Personal reflection
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1) The author reflects on their first experience teaching English to kindergarten students in Argentina, where they observed that the teacher only used Spanish and lessons lacked structure. 2) The author was able to engage students using gestures, a puppet, videos, songs, and games. Students enjoyed these interactive activities and the observer was impressed with the author's teaching method. 3) The author reflected after each lesson to improve, gaining confidence over time. They ensured lessons were well-organized with prepared materials and activities.
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Personal reflection about Primary Practicum
Paula Pilotti completed a practicum teaching English to primary school students in Argentina. She observed that the students had varying English abilities but were accustomed to the teacher speaking English at all times. Paula developed lessons incorporating videos, songs, posters, and group/individual activities to engage different learning styles. The students enjoyed the motivating lessons and Paula received positive feedback from her observer. After each lesson, Paula reflected on ways to improve, gaining more confidence over time. Moving forward, she aims to design engaging activities that take full advantage of available resources.
Final self reflection primary level gieser leticia
The student completed their primary practicum teaching English to young students. They aimed to apply strategies learned and do their best. They created material on pets incorporating various activities and resources to engage the four skills. Students enjoyed the material and improved. The biggest challenge was getting students to use structures beyond isolated words. The student learned the importance of student confidence and relationships, games for enjoyment and learning, and contextualizing lessons. Going forward, they would focus more on structures and finish activities, and improve materials. The experience reinforced the value of different resources to engage students and how much they can learn in a positive environment.
Final self reflection primary level gieser leticia
The student completed their primary practicum teaching English to young students. They aimed to apply strategies learned and do their best. They created material on the topic of pets incorporating various activities and resources to engage the four skills. Students enjoyed the material and improved their language skills and motivation. The biggest challenges were getting students to use structures instead of isolated words, and introducing more English routines. The student learned the importance of student confidence and relationships, competitive games, and providing context for learning. Going forward, they would focus more on structures and finish planned activities, and improve materials and technology use. The experience reinforced using engaging strategies tailored to student needs.
Final reflection gieser leticia - secondary level - tpd
The student completed a secondary practicum to apply recently learned teaching strategies and methodology with teenagers. They found the experience positive overall, though realized some areas for improvement. The student engaged students through varied materials and activities, adapting to their developmental stage and interests. Feedback helped the student feel more confident in their performance. While challenging at first due to inexperience in this level, the student ultimately felt the experience helped them overcome fears and learn to teach more effectively at the secondary level.
Reflective dimensions
1. The document summarizes the student's experience completing a teaching practicum in a kindergarten classroom where she taught English to young children.
2. During her observation period, the student saw that the children had issues with behavior and focus, but felt the activities successfully engaged the children through use of visuals, songs, and hands-on activities.
3. Through the experience, the student learned the importance of planning for flexibility, encouraging positive feedback, and acting as a caring figure for the children, as kindergartners need routine. She gained insight into teaching at this early level.
Aimé's reflection on her practicum experience
Here is a reflection about my practicum that includes things that I could/couldn't improve, suggestions to take into consideration, if there were any obstacles during my practicum and how I manage to overcome them, etc.
Eliminating down time
The document provides tips for classroom management strategies to deal with students who finish assignments at different paces. It suggests having bell ringer activities, clearly specifying assignment timeframes, monitoring student progress, and providing early finishers with non-disruptive follow-up activities like checking their work, reading, writing, or using educational computer games and websites. Engaging students immediately, varying assignments, using cooperative groups, and communicating expectations can help reduce behavior issues from bored, struggling, or rushing students.
Secondary final reflection- aguirrezabala
1) The student completed her teaching practicum at "ESCUELA AGROTECNICA" where she taught English to secondary students.
2) While planning and delivering her own lessons was challenging, the students engaged well with the topics and activities, though time management was an issue.
3) The experience helped the student improve her teaching skills and confidence, and she learned to better adapt lessons to students' individual needs and pace of learning.
Recommended
Personal reflection about Primary Practicum
Paula Pilotti completed a practicum teaching English to primary school students in Argentina. She observed that the students had varying English abilities but were accustomed to the teacher speaking English at all times. Paula developed lessons incorporating videos, songs, posters, and group/individual activities to engage different learning styles. The students enjoyed the motivating lessons and Paula received positive feedback from her observer. After each lesson, Paula reflected on ways to improve, gaining more confidence over time. Moving forward, she aims to design engaging activities that take full advantage of available resources.
Final self reflection primary level gieser leticia
The student completed their primary practicum teaching English to young students. They aimed to apply strategies learned and do their best. They created material on pets incorporating various activities and resources to engage the four skills. Students enjoyed the material and improved. The biggest challenge was getting students to use structures beyond isolated words. The student learned the importance of student confidence and relationships, games for enjoyment and learning, and contextualizing lessons. Going forward, they would focus more on structures and finish activities, and improve materials. The experience reinforced the value of different resources to engage students and how much they can learn in a positive environment.
Final self reflection primary level gieser leticia
The student completed their primary practicum teaching English to young students. They aimed to apply strategies learned and do their best. They created material on the topic of pets incorporating various activities and resources to engage the four skills. Students enjoyed the material and improved their language skills and motivation. The biggest challenges were getting students to use structures instead of isolated words, and introducing more English routines. The student learned the importance of student confidence and relationships, competitive games, and providing context for learning. Going forward, they would focus more on structures and finish planned activities, and improve materials and technology use. The experience reinforced using engaging strategies tailored to student needs.
Final reflection gieser leticia - secondary level - tpd
The student completed a secondary practicum to apply recently learned teaching strategies and methodology with teenagers. They found the experience positive overall, though realized some areas for improvement. The student engaged students through varied materials and activities, adapting to their developmental stage and interests. Feedback helped the student feel more confident in their performance. While challenging at first due to inexperience in this level, the student ultimately felt the experience helped them overcome fears and learn to teach more effectively at the secondary level.
Reflective dimensions
1. The document summarizes the student's experience completing a teaching practicum in a kindergarten classroom where she taught English to young children.
2. During her observation period, the student saw that the children had issues with behavior and focus, but felt the activities successfully engaged the children through use of visuals, songs, and hands-on activities.
3. Through the experience, the student learned the importance of planning for flexibility, encouraging positive feedback, and acting as a caring figure for the children, as kindergartners need routine. She gained insight into teaching at this early level.
Aimé's reflection on her practicum experience
Here is a reflection about my practicum that includes things that I could/couldn't improve, suggestions to take into consideration, if there were any obstacles during my practicum and how I manage to overcome them, etc.
Eliminating down time
The document provides tips for classroom management strategies to deal with students who finish assignments at different paces. It suggests having bell ringer activities, clearly specifying assignment timeframes, monitoring student progress, and providing early finishers with non-disruptive follow-up activities like checking their work, reading, writing, or using educational computer games and websites. Engaging students immediately, varying assignments, using cooperative groups, and communicating expectations can help reduce behavior issues from bored, struggling, or rushing students.
