1. Teaching Principles
Teacher: Jorge Elmer Guardado
Curse: Teaching Practice
Fátima Lourdes Duran Vásquez
Universidad Gerardo Barrios Usulután
My philosophy statement
Self –Reflection: With the
programs taught will be
disclosed
a
vocational
training, in a way that to
be able to develop the
knowledge, prior to the new
and be able to write what
inducer practiced, for growth
of a better academic level.

2. Introduction
This teaching portfolio describes the development of my teaching
techniques and style. It aims to present my overall teaching approach
and philosophy as a product of continual reflection on success and
feedback from teaching practice, guided by theoretical knowledge about
the learning process. The sections on my teaching history, together with
my reflections on particular aspects of past assignments, show the range
of teaching tool; I have employed them in practice, and how I have tried to
enhance their effectiveness.
The composition and continual revision of this teaching portfolio has proved
immensely useful for me. It supports a reflective approach and has helped
me in becoming aware of my strengths, improving on existing weaknesses
and constantly monitoring my own development as a teacher. Taken part
in blended-learning materials and course development, and conducted
teacher workshops.
In my portfolio I made a compilation of all that I went to teach, and with
methods and techniques that promote education, with the syllabus to
publicize what were the objectives; that want to go to teach at a school. In
class is occupied the elements necessary to teach the class, with methods
procedures, to motivate each student to learn more about the content.
Through a portfolio is given to collect everything that need with lesson
plan with the plan to distribute the necessary to get to know very I taught
content, dare class, with the required time and know the materials, and
how the class was developed. With the procedure which is made cannot be
taken to the base to get be a good teacher, thus collect the experience and
have evidence of what was done, with techniques that favor teaching the
English language. MINISTERIO DE EDUCACIÓN, (2007).

3. Principle
Self Confidence.
Description
Development
The teacher has to provide
to the student throughout
his teaching, from hence
has to involve all to create
one of friendship; and
have a pleasant learning
environment.
In the classroom had to
motivate the student to put
in practice all educational
values, further the text of
reflection and duties. So
that they could have a
better commitment and a
good education.
with the review of
questions provide
questions provide
feedback could be as
feedback could be as
taught, and so could
Self Control
with the review of
taught, and so could
reflect on the words and
reflect on the words and
concepts that are not
concepts that are not
understood, is asked
understood, is asked
suggestion reflect on
suggestion reflect on
the lessons of what they
the lessons of what they
learned
learned
What and how I going to teach the class

4. How I are going to design the based on the approaches, methodology, methods,
strategies and techniques.
I believe that the education is one significant way to make our world a better place.
Education is not separate from the world, then, but Implicated in the Problems and
possibilities of our world. What might be called the function of education is most
evident for me when teaching school and researching in the discipline of rhetorical
studies and the larger field of communication. This profession definite belief in
myself, of who I will be as a successful teacher, for development of learning
with the students. One of skill I will utilized in building the before mentioned
environment is found in the ability to communicate efficiently with one´s students.
I will also respond well to change in being to get learning from others in trying new
approaches in lesson construction and delivery.
My teaching methodology main objective is to inspire learning of content as
well as developing the skill necessary for students to explore content and draw
intelligent conclusions independently. I am committed to inspiring this critical
exploration through, stimulating aware of different learning , styles teaching
across subject boundaries, providing individualized accommodation , involving
students in goals setting, where appropriate and being able to recognize and seize
the moment when teach able moment occur. All of these approaches can be
fostered through creative lesson planning. I aspired to be instruments for providing
instruction, to students in the art of exploration. I will be the guide for their student
brings to the table, identifying what the student’s wishes to know about a topic, and
lastly assisting in the identification of what the classroom team has learned.
The various qualities and methods discussed here provide the framework; for my
successful participation in the learning environment. This is the one area I have put
the most effort into and I believe it is one of my strongest qualities as an instructor.
On the one hand, I want to put students at ease so that they will ask questions and
feel comfortable. I implement multiple techniques to assess student learning over
the course of the semester. Particular assessment measures are used based on
the developmental level of the course. For introductory courses specifically, minute
papers and point assessments are taken on a regular basis. Such measures are

5. implemented so that I may receive frequent feedback on students’ comprehension
of course content. In more developmentally advanced, upper level courses
assessment techniques such as reading journals are reviewed in order to highlight
relevant points and guide class discussions. (Lingolex, Sarah and John 1996)
E-learning and blended learning.
Each class I can ask to the students of their culture, any new experiences from
their study new technology. They can learn with spaces and enabling technologies
encourage, in the class the student’s spended more time on campus, increasing
engagement and improving retention. Understanding the traits and habits of
students and potential should shape the discussion of learning spaces. A quick
scan of any campus will reveal students hanging out alone or in small groups while
reading, taking notes, writing, chatting, or simply enjoying campus life. There may
be another layer of activity beyond the obvious, however, enabled by cell phones,
iPods, personal digital assistants, and laptops. Both student habits and their
technologies raise questions. If students carry laptops to class, does this affect
how we equip the room. Will the generation that has grown up with video games,
camera phones, and home theater systems be satisfied they have opportunity for
learn most of English.
Students can entertainment with environments, images the content of grammar
and high fidelity sound. Most students have played video games since childhood;
almost all have been exposed to them. In addition to sophisticated story lines
and opportunities for collaborative play, games employ stunning visual and
sound effects along with complicated story lines. Students may have technically
advanced home entertainment systems featuring large, high resolution displays
and elaborate sound systems. Video-game consoles can generate complex
graphical data rendered in close to real time. Home theater systems rival movie

6. complexes. While students have access to more networked technology than their
predecessors, technology does not guarantee proficiency.
I can plicate diverse dimensions to the class; the students with the interspersed interactive,
discussion in group of work. I can talk about the ability of develop English to learner
around in their level; these techniques are maps of the lecture that facilitated their group
formed and save time. The presentation in the computer is designed for that the student
followed rule of English. The Seats in rows, that student get obtain learned better and
listened. As a result, classroom, and studio designed that provided the students with
ample Opportunities they can participate and become exit for learn. The approaches
used for teaching and learning have been shown to both directly impact and substantially
enhance students' learning experiences. Blended learning, which is usually viewed
as a combination of face-to-face and online delivery methods, can influence students'
perceptions of the learning environment and, subsequently, their study experiences,
learning outcomes, and ultimate academic achievement.
The concept relies on students being equipped with computers and being given
the knowledge to use them effectively as an educational tool. The teachers tap
into the ministry’s Learning Management System to customize content to meet
individual; which allows students to submit all their assignments digitally, provides
discussion boards so students can engage in online discussions on the material.
(Thorne, K. 2003, Blended Learning)
REFERENCES:
BY FATIMA LOURDES DURAN VASQUEZ
Thorne, K. 2003, Blended Learning: How to Integrate Online and Traditional
Learning,
Kogan Page, London

7. Carol y CLELAND Janell, (1995) the portfolio as a learning strategy,
Boynton/Cook publishers, United States.
www.celt.iastate.edu/teaching/philosophy.html