PORTFOLIO - George Mason Universitycehd.gmu.edu/assets/docs/cie/fall08_portfolios/kabir.pdfportfolio page | 1 muhmmad humayun kabir contents • lesson plans 1. my lesson plans 2

PORTFOLIO

Page | 1 MUHMMAD HUMAYUN KABIR CONTENTS

• LESSON PLANS 1. MY LESSON PLANS

2. SHARED LESSON PLANS • STRATEGY SHEETS

1. MY SHEETS 2. SHARED STATEGY SHEETS

. Our Facilitators and Instructors for IREX TEA Program

• REFLECTIONS 1. DIFFERENCES AND SIMILARITIES 2. PHILOSOHY OF TEACHING ENGLISH

Muhammad Humaun Kabir/IREX/Bangladesh/2008

Introduction

Page | 2 Name: Muhammad Humayun Kabir Education: M. A., B.Ed. Trained in ELTIP(English Language Teaching Improvement Project) Work place: BAF Shaheen College Dhaka,Bangladesh Designation: Senior Teacher ( 6th to 10th grade ( English ) Special Interest: Attending seminars and conferences and thus I try to gather experience that adds a lot to my knowledge. I have been in this profession for the last 9 years working with commitment and devotion. as a result of which ,I believe, I have been able to attend this TEA program under IREX in the U S A. TEA PROGRAM: From :22nd September to 9th November Welcome-conference: Washington D C 22nd September to 24th September. Training Program: George Mason University. Virginia, U S A . From 26th October to 6th November End-up conference University of Alabama ( U A H) Huntsville, USA


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My Portfolio Section I: Lesson Plans(personal)

Intern: Humayun Kabir Grade Level: 09 Title:The National Memorial Date: 10.18.08 PLANNING PHASE Identify Performance Objectives By the end of the lesson learners will have 1.looked at a picture and asked and answered questions 2.read a text and completed a table 3.completed a conversation Lesson Outline Content: Buildings and monuments Name of the topic:The National Memorial TEACHING PHASE Preparation Warm-up activity:Ask the students about any story or movie they know which is based on the war of liberation and let them speak about that. Prior knowledge;Ask the ss about their previous lesson.


Language Goals Skills: reading and writing Functions: describing a monument Grammar/structure : present simple Vocabulary: dimension, immeasurable, martyr ,relic ,valiant

Page | 4 Presentation Ask ss to look at the picture of the monument.Then ask them to ask and answer pairs what they know about it.(3 minutes) Ask the ss to read the text about the National Memorial at Savar in Dhaka,Bangladesh.I’ll tell them that the text deals with its history and structure and significance.Ask them to complete the table. Area Height Width Towers 126 acres 150 feet 130 feet 7 Ask the ss to imagine that they have taken their foreign friend to visit the National Memorial. While there,they are talking to each other.Ask the ss to complete the conversation with the words given below.

Represent, incomplete, library, mosque, museum, area. Ask the ss to answer the following questions 1What will the memorial remind its visitors of?

2.Why is the museum built near the monument?

Other Activities: Follow-up Assessment Homework assignments Use of technology: show the ss some video clips of liberation Materials used: hand outs, pictures Closure: I will declare the end of my lesson and wishing them all the best I will leave the classroom.


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Intern: Humayun Kabir Grade Level: 09 Title: The Statue of Liberty Date: 10.19.08 PLANNING PHASE Objectives: By the end of the lesson learners will have 1.asked and answered questions about statues 2.read a text on the Statue of Liberty 3.answered questions 4.discussed a poem Lesson Outline Content: Buildings and monuments Name of the topic:The Statue of Liberty TEACHING PHASE Preparation Warm-up activity:Ask the students about any story or movie they know where they have seen any statue and let them speak about that. Prior knowledge;Ask the ss about their previous lesson. Language Goals


Skills: speaking and reading Functions: describing a statue Grammar/structure : present simple Vocabulary: symbolize, aloft, inscribe, rivet, commemorate

