Portfolio

October 27

2007

This portfolio includes all my experience that I have got during the IREX internship in the United States. It contains my fieldwork experience, my computer skills, all my educational knowledge that gained during my professional development according to this program.

Professional development experience

Portfolio OutlineI. Introduction

Resume

Name: Khayrigul Gulmirzoeva

Objective:

Experience: English and History teacher at secondary school

Teachers’ supervisor in sub district

Teacher’s trainer in district.

Education: 2007-08 TEA Internship Programmer

2006-2007 Professional development course at the University of Central Asia

2004-2005 Participant of 3d Annual CATEC in Dushanbe.

2004-05 TEA Round II Finalist

2003 June, Participant of 2d Annual CATEC in Issyk-kul

2003-2004 TEA Round II finalist

2003-2004 Award for excellence and achievement in teaching English

(Photocopy, Over Head Projector, Books) 2004-2005 Awards for excellence and achievement program (computer with supplies, books

Computer skills: MS Word, Excel, Power Point

Personal Reflections Seminar on Educational Leadership

By Dr. Shahrokhi

SESSION # 2Wednesday, September 26, 2007

Theme: The LSI Thinking Styles and Effective Management Topic: Self-Improvement PlanParticipant’s Name: Khairigul Gulmirzoeva (Secondary School #12, Shugnan, Tajikistan)

Step 1: Looking at your completed LSI profile, you will notice that each style’s extension from the center of the Circumflex varies in length. The further extensions from the center indicate styles that are predominant in your profile. Your two longest style extensions have the greatest influence on your behavior, and are called your primary and backup styles. List them below.

Primary ____affiliative_ 2o’clock position

Backup __self-actualizing 12o’clock position

Step 2: Using the style interpretations in this guide, decide which styles are working for you (your strengths), and which styles might be working against you (styles that may be reducing your effectiveness). Based on what you learn, choose one style from those you’ve listed to start with first. Select one behavior associated with this style that you would like to change. You may choose to eliminate a characteristic you feel is self-defeating, or to strengthen something about yourself that you see as positive and effective.

The style I have chosen to work on is __self-actualizing style 12 o’clock position what does this style mean to you?

My score for the _ self-actualizing _style means I tend to believe that:

I’ve limited interests, preoccupied with the past and future

I often do not enjoy tasks at home or at work, envious of those who seem content, I’m lack curiosity about people and things

I’m not concerned with my personal growth and development.

Step 3: We think and behave as we do because we have been influenced by significant people and situations in our lives. Consider your life: try to identify and isolate the influences you’ve experienced that may be associated with this style.

Significant Person (or situation) Ideas/Behaviors You Might Have Learned

The community, where I was born, grew up, and live

At school, where we studied, in the society we where I lived I hadn’t opportunities to be involved, free and confident.

My family, father and mother I’m not complemented, I’ve difficulties in speaking and pronunciation, I’m very self- conscious when I’m asked to express my views in public

Step 4: Consider the consequences of using this style and list them as indicated below.

Personally

Positive Consequences Self-Defeating Consequences

Accept others with fewer conditions. Broaden exposure to people of different backgrounds and needs

Think of creative innovative ways to do things

Resist the urge to judge the others and recognize that all people have value

Openness to new experiences

Increased satisfaction and happiness

Professionally

Positive Consequences Self-Defeating Consequences

Reconstruction of unpleasant tasks to make them more enjoyable

Learn to leave the past behind and refuse to think too far ahead into future

Create professional success approach problem positively and try solving them creatively

I should allow my feelings, thoughts and goals to guide my life more often

Step 5: Consider how your life would be different if you changed your behavior in this area.

Some positive differences: I will be flexible, free, confident, involved. Set act my personnel goals, I would be open to my experiences increase my satisfaction and happiness.

Some negative differences: It will be difficult for me to change my behavior in the community and environment where I live, but I will try because the life is experiment

Fieldwork Reflections

Fieldwork Reflection 1

What were the greatest differences? Which of the differences are potentially useful for your school?

As to me I have faced a lot of differences between my school and my intern POE Middle School.

Our school is secondary school and we have grades from elementary to high. There are only 600students and 60teachers. The students of the same age are in the same grade. The school area is also not very big.

