I. The biggest lessons I have learned from my own teaching and from observing peers and experienced teachers.
I have got rich experience to learn new things and unlearn some others. Though, I have been teaching for thirteen years, I didn’t get chance to reflect my teaching and learning from others. I used to believe in student centered teaching but didn't have much idea. The CELTA course has nurtured and strengthened my passion as a teacher. It has rekindled my desire to be an innovative, resourceful, and hardworking teacher. It has given me an opportunity to reflect on my teaching, has made me confident as a teacher.
I tried my best to learn from teaching practice. I got chance to know my strengths and weakness as a teacher. I have learned following things from my lessons:
• To be aware of learners' learning style and plan lesson accordingly.
• To reduce TTT to ensure student- centered teaching.
• To be reflective on own teaching and learn from mistakes.
I have learnt many things from my peers. I have learnt to persevere from Sama. She remained natural throughout her teaching practice. I've got rich experience observing Rohini's teaching, the way she prepared lesson and use visual displays were good. I've learnt to be energetic and well-prepared from Caroline. Phoenix's dedication in preparation of teaching practice and inquisitive nature has helped me learn a lot.
I got opportunity to obverse the lessons of experienced teachers like Stevens Lawrence, Ifthaquar Jamil, Maureen McGarvey, Frances Eales, and Catherine Mc Farlane. My learning from experienced teachers:
I have learnt to keep my lessons simple and interesting from Mr. Lawrence. Following are some of the important things that I have leant from him.
• Keeping goo...
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...eaching English Pronunciation.
• Read additional books to improve teaching receptive and productive skills: I will read o Harmer’s How to Teach English o Riddell’s Teaching English as a Foreign/Second Language (Teach Yourself) o Gebhard’s Teaching English as a Foreign or Second Language o Ur’s A course in Language Teaching
• Other things that I’ll do: o Suscribe ELT news letter’s from British Council o Be a member in Cambridge English Teacher Online Professional Development. o Observe experienced teacher in my workplace. o Video record some of my teaching and watch later o Keep teaching journal : at least twice a week. o Enroll to teacher trainings provided by British Council Nepal.
It is not easy to do all the things mentioned above at once, but I will commit myself to develop myself professionally. I need to work systematically setting short and long term goal.
According to Muller, Prowse, and Soper (2012) the procedures to remove and replace a power supply are;
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
This critical review will look at the skill of administering antipsychotic depot intramuscular injections. This skill was practised while I was on my psychiatric placement in a community setting. The setting will not be named for confidentiality reasons as set out by An Bord Altranais. According to An Bord Altranais (2008), under no circumstances may a student nurse disclose a health care facility’s identity in an assignment. Clinics were run twice a week in this particular community setting for patients with mental health problems such as schizophrenia and bipolar affective disorder to receive their depot intramuscular injections. This skill was chosen as the author was practising administering intramuscular injections almost on a daily basis but there is confusion around what is the best practice for administering depot intramuscular injections in the mental health setting.
America has evolved over the centuries, from a British colony to an international powerhouse. At one point, the U.S was considered the greatest country in the world. America always found solutions to problems, and tried to help make peace throughout the world, but now that is up to debate. Why? The answer is simple, the government. The dishonesty and bad decisions have resulted in America’s title as a superpower to waver. The government is a growing problem that may lead to the demise of America by negatively affecting political, social, and economic issues in the country.
Do you believe that because Canada is a multicultural society that there is no racism? While the idea of inclusion and buried racism is what one might hope for, the realities of Canada’s national policy when experienced is quiet opposite than the messages expressed though text and other media outlets. Canada is suppose to be a multicultural society which includes all races and cultural backgrounds, everyone is suppose to be included and accepted in our group instead there are instances of discrimination and marginalization to certain racialized groups that have entered Canada the land that is promised to be of freedom and inclusion for all. Multiculturalism is a fundamental characteristic of the Canadian heritage and identity it is what fills our national center. (Harmony 2014). Multiculturalism has been a good policy designed to give people a great impression of our country yet: The Novels Indian Horse (2012) by Richard Wagamese and Obasan (1981) by Joy Kogawa portrays acts of violence, terror, exclusion and hardship. It is observed through reading and analysis that Racism is a never-ending struggle that people of minority backgrounds who immigrate to the land of the free have to endure. Finally, Racism stifles and affects everyone negatively who is an immigrant in the Canadian society; multiculturalism is only a façade which serves to cover up the root of the problem.
While constructing my website my goal was to provide information to the public about affirmative action without swaying or giving biased to one side or another. Affirmative action is an emotional and delicate issue in our country and those who are for or against affirmative action usually have some sort of emotional attachment towards their decision, because of this constructing a website can then be very tricky. I carefully chose what sources I wanted to use for my website and meticulously reviewed them so I did not have an unbiased website based on extremely biased information.
I have very little experience with teaching and no training, but through the years of working with phenomenal teachers. I learned by watching
guide me through student teaching and the early years as a teacher. The core principles of my
Upon being faced with the task of writing my philosophy of teaching, I made many attempts to narrow the basis for my philosophy down to one or two simple ideas. However, I quickly came to the realization that my personal teaching philosophy stems from many other ideas, philosophies, and personal experiences. I then concentrated my efforts on finding the strongest points of my personal beliefs about teaching and what I have learned this semester, and came up with the following.
My interest in teaching started at a young age. I used to watch my teachers in awe as they were able to find new ways to get their students involved and excited to learn. Their enthusiasm to teach was so inspiring. I would often find myself using that same fervor as I grasped each concept. I, then, was able to relay it to my fellow classmates as a peer tutor. To this day, becoming a teacher is a passion that flows through me. However, my enthusiasm and passion are not the only reasons I would be a good teacher. I aspire to see a student’s ability to grasp the knowledge they never before understood. I aspire to see a student succeed at something they never thought they ever could. I aspire to not only support students with academic skills, but also with life lessons about the value of community, pride in one’s own ethnicity, good citizenship, sportsmanship, and more. I aspire to play a fundamental role in ensuring that all students from all cultures and learning abilities have the opportunity to be guided in a positive learning
Over the course of observations, I learned that there is no one way to do anything in teaching. After a few weeks of observing, I was relieved because I thought that I could stop worrying so much about doing the “right” thing with the students. I saw a successful teacher doing, or neglecting to do things that went against what I had been taught. I incorrectly assumed that the choices the teacher made about how to organize the day, approach a lesson, or manage the classroom were mostly a matter of personal preference and that several approaches would produce equally desirable results.
Along these two weeks we have been prompt to make a recall to our own way of learning and why we became a teacher: Was it because coincidence, due to life circumstances, maybe because family tradition, was it a conscious decision or because someone influenced us? Whatever the answer is, we have to face reality and be conscious that being a teacher does not only means to teach a lesson and asses students learning. It requires playing the different roles a teacher must perform whenever is needed and required by our learners, identify our pupils needs and preferences, respecting their integrity and individuality but influencing and motivating them to improve themselves and become independent.
My personal views on teaching have evolved and developed in a rapid manner over the years, having experienced the situation from both a student and a teachers' perspective. My teaching methodology has grown and expanded in a bid to reach every student whilst keeping in line with their personality and individuality.
My time observing was not only educational for me on how to become the teacher I desire to be, but as well as how to better myself as a student and improve my own learning. I observed some wonderful learning tools that I have since implemented into my own education to develop my own learning.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.