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MARIA KUNELAURI. 1. My CV. 2.My country. 3.The goals I wanted to achieve participating in this project and my expectations. 4.Reflection of the fieldworks.

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Presentation on theme: "MARIA KUNELAURI. 1. My CV. 2.My country. 3.The goals I wanted to achieve participating in this project and my expectations. 4.Reflection of the fieldworks."— Presentation transcript:


2 1. My CV. 2.My country. 3.The goals I wanted to achieve participating in this project and my expectations. 4.Reflection of the fieldworks at JEB Stuart High School. 5.Lesson plans. 6.Strategies and methods used during the lessons. 7. Reflective statements on learning. 8.Personal Leadership action plan. 9.Cultural activities(visiting Baltimore Inner Harbor and the Old City of Anapolis,Mount Vernon and National Constitution Centre,Independence Hall and the Liberty Bell). 10. Halloween in Georgetown. 11.Conclusion

3 Name: Maria Kunelauri Date of Birth: 1976.29.07 Place of Birth: Tbilisi,Georgia Cellphone: (893)59 53 98 Email: Education: 1982-1993 Tbilisi Secondary School 40 1993-1997 Georgian Open Humanitarian University Faculty- Finance 2001-2006 Ilia Chavchavadze Georgian National University, Foreign Languages,English. June 7,2002 Has successfully completed the English teacher seminar series, ’’Add Some Salt to Your Teaching “. November,2002 Has attended the course on Human Values Underlying InternationalHumanitarin Law and Modern Methods of teaching November11-12,2006 Has successfully completed trainings on “Learn and Teach Religious Tolerance”. October 2008-January 2009,Trainings for English teacher trainers “Getting Teachers Ready for the Certification Exams”.Trainer.

4 May8-11,2008 Has successfully completed the Spring School on the Principles For a Free Society at Ludvigsberg Mansion,by Jarl Hjalmarson Foundation, Musko. Sweden Working experience : 1996-2002 LTD ”Fenix ” assistance of the accountant. 2001 till now Tbilisi Publi c School 84,Engnlish Teacher. In the summer of 2006 worked as an interpreter with different groups August 2007-September 2008, ”Olympia Pim Travel”- Tourist guide,Translator Technical skills: Windows, Word,Excel Languages: Georgian,Russian,English,Armenian Sphere of Interest:Music,Art,Travelling,Reading

5 Situated at the juncture of Western Asia and Eastern Europe, it is bounded to the west by the Black Sea, to the north by Russia, to the south by Turkey and Armenia, and to the east by Azerbaijan. Georgia covers a territory of 69,700 km² and its population is 4.2 million, largely ethnic Georgians. The history of Georgia can be traced back to the ancient kingdoms of Colchis and Iberia and it was one of the first countries to adopt Christianity as an official religion, early in the 4th century Georgia was forcibly incorporated into the Soviet Union in 1922.Independence was restored in 1991. Georgians call themselves Kartvelebi ( ქართველები ), their land Sakartvelo ( საქართველო ), and their language Kartuli ( ქართული ). The native Georgian name for the country is Sakartvelo ( საქართველო ). The terms Georgia and Georgians appeared in Western Europe in numerous medieval annals including that of Crusaders and later in the official documents and letters of the Florentine de’ Medici family. The French chronicler Jacques de Vitry and the English traveler Sir John Mandeville wrote that Georgians are called Georgian because they especially revere Saint George. Tbilisi ( თბილისი ) is the capital and the largest city of Georgia, lying on the banks of the Mt'k'vari River. The city covers an area of 726 km² (280.3 square miles) and has 1,480,000 inhabitants. Founded in the 5th century AD by Vakhtang Gorgasali, the Georgian King of Kartli(Iberia), and made into a capital in the 6th century, Tbilisi is a significant industrial, social, and cultural center. Located strategically at the crossroads between Europe and Asia and lying along the historic Silk Roadroutes, Tbilisi has often been the point of contention between various rivaling powers and empires.

