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My Teaching StatementEnglishI have a wide variety of experience with the English curriculum (MYP & DP IB Language Acquisition, AP English Language & Composition) along with English Language Arts and Extended Essay (IB), TOEFL, and IELTS. Classes generally revolve around a novel study, essay writing and poetry explication. Students are required to analyze, interpret and dissect written material in order to compare, contrast and discuss elements, such as theme, characters and plot. Knowledge of rhetorical devices and proficient writing skills are necessary as discussions of literature typically manifest in the form of an essay or research paper.
Students in my English classes have made global connections with professionals in various fields when researching topics. Here are some examples: DP English Language B (Year 11) students explored the topic of Western vs. Eastern Medicine, and wrote an open letter to Dr. Clark Gaither, asking him to share his perspectives on several areas regarding alternative medicine. Dr. William Forstchen (New York Times bestselling author) and Asked Bonfil (film actor/director/producer/scriptwriter) responded to a class blog entitled Writing Advice from Authors. I spend a significant amount of time working individually with students (particularly ESL students) to assist them throughout the writing process. Students submit multiple drafts to refine their writing skills. I meet with them through each phase of the writing assignment, as this allows me to give specific feedback for improved and enhanced your writing skills and so that students can better develop expository, analytical, and argumentative compositions. Mentoring students through writing is a hallmark of my classes and a facet of my teaching that students deem valuable (see Eda’s testimonial here). “My Extended Essay” is a website I designed to provide resources and support for IB students through the essay writing task. Four units are comprised of sixteen lessons which detail each stage of the Extended Essay writing process. To support aspiring journalists, I created the ACI Prep Times and the Communicator, school websites. These sites were designed to be platforms that nurture the voice of student journalism, and to help students learn to use today’s communication tools with responsibility and confidence. The websites also share a dual purpose of promoting school events and activities. I thoroughly enjoy assisting and inspiring young minds to become critical thinkers, better writers and more actively engaged in their schools and community. When authentic communication is practiced on social media and digital platforms, students are more inclined to practice good digital citizenship, and motivated to work to the best of their ability. I look forward to continuing to give students an opportunity to get hands-on experience with writing and visual communication for print and online news, which sharpens the skills needed to be successful journalists and college/career-ready for any field. I also provide a wide range of support to help students and staff to produce a school-wide publication each week. (See Enews, UISZ Community Summary, and The Voice). More student work can be seen here. MediaStudents in my media classes partake in the creative exploration and experimentation with contemporary digital and media production tools. Students are given options to create authentic, creative products through a variety of web-based tools and services designed to promote community development. Advanced media students alternate between a weekly student-led Enews video-broadcast, PSA's and involvement in service-for-action projects.
Lessons aim to empower students to critically evaluate texts; this also prepares them well for A-level, IGCSE and IB study in any discipline as they extend practical skills in the medium they work in. Through modeling and demonstration, students learn to research independently and collaborate as a team in group production projects. Students formulate their own responses to the range of media, old and new, that saturates modern life; this deepens their appreciation and understanding of the role media in their lives. I also encourage students to develop their opinions on how the media represents the world through intercultural studies. All assignments and activities are geared to prepare students to enter the communities and workplaces of the 21st century. FilmI employ various teaching methods in film classes which promote and enhance student participation, and use multiple avenues of student assessment including flipped lessons, demonstrations, group projects, in-class writing reviews/reflections, and student-led presentations. I strive to assess in such a way that encourage students to analyze, synthesize, evaluate, and apply concepts learned throughout the course. It is most gratifying, and a mark of success when students not only draw connections between various films and cinema's global history, but they also attempt to adapt similar stylistic and narrative techniques in their own work. Specific examples of how students learn:
Scaffolding is often used as I introduce material that the students are familiar with, and then guide them into exploring related issues with a hands-on project, while learning critical skills and research methodology in the process. For example, the Independent Study is a summative assessment in which IB film students construct a screenplay. To better understand how to format a twin column screenplay, we first view a five minute extract from a film as a class, breaking down and deconstructing the audio and visual components. Students begin preparing for the formal assessments in the first year with informal, impromptu discussions, and assignments which continually checks their understanding of and use of cinematic language. The verbal components of these assignments help to build confidence in the student’s ability to speak as they progress. Lecturing, is kept to a minimum, yet conveys critical information, so I am cognizant of my presentation techniques regarding pitch and inflection, pauses, body language, questioning, etc. Students are required to maintain an online portfolio for the duration of the two year course. The development of the online portfolio serves as a platform for self-expression, showcases their stellar work, is an avenue for global communication, and shows the advancement of their skills over time. The electronic evidence of assignments, images, hyperlinks, and resources are stored; this has proved to be an invaluable tool for organizational purposes. I have created a series of audio-visual instructional aids that examines film theory, style, and history. Relevant film screenings are a component of these studies; I find it very helpful in the introductory semester to give the students small viewing assignments and scaffold their learning and understanding of the content. |
English Language Acquitition class
What I believe
Why I teach
How I teach
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