B3 task2 abdias gavilla
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Students with disabilities present challenges for English teachers, as they must account for differences in language, as well as physical problems that impact learning. The author found it difficult but not impossible to help their students. By using visual aids like flashcards and signs, students with hearing problems were able to advance along with other students and fully participate in classroom activities. Special techniques allowed these students to achieve the same progress as their peers.
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Sue Floyd is a special education teacher with 30 years of experience in Douglas County School System. She has a Specialist Degree in collaboration of special education from Jacksonville State University. She is proficient in MS Office and various computer programs. She is self-motivated, personable, flexible, and a team player. She regularly attends professional development and parent-teacher conferences. She is looking to begin a new adventure after 30 years in education.
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The document discusses disciplinary policies for elementary schools. It notes that students often exhibit disruptive behaviors like excessive talking, not following directions, and tantrums. This makes it difficult for teachers to provide quality instruction and can lead to suspensions. The document proposes creating a "Shape Your Behavior Lab" as an alternative. In the lab, students who are disruptive would spend 1-3 days learning proper classroom conduct through role playing, computer lessons, and visual schedules. The goal is to teach students to control their behavior and minimize disruptions and suspensions from school.
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This document provides details about a 15-20 minute kindergarten lesson taking place in Term 3, Week 9 focusing on consolidating literacy and numeracy skills. The lesson objectives are for students to identify and express the sounds of letters l, i, c, t, j, g, a, q, d, f, and o, and use one-to-one correspondence during a game of Simon Says. The lesson will begin with an introduction, include a yoga activity called Betsy the Banana, and conclude with a game of Simon Says to assess letter and number learning. Standards and strategies for effective instruction, classroom management, and student engagement are also outlined.
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Total Physical Response is a language teaching method developed by James Asher in the 1960s-1970s that uses physical movements in response to verbal commands to reduce anxiety. The teacher initially directs all student behaviors through modeling to build comprehension before speaking. This helps students react to language without overthinking and facilitates long-term retention of vocabulary, grammar, and phonological systems as listening, reading, and speaking abilities develop over time.
Creating a positive supporting environment for children with Disorders
Creating a positive environment is important for children with speech disorders. A positive environment provides structure, routine, and security to build children's confidence and stimulate learning. Examples of positive environments include the home, classroom, and outdoors. Teachers can help by seating students with speech disorders near the front, using visual aids, speaking privately, and getting student input. Parents and teachers should build on strengths, show value in diversity, and support each other through groups.
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The lesson plan focused on observing a teacher's use of different language teaching approaches. The teacher was observed using an affective-humanistic approach by addressing students respectfully and making ethical observations. A reading approach was used by teaching information for everyday life through grammar and vocabulary. A comprehension approach emphasized explanations to help students gain confidence speaking the target language. Finally, a communicative approach was observed through role plays and pair work to connect students and help them communicate in the target language.
Unit 2 Reflection
There are several language teaching approaches a teacher can use, including total physical response which teaches language through body movements reacting to verbal cues. This approach benefits kinesthetic learners, reduces student stress by allowing them to speak only when ready, and facilitates long-term retention. While it develops listening, reading, and speaking, total physical response does not develop writing skills, so it is best for young children who cannot yet write. Adolescents and adults may feel embarrassed imitating movements. Effective teachers understand their students' needs to select the right approach.
Total Physical response TRP
Sagar B. Vaghela submitted a paper on the topic of Total Physical Response (TPR), a language teaching method developed by James Asher. TPR is based on coordinating language and physical movement, where instructors give commands in the target language through body movements and students respond with whole-body actions. In the classroom, the teacher plays the role of parent by saying a word or phrase and demonstrating an action for students to imitate. TPR is beneficial for language learning as it is fun, easy to remember, and helps build connections in the brain through pairing language and actions.
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Sue Floyd is a special education teacher with 30 years of experience in Douglas County School System. She has a Specialist Degree in collaboration of special education from Jacksonville State University. She is proficient in MS Office and various computer programs. She is self-motivated, personable, flexible, and a team player. She regularly attends professional development and parent-teacher conferences. She is looking to begin a new adventure after 30 years in education.
