Transcript Writing a good CV - Sookmyung TESOL MA

ESL Teacher’s Portfolio
Kim Yang Hee
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Introduction
This portfolio demonstrates:
As a
coordinator
As a teacher
About me
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Table of Contents
1. All about me
- Resume
- Teaching Philosophy
2. Me as a coordinator
- Introduce My School Camp
3. Me as a teacher
- Teaching young learners
-Teaching adults (University
students)
- Reflective Journal
- Action Research
4. Supporting Documents
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1.1 Resume
Kim Yang Hee
eMail : [email protected]
101-904 Junganghights, Jeungsan-dong, Eunpyeung-gu
Seoul, South Korea
Res:02-305-3465 Cell: 010-4742-7189
EDUCATION
Mar. 1991~Feb. 1995 Bachelor in English Literature
Hanyang University
Sep. 2007~Present
MA in TESOL
Sookmyung Women's University
EMPOLYMENT
Mar. 2002~Present
Coordinating curriculum as well
as teaching basic reading &
writing skills for young learners
Shinkwang Elementary School
Mar. 2000~Feb. 2002 Teaching speaking skills for
elementary school student
Choongarm Elementary school
Mar. 1999~Feb. 2000 Teaching reading & grammar skills for
high school student
Airport High school
Mar. 1995~Feb.1 999 Scheduling & Organizing meeting as a
secretary
Hyundai Motor Company
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PUBLICATIONS
2006 Fun Activity for School English Camp in summer and winter
2007 Fun Activity / Fun Subject for School English Camp in
summer and winter
~2009 My Friend English for English diary in Shinkwang
Elementary school
PROFESSIONAL EXPERIENCE
Aug. 2000
Teaching speaking skills in English Camp
Hanyang Elementray School
June 2000~July 2000 Designing curriculum for Junior English
Camp as a coordinator
ELC Cooperation
Nov. 2000~Dec. 2000 Teaching & Management English Camp
as a head teacher
Myung-gi University
Mar. 2001~ Present
Designing curriculum & management
English Camp Teaching reading skills
Shinkwang Elementary School
CERTIFICATE
Sep. 2009
Mar. 2007
Mar. 1995
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Multimedia assisted test of English rater certification
Sookmyung Women's University
TESOL certificate
Sookmyung Women's University
2nd rank Teacher's license for middle, high school
student
Hanyang University
1.2 Teaching Philosophy
Teaching English as a Foreign
Language (EFL) has different
approaches from teaching
English as a Second Language
(ESL) totally. Even in the same
EFL situation lot of different
contexts demand language
teachers for various approaches
depended on the learners’
proficiency level. In my point of
view teaching English should
focus on the communicative
competence of learners through
the various tasks. Also teaching
English should be going on
integrating with their subjects
which are taught in their school.
This process provides teachers
with widen their knowledge of
curriculum through understanding
their texts, students and contexts.
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Providing
teachers with
widen their
knowledge
Integrating with
learner’s
subjects
Building
Communicative
Competence
2. Me as a Coordinator
( My School Camp)
Curriculum
A. Main Subject
Science
Math
Drama
Contents
Based
Subject
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B. Activities
Focus on various activities
Cook
Arts &
Crafts
Field Trip
Sports
Magic class
Market
Day
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C. Photographs for
2009 Summer Camp
Subject class
Drama Class
Active Math
Class
Science Class
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C. Photographs for
2009 summer camp
Activity Class
Cook Class
Mini
Olympic
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3-1. Me as a teacher
Teaching Young Learners
meaningful setting
Open class
cooperative working
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facilitator
3-2. Me as a teacher
Teaching adults (University students)
Where : Sookmyung Women’s University
When : Wednesdays 2nd semester 2009
Course : GEP II Class
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Sample Lesson
Week 14
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Theme : Shopping
Content
- Form: controlling tone with
modals
- Functions: persuasive essay
Objectives:
- At the end of the class,
students are able to write
persuasive advertisement essay
about mobile phone
Whole class schedule
week 14
1st session : Focus on linguistic skills
• 1. Homework checking
• 2. Pop-up Quiz
• 3. Sentence Relay
2nd session : Focus on functional skills
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4. Analyze elements of persuasion
5. Brainstorming for information
6. Pre-writing
7. Revising and Presentation
Sample Activity
Activity4 Warm-up :
Analyze of a persuasion (20m)
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Goal : Students will be able to analyze
what strategies they have to use to
persuade someone with convince
Materials :PPT, worksheet
Procedure
Students are to bring example of a
persuasive piece from the newspaper,
television, radio, magazine or
billboards around town. (post on
homework board)
Check Persuasion is All Around You
handout with their persuasive piece
personally. – Appendix 2
Appendix 2
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Ask students to share their example
piece in groups and choose the best
persuasive one.