6 According to an old legend, the present-day territory of Tbilisi was covered by forests as late as 458 AD. One widely accepted variant of the legend of Tbilisi's founding states that King Vakhtang I Gorgasali of Georgia went hunting in the heavily wooded region with a falcon (sometimes the falcon is either substituted by a hawk or other small birds of prey in the legend). The King's falcon allegedly caught/injured a pheasant during the hunt, after which both birds fell into a nearby hot spring and died (from the burns received in the hot water). King Vakhtang became so impressed with the hot springs that he decided to cut down the forest and build a city on the location. The name Tbilisi derives from the Old Georgian word "Tpili", meaning warm. The name Tbili or Tbilisi ("warm location") therefore was given to the city because of the area's numerous sulfuric hot springs that came out of the ground. More than 85% of the residents of Tbilisi practice various forms of Christianity. Tbilisi has been historically known for religious tolerance. This is especially evident in the city's Old Town, where a Mosque, Synagogue, and Eastern and Oriental Orthodox Churches can all be found within less than 500 metres (1,600 ft) from each other.

7 My first visit to JEB Stuart High School was on Wednesday,the 29th of September.I was impressed with the size of the school building and how friendly we were met by the people working there. On Wednesdays they begin classes later than usually because they have teacher`s meeting,where they discuss their plans and prepare for the classes together with the head of department.Then we talked in the workroom where I met my mentor Veronica Capone. She didn`t have classes that day that`s why I attended Anna Nowrouze`s classes together with Marina Baghaturia. It was a very interesting class.The teacher used smartboard during the lesson.The theme of the lesson was discussion of Shirley Jackson`s story 'Charles'.After the discussion the host teacher introduced us to her students and we had an opportunity to tell something about Georgia and showed them some photos of our country.The students were very nice and friendly. Then after lunch the Head of ESOL Department took us to Guidence and Career Centre Room.I think it`s a very good idea to have something like that at school. On Friday the 5th of October it was a 'Red Day' at school and the day of a very exciting event called 'Pep Rally'.In the morning we had classes at Plato.Then my mentor had a class after the first lunch so I together with some other teachers attended her classes.I am really impressed with the way she teaches,her attitude toward the job she`s doing.She puts a lot of energy in her job,and has a feedback. I think that the students like her classes.They took very active part during the class,all of them.Veronica used lots of different activities and games,she also used a smartboard and the magnetic cards.After the classes she shared with some materials used during the class.She showed me the register.I am very lucky I have Veronica as a mentor.because she`s a real professional.She was just the facilitator during the class. My goal is to learn how to create a syllabus and portfolio so that I could share the knowledge with my co workers in Georgia and also how to make my classes more exciting for my students.I think I`m on the right way.

8 Lesson Plan Teacher: Maria Kunelauri(Tbilisi Secondary School #84). Grade: 12 th Proficiency Level : Intermediate. Program Model: Push in. Content: English. PLANNING PHASE Content and /or Language Objectives: As a result of this lesson students will be able to: talk about history and political system of Great Britain and use this information to compare with what they already know about Georgia. And also they will be able to use Subjunctive Mood. Vocabulary: a)vocabulary used in the text(some geographic names,for example : The United Kingdom of Great Britain and Northern Irlend,the Queen or the Prime Minister etc.) b) grammar – Subjunctive Mood. Materials: a CD or audio recorder, a map of Britain,photos of some famous British people mentioned in the text and pictures of the flowers(Britain`s national flowers) Lesson Outline: Three reading texts,some comprehension tasks, a vocabulary gap-filling task which provides information about the political system of Great Britain,the king`s/queen`s and the Prime Minister`s roles and a grammar focused text(fill in the verbs in the correct form).Also there`s a listening text dealing with British history beginning with the ancient times till the Middle Ages. National/State/Local Standards – Learning Standards of Georgia.