Secondary final reflection- aguirrezabala
1) The student completed her teaching practicum at "ESCUELA AGROTECNICA" where she taught English to secondary students.
2) While planning and delivering her own lessons was challenging, the students engaged well with the topics and activities, though time management was an issue.
3) The experience helped the student improve her teaching skills and confidence, and she learned to better adapt lessons to students' individual needs and pace of learning.
Lesson Planning
1) The document outlines the importance and process of lesson planning for teachers. It discusses key areas like content, teaching methods, delivery, and ensuring lessons are organized, focused, and facilitate learning.
2) Effective lesson planning keeps teachers organized and focused, allows them to know what will be covered in class and boosts confidence. It also makes their work easier and helps ensure content is properly transmitted.
3) The document stresses that teachers should never enter a class without planning, as it could result in them cutting a sorry figure in front of students.
Plcjarg 2 july2013
This document summarizes the second meeting of the Teacher Inquiry PLC group at Whakarongo School. It includes:
1) Discussions about building a culturally responsive classroom environment, the importance of understanding students' cultures, and avoiding assumptions.
2) Key reflections from readings on delivering te reo Maori properly, developing curriculum systems, and working as a team for support.
3) Uninterrupted presentations from each teacher on their teacher inquiry plans and progress embedding te reo Maori, including student activities and areas for future focus.
4) Reflective questioning and feedback between teachers to encourage reflection on their practices.
5) Plans for the next meeting, including reflections
Ten commandments of Classroom teaching
The document outlines 10 commandments or principles of effective classroom teaching. The principles are: 1) Recap the previous lesson and link it to the current topic. 2) Introduce the new topic in an interesting way to engage students. 3) Use appropriate teaching methods and techniques to effectively deliver the instructional material. 4) Use the blackboard purposefully and legibly. 5) Incorporate relevant teaching aids to facilitate learning. 6) Innovate to prevent boredom and sustain interest. 7) Reinforce learning and motivate students. 8) Evaluate learning outcomes and provide feedback. 9) Summarize the key points at the end. 10) Assign relevant homework to reinforce learning outside of class. The overall goal is
Assigning homework and providing practice
Homework is work assigned to students to be completed outside of regular class time. It is intended to reinforce concepts learned in class through practice and preparation. Effective homework design provides opportunities for students to extend their understanding and apply their knowledge. The Department of Education recommends homework serve educational purposes and not be too taxing on students. Repeated practice is important for students to master new skills and become better over time.
Material Development Journal 1
The document discusses didactic materials and their importance in the classroom. It defines didactic materials as any resources used by teachers to make learning more meaningful, such as flashcards, posters, maps, and videos. The document outlines several benefits of using didactic materials, such as developing student abilities, improving attitude, and stimulating senses and interest. It also discusses different types of didactic materials like drawings on the blackboard, stick figures, wall charts, and coursebooks. The document emphasizes that teachers must adapt materials to meet student needs and interests.
My Educational Technology
The document discusses how different instructional materials helped the author at different stages of education. In pre-school, blackboards helped build writing skills. In elementary school, flashcards improved reading, math, and thinking skills. In high school, visual aids enhanced understanding of subjects like biology. In college, PowerPoint presentations facilitated learning by allowing information to be presented with images and videos in a summarized format.
My experience
1) The author struggled to balance being friendly with students and maintaining authority, originally allowing disruptions.
2) Observing a strict teacher whose students behaved well and learned a lot inspired the author to be more authoritative.
3) The author started enforcing consequences for talking during lessons, taking time from students who disrupted, which improved the learning environment while maintaining good relationships.
Agood teacher
A good language teacher is a keen observer, good listener, and adaptable. They create a positive attitude towards the language and foster confidence in students. An effective teacher makes the lesson interesting using various tools and techniques, involving students through group activities. They tailor lessons to students' needs and learning paces, demonstrate thorough subject knowledge, and inspire students' independent study of topics. A well-planned lesson has clear objectives for short- and long-term goals, engages students through varied activities, and focuses on practical communication skills through authentic interactions and prioritizing listening and speaking skills over reading and writing. An ideal teacher respects students and seeks their feedback to improve.
Make Learning Fun
The document discusses principles for making learning fun and engaging for children. It emphasizes that teachers should inspire students with a desire to learn by making the learning process enjoyable and stimulating their curiosity. To fully engage children, teachers must put effort into continually developing new and interactive ways of teaching, and teach with enthusiasm, animation, and excitement to stir the children's interest and motivation. The general principles advise starting from concrete, hands-on experiences before abstract concepts, and motivating children to learn by connecting it to their interests and making it a positive experience.
Interview
Michael Dobko is a music teacher at Loewen Piano House in Richmond, BC. His primary responsibilities include teaching students on time, structuring individualized lesson plans, and assigning pieces to prepare for the next lesson. The most rewarding part of his job is seeing students' happiness when they succeed and are able to play difficult pieces. He advises new music teachers to have patience, especially with young children, and to emphasize credentials to parents. The most challenging aspects are ensuring his own interpretations don't override students' and accommodating varied student schedules with short lessons. Key skills needed daily are patience, piano proficiency, pedagogical knowledge, and the ability to analyze and provide feedback to students during lessons.
Moller Poulsen - Nivel Inicial - Dimensions of Reflective Learning
1) The student completed their first practicum teaching English to young learners, with goals of gaining initial teaching experience and familiarizing themselves with the learners' group dynamics.
2) The student reflected that they need to improve classroom management strategies and how activities are presented to keep learners engaged.
3) The experience helped the student recognize areas for growth, like classroom management, but was also enjoyable and provided insight into working with young learners and themselves as a future English teacher.
Material development journal 3
The document describes lessons and reflections from a material development course. It discusses learning about writing lesson plans with objectives, elements of plans like warm-ups and practices, and problems that can occur without plans. Reflections note how planning helps keep lessons organized and on track to meet objectives. The document also covers developing materials like posters, flashcards, cue cards, and worksheets to engage students and help them learn. Classmates gave final presentations applying their new skills to their own lesson plan materials and parts.
how to become a good teacher
1. A good teacher supports students, asks about their problems, and pushes them to do better.
2. A good teacher is friendly but maintains professional boundaries. They make lessons relevant to students' lives and use examples.
3. A good teacher uses class time wisely, has in-depth subject knowledge, and teaches in a variety of engaging ways with clear objectives. They serve as a role model and have effective classroom management. Dedication to their work also inspires students.
Apresentação curso lem
The document discusses a teacher's experience learning English and becoming a teacher. It provides details about how she initially wanted to be a teacher but wasn't sure of the subject, how she later became a physical education teacher but grew to enjoy English, and how she believes reading is what she teaches best. It also outlines how she currently teaches focusing on the four main skills, but knows she doesn't reach all learning styles, and discusses ways she can change her teaching such as incorporating more technology, group work, and computer programs to help students construct their own learning.
