development being the umbrella for all achievements. One of the things that I plan to do is engage myself in more research in English language and correlating to the current trends in this society. Since, I have the privilege of having the Arabic language on my fingertips I also intend to carry out research projects on the same (Lahart & Maher, 2004, p 16). There are several projects that I have identified of which I believe they can add value to the society and language. First of all offer training to students in the two languages concurrently from as little as their foundation in education, this will enhance a proper grasp of both languages and cultures that will help in integration. I also have plans on working on a book on grammar and communication skills which will incorporate both the Arabic and English language i.e. translations. The book will make it easier for those who are interested in both languages to learn more of what they do not know in either of the languages (Edgerton, 1991, p 34). Thoughts about the experience of preparing the portfolio Preparing this portfolio has sparked things about me that I had not interacted with for a long time for instance, I have been able to reflect my past and get the clear picture of where I started from. Every time an individual starts a journey there are goals that they usually want to achieve on the way, but ultimately reach to their destination. As much as I have been through several tasks I still feel the need to do even more. This task has assisted me to know where I have reached in terms of professional development. Being a teacher was one thing, an interpreter another and a researcher all different aspects but I still engaged in them and delivered. It is apparent to me that there are incredibly many aspects that an individual can get involved in while teaching for personal development and career wise also (Boyer, 1990, p 35). I have talked about my past, present and future plans, this is close to evaluating oneself though not specifically. This experience has given me the opportunity to rediscover myself; it follows that not many individuals can give an account of their own careers and professional development. Writing this portfolio has shown me that I have a great deal of responsibility where I have received inherent obligations towards the society and not only to my students in classrooms and the school environment (Urbach, 1992, p 40). Effects of the portfolio on my teaching practice Writing this portfolio has enabled me to develop a clear purpose and focus where I have to interact with institutional programs that portray quality curriculum and instructional strategies. Some of these programs are very instrumental with the aim of building a broad based, deep understanding of leadership skills. Curriculum coherence and alignment is very imperative and I need to shift my focus even more to this to ensure my students gain more from what I teach them. I have realized that for the most successful learning to occur one has to use a variety of instructional strategies. Strategies should be related to the nature of materials lectured and the needs of the learner. Some of the approaches that intended to use include experiential learning, use of newer information technology, simulation video tapes and role playing (Wolf, 1996, p 36). In conclusion, the above information is a reflection of me as an individual in the teaching profession. It gives a bigger picture of wherever I have been, I am and where I intend to go with regard to my profession. Looking back through this portfolio has helped to open my mind entirely. A view of my achievements from teaching in different institutions to doing a research project and working as a translator in the company is evidence of professional experience. I have developed professionally over the lifespan of me working in the educational sector and I hope to advance even further. Challenges have always been there, but I have always had the urge to go on amidst them because I have always found a way of overcoming them. Furthermore, challenges are present to give us motivation and it has worked for me. List of references Boyer, E., (1990) Scholarship Reconsidered, Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching. Edgerton, R., Hutchings, P. & Quinlan, K., (1991) The Teaching Portfolio: Capturing the scholarship in Teaching, American Association for Higher Education, Washington D.C. Lahart, O. & Maher, E., (2004), ‘The teaching portfolio – a vehicle for successful teaching at third level’, paper presented at the All Ireland Society for Higher Education Conference. Lyons, N. (ed.), (1998) With portfolio in hand: validating the new teacher professionalism, New York: Teachers College Press. Lyons, N., Hyland A. & Ryan, N., (2002) Advancing the Scholarship of Teaching and Learning through a Reflective Portfolio Process: the University College Cork Experience [online] http://www.ucc.ie/en/teachingandlearning/reportsandpublications/DocumentFile,2 5791,en.pdf Murray, J.P. (2004) ‘Why Teaching Portfolios?’ Community College Review, Summer 22(1) Mues, F. & Deane-Sorcinelli, M., Preparing a Teaching Portfolio, (2000) [online], available: http://www.umass.edu/cft/publications/teachingportfolio.pdf. National University of Ireland Galway, Centre for Excellence in Learning and Teaching (2007) Preparing a Teaching Portfolio [online],available: http://www.nuigalway.ie/celt/teaching_and_learning/resources.html O’Farrell, C., Centre for Academic Practice and Student Learning, Trinity College Dublin, Writing a teaching philosophy statement [online], available: http://www.tcd.ie/CAPSL/academic_practice/pdfdocs/Philosophy_Statement_06.pd f O’Farrell, C.,(2007) Centre for Academic Practice and Student Learning, Trinity College Dublin and AISHE, Teaching Portfolio practice in Ireland – A handbook, [online], available: http://www.aishe.org/readings/2007-2/ Penn State University, Schreyer Institute for Excellence in Teaching (2007) Developing a Teaching Portfolio [online], available: http://www.schreyerinstitute.psu.edu/Tools/Portfolios/7 Schön, D., (1995) ‘The new scholarship needs a new epistemology’, Change, November 1995. Seldin, P. (2004) The Teaching Portfolio: A practical guide to improved performance and promotion/tenure decisions, 3rd Ed., MA: Anker Publishing. Seldin, P. (2003) ‘The Teaching Portfolio’, paper presented at the American Council on Education and Department Chair Seminar, San Diego, CA. University of Adelaide, Centre for Learning and Professional Development (2005), Developing your Teaching Portfolio [online], available: http://www.adelaide.edu.au/clpd/lta/download/t_portfolio.pdf University of Massachusetts, Center for Teaching (2007) Preparing a Teaching Portfolio [online], available: http://www.umass.edu/cft/publications/teachingportfolio.pdf University of Washington, Centre for Instructional Development and Research (1998) Developing a Teaching Portfolio [online], available: http://depts.washington.edu/cidrweb/Bulletin/TeachingPortfolio.html Urbach, F. “Developing a Teaching Portfolio”, College Teaching, Spring 1992, 40(2) Wolf, K. “Developing an Effective Teaching Portfolio”, Educational Leadership, March 1996 pp.34-37 Timmins, F., & Duffy, A. (2011). Writing your nursing portfolio a step-by-step guide. Maidenhead, Berkshire, England, Open University Press. http://site.ebrary.com/id/10461029. Read More