POE Middle school is situated in Annandale city, Fairfax County, Virginia. Our schools have only similarity. I think it is that they both have children and teachers. And their goal is the same. The first difference, I think it is the school area is very big and the number of student is twice more than at my school.(1120 s/s).

Then the students’ ages are not the same. In one grade there are different age’s students. Poe Middle School has a lot of study rooms. Every teacher has his /her teaching room. It is two floor school. There are some teacher’s rooms there.

About the lessons; there are four or five period/90min/ classes in this school.

The students are from different countries of the world, and they are learning English as their second language.

Most of all I liked the schools’ teaching and learning resources. As to us, we haven’t even half of these resources. I don’t mean the technical equipment. It is completely different from ours. The students are very free, independent.

I think most of differences are potentially useful for us, and by my coming home I’ll try some of them on.

Reflection on: Who I am as a teacher?(a) Awareness of teaching is empowering The more interest teachers have to

gaining awareness of how they teach ,the more freedom they will have to direct successful student learning. Gerald GEPHARD .

There are many roles for teacher in the professional and pedagogical areas. As to me I find myself with many parts to play:

*Friend- I’m able to chat with my students over tea, on the fieldtrip. *Social-worker- every day I’m able to stay behind after class and discuss one of

the students personal problems which is affecting his or her work.

*Manager-Every day I give my students instructions in any area.

*Model- I’m eager to give my students all my knowledge experience., I wish them to be alike me.

*Counselor- I give advice to my students how to approach the tasks in the problems with learning.

*Informant-every lesson I’d explain something which is difficult for them.

*Monitor- I’d go round the students, listen to their discussion and help them.

*Facilitator- I provide material and guidance to enable students, to work on their own.

And most of all I want to get into the world of the child in order to know their needs and help them to present successfully in the life of their country.

Lesson Plans

LESSON PLAN -1

Date: October 15, 2007

Topic: My country - Tajikistan

Objectives: by the end of the lesson the learners will be able to:

Identify, read, write, and verbally communicate geography, directions, countries, that share border with Tajikistan.

Have working knowledge of directional vocabulary Work in groups and present the result of interpersonal discussion.

Alignment with standards:1 The students will improve skills in historical research and geographical analyzes by:

A) Using maps, globes, photographs, pictures, video, internet to analyze the physical and cultural landscapes of world history.

B) identifying geographic features important to the study of the world history2 The s/s will use the map, globes, photographs, pictures, video in order to:

A) Obtain geographical information and apply the concepts of location, scale and orientation.

B) Develop and refine his (her) mental maps of world religions.

C) Create and compare political physical and thematic maps. D) analyze and explain how different the cultures develop in

different countries,Resources: The world map, Tajikistan map, globe, video, photographs, real things (the ball, Tajik national dress, cap,)

Warm up: Introduction Ball-game First I tell my name, then I’ll say where I’m from, then I’ll drop the ball the first student he (she) will tell his(her) name, their country, then drop the ball to the third person.:

ACTIVITIES:

Sharing questions: 1 Do you remember where I’m from?

2 Have, you ever heard about this country?

3 Do you know where is Tajikistan situated? 4 what do you think what is the state language in my country?

2 Video show about Tajikistan /2stages activity/ Recourses: DVD-disc, handouts, quiz

The students will watch the video about Tajikistan, then by using map And watching the film they’ll have group discussions and fill in the quiz

Vocabulary quizzes 3-stages resources: handouts.

I’ll distribute the handouts. The students individually read the words and write The explanation then they should draw some pictures through the vocabulary.

Lesson Plan1Intern: POE MIDDLE SCHOOL Grade Level: 6th

Title: Animals Date October 22, 2007

I. Objectives: In thinking about animals the following content might be identified:

1. Kind of animals/classification2. Physical characteristics of animals,3. Animals habitats,4. Animal life cycle.

Goals:

Identify variety animals by name(this is a cat-that is dog) Describe animals according to their size, color, how they move. Classify animals according to where they live. Label and describe the growth of animals from birth through adulthood.

II. Materials for Learning Activities: Pictures, real visuals(as egg, baby bird,)life cycle cards.

III .Procedures for Learning Activities

Activity 1 Pair work

Bingo Children receive cards with pictures of animals and table of animals’ names on them.

The task is to set the picture on the table by the name. Which pair finishes first?

Activity2 individually work

Memory guessing game: What I have?

