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LEAH GUZMAN • TEACHING DOSSIER • SCHOOL OF LANGUAGES AND LITERATURES FALL 2011

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Contents: Purpose (1)

University teaching position

Approach to Teaching (1-3)

My Philosophy

Teaching Contributions (4-7)

My Teaching Responsibilities

Reflections and Assessment of Teaching (8-9)

Documentation of Results of Teaching

Description of Efforts to Improve my Teaching (9-10)

Workshops & Courses Taken

Appendices (10-19)

References

Purpose

University Teaching Position

This teaching dossier has been compiled with the intention of applying to language teaching positions within higher education in Mexico City.

Teaching is about facilitating and perpetuating the desire and ability to

learn and apply learning. I believe that in many classrooms both teachers and

students have lost sight of this and consequently have lost sight of the why. Why

am I teaching? Why am I learning? Why does it matter? For me, teaching should

be a constant reminder to my students and I that learning is a continuous journey

Approach to Teaching

My Philosophy


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and the more open you are to unknown experiences during your travels the more

likely you are to discover things you didn’t even know you were looking for. As a

language teacher it is my goal to produce learning by igniting interest in the

journey, or more specifically in the language itself. The idea of producing learning

as discussed by Barr and Tagg is gravely needed today. Whatever the approach or

method might be, the ultimate goal is to move away from the traditional and

dominant “instruction paradigm” to the “learning paradigm” in order to facilitate

learning in a more holistic way (1995). All too often when it comes to language

teaching and learning, the tendency is to separate, divide and categorize to such

an extent that the essence of the language itself is often lost in a sea of grammar

and memorization. This tendency ultimately blurs and distorts the goal. Suddenly

what started out as a desire to understand and communicate in a foreign language

becomes solely a matter of conjugation, memorization and regurgitation. At best,

this traditional method of language teaching results in the temporary obtainment

of fragmented information without the ability to effectively apply it. At worst, this

method deters learners from foreign language learning all together believing that

they are simply not “good with languages”. My goal is to avoid a learning context

that promotes surface learning by creating one that invites the learner to become

invested in and transformed by the learning process.

The first day of class is ideal to open up a conversation with learners as to

why they want to learn that particular language, what benefits they see in learning

it and what in their experience has been most challenging in past encounters with

language acquisition. This exercise helps learners look at the foreign language as a


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whole rather than just its parts, a tool rather than a barrier in communication.

Communicative language teaching (CLT) is a method that aims to develop the

ability of learners to use language in real communication. I believe that CLT

coupled with the task based teaching (TBT) method would provide learners with

an environment truly conducive to language acquisition (Ellis 2004). I would

therefore be very interested in centering my teaching around a TBL method

whereby I assign certain tasks during class which require the learner to act

primarily as a language user and give focal attention to message conveyance (Ellis

2004). An example would be that of enacting a scene whereby learners are buying

or selling fruit at the market, making or taking a reservation for a hotel or any

other similar task that one might encounter out in the “real world”. These

teaching strategies allow me to create a space in wherein the importance is placed

on meaning not on form, a space where language can be appreciated for what it is;

a medium of communication. In my opinion this method helps learners more

fully engage in the language by providing constant opportunities for them to

pinpoint the gap in their knowledge which consequently motivates them to fill

said gaps through grammar revision and vocabulary. By not placing grammar and

memorization at the forefront of language learning, the instructor reduces the

cognitive load, which as research has shown, considerably improves deep learning

(Wieman 2007). Ultimately learners are more capable to applying the knowledge

acquired in the classroom in the real world

The ideal learner should be open, childlike, willing to experiment and

above all recognize that mistakes are a precursor to knowledge. Mistakes are an


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essential part of language acquisition and it is crucial not to waste time being

critical of oneself or being embarrassed but rather to direct that energy towards

trying and trying again. As a baby falls and picks itself up without being self

critical or feeling embarrassed so too should language learners. As a language

instructor it is my responsibility to promote the growth and development of a

classroom environment that is encouraging and supportive, as well as instilling in

the learners a respect for this environment by helping them realize that by being

accepting of others they not only further their peers learning but their own as

well.

