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Portfolio Outline

Ratbu Satarova

October 27 2007

Portfolio Outline

Portfolio Outline


  1. Introduction of the Portfolio

It’s my pleasure indeed to have the great chance to start this Portfolio. This Portfolio includes six sections:

  • Introduction

  • Personal and Fieldwork Reflections

  • Lesson Plans

  • Strategy Sheets

  • Resources/ Teaching materials from Mentor Teacher

  • Cultural Sharing

I shared my ideas “Who am I as an effective teacher?” and the fieldwork reflections here in the U.S. As a teacher of English, I teach English as a Foreign Language (EFL) context. In an EFL setting the class is usually monolingual and living in their own country, where there is no English speaking environment.

In my lessons I try to focus on student-centered methods which can meet students’ needs and interests. When I plan a variety of activities, it is important to have them connect to each other in order to support the language learning process. Moving from one activity to others that are related in content and language helps to recycle the language and reinforce students’ understanding and use of it.

In Cultural Sharing section I include the Kyrgyz epic “Manas”, which surprised mankind with its world-level cultural achievement.

RESUME

 

Ratbu Satarova

 

9451 Lee Highway, Fairfax,



                                                        VA 22031, Apt. 914

                                                         Ph: 703 272 3968

                                                         E-mail: ratbu@rambler.ru

 

 



Professional Experience:

Bokonbayev Secondary School – Toktogul, Kyrgyzstan

Teacher of English Language (2004 - present)

 

  Teach English language to grades 7-11



  Provide training to teachers in the region

  Act as a member of Methodological Section of Foreign Languages

 

JOC (Japan Overseas Consultants) CO., Ltd – Toktogul, Kyrgyzstan

Secretary (2000-2003)

 

  Deal with the incoming and outgoing English correspondence



 

Ketmen – Tobo Lyceum – Toktogul, Kyrgyzstan

Assistant Director and Teacher of English Language (1990-1998; 1998-2000)

 

  Teach English language to grades 1-11



  Responsible for developing school schedule and curriculum

 Organize out of classroom activities

 

 

US Peace Corps in Kyrgyz Republic – Bishkek, Kyrgyzstan



Language and Cultural Facilitator

 

  Teaching Kyrgyz Language and Culture



 

Education:

           

 

Osh State Pedagogical University (1984-1989)

 

 



 

Professional Development

 

 



  US Peace Corps Cross-Cultural Training Program

 

  US Peace Corps Language Proficiency Interview Tester Training Program



 

  EFL Teacher Training Module at the International Center

 

  A Prominent Teacher of the Year



 

 

 



Languages

 

Kyrgyz, English, Russian



  1. Personal Reflections/Fieldwork Reflections

Who I am as a teacher?

I love children and I love teaching. I have been working 14 years in this field,
I'm still thinking "Am I an effective teacher?"
To me, an effective teacher is someone who always works to improve themselves
and their skills. They know how to effectively teach their subject. They use different
teaching styles in order to meet students’ needs, to keep the students interest and to
love the subject. An effective teacher can work with multi-level groups with different
learning styles and language acquisition. They give skills to the student, but also
learn from the student.
I want to understand the key ingredients of American teaching success and innovation. Also I


would like to develop a long-term link between U.S. and schools in my home country.
I want to give my students a love the English language, to show the way to continue learning by themselves. I want to teach creativity, form views independently.
My country is developing our students need strong education because every job
is based on education. Without a good education students will not have specific
knowledge.
I always try to be in communication with students, teachers, parents giving my
opinions and receiving their opinions. The educational processing should be balanced
among these three areas. I think, if these three groups can work together, teacher's
work will be effective.
Some people compare a successful teaching like a climbing a mountain, a symphony, consulting a doctor. Yes, it's right. To me, successful teachings like a symphony. If a bandmaster knows how to
conduct the orchestra, he will achieve success. A bandmaster is a teacher, an orchestra are the students, symphony is a lesson.



What differences will I take back home?


Last week I was two times at Poe Middle School. It was great pleasure for me to have a tour and to observe classes. All the classrooms, halls, gyms, a band and an orchestra classes were well equipped. The mentor teachers and all the teachers were very friendly and helpful.

The teachers and students were informed about our visit.
Students asked a lot of questions about my home country Kyrgyzstan.
I observed T .A
. (Teacher Adviser) classes, two Fast Math Classes and two Computer Classes

( this class is also called "Read 180"). I asked: "Why do you call this class "Read 180"? The answer was: as their ESOL students, so their level of reading is low and we want to turn around 180(degrees) in order to become good readers. I really like this class.
At the beginning of the class she introduced the objectives and what are they going to do in this class. The instructions were clear. In the "Read 180" 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. Leme 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.
Above I mentioned about the differences which I like and I want to take back and share with my home country colleagues.





  1. Lesson Plans

Lesson plan # 1 prepared by Kyrgyzstan Group

We love nature



Level: Advanced

Time: 45 minutes

Participants: 15 students

Materials used: Posters, charts, markers, flipchart

Objectives: -Students will design their own rules how to protect the
nature
-To improve language skills

Warm up: Brainstorming (What is nature?)
Presentation: 1) How will you contribute to protect the nature?

2) Students divide into groups.

3) 15 minutes for preparation (they can present through drawing, role plays, essays, poems, it depends their creativity)

4) Each group makes presentations



Practice: Station Rotation


Application: Group discussion (create GOLDEN rules)


Homework: To make a collage on the topic " My contribution to protect the nature”)

Lesson Plan # 2

 

Topic:            " So many countries, so many customs"



Objectives:   

  • Students will get a brief information about Kyrgyzstan

  • Students will learn one Kyrgyzstani tradition

  • Students will learn at least three words in Kyrgyz

Time:             40 min.

