Advantages of working with portfolio

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НазваниеAdvantages of working with portfolio
Дата публикации18.03.2013
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A Teacher’s Portfolio is an anthology of achievements that the teacher has accomplished. It is designed to display teacher's talents and proficiencies. It demonstrates a teacher's knowledge and skills.



1. A brief biographical sketch. A short essay that tells the reader about yourself and what you have done.


Irina Ishkhneli has been employed in education since 1994 when she began working in secondary school 1738 in Moscow. In 1985, upon graduation from Tbilisi State Institute of Foreign Languages, Faculty of English Language, she did some courses of simultaneous interpreting and worked as a secretary part time. In 1993, she left Tbilisi and moved to Moscow where she began to teach English full time at primary, secondary and upper-secondary schools. She lives and works in the south-east of Moscow, in Zhulebino. She is loyal to school 1738 that keeps old traditions but at the same time undergoes modernization in the framework of school reforms in Russia. She enjoys spending her free time with her family; additional interests include computer studies and gardening.

Tbilisi State Institute of Foreign Languages

School 1738 named after helicopter designer Mil M.L., Zhulebino, Moscow

2. A description of the kinds of classes you have taught recently (the grade level, class content and describe your teaching style).


Recently I have taught: beginners (2 V form – 13 students), elementary level students (6 A – 13 students, 6 B – 13 students), pre-intermediate level (7 A – 14 students, 7 B – 13 students), intermediate (9 A – 14 students), upper-intermediate (11 B – 13 students). Total: 93 students. My teaching style focuses on students’ interests which determine thematic content of the course.

^ 3. Copies of documents, licenses, tests, etc. Seminars that demonstrate your continuing education and creativity.

4. A short essay about your teaching philosophy, how you teach and why.


In my opinion, a communicative, task-based and learner-centered model of language and language learning reflects the spirit of my teaching philosophy. At our classes we try to:

  • practise new language within a task and topic-based framework;

  • use language to carry out real-world communicative tasks;

  • have clear objectives and outcomes;

  • develop productive and receptive skills (integrating skills) using strategies;

  • look at both explicit and implicit aspects of the target culture systematically, focus on formal, neutral and informal style in communication;

  • encourage learners’ autonomy through self-study features;

  • develop critical and creative thinking;

  • use modern equipment in the classroom, use class time to prepare students to work on their own with the Internet activities in the school computer room or at home.

5. Copies of recent lesson or unit plans you have used. Photos of the class engaged in these activities.

Тематика учебного общения

Языковой/речевой материал

^ Социокультурная информация

Модуль 4. Средства массовой информации.

Что является достоянием средств массовой информации. Выпуски новостей, репортажи. Интернет. Мобильная связь как новое средство для распространения последних новостей. Интерактивное общение.

Что значит быть знаменитым.


Виды телепрограмм и газет. Слова, чаще всего встречающиеся в публицистических текстах.


Пассивные формы. Прилагательные. Конструкция have/get something done – каузативные формы.

Речевые функции/ситуации

Высказывание мнения о телепрограммах. Способы прерывать собеседника, высказывать несогласие с его мнением.

Дискуссия о негативном влиянии на подростков телепрограмм, показывающих насилие.

Написание рецензии на телефильм или сериал.
^ Контроль навыков письменной речи: написание рецензии на сериал.

Лексико-грамматический тест: пассивные формы, каузативные формы.

Контроль говорения: дискуссия о вреде ТВ.

Контроль чтения с общим понимание прочитанного.

^ Контроль аудирования с основным пониманием содержания аудиотекста.

Телеканалы в России.

Как находить новости, репортажи в Интернете, как их просматривать.

Знакомство с рецензией на сегодняшнюю российскую прессу.

6. Creative handouts you have designed, student papers you have graded showing your comments, etc.

7. Photographs of your classroom or a videotape of you in action.

Dialogues about animals: What can frogs do? Where do they live? (Alina and Gagik, 2nd year pupils)
8. Descriptions of non-traditional teaching settings, such as using computer technologies and project work.
Project ‘Debating Club’

Level – Upper-Intermediate

Drama Club

Children Performance on Christmas – ‘Cinderella’ (with traditional English songs).

