My Portfolio

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My Portfolio
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• Portfolio Outline
• Introduction/Resume
• Fieldwork Reflections
• Lesson Plans
• Strategy Sheets
• Resources from a mentor teacher
• Strategy sheets and lesson plans templates
• Photos

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Whats portfolio ?

• A professional portfolio is a vast stock of
  information and records that helps an individual
  to be ready for challenge. 
• A Professional Development Portfolio is a
  performance-based document consisting of a
  collection of carefully selected materials,
  examples, and reflections, assembled over time,
  that provides an evidence-based record of a
  teacher, or teacher candidates, knowledge base,
  skills, professional growth, teaching practice,
  and leadership skills.
• It provides some concrete evidence of a teachers
  knowledge and teaching practice. It is an
  evolving document, serving the purpose of both
  formative and summative creation, reflection and
  evaluation. The reflective presentations here
  make a bridge between the past and present and
  also present and future that allow him/her on
  going documentation continuing career growth.
  Its so powerful a documentation that helps the
  individual to learn about him/herself, his/her
  strengths and weaknesses and make the individual
  ready for future challenges.

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Rezume

• m

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My native city BUKHARA
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Fieldwork reflection

• I was very delighted to be at JEB Stuart HS.
  The teachers Mrs. Ruth and Mrs. Pam met us very
  warmly and took care of us and even not to be
  confused they gave us maps of the school and
  schedule to figure out with the periods
  and classrooms. It was great pleasure for me
  to get an acquainted with such a friendly
  and open hearted teachers .The teachers room
  immediately attracted my attention with
  its a lot off pretty staff for working and
  relaxing during the breaks. The first lesson
  I observed was Dr. Aiellos . Her classroom was
  small but comfortable, desks were arranged in
  such way that students were able to work in
  groups helping each other. In the classroom there
  were boxes with pencils, pens, markers, and
  scissors for children to use and small white
  boards for them to participate in different
  activities.
• The strategies she used were directed to improve
  the students reading comprehension .The way
  of conducting pre-reading activities was very
  available for her students. The students did
  several activities using their textbooks After
  having done the activities the students could
  recognize and read the new words correctly
  from the text. I observed several lessons
  of l my mentor teacher Liza Dehart .
• At the beginning of the class she introduced
  me to her students. I was glad to have such
  opportunity to speak with students about my
  country. Afterwards she introduced the
  objectives and what are they going to do in this
  class. The instructions were clear. In the class
  I liked the way of my mentor teacher's
  motivating, warming-up the students. The
  warming-up activity was the bridge into the new
  topic. The topic was relevant to the student's
  interests and the students themselves were
  actively engaged in learning. Ms.
  Dehart 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.
• Observing my mentor teachers lessons I learned
  a lot of different kinds of effective teaching
  strategies which I will share with my
  colleagues in my country

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J.E.B STUART HS
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Strategy sheet 1

• Name of method or strategy
• Bell Work
• When is this method or strategy useful?
• For improving any weak area of the students.
•  
• Why or how is this method or strategy useful?
• When a teacher will find any weak area of the
  students he will start his lesson (in that class)
  with that activity. So the students will get
  practiced everyday for being up to the mark.
• What are the steps involved in using this
  strategy or method?
• At the beginning of the class teacher will start
  it. He will engage every student in this
  activity.
• When would this method or strategy be useful in
  your setting?
• When I will find the students weak in specific
  task I will I will use Bell Work strategy.
• What would you like other teachers in your school
  to know about this method or strategy?
• I will let them know about this strategy because
  in every class we find many students are weak in
  the same area. For improving their quality this
  strategy is very useful 

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Strategy sheet 2

• Choose a method or strategy that you have learned
  about or observed during field experience.
•  
• Name of method or strategy
• Project work
•  
• When is this method or strategy useful?
• This strategy is useful to assess the students
  knowledge
•  
• Why or how is this method or strategy useful?
•  
• This method is useful to develop the students
  creative skills
• What are the steps involved in using this
  strategy or method?
• After having learned certain unit, the are
  given special assignment
• In order to assess their knowledge.
• When would this method or strategy be useful in
  your setting?
• At the end of term
• would you like other teachers in your school to
  know about this method or strategy?
• I would like the other teachers use this methods
  in their lessons because the students like this
  activity and one of the good ways to assess
  the students.

