1 / 26

Professional Portfolio

Professional Portfolio. Fomicheva Marina Kazakhstan. REPUBLIC of KAZAKHSTAN. George Mason University College of Education and Human Development, Center for International Education Teaching Excellent and Achievement Project Funded by IREX-U.S. Department of State/ECA. Contents.

hiero
Télécharger la présentation

Professional Portfolio

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Professional Portfolio Fomicheva Marina Kazakhstan Marina Fomicheva, Kazakhstan

  2. REPUBLIC of KAZAKHSTAN Marina Fomicheva, Kazakhstan

  3. George Mason University College of Education and Human Development, Center for International Education Teaching Excellent and Achievement Project Funded by IREX-U.S. Department of State/ECA Marina Fomicheva, Kazakhstan

  4. Contents Personal introduction Profession of a teacher Good teachers are… “What do people think about us?” Our students are … “Students about us…” How do you reflect on your personal teaching? How do objectives influence your lesson planning? Lesson plans Strategy sheets Marina Fomicheva, Kazakhstan

  5. Personal introduction I am Fomicheva Marina. I am from Kazakhstan. I live in the southern part of my country. I was born in Shymkent, Kazakhstan and go on being there. I went to a state school in 1985 that gave me a lot. I had a chance to meet my first teachers that brought me up as diligent on studies, helped to develop the wish to set and achieve my goals. Moreover, I am really grateful to my first English teacher that inspired me to learn English and make it the part of my career. Some years later, about 10-11 years, we met again in the university. Could you imagine our feelings and joy? And again being myuniversity teacher she contributes a lot. In 1995 I entered the university in my city, the English department. The university gave me a chance to learn the language and realize what I am going to be. Being the 4-year student I started practicing at school and then working. Now I remember my first students and have meeting with them. Frankly, now we are on good friendly terms without being a teacher and students. Since that time I am a teacher. I have worked out some courses - country study (Geography and History of the USA), business English, basis of scientific translation that are so helpful for my students to function outside the school environment. It is a great pleasure to hear the words of thank and realize that it’s your job that gives profits to our society!!!! In 2004 I got my first degree at school. But keeping working I have achieved the fruitful results. Every 2 years I improve my degree. Finally, this year I have got the highest one. 2006 took part in the seminar and consulted the project “Country study. The textbook” a semi finalist of TEA – Teaching Excellence and Achievement Program June 2007 the city award for the State Exams preparation and great results. my student has won ACCELS “Freedom Support Act Program” and a year of living and studying in the USA. November 2007 the first place in the City Olympiad among English Language Teachers. December 2007 the second place in the Regional Olympiad among English Language Teachers. 2008 a semi finalist of TEA Teaching Excellence and Achievement Program. Fall, 2008 a finalist of TEA - Teaching Excellence and Achievement Program. Marina Fomicheva, Kazakhstan

  6. Profession of a TEACHER We are so different. Marina Fomicheva, Kazakhstan

  7. Good TEACHERS … are good at explaining things keep their cool have a sense of humor like people, especially students in the age range in which they intend to teach are inherently fair-minded are detail oriented are good managers of time can lead or follow, as the situation demands set high expectations for their students and hold the students to those expectations.

  8. What do people think of us? • ‘ I like a teacher who gives you something to take home to think about besides homework.’ ~Lily Tomlin as "Edith Ann“ • ‘Teaching is the profession that teaches all the other professions.’  ~Author Unknown • ‘The mediocre teacher tells.  The good teacher explains.  The superior teacher demonstrates.  The great teacher inspires.’  ~William Arthur Ward • ‘Teachers who inspire realize there will always be rocks in the road ahead of us.  They will be stumbling blocks or stepping stones; it all depends on how we use them.’ ~Author Unknown Marina Fomicheva, Kazakhstan

  9. Our students … are so great Marina Fomicheva, Kazakhstan

  10. Students about us • “Come forth into the light of things; don’t forget it can be turned off.” • “Personally I’m always ready to learn, although I do not always like being taught.” • “Some people talk in their sleep. Lecturers talk while other people sleep.” • “ Yes, time is a great teacher, but unfortunately it kills all its pupils.” • “Give a man a fish and you feed him for a day. Teach him how to fish and you feed him for a lifetime.” • “Smartness runs in my family. When I went to school I was so smart my teacher was in my class for five years.” Marina Fomicheva, Kazakhstan

