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University of Puerto Rico At Humacao

Teacher Work Sample

Teressa Bernard Cruz Student#4585 Dr. Nilsa Lugo Col贸n Practice Teaching Monday April 30, 2012


Contextual Factors and Learning Environment They are some factors that can affect the teaching effectively. As we all know that they are tons of factors that can affect teaching efficiently, here are some that I consider that are the most important. For the teacher to be a facilitator she/he has to take into thought the environment, the communities support, the method that she/he can use, they come from different places, and the socio economic status. These factors not only affect the teacher but the student as well. The Ramón Quiñones Medina H.S. is located in Yabucoa in the urban of Reparto Orizonte and it is next to the Teodoro Aguilar Mora vocational High School. In front of the Ramon Quinones H.S. there is a cemetery. The classroom I am teaching has air-conditioning this helps the students feel refreshed after being outside in the hot weather they can rest and focus more. The classroom I can say that it has a lot of technology they are: computers, TV, there is Internet, and a projector. I think it fascinates them because they are very technological and very visual. It also, helps the teacher because it is easier to us for example power point and get straight to the lesson than them having to write and then discuss the material. That is another thing almost all the material is given out in paper sheet. They have to make a portfolio that will be part of their grade. This motivates the students because they don’t have to be writing the rules and sentences they can just answer and write their explanation of the material being given. Also, I strongly think that it is a good way to motivate students not to miss class because since the portfolio is for points they have to put everything in its place. The Ramon Quiñones Medina H.S. is very diverse because they are students that come from different parts of Yabucoa, Humacao, Maunabo and other places and some live in very prestigious houses and others in small houses but they seem to accept each other. The communities support for the students to stay in school in general has elevated. The teachers and personnel try their best to coexist well. They are some minor


problems between a few but they still try to be nice to each other for the sake of the students. They have a good director that not only deals with the school situation in general but really care and tries to help everyone one by one. The parents of these students come for reunions and when they have an appointment with the teachers or director. Also, it is noticeable that there is a lot of support because parents are constantly checking if their child are “stepping it up�. The negative side of this is that some parent’s come at any hour and this interrupts the class and breaks the line of thought of the student. The method that the teacher applies is very important because the teacher in my perspective has to be very constructivist to motivate the students. In the classroom I base myself in balance literacy. In terms of classroom behavior students showed to behave normally. My students are very diverse; they have different preferences related to music, the way they dress, the way they act, and the way they learn. My students have different ways of learning that is why I have to be updated with different teaching methods. It is easier for my students to learn by visuals and doing the actual task.


Learning Goals and Objectives For this TWS I will be working with the writing thematic unit. My goal for this unit is that my students learn how to identify the figures of speech; they will learn how to write their own figures of speech, learn how to write a variety of poems. What I did was that I started by asking the students if they knew what were the different figures of language. Then teach them the definition of the figures of language so they can identify the figures in the sentence. They will have a test on comprehension of the sentences and the type of figure that it is. Then the students will be introduced to the different types of poetry. (sintu, haiku, cinquain, and others)the students will compose their own poems. The standards and grade level and expectations that I was applying were: W.10.2 Applies appropriate grammar, structure, and syntax; analyzes word choice to convey intended meaning. W.10.4 Applies figurative language to produce different styles of poems.


Assessment Plan

The two students I chose for my TWS ate first were struggling with the assignments. They didn’t seem to understand what they had to do to fall in place like the other student’s. The first thing that I noticed unusual was that they used to sit in the back of the room tried to look at me as much as possible. Then I noticed that they didn’t want to talk when I asked them. I wasn’t getting to these two same students that seem lost in class. The next thing I did was try different method of teaching. I used more visual and more hands on with the assignments. Giving them more visuals and giving them more exercises so they can practice using material they can manipulate did the trick. It was a hands on lesson; it is a relief to know that they are succeeding in life. This will also give them a feeling of accomplishment and that they can believe in themselves to accomplish something concrete and real. The first thing I did with the students was give them the pre- test which they were so nervous to take because they didn’t want to fail. After the test was done I told them that the test was to know if they knew about the information. That the pre-test doesn’t count as a grade. I saw a sign of relief, they were happy they weren’t going to be graded for the test. The next thing I did was tabulate the results they were terrible as I expected given that they have never been introduced to that material or haven’t heard of it in a while. The pre- test was about identifying the figurative language, the different types of poetry, and demonstrate how they would write any type of poem. They refused to do this part; I could infer that they didn’t know how to do it because they told me that they don’t know how. The next step was to start giving the figures of speech. At first I gave them the definition and different examples of them. Day by day take 2 of the figures of speech because they were having trouble identifying them. The material they could use as reference was the dictionary and common sense


to understand the sentences. After they could identify the different sentences as one of the figures of language they would have to write what the sentence means. After that was done the students would have to create their own sentences according to the definitions. They had an activity to prepare them for the test that went outstandingly great. All the students were participating and cooperating, the students even wanted to help each other do the assignments. All doubts were clarified, they made few questions just to make sure and the game had to be extended because they kept identifying it correctly. After this was test time the students were very calm and wasn’t in a rush to take it like other times. They used to say: “miss hurry up because all the information is going to go out my ear.� This time if I had to extend the lesson for the next day because I felt that they were doubts I did it. This way I could revise and clarify any doubts. They successfully did great to know that you as a facilitator did your 110% and saw great results from all the effort that you as a facilitator have put into that child.


