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E-Portfolio

E-Portfolio. MARWA ADEL SHALABY MATH TEACHER. Table of content Curriculum Vitae Teaching Philosophy, Practices and Goals Classroom Management Cooperative Group Activity Assessments and Evaluations Certificates and Awards References.

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E-Portfolio

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  1. E-Portfolio MARWA ADEL SHALABY MATH TEACHER

  2. Table of content • Curriculum Vitae • Teaching Philosophy, Practices and Goals • Classroom Management • Cooperative Group Activity • Assessments and Evaluations • Certificates and Awards • References

  3. CURRICULUM VITAE MARWA ADEL SHALABY E-MAIL: MAM_NAGY75@YAHOO.COM § MOBILE (0106539592) 45 IBRAHIM NAWAR ST. NASR CITY CAIRO, EGYPT. OBJECTIVE To obtain a teaching position at the elementary level. LANGUAGES English, French EDUCATION      Ain Shams University – Bachelor of  Commerce                                                     JUNE 1997   Major AccountingArmenian Catholic Sisters School                                                                  JUNE 1993       General Secondary Certificate

  4. Teaching Philosophy, Practices and Goals I like teaching, learning about teaching, and reading others' teaching philosophies. Teaching is like lighting a bonfire, or teaching is like giving students wings that explain, instruct, and inspire. When I look at my own teaching is as stuffing a backpack. I think in these backpacks, students carry with them the knowledge and skills they will need for their journey through life. When students come to my classes, their backpacks have already been partially filled by families, life experiences, and other instructors. The backpacks are deep and sometimes it's hard to see what they are carrying in there.

  5. There is a distinct difference between learning and memorization. I endeavour to convince students to understand concepts so that they may apply these concepts in a variety of situations, rather than memorize steps to solve a particular problem. • If I am successful, I expect students will be able to retain concepts more easily. I expect students to want to learn and do much of the work during the learning process. With this expectation, I can't accept the title of a "teacher." I try to act as a facilitator in the learning process, rather than the deliverer of information. I encourage students to find personalized methods to understand and retain concepts, and I assist them by providing my own customized examples for explanation of concepts that elude them.

  6. In addition to different learning processes, I often find that students must simply be given the confidence to experiment in the application of newly gained knowledge and to ask questions to promote individual thinking. • In an effort to encourage discussion, I am always available to students. Finally, students deserve respect just as any other person, and there must be mutual respect between the students and me. I strive to earn students' respect in a variety of ways, given that respect cannot simply be awarded I take a sincere interest in the well-being of students and interact with them on professional and social level. I am convinced that social interaction with students develops a rapport with them and they are more comfortable when asking for assistance while in the classroom. In everything that I do, I want to be considered a fair and reasonable person.

  7. CLASSROOM MANAGEMENT Maintaining good order in classrooms is one of the most difficult tasks facing me as teacher. The task has become more difficult over the past few decades as young students’ attitudes to people in authority have changed dramatically. Some of the changes have led to greater self-confidence in students. Others such as the acceptance of violence to achieve ends, attitudes to substance abuse and an increasing lack of respect for authority have made classroom management and life in school generally more difficult, and more demanding, on us (the teachers) who are charged with maintaining a positive learning environment. So I set some practices to enable me to maintain classroom control. The following set of organizational practices helped to establish effective control of the classroom :

  8. 1. Get off to a good start. • The first impression lasts as they say so I try to leave a kind and firm impression in my students. Students sit quietly, raise their hands to respond and are generally well behaved. Students within a week will begin to test the waters to see what they can "get away with". • It is during this period that the effective teacher will establish the expected ground-rules for classroom behaviour. So I need to be firm and consistent. Set rules and force the students (who want to escape) to abide them. • 2. Learning School Policies. • Prior to meeting the class for the first time, I get sure that the students and specially the new comers are familiar with school policies concerning acceptable student behaviour and disciplinary procedures.