9  TEACHING PHASE SEQUENCE  Warm up activity: Brainstorming – at the beginning of the lesson I`ll write on the board “The United Kingdom of Great Britain and Northern Irland” and offer my students to share whatever comes to their mind about the topic we are going to talk about for example some key words.Then I`ll use them for a mind map or a Venn diagram.  Transition: The students will read the text to get an idea what the text concerns and also I`ll ask them to make some notes about some important facts in the text and underline some unknown words.  Activivties: based on the first text I would play a game ‘A lazy pupil’.A ‘lazy’ pupil will answer a ‘history lesson’/The student playing his/her role will deliberately make 5 factual mistakes.The ‘teachers’- his/her classmates have to discover these mistakes.In this way retelling will have communicative function.(10- 15min)Then I would ask students answer the questions dealing with Georgian language,given in the book(p.60)asking the students to try to make some parallels between the development of the English and Georgian languages.Based on the second text I would arrange a role play : an ‘interview’with the English Queen’.Students will work in the groups of three :the ‘Queen’,a journalist asking the questions and a journalist preparing a report.Most questions that the journalist asks,should be based on the text.Some questions may be added according to the students wish and knowledge.One group that will play the dialogue out while the reporters from the other group would report to the class on what they heard.(10-15min).And then I would arrange a whole class discussion about different flowers used as symbols in Britain,Georgia and some other countries(about 5min)

10  Differentiated Instruction:  Starting Up: I begin the lesson by showing students a slide show,of well known places in Britain and also some very famous British people in the world.  Beginning: I`ll ask my students some question about Britain and about what they know so far.  Developing: Then the students will do some vocabulary exercises like matching the words with the definitions.  Expanding: the students will make a table of Interesting facts dealing with the language and its history or History of Britain and Georgia.  Bridging: acting out an interview “a journalist and a politician,or an Englishman”  Assessment: making anecdotal notes while the students will work in groups or acting out the interviews.  Homework: prepare for the individual oral presentations on the topic : ‘Interesting facts dealing with the language and its history or History of Britain and Georgia. (upon students` choice) Each student should ready to speak for 3- 5 minutes. The material can be found on the internet.A competition will be held.A jury selected from the class will assess their friends using given parameters.

11  TEACHING PHASE SEQUENCE  Warm- up activity: Through questioning I`ll establish students knowledge of the lesson (Who reigns but doesn`t rule in Great Britain? Where does the queen of the UK live? Where does the British Prime Minister live? What`s the capital of Britain? What`s Britain`s national flower?etc)  Transition: Listening to the text dealing with British history beginning with the ancient times till the Middle Ages.  Activities : 1. Oral presentations of students and a jury selected from the class will assess their friends using given parameters. 2.Students will fulfill some while and after listening exercises(filling in the missing words and geographic names)  Differentiated instructions:  Starting Up: I begin the lesson by asking questions about what they should already know from the previous lesson.  Beginning: Then I let my students listen to the text about history of Britain and some interesting facts about the political system of the country.  Developing: The students will do some while and after reading exercises.  Expanding: The students choose jury and begin their oral presentations. The jury will assess their classmates using given parameters.  Bridging:Retelling the story they have listened to using their own words.  Assessment:The jury assess the students` hometask and I`ll assess their participation during the lesson(how active they were at the lesson)  Hometask: To write a short essay about Political system of Georgia and compare it with Briatin.

12  TEACHING PHASE SEQUENCE  Warm- up activity: I`ll write the beginning of a sentence on the board “If I were a…,I would … ; and ask my students to make up some sentences using the given structure and ask them to be as creative as possible but still polite.  Transition: I`ll give them some sentences in Conditional I and in Subjunctive Mood (with corresponding cartoons) using PowerPoint Presentation slideshow and ask them to think about differences in actions expressed with the sentences.  Activities: First I`ll give them some handouts and ask them to fill in the verbs in the correct form and then check them listening to the audio recording. Then I`ll divide the class into two groups (Georgian Parliament and British Parliament) and ask them to think about changes they`d make if they were MPs. (using Subjunctive Mood )  Differentiated Instruction:  Starting Up: I begin the lesson with giving students opportunity to express their ideas and dreams in written form using the given structure on the borad.  Beginning: Then they `ll be able to find differences in sentences(Conditional I and SM,real and unreal action)The pictures will help them to compare them and understand the difference.  Developing: The students will discuss in groups what changes would they implement if they were MPs using the structure of subjunctive mood.  Expanding: working with partners askng and answering questions.  Bridging: Writing several sentences about what would he/she do if he/she was a president/a Prime Minister.(10 min)  Assessment: I`ll assess students` oral and written presentations.  Hometask: To write an essay “If I were the President of Georgia”.(not less than 150 words)

