++ It is time to write a Teaching Portfolio again. I as the language educator thought once again what, how and why I have taught this or that in the classroom rather than something else this year. It gives me a chance to stop to reflect and self-assess my own teaching and learning career. Here below, I will reflect and list out the following points: Statement of Instructional Philosophy and Goals Lesson Plan and Strategies Used for the Whole Year Material and Resources Developed and Used in the Classroom Statement of Lessons Learned –Self Evaulation Statement of Instructional Philosophy and Goals As I stated in my letter of application, I think language educators should be responsible to educate our next generation, not only narrowly the ability of speaking, listening, reading and writing, but also broadly the ability to know, think, act and behave in a “certain” way. Learning and teaching are a life-long process in one’s life. We taught students; at the same time, students taught us. We all live in the same global world to learn and share from each other. Only do “Love, Care and Understanding” bond us to live and learn better. My philosophy of teaching and learning language is to share my “Love, Care and Understanding” with the people living in the same global world; my general philosophy of learning and teaching language is to work with parents, teachers and students to “Build a World of people with Understanding, Care and Love by Language”; my specific philosophy of learning and teaching language is to provide “Whole/natural language Approach of teaching and learning with the desire of being a good user, master, thinker and player of language to build a world of Understanding, Care and Love”. IVE was a new challenge for me in term of target learners as I mentioned at the beginning of the semester. My target learners are mainly Form-five school leavers with various needs in their life. According to the classroom teaching, questionnaires, personal contact and observation within this year, I had planned, prepared and written quite a lot of materials to serve their own individual academic, psychological, social, cultural and personal needs in their own learning and teaching everyday. I did try to build up trust and care with and among students and teachers. I worked wholeheartedly to reach the same consents with students and teachers to achieve the five objectives set by IVE and put a little forwards to achieve more in our learning and teaching. Students’ attitudes, motivation, learning strategy and preference were given the most important consideration in my learning and teaching in IVE. Within this year, I had experienced happiness, unhappiness, excitement, frustration, and surprise, worry and despair in different circumstances. Personally, I had learned a lot this year in achieving the five objectives listed as following: - Objectives 1. To build up students’ confidence in learning To be confident speaker, listener, reader and writer in English 2. To improve students’ communication skills in workplace To master language in a high degree to convey and perceive life meaning. 3. To help students to be independent language learners To continue enjoy language even after formal schooling. 4. To develop students’ 4 micro skills To develop their top-down and bottom up skills in reading, writing, speaking and listening. To develop their analytical and critical skills in reading, writing, speaking and listening. 5. To establish students life-long learning attitude and habit To develop students’ ability in appreciation of the communication functions of language to enhance thinking and learning through learner diary. Lesson Plan for the School Year There were many changes throughout the year, which were caused by many factors out of my control, for instance, the unknown formats and content for the five Assessments, changeable Assessment time schedule. In short, the whole course was too examined- driven or continuous assessment-driven in which 90% of the mark was taken account by the performance in the “Test”. It was undeniable that I was forced to prepare some materials to drill students to meet the requirement of the Institute and the academic needs of students to further study in IVE. Nonetheless, I still had prepared and developed my lessons under the strategies, which I stated in the Work Plan. 1. Competency–based approach I have followed the competency approach in helping students to: - Use a range of learning strategies to improve English skills Read a range of short informational text relevant to the workplace Complete formatted texts relevant to the workplace Write routine business