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Kim Yang Hee ESL Teacher’s Portfolio 1

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ESL Teacher’s Portfolio . Kim Yang Hee. Introduction. This portfolio demonstrates:. Table of Contents. 1.1 Resume. Kim Yang Hee eMail : [email protected] 101-904 Junganghights , Jeungsan -dong, Eunpyeung-gu Seoul, South Korea Res:02-305-3465   Cell: 010-4742-7189. EDUCATION. - PowerPoint PPT Presentation

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Page 1: ESL Teacher’s Portfolio

Kim Yang Hee

ESL Teacher’s Portfolio

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Page 2: ESL Teacher’s Portfolio

This portfolio demonstrates:

Introduction

About me

As a coordina-tor As a teacher

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Table of Contents

1. All about me - Resume

- Teaching Philosophy

2. Me as a coordinator- Introduce My School Camp

3. Me as a teacher- Teaching young learners

-Teaching adults (University stu-dents)

- Reflective Journal- Action Research

4. Supporting Documents

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Page 4: ESL Teacher’s Portfolio

Mar. 1991~Feb. 1995   Bachelor in English Literature        Hanyang University

Sep. 2007~Present   MA in TESOL Sookmyung Women's University

Mar. 2002~Present   Coordinating curriculum as well as teaching basic reading  & writing skills for young learners Shinkwang Elementary School

Mar. 2000~Feb. 2002  Teaching speaking skills for elementary school student

Choongarm Elementary schoolMar. 1999~Feb. 2000   Teaching reading & grammar skills for high school student     Airport High schoolMar. 1995~Feb.1 999   Scheduling & Organizing meeting as a secretary     Hyundai Motor Company

1.1 ResumeKim Yang HeeeMail : [email protected] Junganghights, Jeungsan-dong, Eunpyeung-guSeoul, South KoreaRes:02-305-3465   Cell: 010-4742-7189

EMPOLYMENT

EDUCATION

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2006 Fun Activity for School English Camp in summer and winter2007 Fun Activity / Fun Subject for School English Camp in summer and winter~2009 My Friend English for English diary in Shinkwang Elementary school

Aug. 2000    Teaching speaking skills in English Camp       Hanyang Elementray SchoolJune 2000~July 2000  Designing curriculum for Junior English Camp as a  coordinator     ELC CooperationNov. 2000~Dec. 2000  Teaching & Management English Camp as a head teacher       Myung-gi UniversityMar. 2001~ Present   Designing curriculum & management English Camp Teaching reading skills       Shinkwang Elementary School

Sep. 2009  Multimedia assisted test of English rater certification    Sookmyung Women's UniversityMar. 2007  TESOL certificate   Sookmyung Women's UniversityMar. 1995  2nd rank Teacher's license for middle, high school student    Hanyang University

PROFESSIONAL EXPERIENCE

CERTIFICATE

PUBLICATIONS

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1.2 Teaching Philosophy

Teaching English as a ForeignLanguage (EFL) has differentapproaches from teachingEnglish as a Second Language(ESL) totally. Even in the sameEFL situation lot of differentcontexts demand languageteachers for various approachesdepended on the learners’proficiency level. In my point ofview teaching English shouldfocus on the communicativecompetence of learners throughthe various tasks. Also teachingEnglish should be going onintegrating with their subjectswhich are taught in their school.This process provides teacherswith widen their knowledge ofcurriculum through

understandingtheir texts, students and

contexts.

Providing teachers withwiden theirknowledge

Integrating with learner’ssubjects

Building Com-municative

Competence

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2. Me as a Coordinator ( My School Camp)

Contents BasedSubject

Math

Science

Drama

A. Main Subject Curriculum

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B. Activities

Focus on various activities

Cook Fiel

d Trip

Magic

classMarket Day

Sports

Arts &

Crafts

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C. Photographs for 2009 Summer Camp Subject class

Active Math Class

Science Class

Drama Class

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C. Photographs for 2009 summer camp Activity Class

Cook Class

Mini Olympic

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3-1. Me as a teacher

Teaching Young Learners

facilitator 

meaningful setting

cooperative working

Open class 

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Where : Sookmyung Women’s University

When : Wednesdays 2nd semester 2009

Course : GEP II Class

3-2. Me as a teacher

Teaching adults (University students)