13  TEACHING PHASE SEQUENCE  Warm-up activity: I`ll offer the students to play game ‘Just like me’.  Transition: Reading a short text about traditional British flowers and listening to bagpipe music the same time.  Activities: Simulation( As if)  Differentiated Instruction:  Starting up: the students will stand in circle.One of them will step forward an say for ex.”If I were a pilot I would fly to America” and then those who agree will step forward and say “Just like me” and then the next student will continue.  Beginning: The students will read different short texts about traditional British symbolic flowers and will listen to traditional scotish music.And then they `ll turn to a person near them and share the information they got from the text.  Developing: I`ll provide an instant scenario to act out :”Okay, you`ve just entered the House of Parliament and you are standing together. Begin action”. This strategy involves several intelligences including Bodily kinesthetic,linguistic and spatial it is included also in the interpersonal intelligence too because students interaction that takes place help them develop a new level of understanding material.  Expanding: working with partners asking and answering questions.  Bridging: I`ll ask students to think about first and then tell me what associations they got while listening to music.  Assessment: Write about a personal experience,then share with a friend.

14  TEACHING PHASE SEQUENCE  Warm-up activities: Watching a film about sites of Britain and a film about Georgia.  Transition: talking about the movies about what they liked and what they disliked, what they would like to see if they had a chance.  Activities: making a Venn Diagram about Britain and Georgia, some geographical names and dates and using pictures.  Differentiated Instruction:  Starting up: The lesson begins with watching a movie of well known British and Georgian sights.  Beginning: Discussing the movies and expressing attitude towards everything that was seen in the movie.  Developing: The students will create a plan for their composition( a letter to a friend)  Expanding: They will work in groups some of them will represent travel agents from Britain and some of them will represent Georgian travel agents. Their task will be to create an AD of the country. I will need to monitor progress, adjust, and/or make suggestions when needed. For example, some topics have more available resources than others. I may need to give more assistance to those working on the less popular topics. I always try to walk around for 15 minutes, allow the students to work uninterrupted for 15 minutes, then walk around again for the next 15 minutes.  Bridging: Students will be presenting their projects. Several students will be asked to explain what country would they like to visit and why.  Assessment: During this project week, the only assignments would be to work on the presentation. Some students may choose to conduct extra research after school.  Hometask: To write a letter to friend about the country they would like to visit Explaning why they want to visit it and what would they like to do their.

15 Portfolio Strategy Sheet (1) Choose a method or strategy that you have learned about or observed during field experience.  Name of method or strategy: Peer Sharing.  When is this method or strategy useful? When you want students to process material just covered in class or when you want to begin a lesson or unit with peer sharing to unlock students` existing knowledge about the topic under study.  Why or how is this method or strategy useful? Some students need time to bounce their ideas off other people if they are to function optimally in the classroom.These type of learners have benefit most from cooperative learning.  What are the steps involved in using this strategy or method? You may want to set up a ”buddy system” so each student shares with the same person each time, or you may encourage them to share with different members of the classroom so that by the end of the year each person has formed sharing pair with every student in the classroom. Sharing period can be short or long.  When would this method or strategy be useful in your setting? When I want to begin a lesson or a unit or when I want to process material just covered in class.  What would you like other teachers in your school to know about this method or strategy? I`d like them to know that all children have interpersonal intelligence to ne degree or another,and every teacher should be aware of teaching approaches that incorporate interaction among people.

16  Name of method or strategy: Oral warm-up  When is this method or strategy useful? Beginning of class  Why or how is this method or strategy useful? as an introduction to new material as a review of previously taught material  What are the steps involved in using this strategy or method? As an introduction, teacher composes a brief summary of the new material. Students copy it into a binder to be kept as notes. The following day the teacher shows the same paragraph as a cloze. Students read and fill in the words. On following days more and more blanks are substituted into the paragraph. Can also be written again without copying from the original.  When would this method or strategy be useful in your setting? For very beginning language learners it can be a paragraph to introduce themselves which they memorize gradually. By omitting gradually more and more words, the students need to say the entire passage from memory. It must be kept short.  What would you like other teachers in your school to know about this method or strategy? 1.Good way to gradually memorize a passage. 2.Is also in written form for students who need that. 3.Give material that is useful to be memorized and then spoken: introduction, short dialogs for shopping, getting or giving directions, asking for price, etc.