I pride myself in being an accessible, flexible and caring instructor and

would hope to demonstrate this not only while facilitating class but also in my

method of assessment. In the future, I hope to improve my teaching by providing

further options of assessment (oral, written, visual, etc). I strongly believe that

that the more options available to learners and the more involvement they have in

deciding how they are evaluated, the greater the likelihood of accurately assessing

the understanding of a diverse group of learners in a holistic way. I am committed

to improving both my methods of teaching and assessment on a continual basis as

both areas must be seen as living, changing organisms in need of constant

attention and formative feedback.

1.) HISP*1100 - Introductory Spanish [0.50 Credits]

Teaching Contributions

Teaching Responsibilities

Graduate Teaching Assistant – 40 students per class


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Fall semester 2010, 50 minute classes three times/week

This course introduces students to the basics of spoken and written Spanish

through the study of grammar and vocabulary. The curriculum includes the present

tense of key verbs such as ser, estar and tener, the present progressive, direct and

indirect object pronouns, comparative, superlative and basic vocabulary. See

appendix 1A for course syllabus. I was responsible for the marking of all quizzes,

tests, exams as well as participation grades. I facilitated the class using PPT, video

and audio and broke up content with small activities throughout the class when

possible.

As this class was larger in size it was more of a challenge to get the students

to feel sufficiently at ease to participate. I of course had to find a way to address this

issue as participation is a key factor to success in any language class. I took the time

all throughout the semester to enthusiastically interact with the class and explain

the importance of asking questions and oral practice. More importantly I stressed

the fact that I would make a concerted effort create a space in which mistakes were

welcome as they are necessary in the language learning process. Class participation

increased throughout the semester as the class became more comfortable with me

and their peers. I also took it upon myself to personally reach out to those students

whose test marks reflected that they were having difficulty with the material that

had been covered. I believe that expressing genuine concern in conjunction with

your availability to help your students outside of class has extremely positive effects

on learning in the classroom. See appendix 3A for an example I wrote in such a

situation and appendix 2B for student feedback in regards to said email.


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2.) Business & Trade English Class - Korea International Trade

Association

Full time English instructor --30 students per class

January-July 2010, 2 separate 60 minute classes, five times/week

These classes focused on fostering the professionalization of amateur trade

specialists at Korea’s largest business association at the World Trade Campus in

Seoul, Korea. The content of the courses ranged from basic English grammar,

telephone skills, and dictations for comprehension assessment to more advanced

content such as debating and presentation skills, preparing trade dialogues and

discussing current events.

Teaching overseas was very much a learning opportunity for me. The

teaching and learning context was not ideal in that there was a fair amount of

rigidity surrounding content and what was considered the appropriate teaching

methods to cover said content. I found the content and methods of instruction

espoused by my superiors ineffective and inefficient. Often times too much

emphasis was placed on activities which revolved around memorization and

regurgitation ultimately leading to surface learning. That being said, I appreciate

having had this experience as it gave me the opportunity to closely reflect on what

teaching methods I will not use in the future and why. Perhaps most importantly of

all this experience helped me realize the importance and value of student teacher

interaction within and outside of the classroom. I was vocal with the student as to

the restrictions in teaching method and content that I was experiencing but let


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them know that I was available outside of class for further English assistance if

needed. Appendix 3B is an example of my willingness to help students

academically outside of class.

3.) SPAN*1110 - Intermediate Spanish [0.50 credits]

Undergraduate Teaching Assistant--18 Students per seminar class

Winter semester 2006, 50 minute seminars twice/week

This course is a continuation of the introductory course SPAN*1100 with

emphasis on grammatical concepts required to establish basic reading, written and

oral skills. The seminars that I facilitated were structured to provide the students

with an opportunity to practice the grammar they had learned throughout the week

in a small classroom environment. Emphasis was placed on oral participation

through task based activities and the preparation of presentations.. In addition I

was responsible for the end of the semester review sessions for students who came

prepared with questions. See appendix 1B for course syllabus

This course was my first formal teaching experience and therefore was very

much a learning experience. This class was where I first realized that effective

teaching and learning for me stemmed from a nurturing environment. From the

first day of class I began fostering a space in which the learners could participate in

activities and discussion without fear of failure. I placed emphasis on the fact (by

having open conversations in class) that by making mistakes real learning would

occur. I consistently encouraged individual efforts as well as the class as a whole to

http://www.uoguelph.ca/registrar/calendars/undergraduate/2007-2008/c12/c12span.shtml�


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participate by highlighting that a supportive and encouraging class environment

was ultimately in everyone’s best interest.