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Sample LessonWeek 14

Theme : Shopping Content - Form: controlling tone with modals - Functions: persuasive essay Objectives: - At the end of the class,

students are able to write persuasive advertisement essay about mobile phone

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Whole class scheduleweek 14

1st session : Focus on linguistic skills• 1. Homework checking• 2. Pop-up Quiz• 3. Sentence Relay

2nd session : Focus on functional skills• 4. Analyze elements of persuasion• 5. Brainstorming for information• 6. Pre-writing• 7. Revising and Presentation

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Sample Activity Activity4 Warm-up : Analyze of a persuasion (20m)

Goal : Students will be able to analyze what strategies they have to use to persuade someone with convince

Materials :PPT, worksheet Procedure Students are to bring example of a

persuasive piece from the newspaper, television, radio, magazine or billboards around town. (post on homework board)

Check Persuasion is All Around You handout with their persuasive piece personally. – Appendix 2

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Appendix 2

Ask students to share their example piece in groups and choose the best persuasive one.

Explain the persuasive strategy to use PPT slide – Appendix 3

Analyze how students’ example piece in groups. – Appendix 4

Ask students revisit their persuasive piece and choose one to use Check the Strategies handout in pairs – Appendix 5

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Appendix 3

Appendix 5

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The group 3 had a charge of the 6th class whose goal is to write astory in narrative paragraphs to use past verbs and linking wordseffectively such as transitional words with the theme of movie. This timewant to talk about the flow of activities, and students' products focusedon the goal of the lesson.

  

There were 6 well-organized activities to help to complete the narrative paragraphs step by step. The class leaders managed thoseactivities well with a clear direction mostly within the allowed time. Eachactivity supported the next one which more extended than the previousone. Also the class leaders arranged activities depended upon students‘Movement properly. For example students needed to stand and walkaround slightly in activity 1 and 3 before the break time. After breakstudents ran to the other classroom to find the strips of sentences inactivity 4 which a group couldn't find though. In the last activity studentsperformed as an actor or actress where students looked exciting. Likethis most of activities flew naturally with the goal.

Students were required many different skills and roles through thisclass. They needed to express their own idea about the movie anddescribe it in verbal at the beginning of the class. After activity 1 mostactivities were more focused on the writing skills with more creativethinking idea. For the last project, which was to be a narrator or actor,class leaders explained what the narrative paragraphs were. That gavestudents and siblings very useful to write the narrative ones. Even ifstudents' product like a story of commercial, cartoon story and moviesynopsis were definitely improved through it, most students' product

weredone by siblings' help in my group because of the lack of vocabulary andtime limit. So I really want to know how much other siblings help theirgroup's writing directly. It means you make almost sentences in verbaland they just dictate sentences mostly.

Reflective Journal

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The purpose of this action research was to investigate the effectiveness of peer feedback on writing ability of making good topic sentences. The findings of the study showed that peer feedback does not effect on their accuracy, but on fluency. Students might benefit from the peer feedback in terms of noticing what are necessary for good writing topic sentences. So it had a positive effect on both high- and low-proficient GEP students’ writing performance in terms of overall essay quality even though there was no significant effect on accuracy for either the high- or low-proficient students. Another finding is that students had difficulty in giving peer feedback accurately because they had not enough time to evaluate peers’ product. It shows that students need more time to give feedback, so it could be one suggestion to do this job as homework.

 Even though feedback is highly valued by teachers and students, it is true the feedback from teachers is limited. That is why many other feedbacks are suggested. Saito and Fujita (2004) comment that there is a persistent belief among teachers that students are incapable of rating peers because of their lack of language ability, skill and experience (p. 48).Unfortunately, it was true according to the results. However, I expect that there might have been different results if they had had enough time to review. Berg’s (1999) study of ESL classes in the USA also confirms the effectiveness of peer feedback as a means of aiding writing development, though it was beyond the scope of this study to compare the impact of peer and teacher feedback.

Action Research

Topic : The effective of peer feedback on students’ good writing topic sentences

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4.Supporting Documents1. 2nd rank Teacher’s license for middle & high school students

2. TESOL certificate

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3. Literature bachelor certificate

4. Multimedia Assisted Test of English rater certificate

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5. Publications

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