Portfolio Outline
Ratbu Satarova
October 27 2007
Portfolio Outline
Portfolio Outline
- Introduction of the Portfolio
It’s my pleasure indeed to have the great chance to start this Portfolio. This Portfolio includes six sections:
- Introduction
- Personal and Fieldwork Reflections
- Lesson Plans
- Strategy Sheets
- Resources/ Teaching materials from Mentor Teacher
- Cultural Sharing
I shared my ideas “Who am I as an effective teacher?” and the fieldwork reflections here in the U.S. As a teacher of English, I teach English as a Foreign Language (EFL) context. In an EFL setting the class is usually monolingual and living in their own country, where there is no English speaking environment.
In my lessons I try to focus on student-centered methods which can meet students’ needs and interests. When I plan a variety of activities, it is important to have them connect to each other in order to support the language learning process. Moving from one activity to others that are related in content and language helps to recycle the language and reinforce students’ understanding and use of it.
In Cultural Sharing section I include the Kyrgyz epic “Manas”, which surprised mankind with its world-level cultural achievement.
RESUME
Ratbu Satarova
9451 Lee Highway, Fairfax,
VA 22031, Apt. 914
Ph: 703 272 3968
E-mail:
ProfessionalExperience:
Bokonbayev Secondary School – Toktogul, Kyrgyzstan
Teacher of English Language (2004- present)
Teach Englishlanguage to grades 7-11
Provide training to teachers in the region
Act as a member ofMethodological Section of Foreign Languages
JOC (Japan Overseas Consultants) CO., Ltd – Toktogul, Kyrgyzstan
Secretary (2000-2003)
Deal with the incoming and outgoing English correspondence
Ketmen – Tobo Lyceum – Toktogul, Kyrgyzstan
Assistant Director and Teacher of English Language (1990-1998; 1998-2000)
Teach English language to grades 1-11
Responsible for developing school schedule and curriculum
Organize out of classroom activities
US Peace Corps in Kyrgyz Republic – Bishkek, Kyrgyzstan
Language and Cultural Facilitator
Teaching Kyrgyz Language and Culture
Education:
Osh State Pedagogical University (1984-1989)
Professional Development
US Peace Corps Cross-Cultural Training Program
US Peace Corps Language Proficiency Interview Tester Training Program
EFL Teacher Training Module at the International Center
A Prominent Teacher of the Year
Languages
Kyrgyz, English, Russian
- Personal Reflections/Fieldwork Reflections
Who I am as a teacher?
I love children and I love teaching. I have been working 14 years in this field,
I'm still thinking "Am I an effective teacher?"
To me, an effective teacher is someone who always works to improve themselves
and their skills. They know how to effectively teach their subject. They use different
teaching styles in order to meet students’ needs, to keep the students interest and to
love the subject. An effective teacher can work with multi-level groups with different
learning styles and language acquisition. They give skills to the student, but also
learn from the student.
I want to understand the key ingredients of American teaching success and innovation. Also I
would like to develop a long-term link between U.S. and schools in my home country.
I want to give my students a love the English language, to show the way to continue learning by themselves. I want to teach creativity, form views independently.
My country is developing our students need strong education because every job
is based on education. Without a good education students will not have specific
knowledge.
I always try to be in communication with students, teachers, parents giving my
opinions and receiving their opinions. The educational processing should be balanced
among these three areas. I think, if these three groups can work together, teacher's
work will be effective.
Some people compare a successful teaching like a climbing a mountain, a symphony, consulting a doctor. Yes, it's right. To me, successfulteachings like a symphony. If a bandmaster knows how to
conduct the orchestra, he will achieve success. A bandmaster is a teacher,anorchestraare the students, symphony is a lesson.
What differences will I take back home?
Last week I was two times at Poe Middle School. It was great pleasure for me to have a tour and to observe classes. All the classrooms, halls, gyms, a band and an orchestra classeswere well equipped. The mentor teachers and all the teachers were very friendly and helpful.
The teachers and students were informed about our visit.
Students asked a lot of questions about my home country Kyrgyzstan.
I observed T.A. (Teacher Adviser) classes, two Fast Math Classes and two Computer Classes
(this class is also called "Read 180"). I asked: "Why do you call this class "Read 180"? Theanswer was: as their ESOL students, so their level of reading is low and we want to turn around 180(degrees) in order to become good readers. I really like this class.
At the beginning of the class she introduced the objectives and what are they going to do in this class. The instructions were clear. In the "Read 180" class I liked the way of my mentor teacher's motivating, warming-up the students. The warming-up activity was the bridge into thenew topic. The topic was relevant to the student's interests and the students themselves wereactively engaged in learning.
Ms. Leme has a good balance of classroom management. Her students are free, independent, and at the same time she can keep discipline. She encourages students during the class.
She used different student-centered teaching styles. Students were doing whole group and small group activities. The teacher involved students to be active participants, used open-ended questions to guide students, distributed hand-outs.
Above I mentioned about the differences which I like and I want to take back and share with my home country colleagues.
