PRESENTING

Beverly Alexander’s Profile

MY FAMILY

MY RESUMEA highly motivated teacher with a verifiable record of many contributions spanning sixteen years. Highly creative, recognized as a results-oriented and solution-focused individual. Areas of strength include:•Organizational Skills•Computer Literacy•Work as Team Player•Lesson planning•Classroom management•EDUCATION•Teacher’s Diploma (Valsayn Teachers’ College) 2001•Certificate in Administrative Professional Office Management (University of the West Indies)•Bachelors in Educational Leadership & Management (pursuing 3rd year

MY RESUME CONT’DCOMPUTER SKILLS• Microsoft Office User Specialist (2002)

SOFTWARE EXPERIENCE• Microsoft Word, Excel and Power point• Microsoft Publisher• Educational software including the one used with intellikeys

PROFESSIONAL EXPERIENCE• On-The Job Training • Assistant Teacher 2• Teacher 1

MY RESUME CONT’D

SPECIAL INTERESTS include:-• Singing, listening to music, computer games, going to movies,

sports, dancing and avid gym member.

WORKSHOPS ATTENDED• Disability Sport Education Workshop• Training of Special Needs Resource Trainers’• Developing emotional literacy• Anglicanism Today Know Your Faith• Professional days sponsored by TTAPPS

MY RESUME CONT’D

SPECIFIC CONTRIBUTIONS• Acts as senior teacher when the principal or other superiors are

absent• Co-ordinates POWERGEN Sports for the Princess Elizabeth

Special School• Currently a member of Very Special Arts• Computer teacher for the school • Instrumental in initiating a summer camp at the St. James The

Just Anglican Church

MY PHILOSOPHY ON EDUCATION "A person's a person, no matter how small."                  

                     - Dr. Seuss

• I believe in making learning meaningful to my students

• I believe in treating all students with respect

• I believe that all students can learn

• I believe in getting to know my students e,g, strengths, weaknesses

• I believe in group work

• I believe in student centred, constructivist learning.

• I believe in behaviour modification

• I believe in treating all students fairly

MY PHILOSOPHY ON EDUCATION CONT’D "A nation, as a society, forms a moral person, and every member of it is

personally responsible for his society.“Thomas Jefferson

• I believe in making learning meaningful to my students

• I believe in treating all students with respect

• I believe that all students can learn

• I believe in getting to know my students e,g, strengths, weaknesses

• I believe in group work

• I believe in student centred, constructivist learning.

• I believe in behaviour modification

• I believe in treating all students fairly

To be an effective teacher I

• Plan and instruct each subject area using a wide variety of teaching aids, motivational and implementation strategies to engage.

• Involve students in active learning.• Incorporate learning modality principles into

classroom and individual instruction.• Implement technological approaches to subject

material. • Research educational resources on the Internet

Classroom Management

Before the 1st day of school

The 1st day The first few weeks

Get to know my students

Introduce myself to class and let them know what is expected of them

Display students’ workEncourage participation & group work

Get to know parents

Form class rules with class

Adhere to rules and reinforce good behaviour

CLASSROOM MANAGEMENT

Rules, procedures and expectations within the classroom are made with students

Use new and varied techniques to hold

attention span

Use positive reinforcement

strategies e.g. stickers, stamps, certificates

Students are encourage to take responsibility for their behaviour

Behaviour Modification

CHARACTER BOARDThese are the qualities we try to encourage

APPROACHES TO TEACHING

THE IDEALCooperative learning

Guided discussionConstructivist teachingGuided learning centres

ScaffoldingReflective lifelong

learners

Teacher centredPresentations

Direct teachingLectures

questioning

Student centred- Discovery

learningLearning centres

Discussions

"The government is best which governs not at all" -H.D. Thoreau

Before Planning lesson

1) Decide what needs to be taught and why

2) Brainstorm ideas3) Find resources

4) Consider environment, learning styles and students’

interests.

During lesson planningDetermine students previous

knowledge

Provide examples

Use a creative method of assessment

Formulate appropriate questions

Make introduction

fun and creative

ASSESSMENT

What?Multiple intelligences

Academic abilityLearning behaviour

Potential

SPECIAL NEEDS

Multiple Intelligences• Every child

learns differently

• Opportunities are provided to cater for each individual child

Adapted Curriculum• Modification of

lessons and assessments

• Some students are used as scribes for cerebral palsy students

Community of learners• Show respect to

oneself and peers• Value students’

opinions• Work cooperative

to find soloution to problems

Physical education

FUN WITH THE STUDENTS

VACATION BIBLE SCHOOL

REFLECTION IS

a window through which the practitioner can view and focus self within the context of his own lived experience in ways that enable him to confront, understand and work towards

resolving the contradictions within his practice between what is desirable and actual practice

Roth (1989) summarized the basic elements of reflective process as follows,

Keeping an open mind about what, and how we do things. Awareness of what, why and how we do things. Questioning what, why and how we do things. Asking what, why and how other people do things. Generating choices, options and possibilities. Comparing and contrasting results. Seeking to understand underlying mechanisms and rationales. Viewing our activities and results from various perspectives. Asking “What if …..?” Seeking feedback and other people’s ideas and viewpoints. Using prescriptive (advice) models only when carefully adapted to the individual situation. Analyzing, synthesizing and testing. Searching for, identifying and resolving problems and result limitation

The 10 C’s of ReflectionCommitment – believing that self and practice matter; accepting responsibility for self; the openness, curiosity and willingness to challenge normative ways of responding to situations.

Contradiction – exposing and understanding the contradiction between what is desirable and actual practice.

Conflict – harnessing the energy of conflict within contradiction to become empowered to take appropriate action.

Challenge and Support – confronting the practitioner’s normative attitudes, beliefs and actions in ways that do not threaten the practitioner .Beverly's Professional Portfolio.pptx

Catharsis – working through negative feelings.

Creation – moving beyond self to see and understand new ways of viewing and responding to practice.

Connection – connecting new insight within the real world of practice; appreciating the temporality over reality.

Caring – realizing desirable practice as everyday reality.

Congruence - reflection as a mirror for caring.

Constructing Personal Knowing in practice – weaving personal knowing

with relevant extant theory in constructing

knowledge.Johns' (2000b)

A poem on reflectionR is for the concept of reflective practiceE aims to achieve it everydayF means only the framework for the models of reflectionL means a lifelong learner I’ll always beE stands for experiential learningC is for the construction of new knowledge.

T tells of the importance of time managementI is for individual reflectionO means that reflection will not grow old

N means dealing with negative feelingsPut them all together we get reflection. A concept that will forever reign

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