  11. How do you reflect on your teaching?How does that reflection inform you? • Teaching is so difficult to be reflected by me. I can also self assess me as a teacher that is worthy to work. I consider myself as a hardworking, straightforward, that is goal-oriented. I try to be so. I exactly know if I am going to do something it must be done properly and till the end, otherwise it won’t satisfy my demands , and , moreover, it will inspire me to go ahead to progress. I have leadership qualities that help me mostly. • As a teacher, as a professional I know I am yielding my fruits now. My student show their progress and advance in different spheres revealing their knowledge. It a great pleasure to hear or to be at the moments when they are thankful to you just saying the words of thanks. At these moments you realize your importance. My own evaluation really affects me. Understanding my necessity I set my goals for future. I try to do my best to achieve them. If I don’t give feedback to myself who gives? How should I understand what to do? Marina Fomicheva, Kazakhstan

  12. How do objectives influence your lesson planning? • To predict and foresee the learning outcomes of the lesson • It is crucial for students to know the objectives to be aware of what they are going to do at the lesson • In our countries, Bangladesh, Kazakhstan, Ukraine, it is important to set and announce the objective of the lesson to the students at the beginning. But in India it is not required. • in the US schools we notice that the teachers put the objectives on the board and the students can see them an follow throughout the lesson • in our countries the teacher summarizes the lesson to see if the objectives are achieved. But we in the US schools the teachers don’t. • in our countries the objectives correspond to the national curriculum. • The US teachers use more practical things than theory. Marina Fomicheva, Kazakhstan

  13. LESSON PLANS Marina Fomicheva, Kazakhstan

  14. Diana Japaridze, GeorgiaMarina Fomicheva, KazakhstanRusudanJanjibukhashvili, Georgia 10th grade “Election. Voting” LESSON PLAN # 1 Objectives 1. The students will be able to - to use the special terms on the topic “Voting”, - to improve speaking, reading skills; 2. The students are - to link the previously learnt material with the present one; - to express their concepts logically and correct; - to approve or disapprove ideas. 3. The lesson procedure focuses on the elective system. The process of voting will be familiar to him. The students will be able to reveal their abilities of working with the partner through interactive means of presentation. Materials for Learning activities Picture with election and voting Movie about election and voting Text about election and voting Procedures for Learning Activities Setting the aims and the topic of the lesson - There are the pictures connected with the process of election on the board. - The students are to guess what is the topic of the lesson and reveal their ideas. Warm-up activity - The students have markers. - There are some categories on the board NOUNS, VERBS, ADJECTIVES, ADVERBS - The students are to write down the words they know according to the categories connected with elections and voting. Activity #1 - The teacher starts asking some common questions about elections. - Why do people vote? - Why don’t they vote?

  15. -What age o people vote at? - What is the attitude of every family member to voting? -The students are to present their variants.Activity #2 - There are groups of 4-5. - There are pictures with election and voting episodes that are in disorder. - Put these pictures in order to present the process of voting.Activity 3. Reading - The students are to read the small passages about the elective and voting systems in the US.Activity 4. Reading comprehension - Multiple choice. - True\false statementsActivity 5. Movie. Speaking - There is a small extract about election in the USA. - The students are to share their brainchildren about the film.Activity 6. Role play - The students are to act the episode of election in groups. - They are aimed at showing the rules of voting and elections.Conclusion of the lesson - The teacher is to make the resume of the lesson. - He\she is to give feedback of students’ work. Marina Fomicheva, Kazakhstan

  16. Marina Fomicheva, Kazakhstan 10th grade – 11th grade “Protecting Antarctica from tourism” LESSON PLAN # 2 Objectives 1. The students will be able - to use the vocabulary on the topic “Antarctica”, - to improve speaking, reading, listening skills; 2. The students are - to link the previously learnt material with the present one; - to express their concepts logically and correct; - to approve or disapprove ideas. 3. The students will be able to reveal their abilities of working with the partner through interactive means of presentation. Procedures for Learning Activities Warm-up activity 1. CHAT: In pairs / groups, decide which of these topics or words from the article are most interesting and which are most boring. Find what is common between them.  solutions / holidaymakers / environmental protection / wilderness / delicate ecosystems / travel agents - Have a chat about the topics you liked. 2. OFF THE BEATEN TRACK: Do you like to get away from it all and go somewhere far away from everything? Complete this table with your partner(s). Where is the best and worst place to go for a holiday? Marina Fomicheva, Kazakhstan