Page | 6 Presentation: Ask ss to form pairs and look at the picture of the monument. Then ask them to ask and answer pairs what they know about a statue.(3 minutes). Give the students an idea about a statue like: A statue is a large sculpture or a work of art of a person or an animal ,made of stone, marble, bronze or some other hard material. Ask the students to read the text about the Statue of Liberty .Tell the students that the statue is is a symbol of freedom and independence. I’ll tell them that the text deals with its history and structure and significance. Ask them to answer the following questions. I’ll also tell them that they would find the answers in the text. The questions are: 1.What does the statue symbolize? 2.What do the torch and book in the hands of the statue stand for? The probable answers of the questions would be: 1.The statue symbolizes liberty. 2.The torch and the book symbolize liberty and knowledge respectively. Ask the students to read the poem inscribed at the main entrance to the pedestal of the Statue of Liberty. Tell them that the poem is full of comparisons. The lines of the poem are: Give me your tired, your poor Your huddled masses yearning to breathe free The wretched refuse of your teeming shore, Send these, the homeless, tempest-tossed to me, I lift my lamp beside the golden door! The New Colossus(1903) Emma Lazarus Tell them that Breathe free stands for aspirations of independence Teeming shore stands for places where people have not yet had the taste of freedom. Ask the students to discuss the following questions with their partners. 1.Who is saying these? 2.To whom are the lines said? The answers will be: 1.The Statue of the Liberty is saying these. 2.The lines are addressed to the people who are not free.


Other Activities: Follow-up Assessment

Page | 7 Homework assignments Use of technology: show the students some video clips of The Statue of Liberty. Materials used: handouts, pictures

Closure: I will declare the end of my lesson and wishing them all the best I will leave the class room.


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Intern: Humayun Kabir Grade Level: 09 Title: Using a Library Date: 10.20.08 Objectives: By the end of the lesson learners will have 1read a text and answered questions 2.read a table and answered questions 3.read book covers and guessed their call numbers 4.described the process of finding a book in a library Lesson Outline Content: Name of the topic: Using a library TEACHING PHASE Preparation Warm-up activity: Ask the students to look at some pictures of a library.Ask them to guess what the people are doing there. Prior knowledge; Ask the students if they have visited any library any faced any kind of trouble while looking for a desired book. Language Goals: Skills: reading and writing Functions:categorising Grammar/structure : passive Vocabulary: alphabetically, assign, categorizing, arrange Presentation Ask students to read the text on organizing books in a library.Ask them to answer the following questions: What are the systems of organising books in a library mentioned in the text? How are books organized using the Dewey Decimal System?


The probable answers of the questions would be: 1.The systems are known as Dewey Decimal System and Library of the Congress System. 2.In Dewey Decimal System the books are divided into ten categories and then every book in the category is assigned a number. Page | 9 Ask the students to read about the categories of the Dewey Decimal System.Tell them that the numbers represent the category written beside them.The books in a category are assigned numbers of that particular category. Tell them to answer the given questions: 1.What would be a possible call number for a book on history? 2. What would be a possible call number for a book on religion? The probable answers would be: 1.A history book would be assigned a number between 900-999 2. A book on religion would be assigned a number between 200-299 Ask the students to look at some of the covers of the books and tell them to write down the possible numbers assigned to these books.


