LOGO

SHOWCASE PORTFOLIO

Seon Jung Park, MA in TESOL

INTRODUCTION

Thank you for taking a look at my teaching portfolio. This professional portfolio is designed to give the viewer a small glimpse into the type of professional educator I am both in and out of the classroom.

Inside I have attempted to highlight aspects of my professional development as an English teacher. In my portfolio you will find my qualification as a professional teacher. I have also included some of my professional work and class pictures.

If you have any questions or comments, feel free to contact me. It will be my pleasure to discuss anything about my portfolio. I hope you enjoy it. Thank you!

Sincerely,

Seon Jung Park, MA in TESOL

Table of Contents

2 Teacher Tools

ØTeaching PhilosophyØCurriculum VitaeØReferenceØOfficial transcript and certificates

ØStudent surveyØLesson planØClass materialsØReflective journalØAction Research

ØSample student worksØPictures of students in classØLetters from studentsØLetters from co-workers

1 Personal Documents

3 Class Pictures & Letters

1. PORSONAL DOCUMENTS

1.1• Teaching Philosophy

1.2• Curriculum Vitae

1.3 • Reference

• Official Transcript1.4

1.5• Certificates

Teaching Philosophy

Learner-Centered

Class

Active Learning

Cooperative Learning

Inductive Learning

CURRICULUM VITAESeon Jung Park

201, Woo-Sung Apartment, Cheo-Cho 2 dong, Cheo-Cho gu, Seoul ci, South Korea, 016-645-1821 w skinshower @hotmail.com

EDUCATIONv Sook-Myung Women’s University, Yong-san gu, Seoul,

South Korea, 2007~2009 Master in TESOL

EMPLOYMENTv Supervisor: Bu-cheon Little America( Private English

School), Bu-cheon ci, Kyunggido, South Korea, 2005~2009-Discussed the curriculum with the director-Recruited and trained foreign teachers-Set up school events such as Halloween party and Speech contest-Organized assessment

v English teacher: Brighton (Private English School), An-san ci, Kyunggi do, South Korea, 2004-Age group: 5 to 13 -Taught Phonics, Language Arts, Math, Science, Music, and Reading-Taught English drama

v English teacher: SLP (Private English School), Jeon-ju ci, Chollabukdo, South Korea, 2000~2003

-Age group: 5 to 13 -Taught Phonics, Language Arts, Math, Science, Music, and Reading

-Organized assessment

VOLUNTEER EXPERIENCEv World Vision, Seattle, Washington state, the USA, 1999

Translated the documents from English to Korean.v 2002 World Cup, 2002, Interpreted for the travelers

from English-speaking countries

COMPUTER SKILLSv Highly proficient in the use of Microsoft Word, Excel,

PowerPoint and Internet search toolsv Research skills involved with search engines

ACHIEVEMENTSv Scholarship for academic achievement, Sook-Myung

Women’s University , 2009v Scholarship for academic achievement, Won-Kywang

University, 1997

CERTIFICATIONSv MATE(Multimedia Assisted Test of English), Sook-Myung

Women’s University, 2009 v TESOL, Sook-Myung Women’s University , 2004 v English Tour guide, Korea Tourism Organization, 2002v Secondary certificate in English, Won-Kywang

University, 2001

REFERENCESv Seung Uk- Lim, Director of Bu-cheon Little America

Work: (032) 326-0567, Cell: 016-214-2180

REFERENCE

Secondary Certificate in English

Certificate of Completion

SMU MATE Training Completion Certificate

SMU Certificate

2. Teacher Tools

2.1• Student Survey

2.2• Lesson Plan & PPT

Slides

2.3 • Instructional Materials

2.4

2.5

• Reflective Journal

• Action Research

STUDENT SURVEY

Major (전공): Year (학년): Age (나이): ____안녕하세요밴블랙교수님의 GEP 학생여러분! 저희는 보다 효과적이고만족스러운수업을 준비하기위하여,

여러분들의요구조사를실시하고자합니다. 다음의질문에 솔직하고성실한답변을 부탁드립니다. 조사결과는수업활동과자료를 구성하는데에만참고할 것입니다.

1. Which word below best describes your personality in general? 당신의성격은 어느쪽에가깝습니까? 가깝다고생각하는번호에체크해주십시오.Introverted ß-----1----------------2----------------3----------------4----------------5-------à

Extroverted(내성적) 매우내성적 내성적인편 중간 외향적인편 매우외향적 (외향적)

2. Briefly describe your English learning experience. 자신의영어학습경험을 적어주세요.In school (학교교육) How long? (기간) Private tutoring (과외)How long? (기간) Studying English in a language institute (영어학원경험) How long? (기간) Living abroad (해외체류경험) Where? (장소) How long ?(기간) Having foreign friends (외국인친구와의교제) Describe (설명):

Other experience (기타경험):