  17. Activity #1. Pre-listening\ pre-reading1. TRUE / FALSE: Guess whether these sentences are true (T) or false (F): a. Antarctica is a good place for tourists who want to avoid the crowds. T / F b. You cannot go to Antarctica without lots of big pockets. T / F c. More and more people are going to Antarctica every year. T / F d. A major global tour company will soon buy Antarctica at an auction. T / F e. There are no more unspoiled places left on Earth. T / F f. Antarctica became a country more than two hundred years ago. T / F g. There is no government in Antarctica to make laws. T / F h. Money from auctioning tourist places might help Antarctica’s future. T / FActivity #2. Listening\ Reading - There are several groups. - Each of them is given a text about Antarctica with gaps. - The group is to read and complete the gaps with the given words. - Another group is to listen an complete the gaps with the words that thy have heard.Activity #3. Listening\ Reading comprehensiona. SYNONYM MATCH: Match the synonyms from the article.Activity #4. Listening\ Reading comprehensiona. PHRASE MATCH: Match the phrases from the article (sometimes more than one. combination is possible):1.A solution may be at a.tourists2get off the beaten b.environment3.get away from c.place on Earth4.for those with the deepest d.the frozen wilderness5.a negative effect on the pristine e.track6.there is a need to protect f.of tourist places7.Antarctica is the last unspoiled g.hand8.hordes of h.environmental damage9.auction off a fixed number i.it all10.contain the amount of j.pockets Activity #5. Listening\ Reading comprehension. Vocabulary.a. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text: hand frozen away delicate Activity #6. Pair work - Make up 6 questions about Antarctica. - Make up groups of 2. - Interview your partner. - Share the ideas.Activity #7. - Write what you have heard about Antarctica for 10 minutes.Conclusion of the lesson - The teacher is to make the resume of the lesson. - He\she is to give feedback of students’ work. Marina Fomicheva, Kazakhstan

  18. Marina Fomicheva, Kazakhstan Elementary level “Vocabulary” LESSON PLAN # 3 Objectives 1.The students will be able - to revise vocabulary, - to deal with the new structures, - to improve speaking, reading skills; 2. The students are - to link the previously learnt material with the present one; - to express their concepts logically and correct; 3. The students will be able to reveal their abilities of working with the partner through interactive means of presentation. Materials for Learning activities Two books or other things. Handouts with texts. Flash cards for BINGO Procedures for Learning Activities Reading time - The students are to choose a book. - During 10 minutes they devote themselves to silent reading. Warm-up activity - The expressions ‘in front of’, ‘besides’, ‘behind’. - The teacher takes books and put them in different positions. - The students are to make sentences. - The teacher does the same but asks two students to be in front, behind and besides. Activity #1. Reading Pre-reading. - Looking at the pictures students are to answer teacher’s questions. - What does an airplane do? - What is the man doing on the picture? - What is he wearing? - What is behind the man? Marina Fomicheva, Kazakhstan

  19. - Vocabulary prediction. There are some words in glossary. The students are to predict the possible variants of their meanings. There are pictures with numbers. What do these numbers indicate?Activity #2.Reading - There students are to read one by one.Activity 3. Reading comprehension - The students are to answer the questions. - Who is Tim? - Is his job building planes?Activity 4. Vocabulary -The structure “to be looking forward to smth\doing”. The teacher explains the meaning of it. - There some expressions on the board. “Looking forward to school, lunch. Looking forward to dancing\eating”. - What is the difference between them? - Write 4 things that you are looking forward to.Activity 5. Vocabulary revision - Game “Bingo”. - The teacher writes the words on the board but they are supposed by the students.Conclusion of the lesson - The teacher is to make the resume of the lesson. - He\she is to give feedback of students’ work. Marina Fomicheva, Kazakhstan

  20. Marina Fomicheva, Kazakhstan Intermediate level “It’s voting time” LESSON PLAN # 4 Objectives 1. The students will be able - to revise vocabulary, - to deal with the new structures, - to improve speaking, reading skills; 2. The students are - to link the previously learnt material with the present one; - to express their concepts logically and correct; 3. The students will be able to reveal their abilities of working with the partner through interactive means of presentation. Materials for Learning activities Two books or other things. Handouts with texts. Flash cards for BINGO Procedures for Learning Activities Reading time The students are to choose a book. During 10 minutes they devote themselves to silent reading.  Warm-up activity Quiz - How is the theory different from an idea? - What part of speech is specify? (verb, noun, adjective, adverb) - Write a SCIENCE sentence using the word structure. - Define context. - Write a HISTORY sentence using the word function (verb). Activity #1. Pre-Reading “it’s voting time” Pre-reading. - Who are the candidates for the president? - Who are vice presidential candidates? - What fact about these candidates do you know? Marina Fomicheva, Kazakhstan