9. Samples of student’s work (with feedback) reflecting students’ growth in a wide range of areas.

A sample of feedback (self-assessment):

10. Writing articles to a professional journal on teaching English.

^ English No.2, 2008 – Preparing for Exams, pp.15-16

English No.3, 2008 – Preparing for Exams, pp.15-16

English No.4, 2008 – Curriculum Links of the Language Studies with Other Subjects, pp.16-20

English No. 6, 2008 – ‘Mind Your Manners: Etiquette for Schoolchildren Travelling Abroad’, pp.40-43

^ English No.7, 2008 – Preparing for Exams, pp.15-17

English No.8, 2008 – ‘Film Genres’, pp.19-22

English No. 10 - Curriculum Links of the Language Studies with Other Subjects, pp.26-30

11. Workshops.

Seminar on Project work - local level; lecturer, 2008

Teachers of the south-east of Moscow

Annual Marathon: ‘Teacher’s Portfolio’ - city level; lecturer, 2008

12. A personal statement describing teaching goals for the next five years.


2008/2009 – begin teaching English in the upper secondary school in the framework of profile education; involve students in a new project work;

2009/2010 – attestation for the qualification category; compiling an electronic portfolio;

2010/2011 – preparing for the Unified State Exam in the upper secondary school.


13. Peer observations and evaluations, letters of commendation.

The focus should be on whether or not the style used in the classroom is helping the students learn. It is recommended that colleague observations focus on six interrelated categories:

  • The cognitive dimension (the organization of the learning setting to achieve a variety of levels of complexity of learning, the use of questions and activities to stimulate deeper analysis of the subject or a more thorough understanding of the basics, the level at which the class is directed and its appropriateness for the students);

  • The socio-political dimension (the apportioning of roles within the class and their interaction, the use of authority, directions, commands, invitations, judgments, rewards and threats, the building or maintenance of rapport);

  • The classroom structure and procedures (instructional methods and materials used, their purposes and effectiveness);

  • The curricular context (the relationships between this class and the course as a whole, this course and the curriculum as a whole, this content and the notions of education in general and the field in particular);

  • The effects of teaching (how well students are learning as indicated by questions, activities, general attention level, specific assessments during class time, and the use of that information in redirecting the teaching from moment to moment);

  • The rhetorical dimension (the use of language, organization, forms such as expository, argumentative, persuasive, etc., sharing of talk-time, turn-taking);

  • The physical-temporal dimension (time of day, room size and shape, physical comforts aspects, seating, visibility, acoustics, and how the instructor is aware of them and compensating for them).

14. Descriptions of activities involving the supervision of graduate students.

2008 – supervising and giving instructions to Kholodulina Helen, a student of Moscow State Humanitarian Pedagogical University named after Sholokhov M.A., Faculty of English Language (during her pedagogical practice at school)
15. Graduate students choosing career related to language studies.

2004 – Kholodulina Helen, Moscow State Humanitarian Pedagogical University named after Sholokhov M.A., Faculty of English Language

2006 – Lyushina Natalia, Moscow State Pedagogical University, Faculty of Foreign Languages

16. Results of surveys.

2008, 9th A form (28 pupils).

According to survey, 10 students are going to do a course of English language studies in the framework of profile education.

17. A record of students who succeed in advanced study in the field (students and their parents may reflect back on the teacher’s influence).

Graduates, gold and silver award winners:

2000/2001 – Askerova Asli, Vaviliva Ekaterina (silver medals)

2001/2002 – Pashmentova Julia (silver medal)

2002/2003 – Kartvelishvili Lia, Lelyuk Irina (gold medals); Kuznetsova Ekaterina, Seisyan Alla (silver medals)

^ 2003/2004 – Chugunova Olga (gold medal)

2005/2006 – Maximova Veronika, Lyushina Natalia (gold medals); Rys Alexandra, Zubova Viktoria (silver medals)

2006/2007 – Borisyonok Anna (gold medal); Bebenicheva Natalia(silver medal)

2007/2008 – Kovalyova Daria (gold medal)

Kartvelishvili Lia, graduate of Russian Plekhanov

Academy of Economics, International Business School,

gold medal winner in 2003

18. Recognitions or honors the teacher has received.

Mayer’s Prize winner

19. Student scores on class examinations, departmental exams, national certification exams.


20. Working at methods of teaching.

2004/2005 – Developing curriculum links with other subjects (Art)
2005/2006 – Using computer technologies and the Internet activities
2006/2007 – Dealing with aspects of culture
2007/2008 – Developing writing skills

21. Materials to be reviewed.

Course plans

Preparing for exams

Lesson plans

Developing Critical Thinking:

What are advantages and disadvantages of TV?

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