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Fylosoph statement 33
Fylosoph statement 33
Fylosoph statement 33
Fylosoph statement 33
Fylosoph statement 33
Fylosoph statement 33
Fylosoph statement 33
Fylosoph statement 33
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Fylosoph statement 33

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  • 1. Teaching Principles Teacher: Jorge Elmer Guardado Curse: Teaching Practice Fátima Lourdes Duran Vásquez Universidad Gerardo Barrios Usulután My philosophy statement Self –Reflection: With the programs taught will be disclosed a vocational training, in a way that to be able to develop the knowledge, prior to the new and be able to write what inducer practiced, for growth of a better academic level.
  • 2. 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 tool; 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 with 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. MINISTERIO DE EDUCACIÓN, (2007).
  • 3. all the necessary resources, would have as main base methods should be toThe teacher has to provide to the student throughout his involve the students improve teaching, from hence has to in their process of teaching involve all to create one of and learning as a basis for Self Confidence. friendship; and have a pleasant personal development to learning environment. give the content, to build with the different forms of learning. Self Control 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 Consumer of Knowledge The teacher is going to have to be prepared to facilitate the interpersonal communication, so much his own with the pupils, as that of the pupils between themselves. But there are going to happen many situations and cases where this will not be precisely simple. 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. 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 all the necessary resources, would have as main base methods should be to involve the students improve in their process of teaching and learning as a basis for personal development to give the content, to build with the different forms of learning.
  • 4. Description 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. 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 The teacher is going to have to be prepared to facilitate the interpersonal communication, so much his own with the pupils, as that of the pupils between themselves. But there are going to happen many situations and cases where this will not be precisely simple. Development 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. 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 all the necessary resources, would have as main base methods should be to involve the students improve in their process of teaching and learning as a basis for personal development to give the content, to build with the different forms of learning.
  • 5. What and how I going to teach the class Principle Self Confidence. Self Control Description 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. 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 Development 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. 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 How I are going to design the based on the approaches, methodology, methods, strategies and techniques. 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
  • 6. 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 one´s 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 student’s 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. (Lingolex, Sarah and John 1996) 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 student’s 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
  • 7. 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 room. 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. The approaches used for teaching and learning have been shown to both directly impact and substantially enhance students' learning experiences. Blended learning, which is usually viewed as a combination of face-to-face and online delivery methods, can influence students' perceptions of the learning environment and, subsequently, their study experiences, learning outcomes, and ultimate academic achievement. The concept relies on students being equipped with computers and being given the knowledge to use them effectively as an educational tool. The teachers tap into the ministry’s Learning Management System to customize content to meet individual; which allows students to submit all their assignments digitally, provides discussion boards so students can engage in online discussions on the material. (Thorne, K. 2003, Blended Learning)
  • 8. 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. www.celt.iastate.edu/teaching/philosophy.html

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