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The document discusses disciplinary policies for elementary schools. It notes that students often exhibit disruptive behaviors like excessive talking, not following directions, and tantrums. This makes it difficult for teachers to provide quality instruction and can lead to suspensions. The document proposes creating a "Shape Your Behavior Lab" as an alternative. In the lab, students who are disruptive would spend 1-3 days learning proper classroom conduct through role playing, computer lessons, and visual schedules. The goal is to teach students to control their behavior and minimize disruptions and suspensions from school.
Simon says…
This document provides details about a 15-20 minute kindergarten lesson taking place in Term 3, Week 9 focusing on consolidating literacy and numeracy skills. The lesson objectives are for students to identify and express the sounds of letters l, i, c, t, j, g, a, q, d, f, and o, and use one-to-one correspondence during a game of Simon Says. The lesson will begin with an introduction, include a yoga activity called Betsy the Banana, and conclude with a game of Simon Says to assess letter and number learning. Standards and strategies for effective instruction, classroom management, and student engagement are also outlined.
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Total Physical Response is a language teaching method developed by James Asher in the 1960s-1970s that uses physical movements in response to verbal commands to reduce anxiety. The teacher initially directs all student behaviors through modeling to build comprehension before speaking. This helps students react to language without overthinking and facilitates long-term retention of vocabulary, grammar, and phonological systems as listening, reading, and speaking abilities develop over time.
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Creating a positive environment is important for children with speech disorders. A positive environment provides structure, routine, and security to build children's confidence and stimulate learning. Examples of positive environments include the home, classroom, and outdoors. Teachers can help by seating students with speech disorders near the front, using visual aids, speaking privately, and getting student input. Parents and teachers should build on strengths, show value in diversity, and support each other through groups.
Lesson plan. observation reflections
The lesson plan focused on observing a teacher's use of different language teaching approaches. The teacher was observed using an affective-humanistic approach by addressing students respectfully and making ethical observations. A reading approach was used by teaching information for everyday life through grammar and vocabulary. A comprehension approach emphasized explanations to help students gain confidence speaking the target language. Finally, a communicative approach was observed through role plays and pair work to connect students and help them communicate in the target language.
Unit 2 Reflection
There are several language teaching approaches a teacher can use, including total physical response which teaches language through body movements reacting to verbal cues. This approach benefits kinesthetic learners, reduces student stress by allowing them to speak only when ready, and facilitates long-term retention. While it develops listening, reading, and speaking, total physical response does not develop writing skills, so it is best for young children who cannot yet write. Adolescents and adults may feel embarrassed imitating movements. Effective teachers understand their students' needs to select the right approach.
Total Physical response TRP
Sagar B. Vaghela submitted a paper on the topic of Total Physical Response (TPR), a language teaching method developed by James Asher. TPR is based on coordinating language and physical movement, where instructors give commands in the target language through body movements and students respond with whole-body actions. In the classroom, the teacher plays the role of parent by saying a word or phrase and demonstrating an action for students to imitate. TPR is beneficial for language learning as it is fun, easy to remember, and helps build connections in the brain through pairing language and actions.
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3. Be flexible and adaptive to student responses and moods with optional lesson plans.
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Let's describe the adventure sports:
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Rock climbing is an adventurous sport where you climb up rock faces or cliffs using ropes and safety gear like helmets. It requires strength, balance and problem-solving skills.
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This document contains artifacts, pictures, and interviews from observations of multicultural, ESOL, and exceptional education classrooms. The artifacts include a book read in a multicultural class, a test on a story read in an ESOL class about a multicultural family, and a lesson in an ESE class on time management. Pictures show parts of speech in a multicultural class, the book cover from the ESOL class, and a video shown in the ESE class about procrastination. The interview is with an ESE teacher who discusses the needs and modifications for students with varying exceptionalities from grades 9-12.
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1. Incorporate movement, music, visuals, and real-world objects to engage young children and make language lessons memorable.