Teaching students with special needs
The document provides tips for teaching students with special needs and disabilities. It discusses being upfront about any learning disabilities or disorders a student may have so lessons can be tailored appropriately. It emphasizes keeping lessons simple, using repetition, praise, and variety to maintain engagement. Physical obstacles may require adaptive tools or modified instruments. Above all, teachers need flexibility to adjust their approach for each student's unique needs.
Flash Cards
1. Flashcards can be an effective resource for teachers to use in the classroom as they appeal to visual learners and help reinforce vocabulary, structures, and other concepts.
2. The document outlines various activities teachers can do with flashcards, such as drilling vocabulary, identification activities where students guess the word, and total physical response activities where students act out or point to the flashcard.
3. Flashcards are suggested as a way to warm up, present new material, practice, review, assess learning, and reinforce concepts throughout a lesson. When used correctly, they can be a fun and engaging tool.
Tpd final reflexion initiallevel fourdimensions mestreflorencia (1)
The student teacher found their first teaching experience to be fantastic and rewarding, as they successfully connected with the students and taught an engaging lesson according to the students' interests and abilities. Though nervous at first, the teacher felt motivated by how well the lesson went and the students' enjoyment of the activities. Overall the experience exceeded the teacher's expectations and made them feel ready and eager to continue teaching at a higher level.
Kindergarten Final Reflection. Jimena Benito
Jimena Benito reflects on her kindergarten teaching practicum experience. She believes the activities aligned with the Natural Approach and engaged students. While she felt the lesson plans were good, she was only 50% satisfied because she struggled with classroom management at times. Going forward, she would change the seating arrangement and be better prepared with organized materials. The experience helped her understand how to teach young learners and establish routines and discipline. She feels more prepared now after receiving helpful feedback and support from her tutors, cooperating teacher, and school administrators during the process.
Workshop Six
This document outlines the learning outcomes, activities, and discussions from a teacher workshop focused on identifying and celebrating good teaching practices. The workshop aimed to help teachers recognize effective strategies through photos and examples, share positive experiences from their own classrooms, and make plans to continue improving instruction. Teachers discussed strategies they had tried, such as small group work and cooperative learning, and how these approaches benefited students. The document celebrates the progress teachers described in developing active, student-centered lessons. Next steps include creating an online resource for sharing materials and arranging teacher exchanges between the workshop schools.
How to become a good teacher
To be a good teacher, one should:
1) Be relaxed yet professional, as students respond best to confident teachers who maintain appropriate conduct.
2) Have strong subject knowledge and a passion that inspires students, staying up-to-date on the topic through continued learning.
3) Recognize that students learn in different ways and allow them to develop understanding through various methods like reading, listening, and making mistakes without pressure or bullying.
Personal reflection
The student reflects on their experience completing a practicum at a secondary school. They observed a quiet and shy group of pre-intermediate English students. This experience helped the student think of strategies to engage introverted and extroverted students alike, such as using varied resources like videos and pictures. The student created lesson plans focused on communication and including skills and learning styles. Students seemed motivated by the planned activities. The observer was supportive and the student worked to improve lessons after reflection. Overall, the practicum experience helped the student gain confidence in their teaching ability.
Schulze 4 journals kinder checked
Paula taught 4 English lessons to Kindergarten students. She focused on Total Physical Response and Natural Approach methods. Students enjoyed interactive activities like games, songs, and crafts. Paula improved at managing behavior and keeping students engaged through modeling, repetition, and scaffolding activities. While some lessons went smoothly, she struggled with students speaking Spanish and short attention spans, and aims to improve group control and organization.
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What's hot
Lesson Planning
1) The document outlines the importance and process of lesson planning for teachers. It discusses key areas like content, teaching methods, delivery, and ensuring lessons are organized, focused, and facilitate learning.
2) Effective lesson planning keeps teachers organized and focused, allows them to know what will be covered in class and boosts confidence. It also makes their work easier and helps ensure content is properly transmitted.
3) The document stresses that teachers should never enter a class without planning, as it could result in them cutting a sorry figure in front of students.
Plcjarg 2 july2013
This document summarizes the second meeting of the Teacher Inquiry PLC group at Whakarongo School. It includes:
1) Discussions about building a culturally responsive classroom environment, the importance of understanding students' cultures, and avoiding assumptions.
2) Key reflections from readings on delivering te reo Maori properly, developing curriculum systems, and working as a team for support.
3) Uninterrupted presentations from each teacher on their teacher inquiry plans and progress embedding te reo Maori, including student activities and areas for future focus.
4) Reflective questioning and feedback between teachers to encourage reflection on their practices.
5) Plans for the next meeting, including reflections
Ten commandments of Classroom teaching
The document outlines 10 commandments or principles of effective classroom teaching. The principles are: 1) Recap the previous lesson and link it to the current topic. 2) Introduce the new topic in an interesting way to engage students. 3) Use appropriate teaching methods and techniques to effectively deliver the instructional material. 4) Use the blackboard purposefully and legibly. 5) Incorporate relevant teaching aids to facilitate learning. 6) Innovate to prevent boredom and sustain interest. 7) Reinforce learning and motivate students. 8) Evaluate learning outcomes and provide feedback. 9) Summarize the key points at the end. 10) Assign relevant homework to reinforce learning outside of class. The overall goal is
Assigning homework and providing practice
Homework is work assigned to students to be completed outside of regular class time. It is intended to reinforce concepts learned in class through practice and preparation. Effective homework design provides opportunities for students to extend their understanding and apply their knowledge. The Department of Education recommends homework serve educational purposes and not be too taxing on students. Repeated practice is important for students to master new skills and become better over time.
Material Development Journal 1
The document discusses didactic materials and their importance in the classroom. It defines didactic materials as any resources used by teachers to make learning more meaningful, such as flashcards, posters, maps, and videos. The document outlines several benefits of using didactic materials, such as developing student abilities, improving attitude, and stimulating senses and interest. It also discusses different types of didactic materials like drawings on the blackboard, stick figures, wall charts, and coursebooks. The document emphasizes that teachers must adapt materials to meet student needs and interests.
My Educational Technology
The document discusses how different instructional materials helped the author at different stages of education. In pre-school, blackboards helped build writing skills. In elementary school, flashcards improved reading, math, and thinking skills. In high school, visual aids enhanced understanding of subjects like biology. In college, PowerPoint presentations facilitated learning by allowing information to be presented with images and videos in a summarized format.
My experience
1) The author struggled to balance being friendly with students and maintaining authority, originally allowing disruptions.
2) Observing a strict teacher whose students behaved well and learned a lot inspired the author to be more authoritative.
3) The author started enforcing consequences for talking during lessons, taking time from students who disrupted, which improved the learning environment while maintaining good relationships.