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Strategy sheet 3

• 1.Name of method or strategy
• Graphic organizer(Venn diagram)
• 2.When is this method useful?
• In comparing and contrasting ,either from
  reading or from content in the course
• 3.Why or how is this method useful?
• It can be developed with the students so they do
  the thinking.
• It makes it easy to see the points of
  comparison and contrast.
• 4.What are the steps involved in using this
  strategy or method?
• Read the story or study new content
• Either as a group or individually list the
  details in parts of the Venn diagram
• Compare and make sure that it is correct .Or
  discuss differences of opinion
• Use the diagram for review or oral or
  written presentation.
• 5.When would be this method be useful in
  your setting?
• Students read country Mouse, City Mouse
• List similar details on the diagram e.g.
  live in a tree/ live in a house , eat
  vegetables/eat cake.
• Compare with others in the class.
• Write a paragraph including these details.
• 6.What would you like other teachers in your
  school to know about this method or strategy?
• It applies in many different topics.

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Strategy sheet 4

• 1.Name of method or strategy
• Color coding
• 2.When is this method useful?
• In note taking in showing parts of sentence
  etc.
• 3.Why or how is this method useful?
• It helps students organize notes into topics
  or main idea/detail
• 4.What are the steps involved in using this
  strategy or method?
• Students make take notes in rough form during
  class and then recopy and reorganize using
  colors for topics or headings.
• Grammar students write or underline parts of
  the sentences in different colors to clearly
  show the organization.
• 5.When would be this method be useful in
  your setting?
• When the students write answers or example
  sentences ,they can go afterwards and color
  code the parts. This helps to self
• correct sentence structure.
• 6.What would you like other teachers in your
  school to know about this method or strategy?
• It uses simple materials .it uses the students
  visual sense to learn abstract ideas
  like organizations .It makes it easy to talk
  about and grammar or notes .If all teachers
  use the same color scheme it connects the
  classes throughout the day.

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Strategy sheet 5

• 1.Name of method or strategy
• Anticipation guide
• 2.When is this method useful?
• .Before presenting new content or skills
• 3.Why or how is this method useful?
• It begins to activate prior knowledge
• It begins up questions
• It shows how much the students know
• 4.What are the steps involved in using this
  strategy or method?
• Teacher writes a brief quiz using information
  to be presented later in the lesson. Include
  two places for answers , before and after.
• Students take a quiz before the lesson look
  for the answers during the lesson, and then
  take it again afterwards.
• 5.When would be this method be useful in
  your setting?
• Before teaching a new subject or before teaching
  a new skill
• 6.What would you like other teachers in your
  school to know about this method or strategy?
• It is easy and a good way to tell the students
  what is important.

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Lesson plan 1

• By Valeria Byelyavska
• Topic Traveling
• Objectives the students will be able to make
  some traveling arrangements using travel
  vocabulary.
• Prior knowledge Travel vocabulary, question
  forms, Present Simple, going to.
• Materials cassette or CD with musical extracts,
  pictures with sights from different countries,
  video cassette.
• Warm-up
• Find a partner and discuss the question Have you
  ever traveled? Where? When? If not why?
• Students get cards with the same question but
  different pictures. Two people with the same
  picture on the card will make a pair. After a
  short discussion students report to the class
  about some interesting things they have learnt
  from their partner.
• Lead-in
• Teacher plays several musical extracts which are
  pieces from different countries. Students have to
  identify the country. Visual aids (pictures with
  sights from different countries) can help
  children to make a guess.
• Students in their pairs look at the countries on
  the board and choose the country they would like
  to visit. Then class votes for the most popular
  holiday destination.
• Listening/ Video
• Pre- listening. Listen to two people talking and
  answer these questions 1) who are the people? 2)
  Why have they met?
• Listening 1to a dialogue between a travel agent
  and a customer at the travel agency.
• (Discuss pre-listening questions and set
  questions for post-listening activities.)
• Listening 2 (for specific details) answer the
  questions Which country does the customer want
  to travel to? What is the cost of traveling?
  Which climate /nature does this country have?
  Etc. Students first discuss in pairs. Then the
  teacher elicits the correct answers. The teacher
  assesses the students listening comprehension.
• Post-listening Reconstruct the dialogue in
  pairs, then with the teachers help on the board
•  Drill the dialogue in pairs. Change the role.