Reflections and Assessment of Teaching

Documentation of Results of Teaching

(Course Evaluation for Introductory Spanish: HISP 1100, TA Leah Guzman – Fall

2010)

The above 'official' student evaluation is one way of reflecting students

views of instructors performance and although this is helpful I strongly believe in

supplementary forms of evaluations such as formative student evaluations.

Throughout the course I asked my students to jot down on a piece of paper what

they liked about the class, what they disliked, and in what way they would

improve it. This allowed me to target certain problem areas such as not spending


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enough time on vocabulary and helped me understand what teaching strategies

were perceived as effective by the class such as not advancing onto a new concept

until the class assured me they understood the one at hand. See appendix 2A for

student comments that reflect my incorporation of prior formative evaluations

into my teaching methods. I found this method of formative feedback helpful in

that it enabled me to cater the method of instruction to the students in that

particular class at that particular point in time. In addition, by asking the class for

feedback I make evident my willingness and desire to make them active

participants in the learning process.

Considering that I do not have as much experience as I would like, I focus a

great deal of my energy on committing to goals and striving for continuous

improvement and personal growth, both as an instructor and as a learner. One

such way to do this which I have found helpful is participating in teaching and

learning workshops. In 2010 I participated in a micro teaching training session

offered at the University of Guelph aimed at improving ones instructional abilities.

These microteaching sessions strengthened my approach to teaching in that they

helped me pinpoint my strengths and weaknesses in a positive learner centered

environment. Another aspect from the micro teaching sessions that I hope to

incorporate to a greater extent within my teaching practices is the ability to provide

and receive effective feedback. See appendix 4A for a more detailed summary of the

content covered in the micro teaching sessions.

Description of Efforts to Improve my Teaching

Workshops and Courses Taken


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In addition I have recently completed the course University Teaching:

Theory and Practice (UTTP) offered at the University of Guelph. I chose to commit

to this course as I am interested in furthering my knowledge in regards to teaching

and learning issues in higher education. This course provided me with the

opportunity to develop and practice pedagogical skills and strategies allowing me to

then find a place for these new skills within language teaching and learning as I saw

fit. As part of the course we were required to facilitate a teaching session on a

teaching related issue of interest to us. Through live interaction with my peers and

instructors I was able to share with the class my passion for task based language

learning and as well as facilitate a class activity that incorporated this method. I

was able to get instant formative feedback on areas that were of particular interest

to me. I learned that my passion for the subject was visible and more importantly

engaging. In addition I learned that my enthusiastic and human demeanor were

conducive to creating a safe and comfortable classroom environment. See appendix

2C and D for comments in regards to this.

Just as importantly, I learned of some areas in need of improvement that I

look forward to incorporating in the future such as being able to “let go”. This was

particularly important feedback as I am a rather meticulous person who does not

normally veer too much from my planned path. In this case however I believe that

what needs to be learned and applied is that adapting to unforeseen circumstances

is just as important as having a clear idea of what you are trying to express, why

you are trying to express it and how it is relevant to your students learning.