- Lesson Plans
Lesson plan # 1 prepared by Kyrgyzstan Group
We love nature
Level: Advanced
Time: 45 minutes
Participants: 15 students
Materials used: Posters, charts, markers, flipchart
Objectives: -Students will design their own rules how to protect the
nature
-To improve language skills
Warm up: Brainstorming (What is nature?)
Presentation: 1) How will you contribute to protect the nature?
2) Students divide into groups.
3) 15 minutes for preparation (they can present through drawing, role plays, essays, poems,it depends their creativity)
4) Each group makes presentations
Practice: Station Rotation
Application: Groupdiscussion (create GOLDEN rules)
Homework: To make a collage on the topic " My contribution to protect the nature”)
Topic:" So many countries, so many customs"
Objectives:
-Students will get a brief information about Kyrgyzstan
-Students will learn one Kyrgyzstani tradition
-Students will learn at least three words in Kyrgyz
Time: 40 min.
Materials used:a map, pictures, souvenirs: yurta (kyrgyz national house), beshik (a cradle), a chalkboard, a chalk.
Warm-up: -Salamatsyngarby? Salam!
(Good morning! Hi!)
Brainstorming:
-What countries do you know? (Every country has its own traditions, customs, food, culture etc.)
-What is Culture?
Presentation: a) Brief information about Culture.
a) All people are similar in many ways. All people eat, wear clothes, make things, follow rules of some kind and have homes. That is how all people are similar. But it’s our culture that tells us what to eat, how to cook it, what rules are important, and the kind of homes we should live in. Culture is what makes us different. Some people say that, "Culture is like an iceberg with its seeing and unseeing sights". That is whatwe can see and we can’t see in culture. And we have to respectthe customs and traditions of other countries.
b) The Kyrgyz People, representing one of the ancient nomadic nations of Central Asia. In the ancient times people used to live in the yurtas. The yurta was easy to construct and assemble. As we were nomadic people, we moved from one place to another place. We stilluse yurtas when we have holidays,big feasts, and funerals.
c) The capital of Kyrgyzstan is Bishkek. The population ismore than5.000.000. Kyrgyzstan is famous forthe largest epic in the world "Manas", mountainous beautiful touristy places, agricultural products, and cattle breeding. Our people are very hospitable and respect elders.
d) "Beshik" (baby's sleeping bed). We have a tradition, after the 40th day of baby's birth our grandmothers putbaby into the cradle. And a baby sleeps there at night and sometimes daytime also.
"Jigsaw" activity: Questions: -Where is Kyrgyzstan situated?
-What is the capital of Kyrgyzstan?
-What is the name of Kyrgyz national home?
-What is the largest Kyrgyz epic's name?
-What is Kyrgyzstan famous for?
-Kyrgyz version of " baby's sleeping bed"
-What is "Hi!" in Kyrgyz?
Assessment:
Lesson Plan # 3
Title:American Symbols
Grade Level: 8th Grade
Objectives: At the end of the class the students will be able to do the following:
-Identify American Symbols
-Identify the meaning of the Symbols
Time: 45 min.
Materials for Learning Activities: pictures, handouts, a map, flash cards
Procedures for Learning Activities:
A. Motivation
1) Activate Prior Knowledge
Brainstorming: Show a picture with a symbol and ask: What is this symbol means? What is a symbol?
B. Presentation
1) The Liberty Bell - Congress adopted the Declaration of Independence, and the delegates signed the document on July 4, 1776. The liberty Bell in the State House in Philadelphia rang out on that day.
2) The Statue ofLiberty - The French gave the Statue to the United States as a symbol of friendship. Now it is a symbol offreedom for new immigrants to this country.
3) The American eagle - is the official emblem (symbol)of the United States. It appears on the Presidential flag and on somecoins.
4) The donkey and the elephant - first appeared in political cartoons. They are symbols for the Democratic and RepublicanParties.
5) Uncle Sam - has the initials U.S. He originally appeared in political cartoons and is an unofficial symbol of the U.S. government.
C. Practice
Dividethe class into small groups and give the task: match the sentence parts. Write the letters on the lines.
1.______The Liberty Bell is the symbol of a. the United States on the Presidential flag and some coins
2.______The Statue of Liberty is the symbol of b. the U.S. government
3.______The American eagle is the symbol of c. the Declaration of Independence
4.______The donkey and the elephant are symbols of d. the two major political parties
5.______Uncle Sam is the symbol of e. freedom for immigrants to the United States
Assessment: Questionnaires, Shot quiz
Evaluation
Home Assignment
Lesson Plan # 4
Title: Symbol Portraits
Grade Level: 10th Grade
Objectives: To have students practice their oral skills
Time: 45 minutes
Materials used: Biographical information about different characters from magazines, books, poster board, and markers
Procedure:
- Motivation
- Presentation/ Practice
- Explain to students that a portrait is a picture of someone. Tell them that they are going to make symbol portraits of their favorite person. They are going to make a poster with symbols about the person whom they chose.
- Divide students into teams of four or five.
- Students select a famous person, either alive or no longer living. They select someone they know a lot about or can learn a lot about.
- Students make a list of ten things about the person. They can use history books, newspaper or magazine articles. For example, if the person were a democratic poet Toktogul students could put together a list such as:
- This person was a man.
