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Professional Portfolio

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1 Professional Portfolio
Botova Tatyana Kazakhstan Taraz 2009

2 Kazakhstan-my motherland

3 George Mason University College of Education and Human Development, Center for International Education Teaching Excellence and Achievement Project Funded by IREX-U.S. Department of State/ECA

4 Content 1.Forward-personal information 2.My professional goals 3.The goal of my portfolio 4.Reflections 5.Lesson plans 6. Strategies 7.Understanding change 8. My self-improvement plan 9. Backward 10. Photos

5 Personal Introduction.
My name is Botova Tatyana. I live in Kazakhstan in a small but very nice city Taraz. It is a very ancient (more than 2000 years old) and green city. I have been living in it since my childhood. I love my home place very much. I have been teaching English language and Practice of Oral and Written Speech for 15 years. The age of my students range from years old, and on average there are 60 students in my classes. I’m the Head of the School English Faculty, an active member of TATE, teacher-trainer of Impact Program, Interlink Resources and the author of the curriculum “Practice of Oral and Written Speech." I have two beautiful children: a son who is a university student and a daughter who is a student in the 10th form. My hobbies are reading, listening to music, and swimming.

6 My professional goals. To achieve success in any job it is important to define long-range goals. At the beginning of my teaching carrier, I knew I needed to develop my knowledge of English and to achieve better methodological skills and I have been doing it so far. I’m very glad that I have become the finalist of the program because my students, my school and I will benefit greatly. Being an old school, we try our best to take into consideration all positive changes in administration and methodology. Our school administration is deeply interested in further progressive development of education and we do need a lot of things to make teaching process successful. On my back home I intend to share my new experience with colleagues and students not only of my school but also with the teachers of village schools which I visit regularly as a trainer of Impact program and with the teachers of the city because being the member of TATE I constantly visit meetings where we share new ideas and techniques. I know that participating in IREX program will help me to do my work in a more effective way. I have got a great impulse to move forward to a very skilled teacher.

7 The goal of my portfolio
  To create a resource bank of diverse activities and example of their implementing in lesson plans.

8 Reflection of the first school day
My first day at school was amazing! We were greeted by the staff and introduced to the teachers of the school. Then we had a small tour around the school and I was deeply surprised to see such a nice school, especially the cafeteria and the library. They were really big. The atmosphere in the school was healthy and friendly. We had a chance to have a look at every classroom and again we were welcome everywhere. Then Julia, my mentor, introduced me to her students. Oh, they were really nice! They were all of different nationalities but spoke English rather well. They began to ask me questions about my country, my school and my students and I tried to do my best to answer all of them. It lasted for 45 minutes, and then children went to lunch. After lunch when they came back, I showed them slides about my country, my native town, my school and my students. Oh, they loaded me with questions again. They were so excited about my presentation. Then another class came and Julia asked me to show them my presentation too. And again questions and questions. So on that day I had a very good experience of communicating with all the students Julia had .And this is wonderful! On the first day of my being at school I noticed a lot of differences with my school. The students here don’t have to wear uniform, the teacher isn’t stuck to his/her lesson plan, and the students aren’t allowed to leave the school till the end of the school day because the doors are locked. And one more thing that is really good to be applied at every school. During the break the teacher has to stand outside his/her classroom and wait for his/her students. It helps to control everything what is happening in the corridor and to keep order. I took a lot of pictures and I’m going to show them to my colleagues and students. So on that day I was full of impressions and I’m looking forward to seeing the process of teaching in the Poe’s school.

9 My first day at school…..

10 What factors does the teacher consider in planning?
October 12 While planning the teacher should think about many things they maybe divide into 3 groups closely connected with each other: summative, formative and diagnostic. The most important of them are: Students’ background (students’ interests, origin, age, sex, level of English, personality, learning styles, MI, etc.); What you want to achieve by means of the lesson: your objectives - without objectives the lesson is not a lesson but a number of activities which are not connected with each other and are useless; Time limit; .

