Teaching Portfolio

The process of teaching is basically related with two aspects; on one hand, it involves the intention of someone learning something, and, on the other hand, it is about considering people's feelings, experiences and needs (Hirst, 1975). In a situation like this, the role of a teacher is not simple as we think because almost all the responsibilities in a classroom; deciding the content, planning lessons, setting outcomes, assessing and evaluating student progress, maintaining the classroom environment, creating inclusivity in the classroom and considering student needs lie on the hand of the teacher. However, my philosophy of teaching is that learning happens naturally - forcing learners to learn is meaningless, and they should be given the chance to learn by themselves. So, I appreciate the concept of ‘student-centered classroom’ where the teacher plays the role of a facilitator. In a student-centered classroom face to face interaction, posture, facial and body expressions and givi...

In my teaching demonstration, I selected the grammar component, second conditionals, and the selected class was a group of intermediate ESL learners of nine. The main objective of the selected lesson was to enhance the learners’ knowledge about second conditionals and give them the ability to use them in real - life contexts while differentiating the other conditional types; zero, first and third. To fulfil the above objective I used white board, markers, worksheets and flashcards as teaching materials. As for the theories or approaches of the classroom management I basically used behaviorism , and instructions, eliciting, feedback and explaining were used as the techniques and strategies. Although my philosophy of teaching lies on the idea that students should be given the chance to learn by themselves, it is difficult to teach a grammar lesson implementing a single learner - centered atmosphere. So, as for the teaching methods I used both Grammar Translation Method (in the initial p...

  As for my observation I observed one of my colleagues - HS/TE18/0001. The lesson she had selected was ‘prepositions of movements’, and her selected class and the level of the learners was grade 9 intermediate learners. She was also given the same time duration as mine - 10 minutes. Within that allocated time she did her demonstration successfully, and she presented the post task of her lesson plan.  The lesson incorporated mainly Communicative Language Teaching, and also the objective of the activity was to evaluate whether the learners have acquired the taught lesson or not. As for the resources she used a drawing. Eliciting, explaining and feedback were the teaching techniques and strategies she used. As I identified she used behaviorism as the teaching approach to her lesson. She started the lesson with a warm welcome creating an enthusiastic atmosphere. According to the level and the age of the students she incorporated simple words and phrases (e.g.; “you will charge y...