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Intern: Humayun Kabir Grade Level: 09 Title: Eat well Date: 10.20.08 Objectives: By the end of the lesson learners will have

• Talked about breakfast and listed the items • Read labels and answer questions • Studied a calorie chart and answered questions • Written a conversation about food value

Focus: Skills: reading, writing, speaking Functions: making a list Grammar/structure: who -questions Vocabulary: protein, carbohydrate, moisture, minerals, pulses Ask students to ask their partner what they have their breakfast this week. Then ask them to make a list of what they have had. Ask students to see the examples given in the text. Ask students to read the labels describing food value of different foods. Now ask them to answer the questions that follow 1. Which of the labels contains the highest minerals? 2. Which of the labels contains the highest vitamins? 3. Which of the labels contains the least carbohydrate? 4. Which of the labels contains the highest sugar? 5. Which of the labels contains the least fat? The possible answers are: 1.Milk contains the highest minerals 2. Horlicks contains the highest vitamins


3.Milk contains the least carbohydrate 4.Orange jam contains the highest sugar 5.Milk contains the least fat Ask the students to read the chart containing food value of different food items. Ask them to read the passage given below the table and underline the wrong information.The answers would be:

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Most Bangladeshis are fond of rice and pulse.Both of the food items are necessay for good health.Rice contains a high amount of protinand puse has a goo percntage of fat in it.Both rice and pulse have high energy content too.Pulse have more minerals than rice.Only mutton has more protein in it than rice.The fat content in mutton is mor than in pulses. Cow’s milk is another good source of fat and energy.The mineral content in cow’s mlk s also high. Ask thestudents to make a list of their favourite food.For example: chicken curry,vegetable soup etc. Vocabulary: Moisture:dampens,slight wetness Pulses: seeds such as beans,peas, and lentils that can be eaten. Protein: one of the many substances that exists in food, such as meat, eggs and beans ,which helps the bodies to grow and keep it strong and healthy.


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Intern: Humayun Kabir Grade Level: 09 Title: May Day Date: 10.21.08 Objectives: By the end of the lesson learners will have

• looked at a picture and talked about it • read texts and answer questions • read texts and completed a chart • written a composition

Focus: Skills:reading, writing Functions: describing events Grammar/structure: past simple, passive Vocabulary: exploit, anticipate, panicking, trap Ask students to look at the picture and discuss what the picture means.I can tell them that the picture shows unity, trust, friendshp, loyalty together, working, etc. Ask students to read texts 1 and 2 . Form pairs and then tell them to ask and answer the questions that follow. 1.Where do you think these two texts are taken from? 2.What were the workers’ demands? 3.How long did the workers use to work before 1886? 4.Do you think the workers of our country enjoy the same privileges as referred to in text 1?


Anwers: 1.newspaper/journal,magazine/internet etc. 2.The demand was for a minimum wage/ to fix a minimum salary, safety, laws,for the workers and eight-hour workday. 3.14 hours/ Before 1886 , workers used to work 14 or even more hours.

Page | 13 4. No. Ask students to read texts 1 and 2 again and then to tick the privileges that our workers njoy today and cross if they do not. Ask the students to read the cues .Form groups and ask them to discuss first and then tell the leader to write the composition.Ask the students to exchange their copies and compare.I can read aloud one or more compositions to the class. Vocabulary: Anticipate : expect. Exploit : to take advantage of. Panicking : feeling a sudden overwhelming terror.


Shared Lesson plans

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LESSON PLAN FORMAT 1 NAME: Pareshkumar pandya Education: M. A., M.Ed. Deploma for teachers & trainers ( Cambridge Uni. ) Work place: Zenith School, Vadodara, Gujarat, India.

Designation: Assistant Teacher ( 11th & 12th grade ( English

PLANNING PHASE Identify Performance Objectives 1. The students will use the connectives like, that, if, whether, WH words, & to (infinitive) to join the sentences. 2. The students will use the respective past form of the given sentences. 3. They will learn to form assertive from an interrogative sentence. 4 They will learn to use the reporting verbs like, told, asked, advised, requested, etc. 5 They will learn to report a sentence from a direct form. Lesson Outline Content Reported Speech (Grammar ) To report sentences from a direct form to an indirect one. TEACHING PHASE Preparation Warm-up activity The students will enjoy some dialogues from a movie named, “ Bend it like Beckham “ and they will talk with the teacher and other learners about the enjoyed dialogues in the class. Prior knowledge The students would have the knowledge of tenses, pronouns, and the sentences patterns. Language Goals (vocabulary/structure/communicative language/functional language) The students will be able to report the sentences ( Assertive, Interrogative, Imperative.) Presentation Activities – Days 1-5 Role Play: Two learners from the class will come forward & introduce them and one reads a chit ( with an assertive sentence ) to another .Then the teacher will report the sentence to the whole class. ( This will be done 5 times of which three sentences will be reported by the teacher and two will be by the learners. This procedure will be used for the interrogative ( Esp. Inversion question ) form also.