correspondence Request, understand and give spoken instructions on familiar workplace contexts Make and deal with routine telephone calls in the workplace Request, understand and give routine information in spoken English Can understand short informational presentation relevant to the workplace Additionally, I used Whole language approach to supplement the deficient of Competency-based approach which I emphasize on enhancing students’ ability by acquire life meaning from different contexts and balancing students’ ability in critical, analytical sense and thought. There are two worksheet especially developed to enhance their critical reading ability. Ongoing, all students were requested to do their newspaper clipping once per week with 3 parts, namely, vocabulary, 5-W questions and checklist (Assumption, Brief, Clarity, Depth, Eyes, Facts, Goal, Hypothesis, Implication). Especially one student, Karen from A1, impressed me. She kept on reading, clipping and writing for the newspaper everyday that was 5 per week rather once per week even though I informed them not to do Part 3 as it seemed too difficult for them. I trust that she will succeed in improving herself in the future out of her own persistence and perseverance even though her English is quite low and far from the standard as the Form Five school leavers. 2. Tasks based I planned and developed all worksheet mainly with a complete meaning of life or center theme under the Whole Language Approach, so that students could acquire not only language, but also general knowledge and socio-cultural knowledge within the context. In my preliminary plan, I included four themes, namely, Entertainment industry, Tourism, Cyberworld and Mass Media according to the four authentic cases in the textbook used by IVE. Because of packed teaching schedule driven by the five Assessments, I had to cut the last theme, Mass Media. On the other hand, because of assessment 3, I developed one additionally theme, Camera. I drew my simple curriculum used for this year with Theme/Sub-theme, Unit, and Text type, Activities at the end of this section. 3. Workplace Practice In term of workplace practice, I encouraged my students to have general knowledge and real contact with the four industries. There were both formal and informal visit with these businesses by reading some web sites. For instance, they needed to visit Hong Kong Tourist Association for tourism and Internet Café for Computer and Internet. These activities mainly were conducted in the Cill or out of classroom. 4. Learner-Centred Classroom activities were designed for students, as they were our hosts. More students talk strategies had been adopted. In which, they were given a lot of chance for role-play, drama and presentation. There were quite a lot of impressive moment which let me astonished the creativity, critical and analytical thought, organisation power of IVE students. I was totally attracted by their presentation of Business Plan for Party, Itinerary Plan for Tourist and Research Report for the Internet Café for different Countries although some groups’ presentation were boring but some were very interesting. 5. Self-access facilities In term of self-learning, I believe students need more guideline to develop from emergent learners to mature learners. At the beginning, I was pleased to have Cill room, which aimed to help build up students’ autonomy and self-awareness. However, as the time passed, some voices came from students about the grammar worksheet and computer efficiency. We did not seem to have immediate response and action to enhance our centre. There was no new material developed for the Cill as we discussed at the beginning of the semester. It was difficult to communicate and find out who were responsible for the Cill. Hence, I needed to develop some materials especially grammar exercises for the students. Moreover, a whole set of Reader Theatre Scripts which were written by Aaron Shepard for different secondary level students was downloaded for students. They were assigned to tape their voice in one reader theatre. I was pleased to know from students that they liked it although there were tons of words, which they did not know how to pronounce when taping the story. 