2. Include a variety of energetic and calm activities to match different energy levels and aid language learning.
3. Be flexible and adaptive to student responses and moods with optional lesson plans.
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Tutors and students must sit in specific formations during group activities to provide multiple learning opportunities. Tutors must actively engage their student during music activities by prompting them to imitate actions and reinforcing approximations. During speech, the tutor's job is to keep the child on task and seated, prompting when needed by partially cueing the child to respond. At snack time, the tutor should sit behind the student and keep them in their chair, prompting from behind if the child does not attend to the communication board.
roopa aj resume
Roopa AJ is seeking a position as an English school teacher. She has 3 years of experience teaching English and is certified. Her objective is to utilize her strong dedication to student development and teaching skills. She has proven skills in teaching, guidance, communication and improving test scores. Roopa is looking to contribute her knowledge and skills to a school that offers career progression. She has past experience teaching English at several schools in Kerala, India and her roles included developing lesson plans, assessing students, and maintaining classroom discipline.
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This document describes several methods for teaching second or foreign languages:
1) The grammar-translation method focuses on grammar rules and translation exercises with little use of the target language.
2) The direct method immerses students in the target language without translation or use of the native language.
3) The reading method prioritizes reading skills and comprehension over speaking abilities.
4) The audio-lingual method uses repetition and mimicking dialogs to teach language structures inductively.
5) Community language learning uses counseling techniques to help students feel comfortable speaking the new language.
6) The silent way emphasizes student autonomy and uses teacher silence and visual aids to teach pronunciation and structures.
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This document describes a Language Experience Approach (LEA) lesson conducted by an elementary school teacher in Florida. The teacher had students collect leaves outside, then guided them through describing the experience. As the students shared what they did, the teacher wrote down their words to create a class-generated text. The teacher had the students read the text together multiple times. This LEA lesson supported language acquisition for English learners and helped develop reading skills for all students.
Teaching practice derkach
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This document discusses teaching mixed-ability classrooms. It notes that children differ in attitude, motivation, relationships with teachers, family background, interests, and language abilities. It also discusses ways to cope with mixed-ability teaching, such as planning differentiated activities, catering to different needs, and aiming lessons at the right level. Teacher expectations of pupils are also covered, noting that expectations can affect how children behave. The document cautions against labeling children and stresses that children's performance varies across activities. Strategies for responding to different needs include differentiating instruction and peer tutoring.
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Angelia Paga 1 teach
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Desuggestopedia is a teaching method developed by Georgi Lozanov, a Bulgarian psychiatrist and educator. The goal of desuggestopedia is to help students eliminate psychological barriers to learning and increase their communicative ability. Teachers using this method speak confidently and integrate indirect positive suggestions to enhance learning. Fine arts, music, and choosing a new identity are used to stimulate students' mental reserves and make learning feel easy and enjoyable. Key aspects of lessons include active concerts with dramatic reading paired with music, passive concerts where students simply listen, and primary activation where students playfully re-read material.
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For the teenager's class, lessons covered modal verbs in different tenses using examples, videos, and listening activities. However, the students were often late, inattentive and chatty, though the teacher tried to engage them without confrontation. More communicative activities and variety of materials could improve student motivation.
Ld ppt webcast2007
English language learners with learning disabilities face challenges distinguishing between language difficulties and learning disabilities. Teachers should monitor student progress when using effective ELL strategies and seek evaluation if progress is inadequate. A comprehensive dual-language assessment considers skills in both languages to identify learning disabilities across languages. For students identified with disabilities, their IEP should include the language of instruction and educators should consider adaptations to make instruction comprehensible.
Ppg module tsl3105 topic 6 planning remedial & enrichmt activities
This document discusses planning remedial and enrichment activities for teaching listening and speaking skills in primary ESL classrooms. It defines remedial activities as extra guidance for students struggling to keep up, and enrichment activities as challenging optional activities to keep higher-performing students occupied. Examples are given of both types of activities, like phonics exercises for remedial work and storytelling for enrichment. Guidelines are provided for identifying students in need of remedial versus enrichment work, and for determining what type of additional activities would be suitable based on factors like time available and skills being taught.
Who are the Learners in my classroom?
