sookmyung women’s university masters degree...

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Sooyoun Kim


This teaching portfolio contains my work from Practicum course at Sookmyung

TESOL MA program in Fall 2011. It shows the general overview of the course

designed for undergraduate students and MA TESOLers for enhancing both

learning and teaching skills. This portfolio includes my personal and

professional information, teaching practices, action research, and reflection of

my works. From this experience, I could apply various theories and approaches I

studied in TESOL MA program for two years. I also gained the great experiences

to build up teaching methodology based on the communicative and student

centered class.


Part I Personal Information

Part II Teaching Practices (Practicum)

Part III Action Research


Personal Information

TeachingPhilosophy

Resume Certificate


As an elementary school teacher, I have lots and lots of chances to meet thestudents who have various personalities and talents. Whatever I teach, eachstudent is able to strive for success in their academic performance with theirown ways. In order to understand them, I should try my best to promote growthby employing creativity, stressing the importance of education as well as givingmy students the freedom to think and discover knowledge.

I realize that each different individual is unique therefore any ideas,opinions, criticisms and suggestions from them should be taken intoconsideration. In other words, there is no one perfect way to get to the island,but there are many ways to reach to the island. As a language teacher,understanding these aspects is essential towards planning and developing morecomprehensive and creative lessons that will benefit everyone in the long run.Because of this reason, each student is encouraged to value effort and thedetermination to succeed in my class. I always think three things to increase thecreativity such as giving an equal chance, having fun, sharing ideas in my class.

On the other hand, I should practice professionalism such asshowing good teaching skills for my students. As a teacher, I should be able toattend to my students’ personal and academic needs whenever needed. Everystudent have desire to study, but developing their interests is the role ofteachers. When teachers give clear, interesting, and suitable instructions tostudents, students easily access to the learning in various areas.

As an English teacher, I want to teach language effectivelyfundamentally, but I also want to educate my students in various ways. I designmy lessons plans and curriculums considering my students’ interests, flexibility,and creativity. Through these understandings, I want to encourage my students’learning desire and confidence.


TEACHING EXPERIENCE

Mar 2010 – Present, Hanyang Elementary School, Seoul

English Teacher

Taught grammar, writing, reading and vocabulary to the elementary school students

Aug 2011 Daegwang Elementary School, Seoul

English Teacher

Taught art and graft to the elementary school students

July 2010 Eunpyeong-Gu Summer English Camp, Seoul

Coordinator

Organized the syllabus and planning the camp

Apr 2008 – Jan 2010 Seoul Language Institute, Goyang-si

English Teacher

Taught conversation skills, grammar, and reading to the elementary school students

Jan 2009 Eunpyeong-Gu Winter English Camp, Seoul

Head Teacher

Managed the classrooms and the foreign teachers

CERTIFICATES & MEMBERSHIP

Aug 2009 – Dec 2009 Sookmyung Women’s University, Seoul

SMU TESOL Certificate course

Aug 2011 Sookmyung Women’s University, Seoul

MATE 16 hours Rater Training Workshop

Oct 2011 – Present Korea Association of Teachers of English, Seoul

Member


An Overview of Practicum

Student Needs Survey

Lesson Plan

Reflective Journals

Class Pictures


Practicum I Fall 2011

Introduction

The Practicums are to be seen as two classes which are tightly bound to each other. What occursin the excitement and anxiety of Practicum I will have a profound affect on what is done in thewarm, comfortable surroundings of Practicum II and visa versa both for that week and thefollowing weeks. For that reason, it is necessary for students to think of the two as simply onecourse with two integrated and complementary components.

Overview

This three-hour-per-week course has two main components. The first of these is the designcomponent. We will be using the different elements of the SMU-MATE as a partial guide indesigning materials we think will work in the GEP II class that we will handle this semester(영어읽기와 쓰기). As the course develops we will be creating and adding a whole range of differentMATE-related tasks to the GEP II repertoire. The second component of this class revolves aroundevaluation and revision. Here we will be collectively evaluating the lesson plans designed by thePracticum students in groups immediately prior to the GEP II class. These lesson plans areexpected to reflect all you have learned in this program and more. In this way, this course is seenas the ultimate, real-world review for the comprehensive exams and an excellent vehicle for thepractical application of all that has been learned in the entire TESOL MA program.