6. Authentic materials Most worksheets, which I adapted and developed, were authentic materials acquired from different parts of the world for learners of same level through Internet. It included poems, role-play scripts, newspaper and case study. I also included some well-written materials for students. in Foundation Diploma of Business in IVE Theme/sub-theme Unit Text Type Activities 1. Entertainment industry U1-Shop talk Factual text: – Teacher Demonstration Shop talk U2-Open for business Biography, Newspaper, Application letter, Interview Reading & Writing: - Job and occupation U3-Describing products Form, Scanning and Skimming U4-People and jobs Cloze Passage Job Application Literary text – Fill in blank Formal Letter Diamante Poem Critical Reading Skills-Inference Job Interview Poem Speaking: - Showbusiness as a career Drama Script - The Applicant Role play Interview Role play script – Job Interview Group Discussion Songs – Drama I want to live Singing War Listening: - I watch you Sleeping Poem Recitation Grandma’s Feather bed Songs Appreciation and sharing Bread and Rose Writing: - Uptown Girl Biography Poem and Biography 2 Tourism U5- In company Factual text: – Teacher Demonstration Hong Kong tourism U6 - Contacts Newspaper, Itinerary, Menu, Tourist guide, Tourist Reading & Writing: - Training hotel U7- Travel arrangements Information, Business Plan Scanning and Skimming U8 - Publicity Cloze Passage Hotel Reception 1 & 2 Literary text – Fill in blank Telephoning – Booking a room, Hotel Drama Script, Multiple Choice and Accommodation Role play script Critical Reading Skills-Organisation Traveling Songs: Speaking: - Nightmare Holiday Rocky Mountain High Role play Ordering Meal at Restaurant Alaska and Me Group Discussion Sing Australia Invitation to party Drama Candle in the rain Presentation-Business Plan Itinerary I’ve Gotta Get a Message to you Singing I went to your wedding Games It’s my party Listening: - The Coffee Song Poem Recitation Songs Writing: - Itinerary Invitation Letter to talk Reply to Invitation 3. Camera Examine-driven Factual text: – Teacher Demonstration Live Web camera Newspaper, Enquiry Letter, Reply to enquiry letter Reading & Writing: - Scanning and Skimming Thermal camera Literary text – Cloze Passage New Technology -Digital Camera Role play script Fill in blank Enquiry - Camera Songs: Multiple Choice Enquiry – Home Security System That don’t impress me Much Problem Solving-Internet Research Change the World Speaking: - Words Role play Group Discussion Presentation Listening: - Songs Writing: - Enquiry Letter 4 Cyber World - Computer and Internet U9 - A world of Factual text: – Teacher Demonstration How I beat bill Gates information Newspaper, Report Storytelling U10 - In production Reading & Writing: - Internet Café Literary text – U11 - Good relations Scanning and Skimming Cyber-Dating, Techno-chat U12 -Personal development Drama Script, Cloze Passage Cyber Crime Role play script – Techno-Chat Fill in blank Internet café in different countries - Songs – Multiple Choice Asia- Far Away Places Speaking: - 1. China Loose Talk Costs Lives Role play 2. Bhutan Technicolor Dreams Group Discussion 3. Hyderabad Presentation 4. Baghdad Conference Nigeria Pair work Listening: - 5. Egypt Songs Internet Café -Report Writing: - Enquiry Letter Mind Map Project Material and Resources Developed and Used In the Classroom I attempted to use the textbook, “Work in Progress, Andy Hopkins and Jocelyn Potter“, provided by IVE. I taught from Unit 1 up to Unit 12. The textbook was developed based on 4 authentic business cases study. I also used most worksheet developed by IVE. The textbook was good in life meaning, but the content was a bit outdatedness. The worksheet of IVE was workplace oriented, but it was poorly organized. Furthermore, both did not integrate evenly four micro-skills. Hence, I had to write my own materials to supplement the textbook and IVE worksheet from time to time. It included four main kinds: - 1. Worksheet for the Theme Worksheet for the Theme included task-based worksheet, newspaper for learning scanning and skimming, material for teacher demonstration. Each theme has 4-7 sets of task-based worksheets. Each worksheet was designed with at least 3 tasks, which integrate four skills, speaking, reading, writing and listening. Most worksheets were focused on enhancing especially speaking and reading on the topic designed. For each newspaper script, I aimed to expose student to the current local and international issues around us. I also aimed to enhance their general knowledge about life. Moreover, I aimed to increase more reading for students. I had written more than 15 sets newspaper for scanning and skimming exercises. Each set has 10-15 Wh questions for scanning and skimming which tried to empower them the knowledge within a short time of 20-30 minutes per week. I also included poems and story in the material for teacher demonstration. 