Teacher puts the pictures on the table. One student takes any picture and asks the others” what I have? The students ask him/her/ different questions about animals and find out the animal from the

Picture

Activity3. Classification. Group work.

Thinking about classification of animals children in groups might receive sets of cards with pictures of animals on them. Each group would be asked to put the animals into groups based on the children idea of why/how the animals go together

Activity 4

The children have received sets of life cycle cards. Their tasks are first put the cards together in groups(all of one’s that depict a bird for example)and then to sequence them. When the children completed the task, They share what they have done to see if they all in agreement or if there are differences

IV. AssessmentBy the end of every activity the teacher gives feedback and praises the children.

Lesson –plan #3

Topic: Nawruz (traditional national holiday in Central Asia)

Objectives: By the end of the lesson the students will be able:

Brainstorm the Holiday Nawruz Find out some unknown words and give the explaining in English. Read the short text about Nawruz and have discussion on it. Play games, sing songs, and dance which we usually use during celebration

Nawruz.

Recourses:

Poster, pictures, traditional clothes, meals, musical instruments, handouts.

Activities and procedure:

1 Brainstorming round the word: Group work

2 Vocabulary quiz. Individually work

The students have to translate the words from Tajik into English

Then they’ll draw their imagine picture.

After they will share it with each other in pairs.

4 Reading comprehension: Pair work

Taking the texts the learners will first read the text in silent reading, then they have to put guest ions to the text then ask each other respond the question

5 Role play: Showing Nawruz games, singing songs, playing music and dancing.

Lesson Plan 4Intern: POE MIDDLE SCHOOL Grade Level: 8th

Title: My office Date: October 14, 2007

Objectives: By the end of lesson the learners will be able to:

Confidently use and recognize basic office equipment. Use the structure of there is ( there are) and some common adjectives( nice,

big, light, small) to describe the office. Identify the stress and pronounce the new and simple word correctly.

II. Materials for Learning Activities: Chalk and board, notes, handouts, computers, real office equipments,/or pictures

III Procedures for Learning Activities:

Warm up:

Students are asked to respond to following questions without looking up in their notebooks: What did we learn at the previous lesson? Can anyone remind me the information we learnt last time? What was it about? etc.

Activity 1: Vocabulary

Teacher distributes handouts with the new office vocabulary and pictures next to each word. Each picture has got a number on it. Ss work in pairs look at the pictures and ask each other questions without looking at the words: What is this ?-indicating a picture, the other students tries to describe it’s use and place in the office.

Thus how they can learn the words.

Once Ss had enough practice teacher asks them make up sentences.

Then teacher explains the use of some titles: Mr./ Mrs./ Ms. Etc. to address people in the offices politely; e.g. Sir, Madam… When to use a phrase “ take a message” and “leave a message” etc.

Activity 2 Grammar Structure: There is /there are

Teacher writes the structure and examples on the board Ss listen and ask questions for clarification. Then they work individually and then check with the person next to them.

Activity 3 Pair work

Teacher changes the places of the students and gives them chance to work with a new partner on a new activity. Ss are given two A4 size pictures of two different offices (one is with the space for several people and another is with the space for one person . Ss work in pairs and ask each other questions about the equipment and

things represented on the photo of each student e.g. Is there a computer in your office? Yes, there is. There are three computers in my office. Or, is there a big desk in

Your office? No, there isn’t. It’s small.

IV. Assessment: Teacher observes and gives feedback to every students.

V. Differentiation

VI. Reflection

Intern: POE Middle School Grade Level: 8

Title: India Date: 10/11/2007

I. Objectives

By the end of the lesson students should be able to:

VA-WH1 2.4A

Identify India in Geographic, and Chronologic History Understand how Geography (or climate) impacts History Understand written language, science and technology of Indus River valley

VA-WH1 2.4B

Understand trade network and cultural exchangeVA-WH1 2.4C

Understand possible reasons for decline

II. Materials for Learning ActivitiesPower point presentation, map work, projector

III. Procedures for Learning Activities

Teacher explanation of History and Geography of the Indus River/ orally conversation Lecture

IV. AssessmentQuestions from Homework, test items will assess students’ understanding of content

V. DifferentiationMake copies of notes for visually or special needs If remediation is necessary plans could be altered

VI. Reflection

Add or delete content based on reflection

I. Strategy Sheets

Portfolio Strategy Sheet I

Choose a method or strategy that you have learned about or observed during field experience.