11 How does a teacher use objectives in planning?
October,13 Effective teachers begin planning by selecting and starting goals and objectives. They then select appropriate materials, strategies and methods, and evaluation techniques to teach and measure the accomplishment of the objectives that lead toward accomplishment of goals. When students are informed of the goals and objectives, they become aware of what the teacher expects them to accomplish. Both teaching and learning are more effective when goals and objectives are appropriate for the learners and stated in clear and measurable terms.    Good instructional objectives tell what the student is expected to know or be able to do at the end of the lesson or unit of study. Each statement should begin with the phrase "the student will be able to" or have this phrase implied. I didn’t notice any difference between my country and the fieldwork schools here.

12 What is the purpose or goal of a portfolio in my country?
Every five years the teachers in my country have to prove their teaching license, that is why we have to keep some documents and materials with the activities we use in our classroom. For example some lesson plans, students’ works, our methodological research, reports on different themes, certificates, photos and etc. The purpose of these portfolios is to show our work, professional development and our achievement during these five years. The teacher can’t prove his license without a portfolio.

13 How can group work aid your teaching.
October, 19. Grouping students is very efficient because of many reasons. The main of them are: Student speaking time increases; Students are more active; Students are not shy; Students with lower language skills can be helped by students who have better language skills , in this process both parts win as one of them get an explanation and help and the other one memorizes the material, practices in it; and both get fun. Activity is done quicker; It is diversity for students and very flexible for teacher as students may have diverse roles; Students gain precious experience of interacting with different people.

14 An assessment practice or tool observed in the partner school.
During my last visit to Poe middle school, I asked my mentor how teachers of their school usually collect information on the progress of students’ learning skills, because I saw only few of assessment tools. We spent about an hour discussing all kinds of assessments the teachers use in their school. She showed me a big variety of assessments and even sent them to me by . I want to describe some of them, most important and interesting. Diagnostic assessment is used by them to determine an individual’s understanding of language concepts and ability to use language skills and strategies. This assessment allows them to determine how to build or deepen the student’s understanding of the material. According to the results of the students, the teachers decide what class or level the student should study in. Also they use different types of formative assessments: check lists, self-assessments, quizzes and so on. Another kind of assessment is summative assessment. It includes observations, performance work, portfolio assessments and additional selected assessment instruments and rubrics. Let me give you some examples. To check the listening skills of students teachers use listening self-assessment. Here is an example of it. Sample Listening Self-assessment Student's Name: ________________________________ Date: ___________________ __ I paid attention to the speaker. __ I listened carefully. __ I asked about anything I did not understand. __ I can retell what I heard. __ I wrote down parts that I thought I might forget. Other strategies I used: I have difficulty with: I want to improve:

15 Also to check the understanding of what the students have read they use another type of assessment. It is called Student Reading Record. There are two forms of it: for the beginners and for students who already have good knowledge of English. Here is an example of form two. Sample Student Reading Record: Form Two Note: By grade 3, students can add more detailed comments about the books they read. Name: ______________________________________ Grade: _______________ Book Title: _________________________________________________________________ Author: ____________________________________________________________________ Date started: __________________________ Date completed: _________________________ My opinion of this book: _______________________________________________________ ___________________________________________________________________________ The best part of the book is: _____________________________________________________ Yes No I would like to share this book with the class. ___ I would like to read parts of this book to my teacher during a conference. This book was discussed in a teacher-student conference. Student's Comments: Teacher's Comments:   Two or three times a year they have writing tests. But now they use national test WIDA which replaces these writing tests. The standards and assessments of WIDA are based in the academic content areas. They provide a framework for sheltered content instruction for the development of academic English proficiency that ELLs so badly need. The teachers of school also use observation techniques to monitor student’s growth and development. It takes a lot of time but teachers should analyze the results of the students and make valid judgments and decisions about students’ abilities. Teachers also need to keep their knowledge of the developmental nature of language acquisition in mind as they interpret their observations. These interpretations can be used to plan and adjust instruction, and to provide key information for feedback to students and parents. I’m very glad that I have known about these assessments because I’m going to use some of them in my home school.