2. Worksheet for Critical Skills Worksheet for Critical Skills was aimed to empower students with the important life skills of Critical reading and thinking. I had developed quite a lot of worksheet about it but only used a few including two in the list at the end of the section. 3. Self Learning Materials Self-Learning Material included Grammars and Reader Theatre Scripts. The grammar items chosen and developed were based on the 5-Continuous Assessment. We could not find this grammar items worksheet both in Cill and our textbook. Hence, I needed to develop and adapt some from other textbooks. The grammar worksheets were distributed regularly in Cill according to the individual academic needs and enquiry of students. Reader Theatre Scripts were downloaded to meet the drama activity run by the centre. I aimed to further wet their taste of learning English through drama. I also aimed to build up their team spirit. Hence, Reader Theatre Scripts were used which were simpler in context and language with more than 6 characters per story. Aaron Shepard developed this set of drama scripts mainly for classroom usage for secondary school. I thought it was more suitable for our academically low achievers to build up their confidence in speaking. They were too shy to participate in the drama activity for public performance. They preferred to do it in classroom or out of the classroom. According to the Dairy written by some students. They enjoyed taping their voice in the story of Wali Dad even they had many difficulties of taping it. 4. Songs Songs, which matched the themes, had been developed to teach them phonic and enhance their listening power. I had developed four albums that included different singers and bands from different parts of the World. It has John Denver, Madonna, Eric Clapton, The Corrs, Enya, Wet Wet Wet, Elton John, Shania Twain, Ronan Keating, Bryan Adams, Bon Jovi, R.E.M., Boyzone, Bee Gees, Simply Red, Cher, Phil Collins, ABBA, Tina Turner, Engelbert Humperdinck, Patti Page, Connie Francis, The Platters, Tom Jones, Lesley Gore, The Marmalade, Zombies, Engelbert Humperdinck, Conway Twitty, Connie Francis, George Gibbs, Brook Benton, Frank Sinatra, Judy Garland, Patti Page, Dean Martin, Perry Como, Dinah Shore, Johnny Mercer and Glenn Miller. For each singer and band, I downloaded his/her biography to empower my own knowledge of the entertainment industry. Their successful stories sometimes touched me. I still remember the moment I shared the legend of Dinah Shore with my students. Dinah Shore suffered from illness at early age. She was limp from then onwards. However, she kept on fighting her own life battle to join the entertainment industry which everyone thought there was no place for her. Of course, she won and got popular in singing and hosting. Her successfulness enabled her to travel around the world regardless of her limp. My students and I were encouraged and motivated by her determination and persistence in chasing her own dream and rainbow. In preparing the songs to match different theme and sub-theme for each lesson in the classroom was not an easy task. Most of the time, I wasted a lot of energy of researching, reading, listening, writing and designing the songs sheet. I might finalize 20 pieces of work, but only one piece of work could be integrated in the classroom. However, I have no regret of spending a lot of time of developing this material. I plan to do more for next school year. Worksheet for 4 Themes - Authentic Cases Theme 1 – Entertainment Industry Task-based Worksheet Shop talk Job and occupation Job Application Formal Letter The job applicant (Drama) Job Interview As an employer, apart from academic qualification, what two other qualities do you look for in the candidate who applies for a job in your company? Showbusiness as a career The Problem that trouble me much A letter of apology to a friend for not turning up for an appointment Rock “n” Roll” Demonstration Materials Interview Structure Interview Checklist 50 likely interview questions for graduates Newspaper A New Year Prayer – Poem Practicing Pronunciation through Proverbs Spellings of Vowel Sounds, (http:cd.ed.gov.hk/eng/references/all_levels/phonics/vowelsounds.htm) English Letter Sounds (http:cd.ed.gov.hk/eng/references/all_levels/phonics/lettersounds.htm) Word Stress in English (http://grove.ufl.edu/~klilj/pron/ws/) How to Improve Your Pronunciation Skimming Newspaper – Scanning and skimming Worksheet Ruling allowing doctor to use mobiles attacked-SCMP, 19/4/2001 Newspaper – Critical Reading Skills (Checklist) Teacher rejects special classes for daughter- Gesture towards a better memory – SCMP, 24/11/2001 Theme 2 – Tourism Newspaper – Scanning and skimming Worksheet Hong Kong tourism a tall story – SCMP, Heike Phillips Tomb reveals secrets of ancient live – SCMP, Alan Lee Peak museum keeps police history alive – SCMP, Thomas Chang New–look café opens at Peak – SCMP, Victoria Button Training hotel ‘a dream come true’ – SCMP Space Tourism -BBC Task-based Worksheet Hotel Reception 1 Hotel Reception 2 Telephoning Telephoning – Booking a room, Hotel and Accommodation Traveling Nightmare Holiday Ordering Meal at Restaurant Invitation Two or three valuable things about Hong Kong Hong Kong is less and less attractive in the eyes of tourists. Do you agree Itinerary Theme 3 – Camera Newspaper – Scanning and Skimming Worksheet New Zoo introduces live Web camera – News-Chronicle Thermal camera enhances safety – Times-News Staff Writer, 11/2/2002 A very Candid Camera – BBC, 5/2/2002 Inexpensive color-sensing chip to redefine digital photography – Associated Press, May Wong Camera to watch Lan Kwai Fong-SCMP, 18/2/2002 Task-based Worksheet Enquiry – Home Security System Camera - Enquiry Theme 4 – Computer and Internet Newspaper – Scanning and Skimming Worksheet How I beat bill Gates – SCMP, Joyce Li A hi-Tech Brew – SCMP, Jacky Wong China acts on net ‘addicts’ – BBC, Duncan Hewitt Cyber cafes to boost learning – BBC, China internet café debate hots up – BBC Task-based Worksheet Computer and Internet – Cyber-Dating, Techno-chat Computer and Internet – Cyber Crime Newspaper - Intensive Reading Articles for Presentation and Project 1. Asia -Asian Internet Cafes: Asia at 14K - BBC 2. China -World: Asia-Pacific, China casts a cyber net - BBC 3. Bhutan -Bhutan gets its first internet café - BBC 4. Hyderabad - Cyber city gears up - BBC 5. Baghdad - Internet café opens in Baghdad - BBC 6. Nigeria -Nigeria embraces new technology – BBC 7. Egypt –Internet addiction strikes Egypt – BBC Demonstration Materials Report Report Writing Worksheet for Critical Reading Skills Reading Comprehension skills – Making Inference Finding the Pattern of Organisation Self-learning Materials for Cill 1. Grammar Gerunds and Infinitives The Passive: The Passive: Overview The Passive with Modals Passive Causatives Conditionals Factual Conditionals: Present Factual Conditionals: Future Unreal Conditionals: Present Unreal Conditionals: Past Adjective Clauses Adjective Clauses with Subject Relative Pronouns Adjective Clauses with Object Relative Pronouns Focus on Grammar (1995), Marjorie Fuchs & Margaret Bonner, Longman Grammar Series. Self-learning Materials for Cill 2. Reader Theatre RTE #1 ~ The Legend of Lightning Larry RTE #2 ~ The Legend of Slappy Hooper: An American Tall Tale RTE #3 ~ Savitri: A Tale of Ancient India RTE #4 ~ Resthaven RTE #5 ~ The War Prayer RTE #6 ~ The Enchanted Storks: A Tale of Bagdad RTE #7 ~ The Gifts of Wali Dad: A Tale of India and Pakistan RTE #8 ~ Peddler Polly and the Story Stealer RTE #9 ~ The Baker's Dozen: A Saint Nicholas Tale RTE #10 ~ The Battle of Song: A Hero Tale of Finland RTE #11 ~ The Calabash Kids: A Tale of Tanzania RTE #12 ~ The Hidden One: A Native American Legend RTE #13 ~ Master Maid: A Tale of Norway RTE #14 ~ The Sea King's Daughter: A Russian Legend RTE #15 ~ The Millionaire Miser: A Buddhist Fable RTE #16 ~ How Violence Is Ended: A Buddhist Legend RTE #17 ~ Count Alaric's Lady RTE #18 ~ The Crystal Heart: A Vietnamese Legend RTE #19 ~ How Frog Went to Heaven: A Tale of Angola RTE #20 ~ The Magic of Mushkil Gusha: A Tale of Iran RTE #21 ~ Help! Hilary! Help! RTE #22 ~ Which Shoes Do You Choose? RTE #23 ~ Casey at the Bat RTE #24 ~ Forty Fortunes: A Tale of Iran RTE #25 ~ When the Twins Went to War: A Fable of Far East Russia RTE #26 ~ The Magic Brocade: A Tale of China Alternate RTE #27 ~ Master Man: A Tall Tale of Nigeria RTE #28 ~ Mop Top: A Tale of Norway RTE #29 ~ The Borrower and the Boy Reader's Theater- Aaron Shepard, (http://www.aaronshep.com/rt/RTE.html) Songs developed to train Phonics Super Stars Songs 1. Madonna – Frozen 2. Eric Clapton – Change the World 3. The Corrs – What can I do 4. Enya – Orinoco Flow 5. Wet Wet Wet – Love is all Around 6. Elton John – Candle in the Wind 7. Shania Twain – That Don’t Impress Me Much 8. Ronan Keating – Life is A Rollercoaster 9. Bryan Adams - Can’t Stop This Thing We Started 10. Bon Jovi – These Days 11. R.E.M. – Daysleeper 12. Boyzone – A Picture of You 13. Bee Gees – You Win Again 14. Simply Red – Stars 15. Cher – Strong Enough 16. Phil Collins – You Can’t Hurry Love 17. ABBA – Super Trouper 18. Tina Turner – The Best John Denver -Songs John Denver – Disk 1 1. Take me Home, Country Roads 2. Eagles and Horses 3. High, Wide and Handsome 4. Hold Onto me 5. Whispering Jesse 6. Never a Doubt 7. Eagle and the Hawke 8. I watch