17  Name of method or strategy: Reflection periods.  When is this method or strategy useful? During discussions, project work or other activities.  Why or how is this method or strategy useful? They should have “time outs “ for deep thinking.  What are the steps involved in using this strategy or method? There I to be no talking and students are to simply think about what has been presented in any way they`d like.Silence is usually the best environment for reflection, but you ca use some background thinking music as well.  When would this method or strategy be useful in your setting? During discussions.  What would you like other teachers in your school to know about this method or strategy? They should remember that student shouldn`t feel compelled to “share” what they thought about, but asking whether any students wish to share their thoughts with class can be useful.

18  Name of method or strategy: Brainstorming  When is this method or strategy useful? Beginning of class  Why or how is this method or strategy useful? This strategy allows all students who have an idea to be given special acknowledgement for their original thoughts.  What are the steps involved in using this strategy or method? According to Lev Vigotsky it` like a cloud shedding a shower of words.Students produce thoughts that can be collected and put on the board.  When would this method or strategy be useful in your setting? When you need words for writing a poem or thoughts about lesson to be taught or for developing a group project etc.  What would you like other teachers in your school to know about this method or strategy? That this strategy allows students to share whatever comes to their mind that is relevant,no criticism of any idea and every idea counts. Teachers should remember that students like it more than anything else.

19  Name of method or strategy: Word wall  When is this method or strategy useful? In learning new vocabulary  Why or how is this method or strategy useful? In a formal vocabulary program throughout the year  What are the steps involved in using this strategy or method? Words need to be posted on a wall to help students remember them and to remind teacher and students to use them throughout the year. Words can be put in alphabetical columns or posted in groups as they were learned. Teacher or students can be charge of adding the words.  When would this method or strategy be useful in your setting? Each week a chapter from the vocabulary book is posted. Periodically lists can be reviewed and students can be assigned to use appropriate words in their speaking or writing.  What would you like other teachers in your school to know about this method or strategy? It is extremely easy and requires no special materials. The words or lists must be neat and large enough to read from a distance. It helps the teacher to remember to use the words as often as possible and keeps them in front of the students so they can really become part of their vocabulary. If they are in groups it helps students associate the words with topics.

20 In ESL /EFL Research,Methods and Assessment course I learnt a lot of very interesting and very useful for me as a teacher things. Apart from the methodologies I also learnt about the way brain functions and which part of our brain is responsible for which activity(reading,writing,memory etc.)I think it`s very important to know because teachers have a very important role information of our students as future professional and just simply normal members of society. A good teacher should also be a good phychiatrist, to know what method would work better according to the student`s learning style. A teacher should do whatever he/she can to help students feel safe and secure both physically and emotionally in our classroom.Help students feel accepted,not put- down.Help them to feel like it`s ok to take a risk and try to give an answer without fear of redicule.Use metaphors like cartoons,stories and broad general representationa of context. We need to use colour.Don`t use it to a distracting and excessive level.The learner has to be able to figure out why you are changing the colours and what patterns you are using.We can use a new colour for each point or one colour for heading and another for details.We also should use a graphic organizer.The right-brained students need it and the others like it.

21 Changing the method of presentation every 10 or 15 minutes to refresh the cycle of learning is also a very good idea. We need to find out what motivates our students and apply the topic to that area of interest when possible. Many kids learn best when they are in motion. Walking with them and getting them moving will help them greatly. It`s a well-known fact that students don`t like to get the words down on paper, switch from creating spelling to conventional spelling because they have a fear of it..The longer a student practices something the wrong way,the hard it is to learn it the right way. Also very important to keep the lights on whenever possible.Dimming lights or turning lights off during a video promotes the release of chemicals in the brain that makes students sleepy. Humor is also very helpful,but not sarcasm of course.When people laugh,they learn and retain information better.We should use cartoons or stories to help students laugh.Laughter increases the release of endorphins which make a person feel good naturally.Music is also very important and it also should be used in our classrooms.Many students learn and memorise better through music,and it helps to create a very relaxed atmosphere during the class.