This document discusses the different types of learners that may be present in a classroom. It identifies special needs students, English language learners (ELL), gifted and talented (GATE) students, and struggling students. For each group, it provides examples of students in the teacher's classroom that fit into each category. It also discusses ways to differentiate instruction, materials, and assessments to meet the needs of each unique learner and help them grow to their potential. The teacher realizes through this reflection that they still have more to learn to best support all students.
Desuggestopedia
Desuggestopedia is a language teaching method created by Georgi Lozanov, a Bulgarian psychiatrist. The goal is to eliminate psychological barriers to learning and increase communicative ability. Teachers aim to create a relaxed environment using music, colors, student roles and indirect positive suggestions. Lessons include rhythmic reading, translation and question/answer sessions. Student evaluation is based on classroom performance rather than tests.
GEC Training
Blended learning combines online digital media with traditional classroom methods. It allows students to learn new material like vocabulary and grammar online before class, allowing class time to focus more on practicing speaking skills. With pre-learning the content online before class, students can make faster progress. The document discusses some barriers to blended learning and provides teacher resources to help implement it.
Class Observation In a institution Colombia
This document summarizes an observation of a 6th grade English class in a rural school in Colombia. The observer notes that the class objective was for students to continue working on guides/worksheets while the teacher called on students one-by-one to check their progress. Students were working on activities related to topics like daily routines and telling time. The teacher's instructions were given in Spanish. Most students behaved well and worked diligently, though a couple were restless. Areas for improvement included the teacher speaking more English, having better organization when checking work, and allowing more time for activity completion.
Individualized English Assignment in Primary School
English assignment could embody several functions: consolidating language learned in class, extending students’ horizon and developing students’ key competence which is required in a new era of information evolution. This paper aims at raising principles as well as approaches to realize individualized English assignment in Primary school in the hope of endowing students’ chances to develop as an all-round developed individual.
LEARNING DISABILITIES
LEARNING DISABILITIES AND ITS TYPES, IDENTIFICATION OF LEARNERS WITH DISABILITIES AND HOW TO TEACH THEM.
Learning disability .pptx
This document discusses learning disabilities, including dyslexia, dyscalculia, dysgraphia, and aphasia. It provides characteristics and signs of each disability as well as strategies for teaching and interacting with students who have them. The author realized these types of learning disabilities are present in primary schools but often go unrecognized or untreated by teachers. They recommend annual teacher training on learning disabilities so students can receive effective instruction and feel supported.
Observation and practicum journals second period
The document summarizes a teacher's observation journals from her teaching practicum. Some key points:
- In her first observation, the teacher noticed a lack of routines and organization in the classroom. She also felt the teacher's explanations were unclear and there was little use of the target language.
- In her second observation, the same issues around disorganization and lack of context for activities were present. The teacher also wanted to improve classroom management skills.
- In her first practice teaching session, the teacher found success using routines, songs and contexts. Students were engaged but needed more exposure to English.
- Subsequent lessons saw continued improvement in planning, time management and checking student comprehension, though these areas still
Learning disability
This document discusses learning disabilities and what teachers can do to support students with various challenges. It defines specific learning disabilities as neurodevelopmental disorders involving discrepancies between ability and academic achievement. Early diagnosis typically occurs in grades 2-3. The document outlines characteristics and challenges for students with learning disabilities, speech/language disorders, other health impairments, and emotional disturbances. It provides strategies teachers can use to support students in each of these categories, such as breaking tasks into smaller steps, minimizing performance pressure, and providing structure and positive reinforcement.
To Explain or Not to Explain
This document discusses issues with the Philippines' K-12 curriculum from the perspective of both students and teachers. Through surveys of students who dropped out, the author found that many blamed particular teachers for giving activities without first explaining the lessons. Some readings assigned to students were also found to be too advanced for their grade level. To address these problems, students proposed that teachers take more time to explain key facts before assignments. The author agrees, noting that while the curriculum aims to facilitate independent learning, young students still need guidance to learn effectively and in the right way.