Classroom situation: Maureen ( my mentor ) will ask some questions to the students using wh form of the questions and the teacher will report these sentences to the class. Chits arrangement: The teacher will project four sentences and the learners will have the answer on various chits given to them and they will arrange the chits properly to get a correct answer. This will be a group work. Page | 15 The classroom situations will be used to form imperative sentences and report them. ( The teacher will request them advise and order them to do some thing ) Four skills: listening, speaking, reading, writing Practice

1. A book named Side by Side will be used for the practice. 2. Some sentences will be written on the chalk-board for them to report. 3 Lots of oral practice will be there.

Evaluation 1.The students will fill up the blanks with the most appropriate words and verbs ( as per the learnt topic). 2. The students will collect the direct sentences from an article of any news paper. Expansion/Extension 1. The students will report the collected sentences from the news paper. ( based on the Evaluation ) Methods/Approaches/Strategies : Discussion, Pair and group work, Classroom situation. Other Activities:

Follow-up : They will report the sentences from the book they study ( HOLES ). On the basis of assessment the teacher will plan next period activities.

Homework assignments: To report a few sentences. Use of technology: O H P , D V D . Materials used: Chits with sentences ( Prepared for various activities )


Lesson Plan Format 2 Page | 16

Intern: Md. Asad Hossain Grade Level:9 Title: The Sands of Dee Date:10/21/2007

Objectives:By the end of the lesson learners will have Read the poem aloud with correct stress and pronunciation, beating

timeor trapping their foot. Answered questions. Written a dialogue

II. Materials for Learning Activities Text book,chalks, duster.pictures III. Procedures for Learning Activities Section T’s

Activities SS Activities Time Technique I.T

A T will ask the SS to answers the questions and T will elicit the answer and correct them.

SS will prepare the answers and answer according to the direction .

5 m Pair work& Chain drill

Languastic

B T will present vocabs & T ask the SS to read the poem aloud to their respective group. And after finishing reading T will read the

SS will hear attentively & try to guess the vocabulary &write down on their notes.

15m Group work Interpersonal


poem aloud to correct the whole class.

C&D T will ask to read the poem again silently. Then tell them by taking turns to ask and answer the question. T will elicit the answer. T will ask to think about a imaginary cat and ask them to write a composition about the cat within 150-200 words.

SS will read the poem silently &will prepare answer. Students will think and write the composition.

10m Individual Natura list

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IV. Assessment T will assess his/ her students by observation and elicitation. V. Reflection Collecting answers from the students T will give necessary feedback .


Nurgul Abdukerimova Kyrgyzstan Pokrovka secondary school

Page | 18 Lesson Plan Format 3

Topic: We love nature

Level: Advanced Time: 45 minutes Participants: 15 students Materials used: Posters, charts, markers, flipchart Objectives: Students will

• design their own rules how to protect the nature • to improve language skills

Warm up: Brainstorming (what is nature?) Presentation: 1) How will you contribute to protect the nature?) 2) Students divide into groups. 3) 15 minutes for preparation (they can present through drawing, role plays, essays, poems, it depends their creativity) 4) Each group makes presentations Practice: Station Rotation Application: Group discussion (create GOLDEN rules) Homework: To make a collage on the topic “My contribution to protect the nature.”