Agood teacher
A good language teacher is a keen observer, good listener, and adaptable. They create a positive attitude towards the language and foster confidence in students. An effective teacher makes the lesson interesting using various tools and techniques, involving students through group activities. They tailor lessons to students' needs and learning paces, demonstrate thorough subject knowledge, and inspire students' independent study of topics. A well-planned lesson has clear objectives for short- and long-term goals, engages students through varied activities, and focuses on practical communication skills through authentic interactions and prioritizing listening and speaking skills over reading and writing. An ideal teacher respects students and seeks their feedback to improve.
Make Learning Fun
The document discusses principles for making learning fun and engaging for children. It emphasizes that teachers should inspire students with a desire to learn by making the learning process enjoyable and stimulating their curiosity. To fully engage children, teachers must put effort into continually developing new and interactive ways of teaching, and teach with enthusiasm, animation, and excitement to stir the children's interest and motivation. The general principles advise starting from concrete, hands-on experiences before abstract concepts, and motivating children to learn by connecting it to their interests and making it a positive experience.
Interview
Michael Dobko is a music teacher at Loewen Piano House in Richmond, BC. His primary responsibilities include teaching students on time, structuring individualized lesson plans, and assigning pieces to prepare for the next lesson. The most rewarding part of his job is seeing students' happiness when they succeed and are able to play difficult pieces. He advises new music teachers to have patience, especially with young children, and to emphasize credentials to parents. The most challenging aspects are ensuring his own interpretations don't override students' and accommodating varied student schedules with short lessons. Key skills needed daily are patience, piano proficiency, pedagogical knowledge, and the ability to analyze and provide feedback to students during lessons.
Moller Poulsen - Nivel Inicial - Dimensions of Reflective Learning
1) The student completed their first practicum teaching English to young learners, with goals of gaining initial teaching experience and familiarizing themselves with the learners' group dynamics.
2) The student reflected that they need to improve classroom management strategies and how activities are presented to keep learners engaged.
3) The experience helped the student recognize areas for growth, like classroom management, but was also enjoyable and provided insight into working with young learners and themselves as a future English teacher.
Material development journal 3
The document describes lessons and reflections from a material development course. It discusses learning about writing lesson plans with objectives, elements of plans like warm-ups and practices, and problems that can occur without plans. Reflections note how planning helps keep lessons organized and on track to meet objectives. The document also covers developing materials like posters, flashcards, cue cards, and worksheets to engage students and help them learn. Classmates gave final presentations applying their new skills to their own lesson plan materials and parts.
how to become a good teacher
1. A good teacher supports students, asks about their problems, and pushes them to do better.
2. A good teacher is friendly but maintains professional boundaries. They make lessons relevant to students' lives and use examples.
3. A good teacher uses class time wisely, has in-depth subject knowledge, and teaches in a variety of engaging ways with clear objectives. They serve as a role model and have effective classroom management. Dedication to their work also inspires students.
Apresentação curso lem
The document discusses a teacher's experience learning English and becoming a teacher. It provides details about how she initially wanted to be a teacher but wasn't sure of the subject, how she later became a physical education teacher but grew to enjoy English, and how she believes reading is what she teaches best. It also outlines how she currently teaches focusing on the four main skills, but knows she doesn't reach all learning styles, and discusses ways she can change her teaching such as incorporating more technology, group work, and computer programs to help students construct their own learning.
Teaching students with special needs
The document provides tips for teaching students with special needs and disabilities. It discusses being upfront about any learning disabilities or disorders a student may have so lessons can be tailored appropriately. It emphasizes keeping lessons simple, using repetition, praise, and variety to maintain engagement. Physical obstacles may require adaptive tools or modified instruments. Above all, teachers need flexibility to adjust their approach for each student's unique needs.
Flash Cards
1. Flashcards can be an effective resource for teachers to use in the classroom as they appeal to visual learners and help reinforce vocabulary, structures, and other concepts.
2. The document outlines various activities teachers can do with flashcards, such as drilling vocabulary, identification activities where students guess the word, and total physical response activities where students act out or point to the flashcard.
3. Flashcards are suggested as a way to warm up, present new material, practice, review, assess learning, and reinforce concepts throughout a lesson. When used correctly, they can be a fun and engaging tool.
Tpd final reflexion initiallevel fourdimensions mestreflorencia (1)
The student teacher found their first teaching experience to be fantastic and rewarding, as they successfully connected with the students and taught an engaging lesson according to the students' interests and abilities. Though nervous at first, the teacher felt motivated by how well the lesson went and the students' enjoyment of the activities. Overall the experience exceeded the teacher's expectations and made them feel ready and eager to continue teaching at a higher level.
Kindergarten Final Reflection. Jimena Benito
Jimena Benito reflects on her kindergarten teaching practicum experience. She believes the activities aligned with the Natural Approach and engaged students. While she felt the lesson plans were good, she was only 50% satisfied because she struggled with classroom management at times. Going forward, she would change the seating arrangement and be better prepared with organized materials. The experience helped her understand how to teach young learners and establish routines and discipline. She feels more prepared now after receiving helpful feedback and support from her tutors, cooperating teacher, and school administrators during the process.
Workshop Six
This document outlines the learning outcomes, activities, and discussions from a teacher workshop focused on identifying and celebrating good teaching practices. The workshop aimed to help teachers recognize effective strategies through photos and examples, share positive experiences from their own classrooms, and make plans to continue improving instruction. Teachers discussed strategies they had tried, such as small group work and cooperative learning, and how these approaches benefited students. The document celebrates the progress teachers described in developing active, student-centered lessons. Next steps include creating an online resource for sharing materials and arranging teacher exchanges between the workshop schools.
How to become a good teacher
To be a good teacher, one should:
1) Be relaxed yet professional, as students respond best to confident teachers who maintain appropriate conduct.
2) Have strong subject knowledge and a passion that inspires students, staying up-to-date on the topic through continued learning.
3) Recognize that students learn in different ways and allow them to develop understanding through various methods like reading, listening, and making mistakes without pressure or bullying.
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Moller Poulsen - Nivel Inicial - Dimensions of Reflective Learning
Moller Poulsen - Nivel Inicial - Dimensions of Reflective Learning
Tpd final reflexion initiallevel fourdimensions mestreflorencia (1)
Tpd final reflexion initiallevel fourdimensions mestreflorencia (1)
Similar to Personal reflection
Personal reflection
The student reflects on their experience completing a practicum at a secondary school. They observed a quiet and shy group of pre-intermediate English students. This experience helped the student think of strategies to engage introverted and extroverted students alike, such as using varied resources like videos and pictures. The student created lesson plans focused on communication and including skills and learning styles. Students seemed motivated by the planned activities. The observer was supportive and the student worked to improve lessons after reflection. Overall, the practicum experience helped the student gain confidence in their teaching ability.
Schulze 4 journals kinder checked
Paula taught 4 English lessons to Kindergarten students. She focused on Total Physical Response and Natural Approach methods. Students enjoyed interactive activities like games, songs, and crafts. Paula improved at managing behavior and keeping students engaged through modeling, repetition, and scaffolding activities. While some lessons went smoothly, she struggled with students speaking Spanish and short attention spans, and aims to improve group control and organization.