Introduction to Dyslexia
This document provides an overview of dyslexia, including what it is, common causes and areas of weakness and strength. It outlines indicators of dyslexia in primary learners for general issues, written work, reading, numeracy and behavior. It describes the role of the Special Needs Officer in providing specialized instruction, screening and supporting students. Teaching suggestions are provided to help dyslexic learners, and examples are given of historically successful people who had dyslexia, such as Leonardo da Vinci, Thomas Edison and Whoopi Goldberg.
Copy of copy of lesson plan
This lesson plan is for a 2nd grade English class on greetings. The goals are for students to be able to greet each other in different ways, explain introductions, and perform greetings in front of the class. To achieve the goals, the lesson includes activities like brainstorming common greetings, pairing students to practice dialogues, and performing the dialogues for the class. Assessment includes question and answer and a role play performance.
Giving instructions
The document discusses the importance of effectively formulating instructions when teaching students. It notes that the way instructions are presented is crucial for successful learning. Some key points teachers should consider when giving instructions include determining the important information to convey, the order it should be presented, necessary materials, and whether students will work individually or in groups. Instructions should be short, easy to understand, precise, and demonstrated by the teacher. Teachers must prepare carefully and account for students' language proficiency levels to ensure instructions are clear. Checking for student understanding is also important to ensure they comprehend the instructions fully. Unclear instructions can lead to students not understanding or only catching parts of what needs to be done.
Reflection on Week 1 ESL Methods_ Sekkhapirath Set.docx
The teacher has been exploring better English teaching methods for their students in Cambodia. While previously believing Communicative Language Teaching would work best, they found it difficult to get students to speak and pronounce words correctly. After taking an ESL Methods course, the teacher believes Audiolingual Method would be most practical, as it will help students practice pronunciation and communication through repetition. This is preferable to the teacher's previous Grammar Translation and Communicative Teaching approaches, which did not engage students as much. The Audiolingual Method shown in demonstration videos provided ideas for practical implementation.
Similar to B3 task2 abdias gavilla (20)
Ppg module tsl3105 topic 6 planning remedial & enrichmt activities
Ppg module tsl3105 topic 6 planning remedial & enrichmt activities
Individualized English Assignment in Primary School
Individualized English Assignment in Primary School
Reflection on Week 1 ESL Methods_ Sekkhapirath Set.docx
Reflection on Week 1 ESL Methods_ Sekkhapirath Set.docx
More from Abdías GAvilla Hernandez
B4 task4.6.2 abdias gavilla
This document provides a summary of a trainee handbook for a teacher training program at Universidad Tecnologica del Sureste de Veracruz. The handbook includes general information on the aims of the training, requirements for trainees, course rules and structures. It describes face-to-face training sessions that will provide examples of how to develop teaching dossiers in six areas. The handbook manual and resources are designed to improve trainees' teaching methodology and strategies so they can enhance the quality of their own teaching.
B4 task4.6.1 abdias gavilla
going to test their culture -introduce
- Elicit from ss knowledge by looking at key
if they have an pictures of famous vocabulary.
idea what people, movies and -elicit
"Culture Vulture" cities from different opinions.
really means. cultures. -develop
- Paste pictures - Ss look at pictures cultural
on board and and tell names/info. awareness.
elicit names/info - Encourage use of -build
from ss. opinion expressions. confidence.
- Encourage ss - Elicit more ideas 5 mins
B4 task4.6.3 abdias gavilla
This document provides a trainee handbook for teacher training at Universidad Tecnologica del Sureste de Veracruz. The handbook includes general information, course structure and timing, contents, and evaluation. It aims to guide trainees in developing teaching dossiers in six areas: language awareness, language and culture, language learning processes, language teaching, planning and evaluation, and self-assessment. The handbook outlines application requirements, rules, and strategies for face-to-face, blended, online, weekend, and compact courses lasting a total of 60 hours. It also provides templates, checklists and materials to support trainees' development and evaluation.
B4 task5 abdias gavilla
The document discusses using music in English language lessons to help students. It notes that music can help stabilize mental, physical, and emotional rhythms to attain deep concentration and focus. It also reflects on how certain types of music may improve concentration, memory, bring a sense of community, motivate learning, relax stressed students, and make learning more fun by helping students absorb material better. The author had ideas on how incorporating music could help develop their students' English class activities.