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Lesson plan 2

• PLANNING PHASE
• Identify Performance Objectives
• 1.Students will write correct words from
  pronunciations
• 2.Students will pronounce correctly from what
  theyve written
• Lesson Outline
• Content phonetics on sounds of letter o and
  various consonants
• National/State/Local Standards
•  TEACHING PHASE
• Preparation
• Warm-up activity pronounce vocabulary words for
  another part of the lesson that use the phonetic
  sounds that will be practiced
• Prior knowledge orally review sounds that have
  been done previously
• Language Goals (vocabulary/structure/communicative
  language/functional language)
• Be able to move from listening sounds to
  writing them
• Be able to decode the sounds into correct
  pronunciation
• Practice to increase fluency of these words
• Presentation
• Activities Days 1-5
• Four skills listening, speaking, reading,
  writing
•  Practice

•  Evaluation1.Teacher listens to student
  pronunciation .Checks written form ,reading ,
  and pronunciation .
• 2.students self correct as teacher shows the
  list of words they have written
• 3.pronunciation of the whole list
  moves to fluency. Teacher moves from group
  response to individual response .
• 4.weekly tests include ten items to
  be graded without self correction
•  Expansion/Extension 1. understanding of English
  phonetics / spelling will be used with new
  vocabulary and reading.
• 2. list of vowel and consonant spellings are
  posted in the room for reference
• throughout the year in reading and writing all
  throughout the course .
•  Methods/Approaches/Strategies
•  1.Interactive lesson moves from teacher to
  student throughout.
• 2.Pacing is important .Must not drug but must
  not be so fast.
• 3.Teacher must use phonetics/spelling as a tool
  for skills of reading
•   Other Activities
• Follow-up Continues all during the year for
  beginning classes. Eventually all basic
  English sounds /spelling will be used
• Assessment Regular tests include a written
  list of phonetics words. Oral fluency Is
  checked throughout the course in student
  reading.
• Homework assignments
• Use of technology Requires an overhead and
  poster size charts of sounds/ spellings.
• Materials used overheard projector, overheads
  ,student paper
• Closure Read entire list fluently.

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Lesson plan 3

• Instructional Strategies (60-70 min)
• Since the story is short ,the teacher will
  read The teacher will read the story aloud
  slowly to the class .The teacher will then
  write the vocabulary words in the board with
  ample space between words.
• The teacher will then repeat the first
  sentence of the story , The man in the first
  picture lives in Northern Ireland The first
  vocabulary word is Northern , A student
  will be called on by teacher to come up to the
  board and write either the definition of the
  word . He/she must demonstrate knowledge of
  the meaning of the word
• All students may use dictionaries .All students
  will copy the definitions /words in their
  notebooks.
• The teacher will continue reading aloud until
  the next new word is mentioned ,then repeat
  the lesson of calling on a student to
  provide meaning for the word. The teacher
  will continue on to sections 2-3 of the work
  sheet.
• This section have comprehension questions
  about the story which they must answer and
  include new vocabulary words. The teacher
  will complete these with the students
  orally.
• Students will work with partners for parts
  4-5, a writing exercise which compares what
  they ate for each meal of the day in their
  native countries and what they eat now .
• Students will fill out a chart with their
  answers ,then compare their answers with their
  partners
• Closure. Students will compare the foods that
  they eat here in the USA with in the foods they
  ate in their countries .They provide their
  opinions which food is healthier and why.
• Assessment. Students will be assessed based on
  their participations during exercises from the
  text .

• Grade level High Schools A1(beginners)
• Topic. Story A new man
• Objectives
• Students will summarize the story A new man
  along with three pages of comprehension
  exercises to be completed following the
  reading of the story .students will also have
  their interactive notebooks handy to write
  down new vocabulary and discussion notes if
  needed. If necessary students may use
  picture dictionaries to locate new
  vocabulary.
• The teacher will be use the chalkboard to
  write a list of new vocabulary words which
  students will copy into their notebooks.
• New words introduced in the story will include
  the following
• Pounds, Regular.Drove, Coffin.l ose , weight,
  die,diet
• Learning experience
• Introduction(5-6 min)
• Students will be provided a copy of the story
  A New Man
• by the teacher and will directed to the pre
  reading heading on the first page .The
  students will answer the questions do the
  pictures show two different men or the same man
  ? And what are the man and woman doing ?
• They also be asked to guess what the story is
  about and what will happen in the story using
  the photos as a guide.