1. Name of method or strategy:

Classification

2. When is this method or strategy useful?

We can use this strategy almost every lesson

3. Why or how is this method or strategy useful?

This strategy may be used by pictures, by real things, by cards and etc. it depends on topic, on

teachers ‘creativity

4. What are the steps involved in using this strategy or method?

A basic scientific concept is that of classification. Thinking about the classification, learners in small

groups or pairs, put the animals/pictures,( flowers, plants)into groups. It would be based on

children’s ideas of why/how the animals go together. They’ll categorize the same things into different

categories.

5. When would this method or strategy be useful in your setting?

I can use this strategy each lesson, if the topic is suitable.

6. What would you like other teachers in your school to know about this method or strategy?

Portfolio Strategy Sheet 2Choose a method or strategy that you have learned about or observed during field experience.

1 .Name of the method or strategy;

Correction mistakes by symbols and signs.

2. When is this method useful?

Correction mistakes is useful when we have writing activities.

3. Why or how is this method or strategy useful?

The strategy is useful for developing writing and reading skills of the student

4 What steps are involved in using this strategy or method?

There are three steps in using this strategy:

The students will be able to learn the signs and symbols,

Then the teacher will correct each mistake by special sign or symbol

After the students will read their works check their mistakes by themselves and try to correct them.

5 When would this method or strategy be useful in your setting?

We often have to write dictations or do some writing activities, so I think I’ll experiment it when get home.

6 What would you like other teachers at your school to know about this method or strategy?

By coming to my country I’ll share with my colleagues about my experience, which I’ve got here , I’ll make some seminars and workshops for them, give them some resources which I have.

Portfolio Strategy Sheet 3

Choose a method or strategy that you have learned about or observed during field experience.

Name of method or strategy: Jigsaw Activity

1. When is this method or strategy useful?

When there is a wide topic or a whole unit.

2 Why or how is this method or strategy useful?

This is one of the cooperative learning strategies which: is used to cover a big topic and help students to learn from each other.

3 What are the steps involved in using this strategy or method?

Step 1: Divide students into four groups

Step 2: Assign the student from the group to research one of the given sections

Step 3: Individual reading and note down the necessary information from this section

Step 4: Working in expert group to make sure all information is correct (those who worked on the same section come together and work on it)

Step 5: Returning to original groups to share information. Each student should have notes for all of the sections

4 When would this method or strategy be useful in your setting?

I can use this strategy whenever I want because we do not need any IT technology. It also can be used during the reviewing of the topic or unit.

5 What would you like other teachers in your school to know about this method or strategy?

I will use this activity I will invite my colleges to my lesson and will share with them; or every week we have methodology day on which I can explain them this strategy.

Portfolio Strategy Sheet 4

Choose a method or strategy that you have learned about or observed during field experience.

1. Name of method or strategy:

Characterization practice

2. When is this method or strategy useful?

This method is useful when we practice reading and speaking, when the learners have to read

something and retell it. Or it should be as a research task for students.

3. Why or how is this method or strategy useful?

This method is useful for developing thinking skills, involving each learner to work independently; they

should draw and characterize the hero. By using this strategy I should give the students choice, involve

them I can evoke their personal feelings or memories, I can involve them to use hands-on

experiences.

4. What are the steps involved in using this strategy or method?

First, the students will choose the character, then they’ll create and draw the hero’s picture, and then

they have to describe the physical appearance, after they describe his thoughts, speech,

behavior/actions and then reactions of others him.

5. What would you like other teachers in your school to know about this method or strategy?

By coming to my school, I’m going to implement all the methods which I learned, and give some

suggestions to my colleagues, too.

Portfolio Strategy Sheet 5

1 Name of method or strategy:

Vocabulary Quiz.

2 When is this method or strategy useful?

This method is useful when we have to learn and use vocabulary.

3 Why or how is this method or strategy useful?

The strategy is useful when we have reading activities, and it is useful for improving learning - linguistic skills, logical-thinking skills of the learners ,for being more independent, creative, involved , imaginative and hands-on learning persons.

4 What are the steps involved in using this strategy or method?

There are a lot of steps in using of this strategy. It depends on teacher s’ creativity and imaginations. I emphasize only some of them.

On the sheet of a paper will be write all the unfamiliar words.