B4 task4 abdias gavilla
The summaries are:
1) The teacher used real-world examples (realia) to focus on the grammar point of the simple past tense. The instructions were clear and the exercises helped students practice. While it is difficult to fully observe online classes, this lesson effectively taught the grammar point within a meaningful context.
2) The teacher presented the grammar points of conditionals and imaginary situations by just talking, without practicing or interacting with students. The lesson relied only on oral explanations and the whiteboard, which would likely bore students quickly without opportunities to practice.
B4 task3 abdias gavilla
This document contains a classroom observation checklist form that evaluates various aspects of instruction including variety and pacing of instruction, organization, presentation skills, and instructor-student rapport. The form includes checkboxes and space for examples to rate the instructor's actions and behaviors in these different areas. It will be used to provide feedback on an observed class by having the reviewer check off observed behaviors and actions of the instructor.
B4 task2 abdias gavilla hernández
The document provides guidance for introducing peer lesson observations to teacher trainees. It discusses how to prepare trainees for observations, including focusing on agreed upon areas and being objective. It recommends observations last no more than 15 minutes. A feedback sheet is included to structure feedback, rating things like content, organization, interaction, and media use. The document advises feedback be accurate, positive, and effective while helping trainees improve. It allows for a second observation if needed to see improvements.
B4 task 1 abdías gavilla
Two different teaching styles are observed in two videos. One uses a traditional lecture style that is boring and teacher-centered. The other encourages more student participation by having them use new expressions, but could still improve by adding interaction strategies, drills, and functional objectives to make it more communicative and engaging for students. Overall, the document contrasts traditional teaching that lacks strategies for active learning with a more interactive style that could still be enhanced with specific techniques to better achieve communicative language learning goals.
B3 task5 abdias gavilla
This document discusses working with students with disabilities. The author believes working with students with disabilities is a challenging opportunity rather than something that makes them uncomfortable. They have gained strategies and ideas from the activities to address these issues. The author wants to know more about others' experiences with disabilities in their own context and exchange experiences face to face to improve their teaching.
B3 task3 abdias gavilla
This document lists symptoms of various disabilities and categorizes them. It describes symptoms such as talking excessively, difficulty remaining seated, impulsivity, being disorderly or orderly, using manual communication, magnifiers for reading, lacking social interactions, not following directions, careless mistakes, fixation on one's self, lack of social reciprocity, using Braille devices, mobility dependence, feeling phantom movements, articulation problems, problems with small print, focusing on lips, unusual writing, and repetitive behaviors. It then categorizes these symptoms as cognitive and learning disabilities, emotional/behavioral/social difficulties, communication/interaction difficulties, or sensory/physical difficulties.
B3 task2 abdias gavillaz
This document lists famous historical figures throughout history who had various disabilities or neurological disorders such as deafness, blindness, dyslexia, epilepsy, paralysis, and Asperger's syndrome. Some of the individuals mentioned include Ludwig van Beethoven, Helen Keller, Napoleon, Ray Charles, Stevie Wonder, Albert Einstein, Leonardo da Vinci, and Walt Disney. The document provides the names of these figures and the disabilities or disorders they had.
B3 task2 abdias gavilla
Students with disabilities present challenges for English teachers, as they must account for differences in language, as well as physical problems that affect learning. The author found it difficult but not impossible to help their students. By using visual aids like flashcards and signs, students with hearing problems were able to keep up with their classmates and do well in classroom activities. Special techniques allowed these students to advance along with others.
B3 task1 abdias gavilla
This document discusses famous and influential people throughout history who lived with various disabilities and conditions, but were still able to contribute greatly to society. It notes actors, politicians, writers, and others who overcame challenges posed by their disabilities. While they may not be deemed famous by traditional standards, millions of people worldwide also battle disabilities every day without recognition. The document expresses that people with disabilities have demonstrated an ability to face and accomplish daily tasks even better than others through developing alternative skills to overcome physical limits.