22 Choice is important for we are all different. Each of our 8 or more intelligences is present in everyone, is independent of the others, and develops and grows at its own schedule. We all have each to some degree; some are more prominent than others. Address all the intelligences. It is choosing how to learn that allows each to be successful.So according to everything mentioned above I am going to plan my lessons taking into consideration all I learnt in this course. An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated.There two different types of assessment-traditionalassessment and authentic assessment.Student`s Assessment is based on the contention that students achievement and academic self-concept are determined,by and large on the basis of students` perceptions of their own success in classrooms.It presents a philosophy that places student.It presents a philosophy that places students at the center of the classroom equation. The single most important value any teacher must bring to the classroom assessment process is a strong sense of caring about student wellbeing in school

23 I found out that complex outcomes to assess, including: Knowledge outcomes: material to be mastered either through memorization or via using references; Reasoning Outcomes: ways to use knowledge to meet specific problem-solving challenges; Skill outcomes: things that students should be able to do as a result of mastering the material presented; Affective outcomes: feelings students might experience as a result of study.

24  Vision/Mission Everyone has his/her own vision of everything,but teachers are very special to me as they are creators of future generations,that`s why I think it`s very important from the very beginning to have a vision of something you`d like to do,change,implement in real life and why you are doing it.My mission as a teacher-leader is to provide changes that will lead to success of my students as future members of society.  Describe the project you plan to work on First of all when I go back to Georgia I`m planning to talk to my principle about some necessary changes in our school.For example,I think it`s better if we change program model(PUSH IN to PULL OUT),because I think that first of all it`ll give me an opportunity to have a classroom where I can prepare the room and myself for the classes,I`d like to have projector and a computer,so that I can make the English class more exciting for the students.And for students it`s also would be great as I think that,it`ll tune them to the wave of learning a particular subject depending on which classroom they are going to.Creating a mood is one of the most important thing in learning process.  What are the goals? The main goal is more motivated and successful students.  Planning Calendar I`m planning to do it this year.  What’s the time frame? The time frame is till the end of the year.  Results  Creating a better learning atmosphere for the students and for the teachers too,and of course the main goal is knowledge of our students.

25  How will you measure success? My success as a teacher is more achieved students with good results at the end of the school year.  Leadership Practices  Identification of areas of strength and areas of growth as a leader for positive change Being selected as a finalist and participating in TEA Program itself is the area of growth as a leader for positive change for me.It gave me a lot as for a teacher and as a leader too.But I think it`s just the beginning of the way to my further professional growth.  Why is this project important to you? The project is important to me because first of all it made me feel more confident.It gave me lots of new methods I can adopt to my classroom,lot`s of information on multiple intelligences and some very useful strategies, and also it gave me a chance to meet wonderful people from all over the world,make friends and exchange experience which is very important when you want to be a rel professional and good leader.







32 In conclusion,I`d like to say a very big thank you to all the people who made the program real for hundreds of teachers all over the world.It`s a wonderful idea to bring them all to the USA give them a chance of improving their teaching skills,meet new people,exchange experience and put themselves into the students` shoes once again! Together with all the things mentioned above living here in USA and participating in TEA Program gave me a chance to meet a very good friend,my roommate,Carolina,”my crazy roommate”,as we call each other.I knew that there are many good friends around, but true best friends are hard to come by, and through this program I found out that, far away from the country I live in,there is somebody who is so much like me.I think it`s amazing! We thought the same we acted the same and sometimes we even dressed the same. Just like you can see us here! But we were very serious…sometimes…

33 Our morning usually began singing a song”All you need is love” and then we continued singing other songs we knew…and of course our midnight speeches… Most importantly of all, my Carolina will always be my best friend, no matter what is happening in our lives, where we are, or what we are doing. Carolina is irreplaceable. SOME WORDS FOR CAROLINA Carolina,thank you very much for being a wonderful roommate and friend. I love you with all my heart and I want you to know that part of it is with you from now on…. With all the best wishes. P.S.Don`t forget,we`re going to meet in Italy in two yesrs.

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