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University of Puerto Rico in Humacao Education Department

Teacher Work Sample

Melanie Y. Velรกzquez Claudio 442-08-8605 Dr. Nilsa Lugo EDPE 4006-001 May 30,2012.


Table of Content

Contextual Information and Learning Environment…………….………………………………………………...Part I Unit Learning Goals and Objectives…………….……………………………………………………………......Part II Assessment Plan…………………………………………………………………………………………………Part III Design for instruction: Reading Thematic Unit…………………………………………………………………Part IV Instructional Decision Making: Lesson Plans……………………………………………………………………Part V Analysis of Learning…………………………………………………………………………………………….Part VI Reflection and Self-Evaluation…………………………………………………………………………………Part VII


Part I. Contextual Information and Learning Environment: The Ramón Quiñónez Medina High School is located at the Yabucoa district in the Humacao region. The school is, to me, one of the most complete and best schools in the district. It is located right in the middle of the town next to the Teodoro Aguilar Mora High School. The school is always clean and has a feel of fresh air and comfort, but it still lacks places or spots for the students to hang and share. Some classrooms have air conditioning and others do not have any. This detail seems to affect the student’s learning because sometimes the climate or the weather does not facilitates the learning process. To me, it is very important for the students to have a comfortable space to be in so that the learning process can be more successful. The teachers in the school are very nice and willing to offer their help always. The school director is a very busy man. The comments regarding him from the rest of the teachers were not so great. They say that the majority of the school’s work was done by their last school director and that he hasn’t done much for the school. They also seem to believe that he has some preferences with some teachers. My personal experience with the school director was pretty much the same as the comments told by the teachers. We had very little opportunities to talk to him without him having to rush out for some reason. He didn’t get that much involved with us teacher candidates. Other than that, I had a pretty good relationship with the students and the school personnel. The diversity in students is incredible. We have many talented kids, kids that are in the honor roll, students that are leaders and promoters of change. There are also special education students and teachers that dedicate themselves to help them grow, learn, and get involved with the rest of the school community. We also have students that are not doing very well academically. What I feel these students need are teachers that are thoroughly devoted to the educational, personal, and social growth of these students. The students enjoy school activities


where they get to share with the entire school community. They love being felt, getting known by others, in other words, leaving a mark in every person that gets to know who they are. Also, with the experiences that I have acquired throughout my practice teaching, I can honestly say that they only way to get the students truly involved in the learning process of the classroom is to use methods and strategies that get the students completely involved, where they can have fun while creating their own knowledge, and where we are the facilitators. Students also want to know about things that are interesting to them, topics that are relevant to their life styles and their knowledge. Right now the students have been getting used to a monotonous way of learning, where the teacher writes the information on the board, the students write it, they practice for a few days, and then take a test. I decided to change that a give it a twist because I believe that today’s generation has so many other things that have caught their attention and are a lot more interesting than school and books. I decided to make the classes fun and interesting, where each and every student gets a chance to speak, to participate, and share. Part II. Unit learning Goals and Objectives: After reading and working with different styles and types of poetry, the student will be able to: 

develop strategies where they asses the different styles and types literacy.

use their critical thinking skills to analyze, communicate, expose, and learn from the other students.

construct meaning by using their background knowledge and adding it to the new input.

construct literal, inferential, and critical comprehension.

write their own literary compositions up to a higher level of difficulty.




appreciate the different literary genres, giving them the opportunity to contribute and participate fully in our society.

Part III. Assessment Plan: I decided to give the students poetry for the reading thematic unit because I believed that I could change the perspective and the view that the students have about poetry. I thought I could make it fun and interesting by involving the students in the reading, writing, and speaking process. Also, by assessing the students with fun writing activities, where they could write their own poems and share them with the rest of the class. The students also got to analyze the poems by using different strategies to better their understanding and comprehension. I constantly used the communicative method, permitting the students to focus first on grammar and then leading them to a more spontaneous situation where they can communicate freely. Before and during reading I always focus on making sure that the students understand the context that is given to them. The conceptualization and application phase are always good for checking comprehension. I believe that the differentiated instruction and the multiple intelligence approaches were also very effective in the teaching learning process. Scaffolding is also a very effective approach to learning because as long as the students are related to the content of the lesson the learning will take place. I always use critical thinking questions because these can help the students reach in to a deeper level of thinking and reflecting upon the different situations presented to them daily. I personally prefer the hands-on experience approach because students love to be active participants in the learning process. The feedback is always good when I have them playing games or making their own poems and reading them in front of the class. My classes always begin with small group discussions about a certain topic, leading them to the


actual content of the class itself. In some cases some of the students needed a little bit more time or individual instruction. In that case I would make sure that everybody was doing their work and I would work with that student in particular.