you Sleeping 9. For You 10.Annie’s Song 11.Potter’s Wheel 12.Two Different Directions John Denver – Disk 2 1. Rocky Mountain High 2. Wind Song 3. Chained to the Wheel 4. Thanks to you 5. To the Wild Country 6. Grandma’s Feather Bed 7. The Chosen Ones 8. Higher Ground 9. Bread and Roses 10.I want to live 11.A marvelous Toy 12.Alaska and Me John Denver – Disk 3 1. Sunshine on my Shoulder 2. Deal with the Ladies 3. Amazon 4. Eclipse 5. Tenderly Calling 6. Islands 7. Children of the Universe 8. Calypso 9. Flower that Shatters the Stone 10.American Child 11.A little Further North 12.Sing Australia Golden Oldies on CD 1. The last Waltz - Engelbert Humperdinck 2. I went to your wedding – Patti Page 3. Frankie – Connie Francis 4. Smoke gets in your eyes – The Platters 5. Delilah – Tom Jones 6. It’s my party – Lesley Gore 7. Reflection of my life – The Marmalade 8. She’s not there - Zombies 9. Am I that easy to forget – Engelbert Humperdinck 10.Mona Lisa – Conway Twitty 11.Stupid cupid – Connie Francis 12.Tweedle dee tweedle dum – George Gibbs 13.(How much is) That doggie in the window – Patti Page 14.The great pretender – The Platters 15.Endlessly – Brook Benton Bee Gees - Songs 1. This is Where I came in 2. She keeps on coming 3. Sacred Trust 4. Wedding Day 5. Man in the Middle 6. Déjà vu 7. Technicolor Dreams 8. Walking On Air 9. Loose Talk Costs Lives 10. Embrace 11. The Extra Mile 12. Voice in the Wildermess Bee Gees - Songs 1. Started a joke 2. To love Somebody 3. Holiday 4. Words 5. I’ve Gotta Get a Massage to You 6. In the Morning 7. Melody Fair 8. Jive Talking 9. You should be dancing 10. How Deep is your Love 11. Stayin’ Alive 12. Night Fever 13. To much Heaven 14. Tragedy 15. The Only Love 16. One 17. Wish You Were Here 18. New York Mining Disaster Westlife Songs 1. Uptown Girl 2. What Becomes of the Broken Hearted 3. I’ll be There 4. My Girl 5. I Lay My Love On You 6. When You’re Looking Like That 7. Westlife Megamix 8. My Love 9. What Makes a Man 10. Against All Odds 11. Close 12. Somebody Needs You 13. Angel’s Wings 14. Soledad 15. Puzzle of My Heart 16. Dreams come True Memories (3) Frank Sinatra Dream The Coffee Song Five Minutes More I’ve got a crush on you There are such things Judy Garland Over the Rainbow Zing! Went the strings of My heart You Made Me Love you It’s a Great Day for the Irish On the Sunny Side of the Street Patti Page Tennessee Waltz Old Cape Cod I went to your Wedding Changing Partners How Much is that Doggie in the Window Dean Martin Far Away Places Someday Room Full of Roses I can’t give you Anything but love I Got the Sun in the Morning Memories (6) Perry Como Till the end of Time Prisoner of Love Dig you Later (A Hubba-Hubba-Hubba) Because They say it’s Wonderful Dinah Shore Buttons and Bows Far Away Places The Gypsy Lavender Blue (Dilly Dilly) You’d be so nice to come Home to Johnny Mercer On the Atchison Topeka and the Santa Fe Ac-cent-Tchu-Ate-The Posite Zip-a-De-Doo-Dah Personality I Lost My Sugar in Salt Lake City Glenn Miller In the Mood American Patrol String of Pearls Tuxedo Junction Pennsylvania 6-5000 ABBA Songs Abba - 01 - Summer Night City Abba - Chiquitita ABBA - Dancing Queen Abba - Does Your Mother Know ABBA - Fernando Abba - Gimme Gimme Gimme ABBA - I Have A Dream ABBA - Knowing Me Knowing You ABBA - Lay All Your Love On Me ABBA - Mamma Mia ABBA - Money Money Money ABBA - One Of Us ABBA - SOS ABBA - Super Trouper Abba - Take A Chance On Me ABBA - Thank You For The Music Abba - The Name Of The Game ABBA - The Winner Takes It All Abba - Voulez Vous ABBA - Waterloo Statement of Lessons Learned –Self Evaluation Teacher Self Evaluation Form 1. Teacher’s Philosophy- Love, Care and Understanding Have I understood the character of my students? I tried to understand the character of students in different classes (F1, A1, L1). In general, most students were quite passive in their learning. They have common character of new generation, fear of challenge, laziness and curious. Comparatively, students of A1 were more active and creative. Each of them had their own new idea of doing thing, but they co-operated with the team members especially the work was closely related to Assessment. Students of L1 were very shy, slow in learning but they were working very hard to reach the expectation of the Institute and teachers. They always had arguments among themselves in a silent way. Students of F1 were passive in their learning but they had good class spirit and team spirit. They have good communication with each other and they cared the feeling of others. Hence, the case of low attendance student, Mancius Law, troubled them. It put them in the struggle of