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Lesson Plan Format 4

Time : 90 minutes Designed by: Tanzina Chowdhury Tea fellow, Bangladesh Language objectives: 1) to know about fables 2) To learn about the author (Aesop) 3) To increase vocabulary 4) To practice Reading aloud 5) Reading comprehension Content objectives: What is a fable? Brainstorm, what you know about Tortoises and Hares? Read Text( a fable) Discuss how stories teach moral values Introduction: Greet students Students will be divided into five groups and work in groups

KWL to find out what students know about fable they can share fable of their own countries

Review stories, pictures and the title of the fable Teacher will ask students to tell what they know about Tortoises

and Hares, including where they live, what they eat and how quickly they move. Teacher will note down the response on the board fewer than two different topics, TORTOISE and HARE.

• Teacher will instruct students to listen attentively and silently during reading.

Teacher will read aloud some portion and other portion will be read by the students. Here students will play BUMP (to ask a student abruptly) to hold their attention.

• Students will have the idea about difficult and new words because they will be asked to read before they come and finishing reading, they will note down their new words in the WORD WALL. Teacher will write words in the board while reading.

• Teacher will ask open ended question such as, how does the tortoise move? How does the hare move? Who wins the race? What did you learn from the story?

• Teacher will give feedback on the moral of the story like, who are the two characters? Who wins? Who does not win? Why?

ASSESSMENT: Students active participation individually Students responses towards peers while group working


Section II: My Strategies

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A method or strategy that I have learned about or observed during field experience.

1. Name of method or strategy:

Classification

2. When is this method or strategy useful?

This strategy can be applied to almost every lesson

3. Why or how is this method or strategy useful?

Pictures, real things, cards etc may be used to apply this stategy depending on a

topic, or how a teacher can use his or her on innovative knowledge.

4. What are the steps involved in using this strategy or method?

A primary scientific concept is the concept of classification. While applying this

classification, students are put in small groups or pairs. Animals/pictures,(of

flowers, plants etc. )are kept into groups. The learners will classify the same things

into different categories.

5. When would this method or strategy be useful in your setting?

If the topic is suitable, this method may be used in almost every lesson.

6. What would you like other teachers in your school to know about this

method or strategy?

I would like to share my idea and request them to observe my class and notice how I

actually perform this strategy.


Strategy Sheet A method or strategy that I have learned about or observed during field experience. 1 .Name of the method or strategy;

Page | 21 Correcting mistakes by symbols and signs. 2.When is this method useful? When we have writing activities, correcton of mistakes is very usefl and effective.. 3. Why or how is this method or strategy useful? For the development of writing and reading skills of the students this method is useful. 4 What steps are involved in using this strategy or method? The steps involved in using this strategy are the following:

• The students learn the signs and symbols, the teacher correct each mistake by special sign or symbol and when the students will read their works by checking their mistakes by themselves they will try to correct them.

5 When would this method or strategy be useful in your setting?

When we give our students some kind of dictations or any other type of writing activities, I think this method will work well..

6 What would you like other teachers at your school to know about this method or strategy?

Going back to my country I’ll share my experience with my colleagues . .

Strategy Sheet

1.Name of method or strategy: “Jigsaw”

I enjoy using this activity in my class..

2.When is this method or strategy useful?

: To review the covered topic or unit and check students’ comprehension this strategy is useful

3.Why or how is this method or strategy useful?

This is a student-centered activity and the teacher encourages the students to do

more by being interactive instead of sitting idly . Every student is responsible for

himself. .


4.What are the steps involved in using this strategy or method? Page | 22 Teacher creates a very friendly atmosphere in the class. The students remain

active and responsible, . They become self-governed learners.

5.When would this method or strategy be useful in your setting?

With a view to reviewing or consolidating the topic, unit, and grammar material such as tenses, conjugation etc.yis method is appropriate.

6.What would you like other teachers in your school to know about this method

or strategy?

I will try to convince them regarding the usefulness and utility of the method. I will show how this strategy is useful. Teacher can involve the students to do more

cooperative works.