Schulze 4 journals kinder
Paula Schulze summarizes 4 English lessons taught to Kindergarten students. In each lesson she focused on Total Physical Response and Natural Approach methods. Students responded positively to activities and materials. While time management and most strategies worked well, student behavior and lack of attention required improvement. Lessons helped Schulze learn to better plan activities tailored to students' needs and manage the classroom.
Tielve tpd2015-second period-journal-checked
Myriam delivered an English lesson to a 5th grade class. She had to modify her plans due to delays and interruptions. She focused on a map activity to help students learn prepositions of location. Myriam introduced a story about a new teacher and had students do a listening activity with dialogues, only getting through 3 due to time constraints.
Cantaroni 4 evaluacion final inicial
This document provides a self-assessment of the author's first teaching practicum period teaching English at a kindergarten in Bahia Blanca, Argentina. The summary is:
[1] The author completed their first teaching practicum teaching English to 14 students ages 4-5 at a private kindergarten.
[2] Through reflecting on their experience, the author learned strategies for engaging young students, adapting lessons, and using various resources. They gained confidence in their teaching abilities.
[3] Looking ahead, the author plans to apply what they learned to future teaching levels and practicums, with a focus on lesson planning, resource use, and maintaining student enthusiasm.
Final reflection primary practicum-aguirrezabala
1) The student teacher struggled at first to manage a classroom of mostly boys and gain their attention in English lessons, as the regular teacher only communicated in Spanish.
2) The first two lessons were very challenging, as students did not understand and the student teacher did not feel ready, but realized the practicum was for learning and not needing perfection.
3) Later lessons improved with using visuals like pictures and games, teaching vocabulary like family members and possessions, and using body language and cognates to be understood without translating.
Final reflexion primaria
1. The student completed her primary practicum teaching English at a school in Ushuaia, Argentina with 19 students, including one girl with special needs.
2. She was happy that the students were motivated to learn English, even though it was their first exposure to a second language.
3. The student reflected that using a variety of communicative activities, resources, songs and games helped the students understand and produce language within their level, and that developing a warm classroom atmosphere was important.
Practicas docentes II reflective cycle- Medina Keila
This document summarizes a student teacher's reflective process after completing three teaching lessons with young English learners. Some key points:
- The first lesson on similes went well, though students were quiet. The second on will/going to was noisier but students engaged well. The third individually covering first conditional was challenging for students.
- Areas for improvement include better lesson context-setting, more dynamic explanations, and creative warm-up activities. The student teacher aims to gain confidence through practice and research new techniques.
- Moving forward, the student teacher will implement strategies like videos, games, and student feedback questionnaires to enhance lessons and engagement. The goal is to relax, be more confident, and achieve learning
My report on Kindergarten
The document summarizes the author's experiences during a 4-week practicum teaching kindergarten. It describes how planning lessons for young children with short attention spans proved more challenging than expected. After an initial lesson went poorly, the author incorporated more hands-on activities using images, stickers, play-acting and videos. These engaged the children better and helped them learn. The conclusion stresses that teaching young kids requires a playful, creative approach to motivate learning, and teachers must continually learn about their students' needs.
Schulze 4 journals kinder checked
Paula Schulze taught an English lesson to Kindergarten students. She focused on using the Total Physical Response Method and Natural Approach to promote language learning through activities and play. Some strategies like demonstration and modeling were effective, while translation was needed for some students. The students enjoyed the puppet and engaging activities, but their attention span was short. Paula realized she needs to improve classroom management skills and relax more with this age group.
Self-Assessment: Kindergarten
1) The author reflects on their experience teaching English to kindergarten students. They realized the students had little English exposure and needed more input.
2) They developed a routine for the class including greetings songs and used Peppa Pig characters and stories to engage the students. Activities included games, pictures, and real objects to reinforce vocabulary.
3) While the experience was challenging, the author is satisfied with building students' English skills and routine. They learned the importance of planning, classroom management, and including more cognitively challenging activities.
Reflexión Final - Kindergarten Level
This document is a reflection by Emili López on her first practicum period teaching English to first year primary students in Zapala, Neuquén. Some key points:
- She taught 16 students who were having their first experience with English.
- She aimed to give students a different experience than the typical grammar-translation approach used by their regular teacher.
- Over 5 lessons she incorporated games, songs, videos and other activities to make lessons more communicative and student-centered.
- She reflected on challenges like students' lack of English skills and distance from advisors, but felt she created a relaxed learning environment.
Tpd schulze all journals primary checked
Paula taught an English lesson to a 6th grade class about pirates. She focused on communicative language teaching and the Natural Approach. Activities included reading a story, vocabulary games, and dressing up. Students were engaged and used English. Time management went well except one lesson ran long due to a school assembly. Paula improved at using technology but recording stopped during videos/music. Feedback will help her plan future lessons to better manage time and encourage more English during activities.
Muller Lilia - Final Reflection - Secondary Practice
1) The document summarizes the author's secondary teaching practicum experience in 2021 where they taught English to second year students in Neuquen, Argentina.
2) It was a difficult time due to the COVID-19 pandemic which required classes to be online at first before transitioning back to in-person.
3) The author reflects that they enjoyed working with teenage students more than expected and aims to incorporate more meaningful, contextualized activities and projects in their future teaching.
Rodrigues - TPD - Practicum Journal- Primary Level
The trainee observed an English lesson at a primary school to gain experience. The teacher introduced new vocabulary about days, months, dates and weather [1]. Materials like flashcards were used to help students remember [2]. Most students struggled and the teacher had to repeat instructions in Spanish. In her first lesson, the trainee used a storybook and activities to teach vocabulary about family members. Students were engaged throughout and seemed to enjoy the lesson. For future lessons, she will consider allowing more time for student work [3].
Tpd 2015 tielve - journal first period - checked
The trainee delivered their second lesson to a kindergarten class of 5 year olds. They used songs, a video activity, and an interaction with pictures to teach clothing vocabulary. Most strategies were effective, though some students misbehaved during one activity. The video especially engaged students and they participated actively. Overall the lesson went well and the students reacted positively to the activities. The trainee plans to continue using motivating techniques like songs and videos that encourage physical response.
Tpd- reflection on kindergarten practicum period
The author reflects on their experience as a kindergarten teacher during their student teaching. At first, the author felt lost but learned that organization and lesson planning were important. Lessons were planned using CLT and TPR approaches to encourage communication and active participation. While the first lesson went well, some activities were difficult for a student with motor disabilities. In subsequent lessons, the students enjoyed the activities more and were more comfortable with the teacher. The author concludes that reflecting on weaknesses like timing, classroom management, and language skills will help improve future teaching.
Rl - Final reflection - Practica I
1) The student teacher completed her teaching practicum at a kindergarten, where she taught English to young children. She reflected on her experience applying the strategies and activities from her lesson plans.