being love to tolerate deviant behaviour and being strict in following the indecisive instruction of the school. Superficially, I thought I understand the character for different classes and individuals. I cared what they feel and think. Which student do I want to have an in-depth understanding of his/her learning performance and problems by observation? I have observed many students within this year and tried to have an in-depth understanding of their learning performance. I was impressed by some students, namely, Walker and Mancius in F1, Karen and Tiffany in A1, Karen, Mandy and Hippo in L1. Walker was a shy but mature man. He was the only one who did not join any out class activity, e.g. lunch together, but he was very obedient to teacher’s instruction of participating class activity and drama as well. He kept on studying very hard from beginning till the last moment in expecting to promote to High Diploma. I wish his dream could be realized soon. Mancius skipped class for more than 78 hours for English, 36 hours for Chinese and unknown hours for other business subjects. She protected herself by building a great wall. It was difficult for me to talk with her. I sought help from Lily of Business Department in the mid of semester, but I thought Lily could not enter her world as well. She seemed lock and hide herself in her own closet that she tried to find excuses to avoid any hazard. I thought IVE and I had already tortured for half semester without telling her what final decision we would have for her absenteeism. I wish IVE and I could avoid any indecisive attitude towards any wrongdoing of our students. I also wish that someone could unlock Mancius’ heart to give her warm and kindness. Karen in A1 was a hard working student whom I had never met before. She rarely spoke in the class because of her low speaking ability, but she was good in reading and listening. She listened attentively and seldom fell in sleep. She just kept on checking unknown words of different worksheets through dictionary before and after class. I was impressed especially by her presentation for the Internet Café. She acted like a kindergarten teacher by using Mind Map effectively to introduce the Internet Café in Bhutan. I really thought she could be my teacher as I stated in the Assessment Form for Internet Café. Tiffany looked like a deviant with special dress and necklace. Internally, I thought she got heart with undistinguished fire. She was always late and absent in the beginning especially after her new friend changed to study in another IVE. She was absent for more than 18 hours in the first half of the school year. I had an-in-depth chat with her. Afterwards, she changed radically. She even acted as assistant monitor to help the monitor who was not able to listen and speak any simple English. Moreover, she got many friends in the class because of her kindness and positive attitude in learning. I wish she kept on her positive attitude in meeting new people and in learning. Karen, Mandy and Hippo was the rare group among students. They always invited me for lunch. Mandy and Hippo are Christian, but Karen is not. They shared with me their worry of their learning especially on Accounting and English. They also shared with me their worry of the financial support for studying High Diploma. I wish they all could further study no matter taking and evening or day course in higher education. Do I care for the needs of my students? What I have done to care for them? I thought I do care for the needs of my students and had done quite a lot for them. However, is it enough? It still has room to do more. 2. Teacher’s Affective Factors Is there anything affecting my emotion, feeling and arousing anxiety? There were at least two incidents, which affected my emotion, feeling and arousing anxiety. The first incident was about discipline. My Class A1 once created noise, which distributed the Centre Head during break. Mr. Leung run into my class to scold the students. Agnes notified me when I went out of toilet. When I entered my classroom again, I found faces with horrify and scariness. The room was full of extreme quietness of death. I had to comfort and lift up the spirit of my students again to continue our teaching and learning. Of course, I knew that one student fell down from chair accidentally made the loud bang sound. After class, I had gotten concern from a few teachers about the incident, “fighting” and the “break”. I was appreciated to have teachers’ caring and concern. I was appreciated to discover the management skills and strength of the Language Centre Head, Xian Yan. She really understood our students’ behaviour and handled the cases tactfully. I had learned from her good communication skills in bridging the gap between school administrator and classroom teachers. However, I thought if it was possible to include the 5-minutes break in our timetable so that teachers needed not worry whether break should be given to students. It would be better. The second incident was about attendance. I got a special student, Mancius. She had caused me many unsleeping nights in thinking and reflection my own attitude, teaching method, communication methods as well. What can I do in the future or next year if I come across same situation again? I thought I only could strengthen my positive attitude of life by grasping the wisdom and discipline from God. Only in God, I am acquiring a disciplined and prudent life. He will give me strength and peace to overcome the unsleeping nights. 3. Teacher’s Professional Factors Do I talk too much without listening to the voice of my students, teachers, parents and school administrators? This year, as usual, I thought I didn’t talk too much without listening to the voice of my students, teachers and school administrators, but I was just shocked that no parents voice were heard. I enjoyed listening the sharing from students. I also enjoyed the sharing with many teachers including Raymond, Yung, Chung Kwai, Gail, Nat, Tse, and Agnes especially during lunch hour. We had good mutual understanding and sharing. I wish I would have more chance to chat with April and Cindy. They seldom had lunch with us. Is the lesson structured and conducted smoothly to let the learners learn in a rapport environment? Are the materials used effectively and efficiently to arose the interest of the learners? Do I need to exploit more resource for students and myself? Can the materials guide themselves to think and assess themselves critically the human life? Most lessons were not structured and well planned. I was extremely hesitant in conducting the lesson for F1 because they usually had the first lesson for each self- developed worksheet and material used. However, I normally reconstructed and reorganized the lesson for L1 and A1 after the first experimentation. The lesson would be run smoothly to let the learners learn in a rapport environment for L1 and A1. I wish I would have the chance of experimenting all lesson plans again for the next semester if IVE’s curriculum did not change much. Most self-developed materials were effectively and efficiently arose the interest of the learners. I do need to continue my exploitation in songs and biographies of singers. There is a lot I want to develop but have not been finalized. I wish I could do a little more in June before summer holiday start. Some materials could guide them to think and assess themselves critically the human life. 4. Teacher’s Language Knowledge Base Is there any questions of grammar, syntax, semantic raised by students that I don’t know? In general, I did not meet insolvable enquiry of grammar, syntax and semantic raised by students. I just wonder how could I help them resolve their own grammar, syntax and semantic errors. Moreover, I still wonder how to integrate my own Language Knowledge of grammar, syntax and semantic in the forth-coming content-based classroom. Moreover, I wish I could spot out and solve the learning problems of speaking, listening, reading and writing for my students and myself. 5. Teacher’s Teaching Methodology Knowledge Base Have I integrated a balanced four macro-skills of speaking, listening, reading and writing with the focus on the meanings of life through texts, tasks and activities on learners? I had integrated quite a balanced teaching methodology with four macro-skills of speaking, listening, reading and writing with the focus on the meanings of life through different tasks with both literary and factual text on learners. I had also used other Methodology of Language Teaching to convey life meanings unintentionally but effectively and efficiently. I still keep on learning new methodology of through reading journal from time to time. 6. Teacher’s Language Learning and Acquisition Knowledge Base Do I improve in language performance in four macro-skills? I do improve in language performance in four macro-skills by practicing my speaking with my colleague all the time, by reading journal, newspaper and books everyday, by listening to different kinds of songs every week, by writing teaching materials for every theme. I thought my students also improved in language performance in four macro-skills through reading newspaper and worksheets.
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