B3 task1 abdias gavilla
This document discusses famous and influential people throughout history who lived with various disabilities and conditions, but were still able to contribute greatly to society. It notes actors, politicians, writers, and others who overcame challenges posed by their disabilities. While they may not be deemed famous by traditional standards, millions of people worldwide also battle disabilities every day without recognition. The document expresses that people with disabilities have demonstrated an ability to face and accomplish daily tasks even better than others through developing alternative skills to overcome physical limits.
B2 a5 abdias_gavilla
This document contains an evaluation of a language teacher's skills and competencies. The evaluator checked boxes to indicate that the teacher is able to combine theoretical knowledge with practical teaching, acquire methodological skills, understand issues in modern language teaching, reflect on and analyze their own teaching to improve, try new approaches, learn from others, and work with others. The evaluator notes that the teacher effectively evaluated their own lessons and suggested improvements, and implemented creative ideas like a cooking project.
B2 a4 abdias_gavilla
This document contains an evaluation of a language teacher's skills and competencies. The evaluator checked boxes to indicate that the teacher is aware of concepts related to adult learning psychology and language acquisition theory, and integrates these areas into lesson planning. The evaluation also notes the teacher is able to incorporate students' previous experience, engage students in lively lessons, consider student needs and language levels, and anticipate and address potential issues. The original evaluation contained the same checked boxes and remarks, praising the teacher's structured lessons, self-evaluation, and ability to create a positive learning environment.
B2 a3 abdias_gavilla
This document contains evaluations of a language teacher's lesson planning and evaluation skills. The evaluator marks that the teacher is able to plan lessons according to curriculum and context, understand levels of language competence, and provide evidence of stating objectives and selecting appropriate activities. In a reflection, the teacher feels she only covered one exercise, but the evaluator disagrees, noting the lesson fit into a larger project and effectively reviewed previous material through real-life application. Overall, the project goal was achieved through applying existing knowledge, though it took a long time.
B2 a2 abdias_gavilla
The evaluator indicates that the teacher is aware of socio-cultural and intercultural aspects of language use and is able to sensitize learners to cultural differences. Examples provided in the dossier show that the teacher can show empathy to learners' cultures, promote cultural sensitivity, and integrate socio-cultural topics into lessons. The original evaluation notes that the teacher successfully combined revising verb tenses with discussing different countries and cultures to encourage critical cultural awareness. Both evaluations found the teacher selects appropriate materials and presents them professionally.
B2 a1 abdias_gavilla
This document contains an evaluation of a language teacher's certification dossier and classroom performance. The evaluator found that:
1) The teacher demonstrated a strong command of language analysis tools and the ability to compare source and target languages.
2) Evidence in the certification dossier showed the teacher could use correct terminology, formulate clear objectives, analyze language structures, and address learner difficulties.
3) In the classroom, the teacher effectively used a variety of materials and tasks to teach a grammar lesson, while appropriately adjusting terminology for learners.
B2 a1 abdias_gavilla
This document contains an evaluation of a language teacher's certification dossier and classroom performance. The evaluator found that:
1) The teacher demonstrated a strong command of language analysis tools and the ability to compare source and target languages.
2) Evidence in the certification dossier showed the teacher could use correct terminology, formulate clear objectives, analyze language structures, and address learner difficulties.
3) In the classroom, the teacher effectively used a variety of materials and tasks to teach a grammar lesson, while making appropriate adjustments based on the learners.
More from Abdías GAvilla Hernandez (20)
B3 task2 abdias gavilla
- 1. Task. 3.2 ByAbdíasGavilla Hernández Disability characteristics on students is a challenging work for Teachers who are in front of English classes, because we have to deal with the mother language interferences, the target language and physical problems that hinder the process of teaching-learning of English. In my case, it has been difficult but not impossible. I mean, I have made some searches about how to help my students with some problems like these. The outcomes in this aspect have been excellent in my activities as a teacher; some students with hearing problems demonstrated good advances when applying some special visual aids to supplement my lessons, flashcards or special signs to establish certain instructions in the classroom. They were able to be at the same stage with the others as we know they do their best to do every single activity in the classroom.