2) Overall, the practicum was successful - the children actively participated and met the learning aims. The student teacher believes she selected appropriate strategies and materials based on the children's ages and interests.
3) Going forward, the student teacher would make some adjustments, such as changing aspects of the opening and closing activities. She also learned strategies for clearly presenting new materials and language.
4) The experience helped the student teacher grow professionally and see that reflecting on children's learning is important. While behavior management was a challenge,
“Journal writing primary”
Pía Barth completed her teaching practicum with 6th grade students. In her last lesson, she focused on environmental issues using the CLIL and Communicative Approaches. Students engaged in various activities like a box game and making promises to care for the Earth. While timing of some activities was imperfect, Pía established a good rapport with students and found engaging materials. She aims to improve her language skills and find new ways to present vocabulary through reviewing her didactics materials.
TPD. Final Reflection Primary School
The document is a reflection from a student teacher, Jimena Benito, on her practicum experience teaching English to a 6th form class of 23 students at a primary school. In the first lesson, Jimena felt secure and organized, but the second lesson went poorly as she struggled with instructions and timing. For the third lesson after a month, Jimena incorporated suggestions to improve her lesson planning and classroom management, and felt more confident with a successful lesson. Overall, the experience helped Jimena become aware of strengths and weaknesses to improve future teaching practices, though she remains self-critical of mistakes made.
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Practicas docentes II reflective cycle- Medina Keila
Practicas docentes II reflective cycle- Medina Keila
Muller Lilia - Final Reflection - Secondary Practice
Muller Lilia - Final Reflection - Secondary Practice
Rodrigues - TPD - Practicum Journal- Primary Level
Rodrigues - TPD - Practicum Journal- Primary Level
More from Paula Pilotti
Lesson plan 3 - Kindergarten
This lesson plan is for an English class for young learners at the Escuela N° 46. The lesson focuses on teaching colors (pink, brown, orange) and revising colors (red, green, yellow, blue) and numbers (1-10). A variety of activities are planned, including singing songs, watching videos, playing games with balls and holes, and a coloring worksheet. Assessment will involve observing students' ability to identify and name colors. The lesson aims to develop listening skills and deepen understanding of colors and numbers.
Curriculum paula pilotti 2018
Este currículum vitae presenta los datos personales y la experiencia laboral de María Paula Pilotti Maciá. Detalla su educación formal en contabilidad e idiomas como inglés y portugués. También enumera sus trabajos docentes desde 2005 en diferentes escuelas e instituciones de enseñanza de idiomas en Rio Colorado, donde actualmente se desempeña como profesora de inglés. Su objetivo laboral es formar parte de un equipo donde pueda aplicar sus habilidades en la enseñanza del idioma inglés.
Lesson plan 6
- The document is a lesson plan for an English class focused on feelings and emotions.
- The lesson plan includes objectives to express agreement/disagreement and understand feelings/emotions. It involves listening to the song "Can't Stop the Feeling" and completing related activities.
- The plan has different sections - a warm-up introducing feelings, a presentation playing the song, development activities analyzing lyrics and expressing opinions, and a closure thanking students.
Lesson plan 5
This lesson plan is for a class on feelings and emotions for a group of 29 intermediate English students. The plan aims to teach modal verbs for prohibition and obligation through activities identifying suggestions, prohibitions, and obligations related to health problems and feelings. Students will watch a video on empathy, discuss related questions, and work in groups coming up with responses using modals. They will then create a poetic presentation expressing ideas and values about empathy, which they will present to the class. The next week's lesson will have students create posters with their poems to display.
Lesson plan 3
This document contains a lesson plan for an English class at a secondary school in Argentina. The lesson focuses on using modal verbs like "should" and "shouldn't" to give health suggestions. It includes two activities - in the first, students read a text about headaches and complete sentences using modals, and in the second they practice suggestions through pictures. The plan demonstrates strong organization, includes a variety of tasks targeting different skills, and received the highest possible score from the evaluator.
Lesson plan 4
This document contains a lesson plan for a class on health problems and modals of obligation and prohibition. The 80-minute lesson will have students practice identifying and using must and have to through activities including watching a video, completing sentences from the video, and roleplaying as doctors and patients. Assessment will involve having students make sentences using the target modals. The plan outlines the objectives, procedures, materials, and assessments in detail across introduction, warm-up, presentation, practice activities, and closure.
Lesson plan 2
This lesson plan is for a 3rd year secondary school Spanish class focused on feelings. The lesson's goals are for students to identify and use the "zero conditional" and discuss feelings. It includes activities like revising feelings through pictures, watching a story video about a greedy wife, and working in groups on tasks related to the video's moral message. Students will form sentences using the zero conditional to describe the story's message and present their work to the class. The teacher aims to integrate listening, speaking, and writing skills through engaging activities focused on the target language.
Lesson plan 1
- The document outlines a lesson plan for an English class focusing on feelings for third year secondary students in Argentina.
- The 80 minute lesson plan aims to teach the zero conditional and revise feelings through a warm-up video, presentation of target structures, and two activity worksheets involving reading and matching feelings to situations.
- The lesson incorporates group work, class discussions, and aims to integrate listening, speaking, reading and writing skills while assessing students' comprehension and use of the zero conditional.
Lesson plan 3
This lesson plan is for a 7th grade English class in Argentina. It involves a 80 minute lesson with 23 students who are beginners in English. The lesson focuses on teaching adjectives and nouns using activities like a guessing game with real objects in bags. Students will work individually and in groups to practice asking and answering yes/no questions using adjectives and nouns. The teacher will assess students' understanding through monitoring their work and having some students report out answers. The plan integrates listening, speaking, reading and writing skills through interactive games and sentence writing.
Lesson plan 2
This document provides a lesson plan for an English class for 7th grade students in Argentina. The 80-minute lesson focuses on using the verb "to be" to describe favorite things. Activities include listening to a song, answering yes/no questions about the singer, completing sentences in the song lyrics, and asking/answering questions about pictures using the verb "to be". The lesson integrates listening, speaking, and writing skills and uses a video, pictures, and group/individual work. The teacher assesses comprehension through question-asking and encourages production of the target language.
Lesson plan 1
This document contains a lesson plan for an English class focused on teaching students about using "have got" to talk about possessions. The 80-minute lesson involves introducing the target language through a video, having students practice in groups by completing activities about the video and identifying objects people "have got" in pictures, and assessing comprehension with an individual activity matching pictures to questions. Homework is assigned from the textbook. The lesson plan aims to help students develop their listening, speaking, and writing skills while learning about using "have got" affirmatively and negatively.
Mock lesson plan
This document provides a lesson plan for a class teaching body parts to young English learners. The plan includes objectives to identify body parts and practice listening skills. Activities include singing songs, watching a video, and creating "monsters" by sticking cut-out body parts onto a picture. The class will be assessed through observation of students' comprehension and production during activities. A follow-up lesson is outlined to teach "right" and "left" through a Twister game and sticking body parts in the correct areas of a diagram.