Strategy Sheet

Page | 23 A method or strategy that I have learned about or observed during field experience.

1.Name of method or strategy:

Experiential exercise


This method is useful when students are given a lesson by doing.

They are able to learn about the lesson by experiencing the situation

in the true sense of the term.


By experiencing the incident as a class activity the students

engage themselves with it in a better way; so learning becomes

easier for them.

4.What are the steps involved in using this strategy or method?

The students are asked to write incident in a small paragraph.

He or she then collects the papers. Then the students are asked

to tell about what they think. The teacher lists down the ideas

and writes them on the blackboard or whiteboard. The teacher


then shuffles their writing, which he collected earlier and starts

telling them one by one and just keep one in her hand at the end.

Then he reads or tells the real thing and asks them about its

genuineness. Gradually many things become clear to them. Page | 24


While teaching them about the dowry system prevalent in the country

they can arrange mock marriage ceremony and experience the whole

scenario.

6.What would you like other teachers in your school to know about

this method or strategy?

I would like the teachers to know about the various topics where

they can use this type of activity.


Strategy Sheet

Page | 25 A method or strategy that I have learned about or observed during field experience.


Library Research Project


It is effective to allow students to gain an insight and ideas by

doing library research work on their own and familiarizing themselves

with the contents of the chapter. This activity is done in the classroom

itself rather than the library.


This is useful when students are supposed to do an in depth study

of a chapter and before actually studying about it in class to do some

familiarizing activity by looking up library books.


The teacher keeps a number of libraries books in the class and

gives the students a worksheet with some research questions in it. The


students are expected to look up the facts from the books and take

notes.

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It would be useful in taking up this strategy when teaching

World War 1 and related chapters. It can also be applied when teaching

migration or regions of the world.



Teachers should look up the books available in the library and

list out the relevant books to keep in the class for a day or two to allow

the students to research from them.


SHARED STATEGY SHEETS


Mind mapping Page | 27


When the teacher wants the students to get a picture of the lesson

by some individual research work.


This strategy enables the teacher to teach her students how to move

from a big picture to the more specific details.


Teacher gives the general topic and writes it on the board. She asks

children for some issues related to it and writes them on the board,

linking them to the main topic. Teacher divides class into groups and

gives each group a chart and marker. Teacher asks students to think

on each subtopic and chart a mind map. Teacher draws an example on

the board to make the activity clear to the students. Give children

only about 10 to 15 minutes to complete the mind map. The teacher

then makes a mind map on the board, which has information from all

the mind maps. The links of the mind map should all lead to the main

point written in the center.



This method can be effectively used while starting a new topic to

know prior knowledge; or at the end of a lesson as part of

summarization or recapitulation. It can reinforce learning. Page | 28



Teachers of other subjects can also use this strategy successfully

for the above mentioned purposes. They should practice drawing mind

maps themselves before starting the work with students.


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. SHARED STATEGY SHEETS

1.Name of method or strategy: Millionaire

2.When is this method or strategy useful? It can be used as a warm up exercise or even as an assessment tool.

3.Why or how is this method or strategy useful? This method can be used to create an interest among students because they are very familiar with the game show Millionaire telecast on TV. The students are willing to play a game anytime and they participate with enthusiasm without realizing that they are actually doing a lesson.

4.What are the steps involved in using this strategy or method? The teacher makes a power-point slide show on the lines of the game show Millionaire. The questions and their choices are displayed on the screen and the students are given a score card to answer the questions. They can play as different teams or individually depending on the teachers instructions.



This method can be useful to test prior knowledge of the students or even to assess them after completion of the chapter.

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6What would you like other teachers in your school to know about this method or strategy?

The teachers should using this method to create an interest among the students and they can use this strategy to give them a revision exercise on what the students have learnt.