Explain the persuasive strategy to use
PPT slide – Appendix 3
Analyze how students’ example
piece in groups. – Appendix 4
Ask students revisit their persuasive
piece and choose one to use Check
the Strategies handout in pairs –
Appendix 5
Appendix 3
Appendix 5
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Reflective Journal
The group 3 had a charge of the 6th class whose goal is to write a
story in narrative paragraphs to use past verbs and linking words
effectively such as transitional words with the theme of movie. This time
want to talk about the flow of activities, and students' products focused
on the goal of the lesson.
There were 6 well-organized activities to help to complete the
narrative paragraphs step by step. The class leaders managed those
activities well with a clear direction mostly within the allowed time. Each
activity supported the next one which more extended than the previous
one. Also the class leaders arranged activities depended upon students‘
Movement properly. For example students needed to stand and walk
around slightly in activity 1 and 3 before the break time. After break
students ran to the other classroom to find the strips of sentences in
activity 4 which a group couldn't find though. In the last activity students
performed as an actor or actress where students looked exciting. Like
this most of activities flew naturally with the goal.
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Students were required many different skills and roles through this
class. They needed to express their own idea about the movie and
describe it in verbal at the beginning of the class. After activity 1 most
activities were more focused on the writing skills with more creative
thinking idea. For the last project, which was to be a narrator or actor,
class leaders explained what the narrative paragraphs were. That gave
students and siblings very useful to write the narrative ones. Even if
students' product like a story of commercial, cartoon story and movie
synopsis were definitely improved through it, most students' product were
done by siblings' help in my group because of the lack of vocabulary and
time limit. So I really want to know how much other siblings help their
group's writing directly. It means you make almost sentences in verbal
and they just dictate sentences mostly.
Action Research
Topic : The effective of peer feedback
on students’ good writing topic
sentences
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The purpose of this action research was to investigate the
effectiveness of peer feedback on writing ability of making good
topic sentences. The findings of the study showed that peer
feedback does not effect on their accuracy, but on fluency. Students
might benefit from the peer feedback in terms of noticing what are
necessary for good writing topic sentences. So it had a positive
effect on both high- and low-proficient GEP students’ writing
performance in terms of overall essay quality even though there
was no significant effect on accuracy for either the high- or lowproficient students. Another finding is that students had difficulty in
giving peer feedback accurately because they had not enough time
to evaluate peers’ product. It shows that students need more time to
give feedback, so it could be one suggestion to do this job as
homework.
Even though feedback is highly valued by teachers and students, it
is true the feedback from teachers is limited. That is why many
other feedbacks are suggested. Saito and Fujita (2004) comment
that there is a persistent belief among teachers that students are
incapable of rating peers because of their lack of language ability,
skill and experience (p. 48).Unfortunately, it was true according to
the results. However, I expect that there might have been different
results if they had had enough time to review. Berg’s (1999) study
of ESL classes in the USA also confirms the effectiveness of peer
feedback as a means of aiding writing development, though it was
beyond the scope of this study to compare the impact of peer and
teacher feedback.
4.Supporting Documents
1. 2nd rank Teacher’s license for middle & high school students
2. TESOL certificate
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3. Literature bachelor certificate
4. Multimedia Assisted Test of English rater certificate
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5. Publications
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