Didactic Diagnostic Questionnaire
1. The document outlines questions for a didactics diagnostic questionnaire for a teaching practicum. It asks about teaching theories and approaches that will be used, including communicative language teaching and content integrated learning. It also asks about lesson planning strengths and areas for improvement.
2. Further questions address views on teaching English to children and teenagers, the level of L2 exposure and sources in classes, and goals for L2 teaching and learners' needs.
3. Additional questions cover familiarity with teaching and classroom management strategies, the use of ICT, teaching experience, and views on lesson observation.
Curriculum Paula Pilotti
Este currículum vitae presenta los datos personales y la experiencia laboral de María Paula Pilotti Maciá. Detalla su educación formal en contabilidad e idiomas como inglés y portugués. También enumera sus trabajos como maestra de música, profesora de inglés y tallerista en varias escuelas desde 2005 hasta la actualidad. Su objetivo laboral es aplicar sus habilidades en interacción y atención al público debido a su conocimiento del idioma inglés.
Personal reflection about Kindergarten
1) The author reflects on their first experience teaching English to kindergarten students in Argentina, where they observed that the teacher only used Spanish and lessons lacked structure.
2) The author was able to engage students using gestures, a puppet, videos, songs, and games. Students enjoyed these interactive activities and the observer was impressed with the author's teaching method.
3) The author reflected after each lesson to improve, gaining confidence over time. They prepared thoroughly by organizing materials like flashcards, videos, and songs in advance.
Didactics diagnostic questionnaire
1. The document outlines questions for a didactics diagnostic questionnaire for a teaching practicum. It asks about teaching theories and approaches that will be used, including communicative language teaching and content integrated learning. It also asks about lesson planning strengths and areas for improvement.
2. Further questions address views on teaching English to children and teenagers, the level of L2 exposure and sources in classes, and goals for L2 teaching and learners' needs. Additional topics include familiarity with teaching and classroom management strategies as well as the use of ICT and previous teaching experience. The last question discusses the benefits of observation.
Lesson plan 1 & 2
This document provides a lesson plan for teaching numbers 1-10 to young learners in Spanish. The two-part lesson uses a variety of activities, materials and techniques to introduce, practice and reinforce the target vocabulary. In the first class, students sing songs, point to number cards, play a ball game matching numbers and colors, and complete a worksheet. The second class reviews numbers 1-6 and introduces 6-10 through puppet play, a hopscotch-style number game, and another song. Throughout, the teacher assesses comprehension through observation and provides support to help students produce the numbers. The plan demonstrates coherence across its stages and integration of listening, speaking and visual learning styles.
Curriculum paula pilotti 2018
Este currículum vitae presenta los datos personales y la experiencia laboral de María Paula Pilotti Maciá. Detalla su educación formal en contabilidad e idiomas como inglés y portugués. También enumera sus trabajos docentes desde 2005 en diferentes escuelas e instituciones de enseñanza de idiomas en Rio Colorado, donde actualmente se desempeña como profesora de inglés. Su objetivo laboral es formar parte de un equipo donde pueda aplicar sus habilidades en la interacción y atención al público gracias a su dominio del idioma
More from Paula Pilotti (18)
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5 key differences between Hard skill and Soft skills
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In today's dynamic and competitive market, a well-rounded skillset is no longer a luxury - it's a necessity.
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Parabolic antenna alignment system with Real-Time Angle Position Feedback
Introduction
Parabolic antennas are a crucial component in many communication systems, including satellite communications, radio telescopes, and television broadcasting. Ensuring these antennas are properly aligned is vital for optimal performance and signal strength. A parabolic antenna alignment system, equipped with real-time angle position feedback and fault tracking, is designed to address this need. This document delves into the components, design, and implementation of such a system, highlighting its significance and applications.
Importance of Parabolic Antenna Alignment
The alignment of a parabolic antenna directly affects its performance. Even minor misalignments can lead to significant signal loss, which can degrade the quality of the received signal or cause communication failures. Proper alignment ensures that the antenna's focal point is accurately directed toward the signal source, maximizing the antenna's gain and efficiency. This precision is especially crucial in applications like satellite communications, where the antenna must track geostationary satellites with high accuracy.
Components of a Parabolic Antenna Alignment System
A parabolic antenna alignment system typically includes the following components:
Parabolic Dish: The primary reflector that collects and focuses incoming signals.
Feedhorn and Low Noise Block (LNB): Positioned at the dish's focal point to receive signals.
Stepper or Servo Motors: Adjust the azimuth (horizontal) and elevation (vertical) angles of the antenna.
Microcontroller (e.g., Arduino, Raspberry Pi): Processes sensor data and controls the motors.
Potentiometers: Provide feedback on the antenna's current angle positions.
Fault Detection Sensors: Monitor for potential faults such as cable discontinuities or LNB failures.
Control Software: Runs on the microcontroller, handling real-time processing and decision-making.
Real-Time Angle Position Feedback
Real-time feedback on the antenna's angle position is essential for maintaining precise alignment. This feedback is typically provided by potentiometers or rotary encoders, which continuously monitor the azimuth and elevation angles. The microcontroller reads this data and adjusts the motors accordingly to keep the antenna aligned with the signal source.
Fault Tracking in Antenna Alignment Systems
Fault tracking is vital for the reliability and performance of the antenna system. Common faults include cable discontinuities, LNB malfunctions, and motor failures. Sensors integrated into the system can detect these faults and either notify the user or initiate corrective actions automatically.
Design and Implementation
1. Parabolic Dish and Feedhorn
The parabolic dish is designed to reflect incoming signals to a focal point where the feedhorn and LNB are located. The dish's size and shape depend on the specific application and frequency range.
2. Motors and Position Control
Stepper motors or servo motors are used to control the azimuth and elevation of
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版英国伦敦南岸大学毕业证（LSBU学位证）如何办理
原件一模一样【微信：WP101A】【英国伦敦南岸大学毕业证（LSBU学位证）学位证）成绩单】【微信：WP101A】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：WP101A】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：WP101A】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：WP101A】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理英国伦敦南岸大学毕业证（LSBU学位证）学位证）学位证【微信：WP101A 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理英国伦敦南岸大学毕业证（LSBU学位证）学位证）学位证【微信：WP101A 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理英国伦敦南岸大学毕业证（LSBU学位证）学位证）学位证【微信：WP101A 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理英国伦敦南岸大学毕业证（LSBU学位证）学位证）学位证【微信：WP101A 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
美洲杯买球-美洲杯买球下注平台-美洲杯买球投注平台|【网址🎉ac55.net🎉】
【网址🎉ac55.net🎉】美洲杯买球是爱尔兰的博彩公司，成立于1988年，位于爱尔兰的都柏林。美洲杯买球通过在爱尔兰和英国的一系列持牌博彩商店以及经营爱尔兰最大的电话博彩服务来开展业务。在互联网上，美洲杯买球提供体育博彩，在线扑克，在线宾果游戏，在线赌场和在线游戏。
Khushi Saini, An Intern from The Sparks Foundation
This is my first task as an Talent Acquisition(Human resources) Intern in The Sparks Foundation on Recruitment, article and posts.