16 Reflective Statement on Learning ESL Research, Methods, and Assessment
During the course we knew a lot of interesting and useful things about the brain research and assessment. For many years teachers did not take into consideration the peculiarities of child’s brain. But now thanks to the recent research they can no longer ignore the findings and implications of brain-based research in the educational environment. We, teachers, should always keep in mind that many factors influence the development of child’s brain. For example scolding and threats can never motivate students. Other similar strategies such as finger pointing, sarcasm, and other demeaning methods, also have dubious impact. We should create positive and healthy environment in the classroom. And when creating a lesson plan we should take into account what type of multiple intelligence our students have, how they acquire knowledge better: through the movements or through the music ,etc. Many things affect the development of brain and success in learning: visual environment (color, lightning), sounds (soft background music, reducing classroom noise) and so on. Our task is to reduce stress, to give students feeling of safety and security in the classroom. Classroom assessment is both a teaching approach and a set of techniques. The approach is that the more you know about what and how students are learning; the better you can plan learning activities to structure your teaching. The techniques are mostly simple, non-graded, anonymous, in-class activities that give both you and your students useful feedback on the teaching-learning process. There are different types of assessment: formal (like our exams), informal (like dialogues, projects), formative (when you check student’s knowledge on every step of studying), summative (when you check the student’s knowledge at the end of the unit, or course). When the teacher chooses the type of the assessment he/she should remember the objectives of the lesson and create the assessment according to these objectives, and, of course, the teacher shouldn’t forget about the differentiation of instruction. There are many things we do in the classroom but we do them unconsciously. But now I’ve learned a lot of terminology and explanation of these terms. Now I know how to improve my teaching, what techniques better work in one type of a lesson and what techniques are better for another one.

17 Lesson Plan. ( English as a second language) Teacher: Botova Tatyana
School: Poe Middle school Grade: 6 Topic: Customs and traditions of Kazakhstan Proficiency level: Intermediate Program model: pull out Content: English class Planning Phase. Content and Language Objectives As the result of this lesson, students will be able to name and describe the customs and traditions of Kazakhstan. Language: Students will be able to write the descriptions of the traditions or customs. Vocabulary: wedding, Nauryz, horse-riding, celebrate, anniversary Materials: PowerPoint presentation on the traditions and customs Photocopies of the pages for students Posters, charts Colored markers. Lesson outline Content: Customs and traditions of Kazakhstan Standard 6.1, 6.2, 6.6 (Virginia standards of learning).

18 Teaching Phase Warm-up This lesson can begin with some of the teacher’s questions concerning the topic. Then ask for volunteers to share some facts they already know about the customs and traditions of Kazakhstan. Show students the PowerPoint on the customs and traditions. Transition Ask students to fill in KWL chart, but only the first two columns. Activity one. Ask students to read information about customs and traditions in their pages. Put the students in pairs and have them match the names of holidays with their description. Activity two. Put students in groups. Choose one person from each group. The task is to describe one of the customs or traditions. The rest of the students have to guess what custom or tradition they are talking about. Activity three. Regroup the students. Ask them to create a Jazz chant or rap song about their favorite custom. Ask them present it to the class Differentiated Instruction Starting Up: vocabulary Beginning: warm-up Developing: activity one, two Expanding: activity four Bridging: use internet, find information about the traditions and customs of another country you like. Assessment: Ask the students to write the description of one of the holidays or customs. Closure Have students complete the last (third) column in their KWL chart individually, then ask them to share ideas. Homework Choose one of the holidays and write how you celebrate it at home.

19 Lesson Plan. School: Poe middle school Grade: 6th
Topic: Making Healthy Food Objectives: students will be able to create a definition for healthy food, to compare healthy and unhealthy food, to read the article and draw conclusions about how unhealthy food affects people’s health. Materials: video clip, pictures of different kinds of food, article from a magazine, cards. Time: 45 minutes. Vocabulary: Produce- things that are grown for eating especially fruits and vegetables Harvest- the gathering of crops that are ripe

20 Teaching phase Warm-up Students watch video clip and make their predictions about the topic of the lesson. Transition Students are given pictures with different kinds of food. They have to look at the pictures and choose food they usually have for breakfast. They make a list of food. Activity1 Students have to think and create the definition of healthy food. The teacher writes the definition on the blackboard. (healthy food- the food that is low in fat, that contains limited amounts of cholesterol. It must also provide vitamins A, C, iron, calcium and protein). Then the students are asked to look at their list again and read aloud only healthy food. Activity2 Each student takes the card prepared by the teacher, reads the name of the food written on the back of it and goes to the right place. (there are two signs on the wall: HEALTHY FOOD and UNHEALTHY FOOD) . The teacher asks the students to explain their choice. Activity3 Students read the article from magazine. Activity4 Teacher asks questions on the article. What is this article mainly about? Which sentences explain how food can affect health? How often do you eat fruits and vegetables? Where do the fruits and vegetables you eat come from? What have you learned from the article? Activity5 Work in groups. The students have to create a nutritious lunch Homework Ask students to create the menu for the next day.