  9. 3. Establishing Rules. • Establish a set of classroom rules to guide the behaviour of students at once. Discuss the rationale of these rules with the students to ensure they understand and see the need for each rule. • Keep the list of rules short. The rules most often involve paying attention, respect for others, excessive noise, securing materials and completion of homework assignments. • 4. Over planning Lessons. • "Over plan" the lessons for the first week or two. It is important for the me to impress on the students from the outset that I’m organized and confident of my ability to get through the syllabus.

  10. 5. Learning Names. • Devise a seating arrangement whereby students' names are quickly learned. • Calling a student by his or her name early in the year gives the student an increased sense of well being. It also gives me greater control of situations. “Mohamed, stop talking and finish your work" is more effective than "Let us stop talking and finish our work".

  11. 6D ETHICAL CODE It has been noticed lately that a few students do not follow the classroom rules properly, deprive their classmates of their right to follow the teachers’ instructions or even the explanation, to pay enough attention, do not show much respect to the place and to the persons around, use unaccepted language. Such students need to be reminded of what they shouldn’t do in class, what would be the consequence of an offence. Offences: • talking without permission. • annoying their classmates. • interrupting the teacher for unimportant reason. • using inappropriate language • extending side conversation with another student which distracts others.

  12. producing strange sounds as a reaction or as a way to make fun of others. • using hands on dealing with friends as a kind of trick or joke. • not showing a serious attitude towards the material handled in class or to the teacher’s approach of handling it. (no sarcastic\funny comments) penalties: • 1st time : student stands for 10 min. at the back receives a written warning to be kept with the teacher, signed by the student -1 mark will be cancelled. • 2nd time : deprived from the break, a note will be sent home regarding the offence and the penalty -1 mark will be deducted. • 3rd time : deprived from the P.E. lessons, gets a written punishment, a note will be sent home 3marks will be deducted.

  13. COOPERATIVE GROUP ACTIVITY • Prepare several questions that have number answers, • Have students assemble in a large open area. They sit in a particular order. • Call out questions that have a number answers. Have students get into groups that match that answer. Students should get into small circles/groups of five. • To add an extra challenge, sometimes I tell them that talking is not allowed. • Throw out several more questions. They can be from any subject or skill area as long as they have a number answer. Gauge the difficulty of the questions by my student's ability. • You are going to see one of my lessons using the collaberative team work and it was a successful one. • The students were asked to draw figures on graph papers using the translation transformation technique of drawing. • After the lesson may be all of the class has been able to draw alone.

  14. calculations now are easier

  15. Together we’re great step by step we shall be the best

  16. we did it yehhhh!

  17. ASSESSMENT AND EVALUATION • In order to adequately evaluate students it is important to use a variety of assessment and evaluation techniques. •  The goal of any evaluation is not only to determine what students know but also to help the teacher determine the best way to teach their students.  • For this reason performance based evaluation and portfolios are often more effective forms of evaluation • Than written tests taken at the end of the unit because they allow the teacher to assess students’ learning while they are still in • Performance Based Evaluation • Performance based evaluation asks students to exhibit their learning and thought processes in an authentic, hands-on • manner capitalizing on their multiple intelligences.  Part of authentic, performance based evaluation is ensuring that • students have access to the resources that they would have in a real world setting to solve the problem at hand. 

  18. CERTIFICATS AND AWARDS I have the honour of working at Egyptian Language School for 12 years, I‘ve been certified as effective teacher on June 2008 which means that I’m an A+ teacher and awarded for my contributions all over the years of my career, Here are some samples of the certificates which I have been awarded.

  19. REFRENCES • Teaching Portfolio http://www.wsu.edu/provost/teaching.htm • Classroom Management http://www.pacificnet.net/~mandel/ClassroomManagement.html • Assessment http://www.education.mcgill.ca/edu-e3ftoption/alex/Assessment.html

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