Objectives: This objective of the Practicum I course is to give the students an opportunity todesign and evaluate practical curriculum design and classroom teaching techniques in a lowstress, controlled environment based on critical concern and caring. Basically what we want todo in this class is have the students develop and evaluate practical techniques based oninnovative theories and models which they should have learned about in the MA program. Thefocus here will be on developing and evaluating lesson plans for the GEP II class sessions basedon the components and design features of the MATE coupled with accepted principles of writingand reading skills development. By the end of the course, students should have a completerepertoire of classroom behaviors based on theories and the elements suited to their ownindividual personalities.


Texts and Materials

-MATE Writing Test Rater Training Handbook

-Task Development Handbook

Summer Reading

-Harmer, Jeremy. (2007). The Practice of English Language Teaching with DVD (4th Edition).Harlow: Pearson Education.

Additional Materials: Students must bring to each class a large and strong folder to hold anypapers that the instructor and other students give out. There will be a lot of handouts providedmostly from the students in the class.

Methodology

English Only: The working language of this Practicum class is English. This means all officialaspects of the course including all assignments, presentations and in-class discussion will beconducted in English only. As this is a multilingual classroom, students are expected to followinternational standards on language use and sensitivity. Failure to do so will result in a lowerparticipation grade.

Our official policy regarding the language issue in the GEP II class is as follows:

TESOL students are to speak only English. You are to act as role models and group leaders andspeaking only English is an important aspect of that. At the same time however, you are free torespond in English to Korean. Encourage the students to use as much English as they can, but donot punish them for using Korean. If a student needs to use Korean to get her point across thenlisten and respond appropriately in English. It is our goal to create a facilitative environmentwhere students feel comfortable taking risks and the language policy is an important way ofsupporting that goal.

Classroom:

The scheduled class sessions are broken into two phases. For the first hour and three quarters orso, from 6:00 to 7:45 there will be Practicum I wherein we will meet formally to discuss theplanning and execution of our GEP II lessons.


Remember students, you are also reflective teachers, you have to be critical of what you seeand hear. There is no one right way of teaching. All of you will need to speak out and offerlucid opinion on the design and potential performance of the lesson plans. Leave your egosand inhibitions at home and set your brain and energy level on high.

Following the Practicum I sessions, from 7:50 to 10:30, there will be the GEP II class. Each GEPII class will be planned and fronted by one group of TESOL Practicum students in turns. Eachteaching group consists of two or three TESOL Practicum students and they are expected towork together in both planning and teaching. This means co-teaching, not dividing andconquering. The Practicum students will take turns planning for each full class session. AllPracticum students, in their role as group leaders, are expected to stay for the entire classsession to help their group. As we start videotaping (Week 4), I will be busy videotaping thelesson. When I am not videotaping I will be actively helping in the class as an extra facilitator.

Practicum teaching groups will develop and present their lesson plans in class first two weeksbefore they are slated to be taught. Copies should be made for all Practicum students as wellas the instructor. Following the full-class critique of the lesson plan, the group responsible willrevise their plan and present it again the following week, one week before it is to be taught.This, then, gives the group one week to make any final revisions to their plan. Finally, on theday they are to teach, the group will quickly brief the Practicum group on what will happenthat day and what they are expected to do as big siblings/group leaders.

In addition to taking turns planning and running class sessions, in the classroom the Practicumstudents are expected to facilitate in all matters of classroom management by fulfilling theroles set up for them as big sisters and brothers. This is an extremely important part of thePracticum and students are expected to put at least as much effort into ensuring the successof their little sisters and the group as in running the class when their turns come. You will bedoing this every week and how you conduct yourself in these groups has a profound effect onthe entire atmosphere/running of the class.


Attendance: As the GEP meetings will occur on the same day as the Practicum I classes, studentsare expected to attend all scheduled classes and on time. Everything everyone does or does notdo in this Practicum semester affects everyone else. If one student is absent someone else hasto take care of her/his little sisters and this puts a strain on everyone. It is, therefore, imperativethat students try very hard not to miss any classes. Also, coming late puts a strain on the groupas well because we need everyone present so that everyone always has a clear idea of what isgoing on in the GEP class for that day. Absences and lateness hurt the whole group so try hardnot to do either.