Our Facilitators and Instructors for IREX TEA Program

The facilitators and instructors we had in George Mason University had been a great source of inspiration and motivation for me ,especially their untiring labour and boundless cooperation towards us taught me to be more hardworking and sincere in my duties and responsibilities. Their vast experience and deep insights worked like’ The Aladin’s Mgic Lamp.’. Now I had the realization that whatever resources or facilities I have in my institution I must try to adopt and adapt that in my classroom. No more blaming and finding faults with everything not to work well or fight shy of responsibilities. Their dedication and devotion will always guide me to perform better in my profession even in my life. In such a short span of our course we have been greatly benefited. Their interactive activities in the class kept us cheerful and active although.. I have an earnest desire to maintain liaison in order to get their valuable suggestions and guidance so that I can enrich my professional skills.. .

Tthe Facilitators and their Topics taught by them in the Sessions:

1. Dr. Steeley: Structured Reflection for Professional Improvement and Change.

2. Dr. Shahrokhi : Educational Leadership


3. . Dr. Woody: Educational Leadership (Understanding Change )

4. Dr. James Upperman: Student-centered Teaching Strategies.

5. Dr. George Flowers: ESL Methods Page | 31

6. Dr.Rebecca Fox: Reflective Practice in Planning for Instructional Effectiveness in Language Teaching.

7.Sumanth

8.Mohan

9.Abel


Page | 32

MY REFLECTIONS

Life styles inventory LSI 1 My self‐Improvement Plan Muhammad Humayun Kabir, TEA fellow, Bangladesh Step ‐ 1 Primary Conventional 4 o’clock position Backup Competitive 6 o’clock position Step ‐2 The style I have chosen to work is Achievement (11 o’clock position). What does this style mean to you? My score for the Achievement style means I tend to believe that I hardly believe in achievement‐oriented thinking. Sometimes I have a feeling that whatever endeavours I make may not bring about any difference in the outcome of things. This sort of uncertainty makes me suspicious about myself and I suffer from a inferiority complex. As a result my performance and quality of my work is affected and goes down. Step ‐3 Significant Person – My father Ideas/ behaviors I might have learned – MY father was involved in an administrative level job in different sugar mills and Newsprint Paper Mill of the country. He had been a very honest man all through his life which earned him more respect from others. Not only this, he had the ability and desire to learn from mistakes. Besides, he was able to effectively lead others .And he possessed insight into future possibilities. All these ideas and manners I wish I could apply in my life style. Step ‐4


Personally – Positive consequences –

• I will have the scope to realize that the knowledge that my efforts does make a difference.

Page | 33 • I can be able to set and accomplish realistic goals. • I can possess stronger feelings of self‐satisfaction.

Self‐Defeating Consequences –

• I may have less initiative. • I want to avoid taking risks fight shy of challenges. • I have the feeling that efforts make little difference. • I am usually dissatisfied with myself.

Professionally – Positive Consequences –

• Because of being a teacher ,I might have increased opportunities for promotion. • I may earn more respect from my students. • I’ll be able to plan in an effectively.

Self‐Defeating Consequences –

• I might follow others but may not lead. • I may try to find excuses for being indecisive. • I might often set unrealistic goals may not set goals at all.

Step – 5 Some positive difference –

• Set goals around anything to help me make goal‐setting a habit. • Learn to satisfy myself first. • Try to be supportive of myself. • Assess where I am

Some negative difference –

• I’ll lack in initiative. • Think others being responsible for my mistakes.

I might allow mistakes to affect my sense of self worth

The perfect teacher is one who teaches through learning and inspires learning besides just making connections with the syllabus bound required facts. This concept is especially important for the English Language teacher and requires


a certain amount of creativity, enthusiasm, and motivation. It is of course very difficult for anyone to pursue this regularly. Anyway, when the question of preparing our children as the future leaders comes , the endeavour and efforts are inevitable.