Part IV. Design for instruction: Reading Thematic Unit


Part V. Instructional Decision Making


Part VI. Analysis of Learning: I decided to test the students on the basic elements of poetry and the figures of speech. I chose to test the kids using a multiple choice test. In that first test the students did not do so well. The majority of the students did not know what figures of speech or elements of poetry were. This is why I decided to make my first class one that was interesting, so that the topic of poetry and its perspective would be different. The students seemed to respond very well to the methods and strategies I was using to better approach their interests and needs. They were beginning to understand by practicing each and every day. Having them work hand-on in the learning process higher developed their skills and their knowledge. While they were having fun, they were also learning new things about poetry, life, and about themselves. When it was time to give them their post-test, the students seemed to show a higher understanding of the content, because their scores had improved for about 60%. Up next are the graphic representations of the students’ assessment data.


Pre-test

Assessment Results 100% 90% 80% 70% 60% 50%

Assessment Results

40% 30% 20% 10% 0% Pre-Test

Post-Test

The two students that I chose for further study were Luis Cintrón and Karl Rodríguez. I chose these two students because they are some of the few students who do the poorest in my class. I will first begin talking about Luis Cintrón. Luis Cintrón is a 17 year old boy who, I can tell, has a lot of problems. Luckily, I have been able to bond with him and reach out to him. In my classes he is always making comments or adding up to what I say, just for jokes. I have called his attention quite some times, but ultimately I have learned to ignore him and approach different ways of stopping the behavior, like for example, ask him questions regarding the class. I believe that he does not have good results on his tests, because he doesn’t seem to take things seriously. And, when I am explaining he acts like he understands when he really doesn’t. I gave him individualized instruction and he understood most of the things when he was with me, but on his tests he showed differently. In this thematic unit, Luis showed a lot more improvement


from the pre-test to the post-test. Out of a 33% on the pre-test, Luis received a 74% on the posttest. On the other hand, Karl Rodríguez is also to me a very troubled boy. he never seems to show interest in the class unless he gets individualized instruction. He always wants others to do his work and this is why he does not learn anything. He does not study, rarely he participates in class, he never wants to do anything in class, he is just a laid back, uncaring kid. I sat down a few times with the students to talk about his behavior in class and he knows his wrong doing, but he is still not willing to work with me. Out of a 16% on the pre-test, Karl received a 23% on the post-test. VII. Reflection and Self-Evaluation: This teacher work sample has helped me re-evaluate my teaching strategies and techniques. I have learned that not all strategies work with some students and that individualized instruction may be necessary in the majority of the cases. I noticed that we teachers are capable of transforming something that is completely boring and unimportant to students to something of interest and fun. Being young myself, I know what is interesting to the students nowadays. I know that music is a large part of the students’ lives and through it we can teach hem the importance of words in a poetic composition. Whenever I had the students talk about their experiences or play games, they showed so much interest and learning, which was my main goal. I can honestly say that the TWS has given me the opportunity to not only to give classes, but to actually view the whole perspective of it. Every aspect of a lesson is important. Not only the lesson is important, but the students are important, their interests have to be intertwined with the lesson and the goals, our teaching disposition has to always be there, the situations that may


occur are also important, our classroom management strategies have a strong role in the teaching of a lesson. In conclusion every little aspect is of great importance in the teaching learning process. Throughout this whole semester I have been able to acquire so much experience and learning. I have grown to love my profession and my students. Whether you pass the majority of your time battling with your students, wanting them to pay attention, to work in class room, to stop speaking, to get straight As, we know that it’s not going to happen as long as the class does not comply with their needs. I have gained so much knowledge and appreciation for what I do that I feel like my time passed with the students is going to leave a mark it their hearts and their memories for ever. All I wish is for them to remember me as the teacher who tried her best to understand them, and to help them be better people, better students.


TWS