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Aisha's E-portfolio
About me
My name is Aisha, and I studied at the Higher Colleges of Technology in Sharjah, majoring in Primary Education. During the course of my studies, I went to eight different schools to do teaching practice. I've taught KG-2 to grade 5 students varying topics. I have taken courses on teaching English, Math and Science. In addition, I've learned about different methods of teaching, and what various theorists believe true pedagogy to be. I have also begun to build my own beliefs on what strategies work best while teaching. During my internship, I participated in online teaching and created a variety of resources for learners using digital tools.
The purpose of this portfolio is to highlight my best practices and the different work and assessments I have done during teaching practice, including documents such as lesson plans, activity materials and other resources.
My Beliefs
Pekrun’s control-value theory of motivation states that students' motivation depends on the level of challenge of the activity (Scager & Akkerman & Pilot & Wubbels, 2012). Therefore, the appropriateness of the activity plays a part in students' attitudes toward learning as well.
One goal I have developed as a trainee teacher throughout my practices is to provide students with the appropriate challenge for their level. It is also a part of my philosophy in teaching.
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Appropriate Challenge
Creating a student centered classroom is a part of personalizing learning, and it can be done through many ways, including: differentiation, catering to learning styles, and familiarizing learning. It's more than just delivering content, it is the way that content is taught; which in my opinion is the most impactful aspect of learning.
Student-centered classroom
My Teaching Philosophy
My philosophy in teaching highlights four main aspects. First of all, I strongly believe that students learn best when content is matched to their level, in addition to heightening the level of difficulty gradually to provide adequate challenge to stretch students. Second of all, teachers must pay careful attention to planning, as it plays a big role in preparing students for learning. Third of all, feedback is a prominent component of my teaching, and I believe it should be constructive, aiming to improve students' performance. Finally, I strongly advocate the use of modeling as it supports and scaffolds learners until they can become independent.
Click to view my teaching philosophy:
Professional Development Plan Goals
Planning for Learning
 Planning for challenging activities for the high achievers |  Implementing transition techniques |  Controlling students' voice levels in the classroom |
|---|---|---|
 Planning for challenging activities for the low achievers |  Reducing Teacher Talking Time (TTT) |  Improving reflective writing to produce productive reflections |
Implementing Learning
Managing Learning
Planning for Learning
Reflection on Practice
Implementing Learning
During my final year of Education, I created a Professional Development Plan (PDP), in which I set out a few goals that I wanted to achieve, in pursuit of improving myself as a teacher. Each goal is from a different teaching competency, and they all contribute to the enhancement of my teaching skills.
My main career goal is to obtain a job teaching English to primary school students, and use the various strategies that I have learned across the four years of my major to enhance students' learning. I believe the experiences I've collected during my teaching practices are extremely valuable as they taught me how to reflect on my practices, and how I can improve them.
The following button will redirect you to my resume, which includes details about my previous experiences, and education:
My Career Goals
References
Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2012). Challenging
high-ability students. Studies in Higher Education, 39(4), 659-679.
https://doi.org/10.1080/03075079.2012.743117
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