3. What do you do with English? Where? 영어를어디서주로 어떤 용도로사용합니까?(해당란에표시하고설명)

( ) studying where/ what/why ( ) chatting where /how

( ) working (아르바이트) where/how ( ) meeting people where/how ( ) club activity where/what/how Others

4. How many hours do you use English per week? 일주일에몇 시간 정도 영어를사용 하십니까?( ) never ( ) less than 3 hours ( ) 3 - 6 hours ( ) 6 - 9 hours ( )

more than 10 hours

5. Have you ever taken any standardized exams? Indicate which one(s) and theapproximate score received. 정규시험을보신 적이 있다면, 점수를 적어주세요.MATE TOEIC TOEFL TEPS IELTS SEPT Other test: ( )Score: ( ) ( ) ( ) ( ) ( ) ( ) ( )

6. Have you ever studied writing in English? 영작문수업해보신적 있습니까?Yes No (circle one) If yes, what did you learn? 있다면 수업 내용을 간단히써주세요.__________________________________________________________________

________

7. Which of these have you ever written in English? (Check all that apply) 다음 중 어떤것을 영어로써보셨나요? (해당 사항을 모두 체크해 주세요.)

Internet Posting ___ Email ___ Letter ___ Paragraph ___ Report ___ Other: ___________________________

8. What are your plans for the future? What job would you like? 졸업후의계획은 무엇입니까? 어떤 직업을갖고 싶습니까?__________________________________________________________________

________

9. Do you plan on using English in the future? or Do you want to use English in the future? 앞으로영어를 사용할계획이있거나 그러고싶은 마음이있습니까? 있다면구체적으로.

__________________________________________________________________________

10. What parts of English do you have the most confidence in? Rank the following in order (1=most confidence, 8=least confidence)

어떤 영어 영역에 가장 자신이 있습니까? 자신있는순서대로 (1=가장 자신있음, 8=가장 자신없음). Vocabulary ( ) Grammar ( ) Reading ( ) Pronunciation ( )Speaking ( ) Listening ( ) Writing ( ) Test preparation ( )

11. What expectations do you have in the GEP class during this semester?이번 학기 GEP 수업에기대하는것은 무엇입니까? 구체적으로생각해서적어주세요.__________________________________________________________________

__________________________________________________________________________

________

12. What are the things that you would like to do in this GEP class? GEP 수업에서특별히했으면 하는 것을 고르세요. 여러 개 골라도좋습니다.

( ) grammar practice ( ) games/fun activities( ) pronunciation drills ( ) role play/skits(역할극)( ) dialogue practice ( ) using audio tapes( ) vocabulary activities ( ) watching videos or movie clips( ) discussions ( ) using Internet materials( ) others

13. What kinds of topics are you interested in? (order of importance)관심 있는 주제를 골라보세요. (좋아하는순서대로)language learning ( ), study abroad ( ), jobs & career ( ), grades ( ), holiday & travel ( ), celebrities ( ), shopping ( ), diet ( ), food(cooking) ( ), fashion

( ), friends ( ), dating/relationships ( ), family ( ), sports ( ), politics ( ), social issues ( ), games ( ), technology ( ), movies ( ), cartoons ( ), art ( ), music ( ), others

14. Is English your friend or enemy? 영어는 당신의친구입니까, 적입니까? Friend ß-----1----------------2----------------3----------------4----------------5-------à

Enemy

15. I think I am good at English. 나는 영어를잘한다고 생각한다. (1=정말그렇다, 5=전혀 그렇지않다.)1 (strongly agree)------2-------------3--------------4-----------5 (strongly disagree)

16. How would you rate your English proficiency? 영어 능력이어느정도라고생각하시나요? (e.g. novice 하, intermediate 중, advanced 상)

_____________________________________________________

17. How would you rate your current knowledge of English writing? 영어 작문 실력이어느정도라고생각하시나요? (e.g. novice, intermediate, advanced)

_____________________________________________________

18. Do you have any concerns or fears about this class? 이 수업 담당 선생님께하고 싶은 말, 수업에대한 어떤 걱정거리나고민거리가있으면적어주세요.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson Plan (Week 6) 1. Lesson: Week 62. Theme: Movie3. Contents -Form: past tense, linking words-Functions: story-telling in good narrative paragraphs4. Objectives :-Students are able to use past verbs and linking words

effectively and to write a story in narrative paragraphs.5. Class Procedure

Time Activities Content & MaterialsBig siblings

' role

7:50~8:00

( 10")Reading homework check Reading homework

8:00~8:20

( 20")

Movie survey (Activity 1)

- Do the movie survey.

- Tell the movie stories.

Survey sheet

(Worksheet A)

Movie posters

Facilitator

participant

8:20~8:40

( 20")

Guess the commercial! (Activity 2)

- Guess and write a story of a commercial.