- This person lived in Ketmen-Tobo.
- This person was a democratic poet.
- This person was poor.
- This person’s picture is on a Kyrgyz currency called a som.
- This person was born in 1864.
- This person was born in Cholpon-Ata village.
- This person was married to a woman named Alymkan.
- This person was a poet, a composer and a singer of the 19th century.
- This person encouraged and supported poor people.
- Next students go through their list and discuss symbols that could represent each item on their list. For example, for item a, to indicate that “he was a man,” students might draw a stick figure of a man.
- Students decide on one symbol for each item and write the symbols on scratch paper.
- Students take the 10 agreed upon symbols and draw them on the poster board.
- When the posters are completed, students use them to facilitate their group discussions. Each student tells three things about the person, using the symbols as prompts. Students are not allowed to look back to their notes during the discussion.
- The team that has been able to remember all of the items correctly using the symbols wins. Note that more than one team can win.
Home Assignment
Lesson Plan # 5
Topic:SongPresentation.
Level: Intermediate, advanced.
Grade: 10-11.
Objective: Students will be able to listen to music anddevelop their listening, reading, speaking and writing skills.
Bell work: reviewthe previous lesson.
Brain storm: Put some pictures on the board which shows the meaning of the song. Then ask what about the song is going to be.
Pair works: Students work in pair discuss about the pictures and create their story. Then each pair does presentation.
Vocabulary: new words.
Pre- listening: Students again work in pair and get a song with different gaps. They tell to each other the words and fill the gabs.
Listening:Students listen to the song and check the gaps.
Post activity: Students give the meaning of the song through pictures or make a project.
True or False sentences
Put cutting song in order while listen to the song.
Homework: Students can make crosswords or puzzles with the new words
Match the words with definitions.
Assessment:
- Strategy Sheet
Strategy # 1
- Name of method or strategy: “Jigsaw”
I enjoyed using this activity in my presentation class. And it worked excellent.
- When is this method or strategy useful?
This strategy is useful when you:
- review the covered topic or unit;
- check students’ comprehension;
- do consolidation of the material;
- Why or how is this method or strategy useful?
This method is useful, because this is student-centered activity teacher focuses the students to do more instead to sit and waist time. Each student is responsible for himself and everyone in the team. Everyone should be ready with the answer.
- What are the steps involved in using this strategy or method?
Teacher creates friendly at the same time competitive environment in the class. The students are active, responsible, share, and learn from each other. They become self-directed learners.
- When would this method or strategy be useful in your setting?
It’s useful to review or consolidate the topic, unit, and grammar materials: tenses, conjugation, prepositions, adjectives etc.
- What would you like other teachers in your school to know about this method or strategy?
I will share with them and I will tell how this strategy is useful. Teacher can involve the students to do more cooperative work and become independent learners.
Strategy # 2
1. Name of method or strategy:
"Building Background" activity
2. When is this method or strategy useful?
Before presenting new materials, in order to make a connection to the new topic.
3. Why or how is this method or strategy useful?
Because it links what are familiar with and to what students going to learn.
4. What are the steps involved in using this strategy or method?
You have to put yourselfinto the students’ shoes, what they don't know and think how you can present it that they can make connection.
5. When would this method or strategy be useful in your setting?
It's useful when you start the class. You make a bridge between the previous material and the new topic.
6. What would you like other teachers in your school to know about this method or strategy?
You don't teach students using old teacher-centered way. You make them actively participate in the class.Students know why it's important.
Strategy Sheet # 3
1. Name of method or strategy:
Lexical Sets
2. When is this method or strategy useful?
This is student-centered activity that allows students to review and critically evaluate vocabulary in categories.
Students must analyze the relationship between items thus using critical thinking skills while reviewing vocabulary items.
3. Why or how is this method or strategy useful?
Because this activity focuses students’ attention on the vocabulary and makes them critically think about hierarchy and grouping, which is higher orderthinking skills than mindless, memorization.
4. What are the steps involvedin using this strategy or method?
This activity aim to channel the boundless energy of young learners towards enjoyable and educational learning experiences. Laughter, movement is fine in the classroom. It's completely unrealistic to expect young learners to always sit in chairs in rows and silently, individually complete worksheets. It's much more effective to incorporate their inexhaustible supply of enthusiasm into activities rather than try to stifle it.
5. When would this method or strategy be useful in your setting?
With preliterate young learners, you can use pictures of items already learned instead of words. With advanced young learners, you could have pairs of students create the lexical sets and then use a differentpair's set each time you run the activity.
6. What would you like other teachers in your school to know about this method or strategy?
I will ask them to pretend as students, and to do this activity themselves. In order to feel howthis strategy is useful and works effectively. When young learners are moving and playing while learning, chances are good that they will have positive feelings toward the L2 and will look forward to English class in the years ahead.
Strategy Sheet # 4
- Name of method or strategy:
“Listen and Draw”
- When is this method or strategy useful?
This activity is for more advanced group that can produce speech. This activity allows meaningful practice of prepositions of place and categories of vocabulary.