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APPENDICES:

1. Course Syllabi (12-13)

2. Student/Peer Evaluations and Feedback (14-16)

3. Out of Class instructor-student support (17-18)

4. Furthering my Teaching and Learning methods (19)

5. References (20)


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APPENDIX 1: Course Syllabi

1.) HISP*1100 SYLLABUS

UNIVERSITY OF GUELPH - SCHOOL OF LANGUAGES AND LITERATURES HISPANIC STUDIES FALL 2010

HISP*1100 Introductory Spanish I Course Supervisor: Professor D. Mohan ([email protected]) MacKinnon 246 Extension: 52886 Section Time (MWF) Room 07-Lea Guzman 11:30 a.m. MACK 233 Prerequisites: None Students with previous Spanish courses or native Spanish speakers may not register for this course. Please see Course Co-ordinator or Head of Hispanic Studies for placement. At the first class meeting all students must complete and hand in the Declaration of Suitability form attached to the course outline. Text: Jarvis, Lebredo, Mena-Ayllón, Rowinsky-Geurts, Stewart: ¡Hola, amigos! 1st Canadian Edition (package required)

• Converse in basic Spanish

Course Objectives: Having successfully completed this course, the student will be able to:

• Read simple Spanish texts • Write simple Spanish sentences • Understand basic spoken Spanish

• To attend lectures regularly Student’s Responsibilities:

• To complete all out of class assignments • To participate actively in the lectures • To complete all work for evaluation on time

• 2 in-class tests (19% each) ………………...………………….. 38% Method of Evaluation:

• Quality of participation ……………….……..…..……….…..... 10% • 6 Online quizzes ……………………………...…..………………..12% • Final Examination ……………………………………..……....... 40% Final Exam: Thursday December 16, 2010 11:30am – 1:30pm


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2.) SPAN*1110 SYLLABUS

UNIVERSITY OF GUELPH - SCHOOL OF LANGUAGES AND LITERATURES

HISPANIC STUDIES WINTER 2006 HISP*1110 Introductory Spanish II Section 01 Section 02 Instructor: D. Mohan (Course Supervisor) E-mail: [email protected] Class time (MWF): 9:30 - 10:20 a.m. 12:30 - 1:20 p.m. Classroom: Mack 235 Mack 238

• Develop and demonstrate increased reading, writing, listening and oral skills in Spanish using new vocabulary and structures

COURSE OUTLINE Objectives:

• Integrate new grammatical concepts with those studied in Introductory Spanish I

• Develop a foundation for further courses in Hispanic language, civilizations and literatures

Prerequisite: HISP*1100 (Introductory Spanish I) or equivalent, with consent of the Instructor or the Head of Hispanic Studies Text: Jarvis, Lebredo, Mena-Ayllón, Rowinsky-Geurts, Stewart ¡Hola, amigos! First Canadian Edition (textbook and student activities manual required) Classes: Lectures: three hours per week Seminar: one hour per week (appears as Lab on WebAdvisor) Method of evaluation: i) In-class: Midterm exam ............................................................ 18% 2 in-class compositions (2 x 5%).................................................... ..10% Quality of participation..................................................................... 10% ii) On-line: On-line quizzes ………………………………………………….. 12% iii) Seminar: Assignments & participation …………………….......... 10% iv) Final Exam: 2 hour final examination (April 21, 2:30 -4:30) 40%


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APPENDIX 2: Student/Peer Evaluation & Feedback

A. See signed comment number 6 in particular reference to incorporating class feedback into my teaching methods

B. See signed comment number 2 for student appreciation of personal contact offering help


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C. UTTP Peer Feedback form: See section 1, 5 and 6 for specific feedback on teaching method.


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D. UTTP Peer Feedback form : See section 1, 5 and 6 for specific feedback on teaching method


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APPENDIX 3: TEACHER STUDENT SUPPORT AND ASSISSTANCE

A. Example email of how I personally reached out to students who were struggling with material covered


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B. Example of letter I edited for student for academic purposes outside of class


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APPENDIX 4: FURTHERING TEACHING AND LEARNING A. Microteaching session information pamphlet


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REFERENCES

Barr, R, Tagg, J. "From Teaching to Learning, a Paradigm for undergraduate

education." Change Magazine 6 (1995):1-18.

Ellis, R. Task Based Learning and Teaching. Oxford: Oxford University Press,

2004.

Wieman, C. “Why Not Try, a Scientific Approach to Science Education.” Change

Magazine 39 (2007):9-15

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