Website: A special page has been added to my website specifically devoted to the GEP class. Thisspecial page will help us to manage the GEP class. To get to the special page just go to the bluebox on the right of my website and click Practicum/GEP. The page is rather simple and composedmainly of links to boards holding information the GEP students need for the class. It is theresponsibility of each and every Practicum student to help maintain the website by addinginformation related to the classes they are fronting. This means posting reading

homework assignments prior to the class they will teach, writing homework after the class andthe answers to reading homework assignments, as well as other relevant information.

Assignments: The assignments Practicum I students are expected to complete follow the tenorof the GEP class. Thus, there are assignments in two major areas. The first of these involveslesson planning. Each pair will need to write up and teach at least three different lessons. Theother assignment revolves around interaction with little sisters. Since the GEP

course this semester focuses on writing and reading skills this means that Practicum studentsare expected to design and post both reading and writing homework assignments on-line eachweek.

We have a created and linked special homework assignment and homework answer boards tothe Practicum/GEP page of my website for this purpose. You will also need to go to a specialwriting board on a regular basis (preferably daily) where you will be engaged in a dialoguewriting journal with your little sisters/group members.

Instructor - Stephen P. van Vlack

Office - Haengpa Faculty Building 206 Tel. - 2077-7761

E-mail - [email protected] Homepage- http://www.udveksling.com

mailto:[email protected]


Order of importance Topic Points

1 food(cooking) 14

2 travel 13

3 study abroad 10

4 music 9

5 friends 7

6 leisure activities 6

7 dating/relationships 5

8 family 4

9 holidays 3

10 campus life 2

11 celebrities 1

12 technology 1

food(cooking)

travel

study abroad

music

friends

leisure activities

dating/relationships

family

holidays

campus life

celebrities

technology

12

34

56

78

91

01

11

2

Important Topics

Points


This was second week for GEP class. The instructors were Mikyoung and I. We set up the goaland plan according to the GEP syllabus. The lesson of week 2 could be divided into two big parts.First part was focused on the student survey and MATE mock test. I think students who were inthe first class were socked because the beginning of the class was totally different from normalclasses because there was a test for them. They took a student survey and mate mock test, sothey seemed nervous a little bit. The student survey was designed for determining what theirneeds are and what their interest might be. The students survey had 19 questions from learningexperience to their concerns. MATE mock test could be useful after all the classes are finishedsince the teachers can measure their improvements in learning English.

The next part was designed to mingle the students with each others. As we offered the readinghomework about making a slogan and an advertisement, the activity was organized to make anadvertisement of their group. To advertise their group, they talked each other, shared their ideas,created a slogan, and practiced it together. After they practiced their performances, they had ashow time to present their advertisement in front of the board.

Overall the class was great, but time management was the big concern since the last activity wasnot presented. The former lecture was finished too late, so we could not prepare the classbefore the students came to the class. We used 10 minutes to make a comfortable furnituresettings. Also, Mikyoung and I planed 30mintues to make their own advertisement, but thebrainstorming step needed more time than we expected. However, students and big sistersreally enjoyed the activity and talk a lot to share their ideas, so it could be better for them to getused to the class.

The biggest problem with me was that there was only one student Yuna in my group. Just two ofus struggled to make our slogan, team name, and the advertisement. Because of the lack ofstudents, I needed to lead my sister Yuna when we share our ideas and make the advertisement.

As an elementary school teacher, I could learn the needs and interests of adult students. I alsolearned the importance of teamwork. I want to say thank you to big sisters Una, Hannah,Kyounghe, and Ciyeon who made the bibimbom sisters' advertisements. Because of their efforts,Mikyoung and I could make a better class for the students.


The objective of this week was writing narrative paragraphs using linking words properly. I andMikyung planned this writing class with four different activities regarding a special theme whichwas Halloween. We also considered the connections between the class of week 6 and week 7because two classes are focused on writing narrative paragraphs. In other words, there were twoconcrete settings for planning this class such as the theme and the connection. I think the classwent well generally and we performed our duties without a huge mistake. As one of theinstructors, observers, and students, I could see the big picture of the class and details as well.First of all, I and Mikyung turned off the light and played a ghostly music to grab students’attention. Mikyoung stood in front of the board to start the class and explain the outline of theclass, and I stood the back of the classroom to observe the students. I think it was a nice start ofHalloween class because students smiled and said “Wow, it is funny!” They seemed to enjoy andto expect the class. The expectation about the class is important since it increases students’interests and participation.