Commercials

Story map

Worksheet B

Facilitator, p

articipant

8:40~9:05

( 25")

Cartoon (Activity 3)

- Create a story based on the given pictures.Worksheet C, D

Facilitator, p

articipant

9:05~9:15

( 15")Break

9:15~9:35

( 20")

Story hunting (Activity 4)

- Hunt for movie synopsis.Synopsis

Facilitator

participant

9:35~10:25

( 50")

Be a screenwriter! (Activity 5)

-Create a movie synopsis.

Newspaper

Story organizer

Facilitator

participant

10:25~10:30

( 5")

Review

Announcement of writing homeworkHome

PPT Slides for Week 6

INSTRUCTIONAL MATERIALS

A. SurveyØ This survey was used to activate students’ schema

about movies in the warm-up session.

1. What sorts of movies do you enjoy?• Action Drama • Comedy Independent • Horror Documentary • Science-Fiction Classics

2. How often do you see movies in the theater?• Once or twice a week. • Once or twice a year. • Once or twice a month. • Rarely, if ever. • Once or twice every few months.

3. Which criteria are most important in choosing a particular movie?● Cast Television Ads ● Critics Recommendation Previews● Director Newspaper Ads ● Friends Recommendation Internet● Genre

4. How do you feel about movie sequels?• I think they're a great way to extend the story. • They can be hit or miss. • The sequels are pretty much always worse than the original. • They're always a bad idea.

5. Do you watch foreign language films in the original dialect?• Yes, as much as possible. • Yes, though I may select dubbed if it's available. • No, I prefer dubbed dialogue.

6. How important is the soundtrack to the movie?• Very important, it sets the whole scene. • Somewhat important, but mostly as background. • Not very important, though a good one is nice. • Not important at all.

7. Do you think the Academy Awards nominations make good selections?• Yes • No

8. What is your favorite movie? Tell the story briefly!

9. What is the worst movie you've ever seen? Explain why!

B. Movie Posters

Ø These movie posters were used for a speed game. One of the students hold the poster behind another student. Then other students in the group tell the story of the movie and help the student guess the title of the movie.

C. Video ClipØThese movie posters were used for a speed game. One of the students hold the poster behind another student. Then other students in the group tell the story of the movie and help the student guess the title of the movie.

http://www.youtube.com/watch?v=dAQdCxG9H4w

D. Story MapØ This story organizer was used to help the student identify the

elements of the story .

Main Characters Setting

ProblemTitle

Solution

Supporting Characters

Reflective Journal - Week 6

This week's class was designed to help the students writenarrative paragraphs with the theme of 'Movie'. I think thatthe activities had pretty good connections to guide thestudents to achieve the final goal, which was writing amovie synopsis in narrative paragraphs. However, therewere some moments that things didn't go as we planned.

Sometimes, the technology we often use in class doesn'twork well and makes the teachers embarrassed.Unfortunately, this happened to us. For the second activity,the students were asked to guess the ending part and writea story after watching a part of a commercial. When wetried to open the movie file, it took about two minutes to byplayed. It definitely cut the flow of the class. We shouldhave opened the file to see if it works or not before theclass. I learn that I should be more careful about double-checking the class materials before the class begins.

Another thing that I felt the lack of in this class was communication between the class leaders and the group leaders. When we presented our final lesson plan, we asked the group leaders to help us hide the synopsis for Activity 4 during the break time. We expected that they would come to us for help when the break time begins. However, some of them already left the classroom when we had to hide those synopsis. Our original plan was that the group leaders are going to hide their synopsis and give their little sisters some hint if they have difficulties to find those, because we wanted the students just have fun, running around and finding their stories just like treasure hunting game. Since we had only two group leaders with us, four of us hid all the synopsis in a hurry. This means the synopsis were all mixed and we couldn't remember where we hid them. As a result, some groups couldn't find some pieces of their synopsis and got frustrated. I think that I should have told this whole plan to the group leaders while presenting the lesson plan and asked for help. This activity was designed to help the students freshen up after the break but it didn't turn out as we expected. Next time, I will try to talk to the group leaders about my plan more specifically.

Even though some parts of the class didn't work well, I think that the students had lots of chances to practice telling stories and writing stories using their creativity and imagination with many different activities. I hope this week's class can be a good inspiration for them to start practicing more writing on their own.

ACTION RESEARCH

3. Class Pictures & Letters

3.1• Sample Student Works

3.2• Pictures of Students in

class

3.3 • Letters from students

3.4 • Letters from co-workers

Sample student work

On second week, the class made a group poster and had a presentation.

Students are practicing writing a short story in a narrative paragraph.

Students created a survey about ‘relationship’ and made graphs based on the survey results. Then they wrote a paragraph that describe the graphs.

Students wrote an formal essay that persuades the readers to purchase a particular mobile phone.

Photographs of Students in class

Situational role-play

Presentation

Charade game Telling a

scary story in the dark.

Q&A game for ice-breaking activity

Scanning for specificinformation

Information gap activity

Relay race game

Letters from students

Letters from Co-workers