E-PortfolioMARWA 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

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 Accounting

          

      Armenian Catholic Sisters School                                                                  JUNE 1993       General Secondary Certificate          

CURRICULUM VITAE

CAREER RELATED EXPERIENCE       Golf Language School – KG CO Teacher                                                            SEP 1998-JUNE 1999           -      Elected to participate in a three month placement to maximize my learning opportunities           -      Instructed, supervised and motivated KG students daily                     -      Addressed the learning needs students in the class through the use of differentiated activities           -      Organized and coordinated a step-dance club for grade five and six students with fellow student teachers         EGYPTIAN LANGUAGE School – MATH Teacher                         SEP 1999-JUNE 2001     Instructed, supervised and motivated grade two students on a daily basis  Instructed, supervised and motivated grade four students SEP 2001- JUNE 2005                  ADVISOR MATH FOR GRADE 4        SEP 2005- JUNE 2007 Instructing, supervising, assessing, mentoring teachers and students in grade 4           MATH TEACHER Instructing, supervising and motivating grade 6 SEP 2008- TILL NOW

         

EXTRA STUDIES RELATED CAREER The Certificate of ITTC - I’m certified by the certificate of Intensive Teaching Techniques SEP 2008- I’m studying now The Diploma for Teaching Non Education Major at the AUC

ADDITIONAL ACTIVITIES AND INTERESTS       Joining and Organizing Competition between students    -  set questions for a competition between students in grade 6 for 3 rounds.        Setting assessments and tests           -  organizing and planning the quizzes, monthly exams, revision sheets for grades 4,5 and 6.       Charities and organizing bake sale            -  Planned and coordinated fundraising events for charities           Contributions in the events           -   Sharing in the school events like the sports day or the school bazaar. - Supervising school trips. - Handling the council elections in the class and help students to write their election

program and try to implement it.            Leisure Activities       -   I enjoy reading, going to the theatre, attending concerts and jogging.

REFERENCES    Available upon request

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.

Teaching Philosophy, Practices and Goals

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.

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.

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 :

CLASSROOM MANAGEMENT

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.

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.

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".

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.

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.

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.

 

COOPERATIVE GROUP ACTIVITY

calculations now are easier

Together we’re great

step by step we shall be the best

we did it yehhhh!

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. 

ASSESSMENT AND EVALUATION

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.

CERTIFICATS AND AWARDS

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

REFRENCES