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Lesson Plan 4

• Topic            " So many countries, so many
  customs"
• Objectives   
• Students will get a brief information about
  Uzbekistan
• Students will learn one Uzbekistan tradition
• Students will learn at least three words in Uzbek
• Time             40 min
• Materials
  used  a map, pictures,uzbek national costume ,
  photos
• Warm-up      - Assalomy alaykum !
•                      (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
  Uzbekistan and its 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 its
  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 what we can see and we cant see
  in culture. And we have to respect the customs
  and traditions of other countries.
• b)Republic of Uzbekistan lies in
  the Central Asia .The capital of the country is
  Tashkent. There many people of different
  nationalities in our country. They speak Korean,
  Tajik, Russian and other languages. The official
  language is Uzbek. Our people are very
  hospitable and respect the elders.
• I live in Bukhara , it is one of the most
  ancient cities of Uzbekistan. Its famous for
  its historical monuments.(displaying pictures )
• d) "Beshik" (baby's sleeping
  bed). We have a tradition, after the 40th day of
  baby's birth our grandmothers put   baby into the
  cradle. And a baby sleeps there at night and
  sometimes daytime also -Where is Uzbekistan
  situated?
•   Practice Answering the questions
• -What is the capital of Uzbekistan?
•   Whats Bukhara famous for?
•   Uzbek version of  " baby's sleeping bed"
•    -What is "Hi!" in Uzbek?
• Assessment
•  - . Everyone who answers the quiz is given an
  award. The winner gets a special prize. 

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Lesson plan 5

• Title Comparative study between fable and myth
• Grade level 6, 7, 8, HILT B
• Participants 19
• Time 90 min
• Language objectives
• to know about fable and myth
• to write sentences
• to learn how to use Venn Diagram
• to develop critical thinking level through
  comparing and contrasting
• Content objectives
• Brain storm through previewing
• Open ended questions
• Comparative study between the fable The hare
  and the Tortoise and the myth Why Rattlesnake
  has Fangs
• Activities
• Task 1 Individual works
• Students will be asked open ended questions about
  the definition of fable and myth.
• Questions can be on the characters of the Hare or
  the Tortoise
• Questions about Rattlesnakes (What does the sun
  god forget to give Rattlesnakes...)

• Task 2 Reflection through Venn diagram / Group
  work
• students will be divided into groups
• Teacher will explain what Venn diagram is and how
  it will work here.
• Students will be asked to think about the common
  things in the fable and in the myth( type of the
  text, Fiction or nonfiction, purpose of the text,
  features of the text)
• Students will write the common things in the
  middle of the diagram.
• They will think about the characteristics of the
  myth and the fable and write about myth in the
  right side and fable in the left side.
• Every group will come out with their own diagrams
  and each student from every group will explain
  that.
• The diagrams can be put on the bulletin board of
  the class
• Task 3 Critical thinking
• There will be the open discussions on several
  topics like
• Which is your favorite and why?
• Which you dont like and why?
• What do you know about growing up?
• How the hare and the rattle snake grow up in the
  fable and in the myth?
• From the discussion they will be assigned to
  something about growing up of their own.
•   Assessment
• Students will be assessed on their individual
  performance.
• How clearly they can come up of their own Venn
  diagram 

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Resources from my mentor teacher After
reading a story or watching video the
students are given these handouts .

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Lesson plan template

• Lesson Plan Format
•  
• Intern Grade Level
•  
• Title Date
•   I. Objectives
•   
• II. Materials for Learning Activities
•    
• III. Procedures for Learning Activities
•   
• IV. Assessment
•   
• V. Differentiation
•   
• VI. Reflection
•  

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Lesson plan template.
LESSON PLAN FORMAT PLANNING PHASE Identify
Performance Objectives 1 .2
.3. Lesson Outline Content National/State/Local
Standards TEACHING PHASE Preparation Warm-up
activity Prior knowledge Language Goals
(vocabulary/structure/communicative
language/functional language) Presentation Activit
ies Days 1-5 Four skills listening, speaking,
reading, writing Practice
1. 2. Evaluation 1. 2. Expansion/
Extension 1. 2. Methods/Approaches/Strategies
Other Activities Follow-up Assessment Homework
assignments Use of technology Materials
used Closure
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Strategy Sheet Template

• Portfolio Strategy Sheet
• Choose a method or strategy that you have learned
  about or observed during field experience.
• Name of method or strategy
• When is this method or strategy useful?
• Why or how is this method or strategy useful?
• What are the steps involved in using this
  strategy or method?
• When would this method or strategy be useful in
  your setting?
• What would you like other teachers in your school
  to know about this method or strategy?

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Culture is the widening of the mind and of the
spirit.
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     Travelling makes a man wiser and happy.
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I laugh, I love, I hope, I try, I hurt, I need, I
fear, I cry. And I know you do the same things
too, So we're really not that different, me and
you.