  21. - What is “a defining moment”? - There are the pictures of a donkey and an elephant? What do they refer to?Activity #2.Reading - There students are to read one by one about B. Obama and J McCain. - After every two passages the teacher is to ask the questions. - How old is B. Obama? - Who was his mother? - Who is J. McCain’s favorite president? - What is B. Obama’s favorite book?Activity 3. Speaking - There are pictures about voting campaign. - Candidates are complaining. - Telephones are ringing. - Signs are standing. - Radio and TV ads are broadcasting. - Volunteers are knocking on doors. - Buttons are appearing. - What do these pictures and comments to them mean?Activity 4. Vocabulary. Map working. - Each student is given a map. - Use the markers and paint the state what is going to be described. - How many representatives does your state have? - Which state has the most districts? - Which states have only one district?Activity 5. Electing - Students decide what party they belong to, the Republican or the Democratic party. - Ask each voter to register to vote in a special notebook. They can register only once. - Choose the candidate. The candidate should present himself. - Candidate campaigns. - Get ballots and voting places. - Hold an election.Conclusion of the lesson - The teacher is to make the resume of the lesson. - He\she is to give feedback of students’ work. Marina Fomicheva, Kazakhstan

  22. Strategy sheets Marina Fomicheva, Kazakhstan

  23. Marina Fomicheva Strategy Sheet # 1 Choose a method or strategy that you have learned about or observed during field experience. - Name of method or strategy: Project work - When is this method or strategy useful? It is useful as a way to revise and consolidate the material. - Why or how is this method or strategy useful? It is so because it is tended to develop listening, speaking, reading. The students are given enough time to be prepared. Moreover, this method is to contribute to the students’ collaboration, group working. Also it helps them to work with references, develops the ability drive to conclusions and makes the decisions within a group. - What are the steps involved in using this strategy or method? The teacher is to arrange the plan of the future project in advance and to inform the students. The tasks are up to the teacher, but he/she should aim the student at them. For example, to use active vocabulary, cover this or that topic. After the presentation the listeners are to comment on the presentation from different aspects – manner of presentation, usage of vocabulary, sequences of speeches, emotional environment an so on. - When would this method or strategy be useful in your setting? In the end of the unit. But it also helpful in the middle of the unit if the teacher is aimed at consolidation and revision of a definite set of the material. - What would you like other teachers in your school to know about this method or strategy? It is very helpful to develop students’ independence in communication, be able to express negative and positive views. But developing these abilities requires patience of the teacher and her/ his ability to manage the process. Marina Fomicheva, Kazakhstan

  24. Marina Fomicheva Strategy Sheet # 2 Choose a method or strategy that you have learned about or observed during field experience. - Name of method or strategy: Search games. - When is this method or strategy useful? It is useful as a way to revise and consolidate the material. Also it makes students think and analyze. - Why or how is this method or strategy useful? It involves the whole class. Each student is simultaneously a giver and a collector of information. - What are the steps involved in using this strategy or method? Players must obtain all or a large amount of information available to fill in the chart or picture or to solve a problem. - When would this method or strategy be useful in your setting? In any stages of the lesson. -What would you like other teachers in your school to know about this method or strategy? Marina Fomicheva, Kazakhstan

  25. Marina Fomicheva Strategy Sheet # 3 Choose a method or strategy that you have learned about or observed during field experience. - Name of method or strategy: Picture dictation - When is this method or strategy useful? The activity may be adapted to provide practice of specific vocabulary lists, or to enhance speaking skills in general. - Why or how is this method or strategy useful? It targets several skills and learning styles. Listening is in the forefront. - What are the steps involved in using this strategy or method? Bring several pictures of kitchen, living room, bedrooms. Divide students into groups of 3-4. Have students form circles that not allow them to see each others’ work. The teacher describes the picture and the students draw it. Now the groups are describe what they have heard and depicted on the paper. -When would this method or strategy be useful in your setting? In any stages of the lesson. -What would you like other teachers in your school to know about this method or strategy? It is exciting for children, on the one hand, and instructive, on the other hand. Marina Fomicheva, Kazakhstan

  26. Marina Fomicheva Strategy Sheet # 4 Choose a method or strategy that you have learned about or observed during field experience. - Name of method or strategy: Crossword puzzles - When is this method or strategy useful? The activity may be adapted to provide practice of specific vocabulary lists, or to enhance students’ ability to work in limited time. - Why or how is this method or strategy useful? It targets to work individually and in groups, to come to conclusion quickly. - What are the steps involved in using this strategy or method? Ask students to complete the crossword. Ask students to make sentences as much as possible using new words from the crossword. - When would this method or strategy be useful in your setting? In any stages of the lesson. - What would you like other teachers in your school to know about this method or strategy? It is exciting for children, on the one hand, and instructive, on the other hand. Marina Fomicheva, Kazakhstan

More Related