Page | 34 While nurturing our flower like learners to bloom and spread smells of hope,we have to take their individuality into account.To achieve the fullest potential and make the best use of that their self dignity should be given emphasis. I have seen that students learn best when their participation is more that a that of a teacher.When the class is an learner-centered one they perform better,even sometimes best.The environvent of the class should be such that students feel free and relaxed to engage and act accordingly. The environment of the classroom must provide learners with adequate facilities so that they can interact properly.

English, being the international language,plays a vital role in our day to day life.So, learners should be taught in a way that they can apply this knowledge in the real world. Therefore, teachers must undergo proper training to teach their students.I also believe that the curriculum and syllabi for the academic courses have to be designed meticulously.

I teach English language and literature to grades6 to 10. This involve a lot of innovations and challenges.Every lesson I teach, I want to make it as interesting as I can. Because I have found that if they are taught through entertainment they learn fast and they become motivated.Motivation is one of the keywords to successful learning.

I sometimes apply multiple intelligence while teaching.But I was not aware of this until I did my M.A. in ELT(English Language Teaching) and the course I am doing here in GMU(George Mason University).Audio-visual teaching technique has a far reaching impact on the mind of the learners.Unfortunately we have resource constraints and it is too tough to apply these.Even then I don’t give up-I try my best to adopt some available resources to adapt to my teaching.And that works!

I think that a teacher should always set some examples before the students so that they can be inspired and motivated to follow.Teachers should be facilitators , example setters,guides that will enable the students to go a long way in their life and shoulder responsibilities when required. My mission is to build up my learners in a way so that they can be the able citizens of the country in future.


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FIELDWORK REFLECTIONS About Schools Similarities that I noticed in the schools of America and Bangladesh:

• Students have weaknesses.. • Students have similar difficulties. • Some course content of English is same • The teacher and students follow a certain time table. • Classroom size.

Differences that I noticed in the schools of America.

• Classrooms are colorfully decorated. • Teachers do not move from class to class • Number of students is very less. • Provision of lunch inside the school • Lots of field trips taking place. • Students do not call their teachers ‘sir’ or ‘madam; • Special care for the handicapped children • Teachers never shout or give any corporal punishment to th students. • Ample scope for using technology like computer, power point, OHP

etc.

• Besides attending very effective and informative seminars we had the opportunities to visit some of the famous places of theUSA. Those places were of great National and Historical importance.I cannot but mention here at least one experience while I was viiting Mount Vermon, the birth place of the father of America,


George Washington.The great George Washington also lies in rest there.I was moved to see the movie based on the life of George Washington.It just touched my heart.I still recall those lines ‘We fight to be free’ The other places we visited were:

Page | 36 1. Smithsonian Air and Space Museum.

2.National Museum of Art

3. Baltimore and Annapolis (Maryland)

4.Philadelphia

5. Old Town Alexandria.

Photos:

MY FAMILY


Page | 37

EID CELEBRATION IN THE USA

WA



Page | 38

MY HOST SCHOOL IN THE USA

At Mount Vernon, Statue of G. Washington

Page | 39

:Concluson I have tried to write in a nut shell what I have gained

and learnt in my short stay in the USA. I had a lot of

things to write but due to time constraints ,I could not

make my portfolio that elaborate .But I hope to develop

my portfolio after going back to my home country. I

won’t stop searching for knowledge and adding to my

gained knowledge. George Mason University through

TEA(IREX )has opened a door for me that can carry

me to a vast sea of knowledge. I want to explore the sea

and gather the pearls of knowledge and distribute them

among my learners. Because I believe, ’The more you

spread knowledge, the more it increases.’

Last of all I want to express my heartfelt gratitude and thanks to all who helped me to make it possible to come to the USA and gain knowledge and gather experience about a multicultural country.


Page | 40

THANK YOU


Documents

PORTFOLIO - George Mason Universitycehd.gmu.edu/assets/docs/cie/fall08_portfolios/kabir.pdfportfolio page | 1 muhmmad humayun kabir contents • lesson plans 1. my lesson plans 2