This document contains Beverly Alexander's professional portfolio, which includes sections about her family, resume, education, computer skills, professional experience, special interests, workshops attended, contributions, philosophy on education, approaches to teaching, assessment, special needs students, physical education, fun with students, and vacation bible school. The portfolio highlights Beverly's 16 years of teaching experience and strengths in areas like organizational skills, computer literacy, teamwork, lesson planning, and classroom management.

1. PRESENTING
Beverly Alexander’s Profile

2. MY FAMILY

3. MY RESUME
A highly motivated teacher with a verifiable record of many contributions spanning
sixteen years. Highly creative, recognized as a results-oriented and solution-focused
individual. Areas of strength include:
•Organizational Skills
•Computer Literacy
•Work as Team Player
•Lesson planning
•Classroom management
•EDUCATION
•Teacher’s Diploma (Valsayn Teachers’ College) 2001
•Certificate in Administrative Professional Office Management (University of the West
Indies)
•Bachelors in Educational Leadership & Management (pursuing 3rd year

4. MY RESUME CONT’D
COMPUTER SKILLS
• Microsoft Office User Specialist (2002)
SOFTWARE EXPERIENCE
• Microsoft Word, Excel and Power point
• Microsoft Publisher
• Educational software including the one used with intellikeys
PROFESSIONAL EXPERIENCE
• On-The Job Training
• Assistant Teacher 2
• Teacher 1

5. MY RESUME CONT’D
SPECIAL INTERESTS include:-
• Singing, listening to music, computer games, going to movies,
sports, dancing and avid gym member.
WORKSHOPS ATTENDED
• Disability Sport Education Workshop
• Training of Special Needs Resource Trainers’
• Developing emotional literacy
• Anglicanism TodayKnow Your Faith
• Professional days sponsored by TTAPPS

6. MY RESUME CONT’D
SPECIFIC CONTRIBUTIONS
• Acts as senior teacher when the principal or other superiors are
absent
• Co-ordinates POWERGEN Sports for the Princess Elizabeth
Special School
• Currently a member of Very Special Arts
• Computer teacher for the school
• Instrumental in initiating a summer camp at the St. James The
Just Anglican Church

7. MY PHILOSOPHY ON EDUCATION
"A person's a person, no matter how
small." - Dr. Seuss
• I believe in making
learning meaningful to
my students
• I believe in treating all
students with respect
• I believe that all
students can learn
• I believe in getting to
know my students e,g,
strengths, weaknesses
• I believe in group work
• I believe in student
centred, constructivist
learning.
• I believe in behaviour
modification
• I believe in treating all
students fairly

8. MY PHILOSOPHY ON EDUCATION CONT’D
"A nation, as a society, forms a moral person, and every member of it is
personally responsible for his society.“
Thomas Jefferson
• I believe in making
learning meaningful to
my students
• I believe in treating all
students with respect
• I believe that all
students can learn
• I believe in getting to
know my students e,g,
strengths, weaknesses
• I believe in group work
• I believe in student
centred, constructivist
learning.
• I believe in behaviour
modification
• I believe in treating all
students fairly

9. To be an effective teacher I
• Plan and instruct each subject area using a wide
variety of teaching aids, motivational and
implementation strategies to engage.
• Involve students in active learning.
• Incorporate learning modality principles into
classroom and individual instruction.
• Implement technological approaches to subject
material.
• Research educational resources on the Internet

10. Classroom Management
Before the 1st
day of school
The 1st day The first few
weeks
Get to know my
students
Introduce
myself to class
and let them
know what is
expected of
them
Display
students’ work
Encourage
participation &
group work
Get to know
parents
Form class rules
with class
Adhere to rules
and reinforce
good behaviour

11. CLASSROOM
MANAGEMENT
Rules, procedures and
expectations within
the classroom are
made with students
Use new and varied
techniques to hold
attention span
Use positive
reinforcement
strategies e.g. stickers,
stamps, certificates
Students are
encourage to take
responsibility for their
behaviour
Behaviour Modification

12. CHARACTER BOARD
These are the qualities we try to encourage

13. APPROACHES TO
TEACHING
THE IDEAL
Cooperative learning
Guided discussion
Constructivist teaching
Guided learning centres
Scaffolding
Reflective lifelong learners
Teacher centred
Presentations
Direct teaching
Lectures
questioning
Student centred
- Discovery learning
Learning centres
Discussions
"The government is best which
governs not at all"
-H.D. Thoreau

14. Before Planning lesson
1) Decide what needs to be
taught and why
2) Brainstorm ideas
3) Find resources
4) Consider environment,
learning styles and students’
interests.

15. During lesson planning

16. ASSESSMENT
What?
Multiple
intelligences
Academic ability
Learning behaviour
Potential
Why?
Has teaching been effective
To determine strengths and weaknesses
To cater for individualized instruction
To provide feedback
When?
Beginning of unit
Throughout unit
End of unit
Formative and summative assessment
How?
Rubrics
Observation
Worksheets
Self assessment
Who?
Teacher
Student
Resource personnel
Peers
parents

17. SPECIAL NEEDS

18. Physical education

19. FUN WITH THE STUDENTS

20. VACATION BIBLE SCHOOL

21. REFLECTION IS
a window through which the practitioner can view and focus
self within the context of his own lived experience in ways
that enable him to confront, understand and work towards
resolving the contradictions within his practice between what
is desirable and actual practice

22. Roth (1989) summarized the basic elements of
reflective process as follows,
Keeping an open mind about what, and how we do
things.
Awareness of what, why and how we do things.
Questioning what, why and how we do things.
Asking what, why and how other people do things.
Generating choices, options and possibilities.
Comparing and contrasting results.
Seeking to understand underlying mechanisms and
rationales.
Viewing our activities and results from various
perspectives.
Asking “What if …..?”
Seeking feedback and other people’s ideas and
viewpoints.
Using prescriptive (advice) models only when
carefully adapted to the individual situation.
Analyzing, synthesizing and testing.
Searching for, identifying and resolving problems
and result limitation

23. The 10 C’s of Reflection
Commitment – believing that self and practice
matter; accepting responsibility for self; the
openness, curiosity and willingness to
challenge normative ways of responding to
situations.
Contradiction – exposing and understanding
the contradiction between what is desirable
and actual practice.
Conflict – harnessing the energy of conflict
within contradiction to become empowered to
take appropriate action.
Challenge and Support – confronting the
practitioner’s normative attitudes, beliefs and
actions in ways that do not threaten the
practitioner .Beverly's Professional
Portfolio.pptx
Catharsis – working through negative
feelings.
Creation – moving beyond self to see and
understand new ways of viewing and
responding to practice.
Connection – connecting new insight within
the real world of practice; appreciating the
temporality over reality.
Caring – realizing desirable practice as
everyday reality.
Congruence - reflection as a mirror for
caring.
Constructing Personal Knowing in practice –
weaving personal knowing
with relevant extant theory in constructing
knowledge.
Johns' (2000b)

24. A poem on reflection
Ris for the concept of reflective practice
E aims to achieve it everyday
F means only the framework for the models of reflection
Lmeans a lifelong learner I’ll always be
E stands for experiential learning
C is for the construction of new knowledge.
T tells of the importance of time management
I is for individual reflection
Omeans that reflection will not grow old
N means dealing with negative feelings
Put them all together we get reflection. A concept that will forever reign