I invitr everyone to look into my work and provide me a quick feedback.
一比一原版美国西北大学毕业证(NWU毕业证书)学历如何办理
原版办理【微信号:BYZS866】【美国西北大学毕业证(NWU毕业证书)】【微信号:BYZS866】《成绩单、外壳、雅思、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号BYZS866】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号BYZS866】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
Tara E Browne, DTM - Administrative Manager (Resume)
I am an accomplished and driven administrative management professional with a proven track record of supporting senior executives and managing administrative teams. I am skilled in strategic planning, project management, and organizational development, and have extensive experience in improving processes, enhancing productivity, and implementing solutions to support business objectives and growth.
Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024
Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024Hector Del Castillo, CPM, CPMM
We recently hosted the much-anticipated Community Skill Builders Workshop during our June online meeting. This event was a culmination of six months of listening to your feedback and crafting solutions to better support your PMI journey. Here’s a look back at what happened and the exciting developments that emerged from our collaborative efforts.
A Gathering of Minds
We were thrilled to see a diverse group of attendees, including local certified PMI trainers and both new and experienced members eager to contribute their perspectives. The workshop was structured into three dynamic discussion sessions, each led by our dedicated membership advocates.
Key Takeaways and Future Directions
The insights and feedback gathered from these discussions were invaluable. Here are some of the key takeaways and the steps we are taking to address them:
• Enhanced Resource Accessibility: We are working on a new, user-friendly resource page that will make it easier for members to access training materials and real-world application guides.
• Structured Mentorship Program: Plans are underway to launch a mentorship program that will connect members with experienced professionals for guidance and support.
• Increased Networking Opportunities: Expect to see more frequent and varied networking events, both virtual and in-person, to help you build connections and foster a sense of community.
Moving Forward
We are committed to turning your feedback into actionable solutions that enhance your PMI journey. This workshop was just the beginning. By actively participating and sharing your experiences, you have helped shape the future of our Chapter’s offerings.
Thank you to everyone who attended and contributed to the success of the Community Skill Builders Workshop. Your engagement and enthusiasm are what make our Chapter strong and vibrant. Stay tuned for updates on the new initiatives and opportunities to get involved. Together, we are building a community that supports and empowers each other on our PMI journeys.
Stay connected, stay engaged, and let’s continue to grow together!
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For more, visit pmissc.org.美洲杯体育投注-美洲杯体育投注推荐-美洲杯体育投注|【网址🎉ac10.net🎉】
美洲杯体育投注是爱尔兰的博彩公司，成立于1988年，位于爱尔兰的都柏林。美洲杯体育投注通过在爱尔兰和英国的一系列持牌博彩商店以及经营爱尔兰最大的电话博彩服务来开展业务。在互联网上，美洲杯体育投注提供体育博彩，在线扑克，在线宾果游戏，在线赌场和在线游戏。
在线办理(UOIT毕业证书)安大略省理工大学毕业证在读证明一模一样
原件一模一样【微信：bwp0011】《(UOIT毕业证书)安大略省理工大学毕业证》【微信：bwp0011】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问微bwp0011
【主营项目】
一.毕业证【微bwp0011】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微bwp0011】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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【网址🎉ac99.net🎉】在欧洲杯投注，你会发现数之不尽的在线博彩机会，包括世界各地的精彩体育赛事以及绝佳的赔率。此外，欧洲杯投注还会为你提供诸如赌场、宾果和扑克等在线游戏以及各种各样的奖金优惠，包括欧洲杯投注的免费投注。无论你是忠实的足球迷，或者是二十一点的专业玩家，在这里都可以找到你最感兴趣的投注市场或游戏。
Learnings from Successful Jobs Searchers
Are you interested to know what actions help in a job search? This webinar is the summary of several individuals who discussed their job search journey for others to follow. You will learn there are common actions that helped them succeed in their quest for gainful employment.
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Tara E Browne, DTM - Administrative Manager (Resume)
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Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024
Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024
Personal reflection
- 1. Taller de Práctica Docente – Aurelia Velazquez Mandatory Assignment –Reflective Cycle (by David Kolb) Student: Paula Pilotti Personal reflection Having my first experience in kindergarten level, I learnt many new things. From the early beginning, I could meet the group of students and realize about the context they were learning in. I observed the classroom dynamic, the resources they had, their interests and the level of English. One of the things I feared about was the fact that the teacher gave them all the tasks in Spanish. Also, they didn´t have concrete tasks in order to follow a sequence in the lessons. Anyway, it was quite easy to include simple tasks using gestures, body language and a puppet with a sound that helped me when I had to change into another activity or if I wanted to catch students’ attention. Some of the tasks I used were “Let´s watch a video, let´s sing a song, let´s play a game and let´s make a circle”. After the first class, students were able to respect and understand each one, some of them repeated some words and others translate them into Spanish helping those who didn´t understand the task. My lessons were based on games, videos and songs. They really enjoyed those kinds of activities since they don´t usually work like this. I was happy to see the kids motivated with my lessons. The observer made me feel comfortable and free to organize the material, he was enthusiastic with the way I developed my lessons and I think he could take advantage from them. He took same some ideas from my practice since he found important the way I organized the kids in each activity and the method I used that was PPP. Moreover, he realized that giving simple tasks in English is not impossible to understand if we use the correct strategies and techniques. After each meeting, I came home and I reflected on my practice in order to improve my lesson plan for the next day. That was an essential part in my practice since I could develop my lessons better little by little. Taking into account those things, I had more confidence which is a key factor when teaching. I organized all the material I had to use in advance. So, I must prepare many things like the number of copies I needed, the adaptations I had to do, the boxes I prepared for the games, the videos and songs I downloaded in my computer, the flashcards, the puppet, the presents and more. Fortunately, the lessons were great and I never forgot anything. That organization made me feel relaxing relaxedand enjoy each moment with my students. A question comes to my mind: What can I do differently? I take many positive aspects from my practice. Anyway, I am learning and I will go on learning from
- 2. each experience. Watching myself in the classroom and reading my teacher´s feedbacks, I think it could be great if I consider some new strategies in the warm-up stage. For example, a longer and engaging warming-up could be positive and it could help students to focus their attention from the beginning of the lesson. I think that those weak aspects can be improved with time, after some meetings and practice. For my next lessons, I should implement some concrete purposes in order to obtain as many advantages as possible from each activity or resource I use. For example, if I plan to listen to a song or watch a video, it is necessary to have in mind the aims I want to cover. It is not just a matter of listening to a song for pleasure, that is not bad, but we want to teach effectively. It requires being creative to design interesting and engaging activities using the resources we have selected. So, it is important to ask yourself: What do I use this material for? The answer must be clear and concrete to have positive results the next meeting with our students.