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This is a final reflective assignment.
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PRESENTING
Beverly Alexander’s Profile
MY FAMILY
MY RESUMEA highly motivated teacher with a verifiable record of many contributions spanning sixteen years. Highly creative, recognized as a results-oriented and solution-focused individual. Areas of strength include:•Organizational Skills•Computer Literacy•Work as Team Player•Lesson planning•Classroom management•EDUCATION•Teacher’s Diploma (Valsayn Teachers’ College) 2001•Certificate in Administrative Professional Office Management (University of the West Indies)•Bachelors in Educational Leadership & Management (pursuing 3rd year
MY RESUME CONT’DCOMPUTER SKILLS• Microsoft Office User Specialist (2002)
SOFTWARE EXPERIENCE• Microsoft Word, Excel and Power point• Microsoft Publisher• Educational software including the one used with intellikeys
PROFESSIONAL EXPERIENCE• On-The Job Training • Assistant Teacher 2• Teacher 1
MY RESUME CONT’D
SPECIAL INTERESTS include:-• Singing, listening to music, computer games, going to movies,
sports, dancing and avid gym member.
WORKSHOPS ATTENDED• Disability Sport Education Workshop• Training of Special Needs Resource Trainers’• Developing emotional literacy• Anglicanism Today Know Your Faith• Professional days sponsored by TTAPPS
MY RESUME CONT’D
SPECIFIC CONTRIBUTIONS• Acts as senior teacher when the principal or other superiors are
absent• Co-ordinates POWERGEN Sports for the Princess Elizabeth
Special School• Currently a member of Very Special Arts• Computer teacher for the school • Instrumental in initiating a summer camp at the St. James The
Just Anglican Church
MY PHILOSOPHY ON EDUCATION "A person's a person, no matter how small."
- Dr. Seuss
• I believe in making learning meaningful to my students
• I believe in treating all students with respect
• I believe that all students can learn
• I believe in getting to know my students e,g, strengths, weaknesses
• I believe in group work
• I believe in student centred, constructivist learning.
• I believe in behaviour modification
• I believe in treating all students fairly
MY PHILOSOPHY ON EDUCATION CONT’D "A nation, as a society, forms a moral person, and every member of it is
personally responsible for his society.“Thomas Jefferson
• I believe in making learning meaningful to my students
• I believe in treating all students with respect
• I believe that all students can learn
• I believe in getting to know my students e,g, strengths, weaknesses
• I believe in group work
• I believe in student centred, constructivist learning.
• I believe in behaviour modification
• I believe in treating all students fairly
To be an effective teacher I
• Plan and instruct each subject area using a wide variety of teaching aids, motivational and implementation strategies to engage.
• Involve students in active learning.• Incorporate learning modality principles into
classroom and individual instruction.• Implement technological approaches to subject
material. • Research educational resources on the Internet
Classroom Management
Before the 1st day of school
The 1st day The first few weeks
Get to know my students
Introduce myself to class and let them know what is expected of them
Display students’ workEncourage participation & group work
Get to know parents
Form class rules with class
Adhere to rules and reinforce good behaviour
CLASSROOM MANAGEMENT
Rules, procedures and expectations within the classroom are made with students
Use new and varied techniques to hold
attention span
Use positive reinforcement
strategies e.g. stickers, stamps, certificates
Students are encourage to take responsibility for their behaviour
Behaviour Modification
CHARACTER BOARDThese are the qualities we try to encourage
APPROACHES TO TEACHING
THE IDEALCooperative learning
Guided discussionConstructivist teachingGuided learning centres
ScaffoldingReflective lifelong
learners
Teacher centredPresentations
Direct teachingLectures
questioning
Student centred- Discovery
learningLearning centres
Discussions
"The government is best which governs not at all" -H.D. Thoreau
Before Planning lesson
1) Decide what needs to be taught and why
2) Brainstorm ideas3) Find resources
4) Consider environment, learning styles and students’
interests.
During lesson planningDetermine students previous
knowledge
Provide examples
Use a creative method of assessment
Formulate appropriate questions
Make introduction
fun and creative
ASSESSMENT
What?Multiple intelligences
Academic abilityLearning behaviour
Potential
SPECIAL NEEDS
Multiple Intelligences• Every child
learns differently
• Opportunities are provided to cater for each individual child
Adapted Curriculum• Modification of
lessons and assessments
• Some students are used as scribes for cerebral palsy students
Community of learners• Show respect to
oneself and peers• Value students’
opinions• Work cooperative
to find soloution to problems
Physical education
FUN WITH THE STUDENTS
VACATION BIBLE SCHOOL
REFLECTION IS
a window through which the practitioner can view and focus self within the context of his own lived experience in ways that enable him to confront, understand and work towards
resolving the contradictions within his practice between what is desirable and actual practice
Roth (1989) summarized the basic elements of reflective process as follows,
Keeping an open mind about what, and how we do things. Awareness of what, why and how we do things. Questioning what, why and how we do things. Asking what, why and how other people do things. Generating choices, options and possibilities. Comparing and contrasting results. Seeking to understand underlying mechanisms and rationales. Viewing our activities and results from various perspectives. Asking “What if …..?” Seeking feedback and other people’s ideas and viewpoints. Using prescriptive (advice) models only when carefully adapted to the individual situation. Analyzing, synthesizing and testing. Searching for, identifying and resolving problems and result limitation
The 10 C’s of ReflectionCommitment – believing that self and practice matter; accepting responsibility for self; the openness, curiosity and willingness to challenge normative ways of responding to situations.
Contradiction – exposing and understanding the contradiction between what is desirable and actual practice.
Conflict – harnessing the energy of conflict within contradiction to become empowered to take appropriate action.
Challenge and Support – confronting the practitioner’s normative attitudes, beliefs and actions in ways that do not threaten the practitioner .Beverly's Professional Portfolio.pptx
Catharsis – working through negative feelings.
Creation – moving beyond self to see and understand new ways of viewing and responding to practice.
Connection – connecting new insight within the real world of practice; appreciating the temporality over reality.
Caring – realizing desirable practice as everyday reality.
Congruence - reflection as a mirror for caring.
Constructing Personal Knowing in practice – weaving personal knowing
with relevant extant theory in constructing
knowledge.Johns' (2000b)
A poem on reflectionR is for the concept of reflective practiceE aims to achieve it everydayF means only the framework for the models of reflectionL means a lifelong learner I’ll always beE stands for experiential learningC is for the construction of new knowledge.
T tells of the importance of time managementI is for individual reflectionO means that reflection will not grow old
N means dealing with negative feelingsPut them all together we get reflection. A concept that will forever reign
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