Design for Instruction I select to present the thematic unit of the writing based on poetry, and figures of language. This will include the following figurative language: metaphor, simile, personification, hyperbole, idiom, litotes, and symbolism. These will help facilitate the understanding of poetry and how they can construct their own poem using these figures of speech it could be in a: free verse poem, haiku, sintu, cinquain, and others. These poems will be related to them and their environment in order to facilitate the essence of writing poetry. The goal is to help my student’s succeed academically and make a difference in how they see the English education. To help them understand how important it is especially now a days that this world is so advanced that they should learn English and that English will help them progress in life. In all of my lessons I try to explain the importance of a second language and how it can help them be a better person for themselves. Throughout this whole process I have been able to use technology in different ways. The first assessment that I used was to introduce the figures of speech and then reviews and other assessment of instruction. I selected this thematic unit titled making poetry your own. I wanted them to have confidence in themselves because they were a lot of students that didn’t want to write, or read. I thought that this would give them the push that they needed to develop those skills. At first I had to help them and motivate them to get started but on the long run they developed a liking for poetry writing. After all it is a good tool to communicate what you think, feel and sometimes what you can’t say verbally you can do it by written.


Instructional Decision Making On the first thematic unit that included the short story titled Charles by Shirley Jackson I asked them to bring a picture of them when they were in kindergarten. They had to answer questions of how they had to behave in kindergarten and what were the rules that were set for them. It was all in work sheets. And in the second thematic unit that the story that I used was Stray by Cynthia Rylant, I used power point and it was a lot of information and didn’t have that much of pictures. they were interested in the subject because they like animals and they did very well in each assignment. When I went to do the thematic unit of writing I used power point but with a lot of examples in pictures and a lot of visual that would explain the subject being taught. I could tell that the students learned more and understood more because of the different methoid that I decided to use. Everything is a learning process and until we understand the way they learn we have to change the method if it’s not working. My students are more of a visual and hands on kind of learners. Sometimes it is very confusing for them to understand the language that is why I try to give a lot of examples and ask for any doubts. I try every day to have a one on one whit my students that way they know they have to do their assignments and review each class that passes by. This is a good way of creating a good study habit for your students. I have noticed as well that when the test comes they don’t seem as stressed like in other classes. It is gratifying to know that down the line they will appreciate that you as a teacher or facilitator helped them achieve their goals. The only time I had to extend my class was to clarify similes and metaphors. I had to give more examples and assignments were they could identify the difference and understand the concept. Other than this the students worked very well. They have the confidence to ask me anything. I tell my students that I am there to facilitate their learning.


Analysis of Student Learning At the beginning of my practice I was in the observation phase. I got the chance to learn about their likes, dislikes, their environment, where they live, they’re learning habits, who pays attention, and who doesn’t. I have to say that it has been a learning experience from both sides. This practice teaching has prepared me for the future and I have reviewed the good things that have happened in my practice and the bad things as well. What have I learned from my student is who are struggling and those who are doing really well. They are two students in particular that need to improve their skills or they will fall behind my mission is helping them achieve their goals by helping them the best way I can. They have shown to be in another world. Thankfully it has been a good experience with these two students that improved their grades. I have to say that the majority of my students did an outstanding job or performance on the works and test given to them. I feel proud that the majority of them did a very good job getting good grades and achievements one of the skills taught. It makes me feel good about my teaching abilities because they had a positive effect on the tests’ results and students’ work. These students need more help and sometimes are very hard to reach them the way you want to. This is something that all teachers are going to encounter at any given moment in their career, but all it takes is time, effort and a lot of reinforcement.


Reflection and Self-Evaluation By giving my students a lot of different writing tasks, I was able to see how they grew in terms of the amount they wrote, the ways they expressed their ideas and their grammar. I am very proud in how they have developed in young adults that learned to like writing more. They have showed me how they have developed in the 4 core areas as well. They transformed in the way they think of themselves and others. They have learned to appreciate poetry and developed a sense of writing. They have seen the different poems that they can exist and that everyone has their own style of writing. They also, learned to accept everyone’s choice making and that everybody is unique in their own way. It is extraordinary to see how they have had more selfesteem in presenting their material. Especially the two students that were the shyest learned that they can do anything they set their minds to. All of my students are very creative and have different ways of looking at the world. In writing their poems they wanted to use different colors to represent the way they feel and the mood they were in. I can’t say that I did all the work because we all worked as a team. At first it was more teacher centered because I had to give the theme or topic they would talk about. I guess I did this to help them start. Then it was student centered. I gave the students the opportunity to pic the type of poem they wanted to write and the topic they wanted to talk about. They proved to be as responsible, creative, and gave their all in doing their poems. By doing this teacher work sample I noticed a lot of things that they have improved. I could notice my straight and my weaknesses and not only mines but of my students as well. Know I could recognize that my students are ready for the next level. I hope that the teacher they have for years to come are as creative and interesting as I believe that I am.


Glossary Contextual Factors and Learning Environment ………………………………page 1 Learning Goals and Objectives……………………………………………………...page 3 Assessment Plan ………..……………………………………………………………….page 4 Design for Instruction …………………………………………………………………page 6 Instructional Decision Making ……………………………………………………page 7 Analysis of Student Learning ………………………………………………………page 8 Reflection and Self-Evaluation ……………………………………………………. page 9 Thematic Unit ………………………………………………………………………page 10 Lesson plans …………………………………………………………………………page 11 Assessments …………………………………………………………………………..page 12 Glossary ………………………………………………………………………………page 13


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