Materials used:  a map, pictures, souvenirs: yurta (kyrgyz national house), beshik (a cradle), a chalkboard, a chalk.

Warm-up:      -Salamatsyngarby? Salam!

                     (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 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 it’s 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 can’t see in culture. And we have to respect the customs and traditions of other countries.

b) The Kyrgyz People, representing one of the ancient nomadic nations of Central Asia. In the ancient times people used to live in the yurtas. The yurta was easy to construct and assemble. As we were nomadic people, we moved from one place to another place. We still use yurtas when we have holidays, big feasts, and funerals.           

c)  The capital of Kyrgyzstan is Bishkek. The population is more than 5.000.000. Kyrgyzstan is famous for the largest epic in the world "Manas", mountainous beautiful touristy places, agricultural products, and cattle breeding. Our people are very hospitable and respect elders.

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.

"Jigsaw" activity:   Questions: -Where is Kyrgyzstan situated?

                                             -What is the capital of Kyrgyzstan?

                                             -What is the name of Kyrgyz national home?

                                              -What is the largest Kyrgyz epic's name?

                                              -What is Kyrgyzstan famous for?

                                               -Kyrgyz version of  " baby's sleeping bed"

                                               -What is "Hi!" in Kyrgyz?

Assessment:

Lesson Plan # 3

Title:               American Symbols

Grade Level:   8th Grade

Objectives:     At the end of the class the students will be able to do the following:

  -Identify American Symbols

  -Identify the meaning of the Symbols                  

Time:              45 min.

Materials for Learning Activities:  pictures, handouts, a map, flash cards

Procedures for Learning Activities:

A. Motivation

1) Activate Prior Knowledge

    Brainstorming: Show a picture with a symbol and ask: What is this symbol means? What is a symbol?

B. Presentation

1) The Liberty Bell - Congress adopted the Declaration of Independence, and the delegates signed the document on July 4, 1776. The liberty Bell in the State House in Philadelphia rang out on that day.

2) The Statue of Liberty - The French gave the Statue to the United States as a symbol of  friendship. Now it is a symbol of freedom for new immigrants to this country.

3) The American eagle - is the official emblem (symbol) of the United States. It appears on the Presidential flag and on some coins.

4) The donkey and the elephant - first appeared in political cartoons. They are symbols for the Democratic and Republican Parties.

5) Uncle Sam - has the initials U.S. He originally appeared in political cartoons and is an unofficial symbol of the U.S. government.



C. Practice

Divide the class into small groups and give the task: match the sentence parts. Write the letters on the lines.

1._______The Liberty Bell is the symbol of                            a. the United States on the Presidential flag and some coins

2._______The Statue of Liberty is the symbol of                    b. the U.S. government

3._______The American eagle is the symbol of                      c. the Declaration of Independence

4._______The donkey and the elephant are symbols of          d. the two major political parties

5._______Uncle Sam is the symbol of                                    e. freedom for  immigrants to the United States

 Assessment: Questionnaires, Shot quiz



Evaluation

Home Assignment

 

Lesson Plan # 4



Title: Symbol Portraits

Grade Level: 10th Grade

Objectives: To have students practice their oral skills

Time: 45 minutes

Materials used: Biographical information about different characters from magazines, books, poster board, and markers

Procedure:



  1. Motivation

Questioning

  1. Presentation/ Practice

    1. Explain to students that a portrait is a picture of someone. Tell them that they are going to make symbol portraits of their favorite person. They are going to make a poster with symbols about the person whom they chose.

    2. Divide students into teams of four or five.

    3. Students select a famous person, either alive or no longer living. They select someone they know a lot about or can learn a lot about.

    4. Students make a list of ten things about the person. They can use history books, newspaper or magazine articles. For example, if the person were a democratic poet Toktogul students could put together a list such as:

  • This person was a man.

  • This person lived in Ketmen-Tobo.

  • This person was a democratic poet.

  • This person was poor.

  • This person’s picture is on a Kyrgyz currency called a som.

  • This person was born in 1864.

  • This person was born in Cholpon-Ata village.

  • This person was married to a woman named Alymkan.

  • This person was a poet, a composer and a singer of the 19th century.

  • This person encouraged and supported poor people.

    1. Next students go through their list and discuss symbols that could represent each item on their list. For example, for item a, to indicate that “he was a man,” students might draw a stick figure of a man.

    2. Students decide on one symbol for each item and write the symbols on scratch paper.

    3. Students take the 10 agreed upon symbols and draw them on the poster board.

    4. When the posters are completed, students use them to facilitate their group discussions. Each student tells three things about the person, using the symbols as prompts. Students are not allowed to look back to their notes during the discussion.

    5. The team that has been able to remember all of the items correctly using the symbols wins. Note that more than one team can win.

Assessment: Questionnaires

Home Assignment

   Lesson  Plan  # 5



Topic:  Song Presentation.

Level:   Intermediate, advanced.

Grade: 10-11.

Objective:  Students will be able to listen to music and develop their listening, reading, speaking and writing skills.

Bell work:  review the previous lesson.

Brain storm: Put some pictures on the board which shows the meaning of the song. Then ask what about the song is going to be.

Pair works: Students work in pair discuss about the pictures and create their story. Then each pair does presentation.



Vocabulary:  new words.

Pre- listening:  Students again work in pair and get a song with different gaps. They tell to each other the words and fill the gabs.

Listening:     Students listen to the song and check the gaps.

Post activity: Students give the meaning of the song through pictures or make a project.

                       True or False sentences

                       Put cutting song in order while listen to the song.

Homework:    Students can make crosswords or puzzles with the new words

                       Match the words with definitions.        



Assessment:


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