The paper should be dividing into three parts. In the first part the S/s will write the vocabulary In the second they will have the explanation for the words The last part is for image (they can draw a picture, show the real

thing , and use explanation by gestures, miming or something else.

5 When would this method or strategy be useful in your setting?

I think it is one of my specific purposes, because English for my students is a foreign language. In order to know and communicate in English my students best of must know a lot of vocabulary This strategy is always very important for us and I’m going to use it every lesson, if we have to learn vocabulary.

6 What would you like other teachers in your school to know about this method or strategy?

As the teacher trainer by coming to school I’ll organize some seminars , workshops, for my colleagues at my school the number of teachers from other schools I’d share with them everything I know.

Action

Research PlanningThe problem: How can I create authentic language learning tasks to supplement classroom instruction in EFL classes at school #12?

Introduction

As it often in the case of second language teaching, speaking activities are offered to compensate for the lack of the communicative opportunities in the students’ environment .In recent years more and more none English majors have been enjoying such an advantage in our place. Consequently the need for good English teachers has increased. Teaching oral classes gave us an excellent opportunity to organize a communicative English language. I began by analyzing the learning background of my students and to find the ways to eliminate the students’ psychological barriers, so they would speak voluntarily in class. In my report I discuss some reflective practices, which I have faced during my teaching the reasons would be:

The students are self-conscious and diffident;

The environment is not enough suitable;

The academic time isn’t enough.

The students have not real goal about English for future.

Our students are self-conscious and diffident, when they asked to express their views in public. This is true, if their language abilities are good .Due to language learning in our place, English is almost the fourth language that we use to learn. Therefore, developing students’ communicative abilities is not emphasized. As a result secondary schools students are not complement in speaking and almost all have difficulties in pronunciation. This makes them unwilling to communicate in the target language for fear of being ridiculed.

During my teaching at school I have find that, 90 minutes /a week/ teaching English is not enough for students to get all skills. For being communicative, we should have the communicative environment tor listening training. Unfortunately, we have not them.

Methodology

A description of the participants and setting

Secondary school #12 is located in Shugnan District, GBAO, and Tajikistan. The school consists of 610 students the native language in school is Tajik. The students also learn Russian, Persian and English. Besides of all in our setting we use to speak our native dialect, so our children don’t know even Tajik, when they come to school. So, due to our setting English is the fourth language, which our students have to learn. It’s the first. Then our English language learning environment is not suitable. We have English classes only twice (45+45min)a week. I have organized English speaking Circle for Middle grade students, because I’m teaching the 6th-8th grades. We have twice a week our 6th A and 6th B grades. Because I think that they are more free, open and active. They are the participants of my English speaking circle and practicing communication. They are very good in reading, acting dialogues, and really good in learning and reciting poems. They are assiduous and careful. At our English Speaking Circle we have to do a lot of works, include reading storybooks and have discussion on them, we have a lot of pair talks. But we haven’t audio-visual aids, my learners are unable to listen to real English, not seeing speaker’s body language and facial expressions makes it more difficult for the listener to understand the speaker’s meaning, so if they asked to express their view in public, they are very shy, and have some complications in communication.

Data sources I’ll collect my data when I come to my school in about 60 days. I’m going to collect it in some ways: First I’ll observe the 12 students(8 girls and 4 boys).I’ll observe them during the class periods, three times, for approximately thirty minutes each ,while they and the other students engaged in English speaking circle and then I’d organize the debate club.

Data analysis plans: I’ll read all through my data, which will include my observations, photos, samples of children’s work, and my reflections on all these. I will then organize my data according to their various themes or categories, and then color code my data to highlight those observations and reflections, that are associated with each specific theme or category. Next I’ll revisit my data to ensure that all data have been color coded accordingly. Each reflection will be numbered and every work sample and photo labeled. Work samples will be labeled W1,W2 ,W3 etc. The next steps will be to match these work samples and photos with their supporting reflections.

Creating time line

December: Construct my research design and begin my literature review. January: Work on my literature review and begin collecting data. February/March: Continue collecting data, reviewing/coding/analyzing once a week. Mid-March: Analyze all data for findings and conclusions. April –May: Write first draft of what I have found, revise and write final draft.

References:

Teacher development (2004) Thomas Krai Making the Right moves .By the office of English language Program.

The power of questions 2005 by Beverly Falk and Megan Blumenreich .A guide to Teacher and student Research.