The first activity was Golden Bell. Students were reading their section from their readingassignment and making five questions for 8 minutes. Through this activity, students built up theirbackground about the topic and reminded the importance of the reading assignment. Thesecond activity was Ghost story which was writing the beginning and ending of the story withstory strips. Last week, they learned about how to write a narrative story and the structures. Inthis activity, students used their learning and enhance their knowledge with more challengingtasks. Students were given story strips and put them in order, and create their own story. Thestories made by many students were all different, so I could sure about the diversity of learners.The third activity was the main activity such as ‘Halloween Experiences’. Students moved to theother rooms to do three different tasks in groups. Each group was given a passport and abrainstorming paper. A passport gave the direction where they have to go firstly. In each room,students could learn the Halloween songs, guess the way to carving pumpkin, and experienceHalloween costumes. After completing their tasks, students came back to the main room andsang a song to other groups to present their products. Lastly, students had time to writenarrative paragraphs using paper what they wrote in the theme rooms.

It was challenging to organize the class, so I could gain lots of teaching experiences duringpreparation the class. The realization of roles of the interactive teacher was the valuable learningamong them. Brown (2007) said an interactive teacher is fully aware of the group dynamics of aclassroom. As Murphey (200) explained, the success of classroom learning in very muchdependent on how students relate to each other, what the classroom environment is, howeffectively students cooperate and communicate with each other, and of course what role theteacher and learners play. In this point of view, I and Mikyung suggested the proper advices to

stimulate students’ interests and tried to make the energetic class all the time.


In this week, Mikyung and I were the instructors who taught writing comparison or/and contrastessays in GEP class. We organized the lessons with four main activities regarding to three themesmobile division, computing division, and photo division. We made the settings about anelectronic company ‘Sookmyung Electronics.’ We briefly introduced the company to the studentsto motivate their interesting as Una and Hannah did last week.

First activity was making noun phrases using three sets of cards such as adjectives, nouns, andadverbs. Each set of cards has different color to figure out the order of writing noun phrasesunconsciously. Students seemed love to make noun phrases because they filled out the formmore than one page. Before organizing this activity, Professor, Van mentioned students are stillstruggling with making a proper order when they write noun phrases and verb phrases. I thinkGEP students could enhance their vocabulary skills through this activity. Next activity was jigsawactivity which is about studying two different cameras in group and teaching each other withtheir partner as an expert. Each group studied their camera for five minutes and shared theirinformation with others. Each student must to involve this activity much because they have toget and give the information about the cameras. We organized the activity with an aim that eachstudent was given same opportunities to participate not passive attitude, but active attitude.After the jigsaw activity, students presented their studying in front of the big sisters. Big sistersobserved their presentation and mark the score with the prepared sheet. In this activity,Mikyung and I concerned the effective way to choose the best team with the objective ways, soorganizing the way of choosing the best team was great. Lastly, students moved to the computerlab in Jinri during the break time. At the first time, Mikyung and I were worried about moving therooms because it is time consuming. However, students followed the direction well and did notdisturb the next lesson. In the computer lab, students searched the internet to get someinformation and write about cell-phone comparison and contrast essays individually. They lookedbusy during this activity, but everyone could finish their task because of the big sisters’ efforts.After writing their essays, they posted them up and read others to give some comments. Thereason Mikyung and I organized this activity was presenting them an authentic reason topractice and write. They could practice in the similar atmosphere like the MATE test room andthey also could think about their audience at the same time.

I think the class was successful because we could keep on time and give clear direction duringthe whole class. We also prepared lots of materials such as cards, websites address, and acomputer lab to help students learning. However, students were busy during the second activity.One minute presentation was too short to show their opinion, so many students was rush topresent theirs and just read their script as well. One thing I want to develop more for the nextlesson was time management. Not make the students rush, but make the students busy with

interesting tasks.

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