21 Lesson plan somebody wanted but so Lesson Procedure. Warm-up.
Lesson Procedure. Warm-up. Video-clip about industrial pollution on the song of Remstein. Students watch the clip and predict what the class will be about. Prediction. Probable passages. Students are given different quotations from newspapers. They are split for pairs, they read a quotation and try to guess what kind of pollution the quotation tells. Tea party. Students are given separate words from the article they will read later. Students mingle, exchange their words. Then they give more specific prediction about the article. Reading. Students read the article independently and find what the numbers refer to. Students find sentences that illustrate pictures. Summary. Students work in pairs to complete the table: Writing. Exit ticket: students are to write what should the director of the factory they have read about do to stop industrial pollution. somebody wanted but so

22 5day lesson plan on the theme”Relationships”
Teacher: Botova Tatyana Grade : 10th Proficiency level: upper-intermediate Program modal: pull-out Content: English class TESOL Standards Goal 1, Standard 1 To use English to communicate in social settings: Students will use English to participate in social interactions Goal 1, Standard 2 To use English to communicate in social settings: Students will interact in, through, and with spoken and written English for personal expression and enjoyment Goal 2, Standard 2 To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form Goal 2, Standard 1 To use English to achieve academically in all content areas: Students will use English to interact in the classroom Organizing ideas Planning Phase Objectives Language: Students will be able to generate ideas before speaking and writing Language: Students will be able to use vocabulary and phrasal verbs on the topic Language: Students will be able to create questions and answers for interviewing Language: Students will be able to read and analyze the text Language: Students will be able to write transactional letter Content: Students will be able to speak about their relationships with people and use vocabulary properly Materials: article, pictures, tape-recorder

23 Day1 Teaching Phase Warm-Up Look at the verbs in a box. Make adjectives from these verbs and decide whether they describe feelings or situations. The verbs are: bore, interest, excite, tire, please, scare, frighten, terrify, relax, annoy. Transition Look at the pictures. Now use the adjectives to talk about the people’s feelings in the pictures. Activity1 Phrasal verbs on the theme. Use the correct form of these phrasal verbs about relationships to replace the words in bold. Be careful with word order. The phrasal verbs are: bring up, grow up, let down, look after, put up with, take after Example: My parents raised me to believe that family is the most important thing in the world. Activity2. Word formation Work with a partner. Complete the table. Include all possible forms you can think of, including negative forms. Noun verb adjective adverb Help Relate Friend befriend X Obedience X honest Assessment Choose the correct word to complete each sentence. There are 10 sentences in the list. Example: That was so __ of you to offer to help us move house. Closure Students can volunteer to read their completed sentences. Homework Describe your feeling when you have an argument with somebody, when you meet your best friend, have a lot of homework to do, etc.

24 Day2. Teaching Phase Word power: argument, bully, embarrassment, fight, jealousy, tease. Warm-Up What problems can teenagers face because of parents? Other people at school? Brothers or sisters? Friends? Transition Look at the title and subtitle of the article you are going to read. What do you think this new service does? (The article ‘Help is at hand’) Activity1 Read paragraphs 0, 1, 3 and 4 quickly and find eight examples of difficult situations that teenagers might face. Activity2 Read the article and choose the most suitable heading from the list A-H for each part (1-6) of the article. A Job satisfaction E A range of options B Not trained for everything F No-one else to confide in C The aim of the service G Solution for adults? D How do they play? H Serious problems only Assessment Find words or phrases in the text, which have a similar meaning to these words, and phrases 1 good idea (paragraph 0) do impossible things (paragraph4) 2 idea (paragraph1) worries (paragraph4) 3 solved (paragraph1) problems and situations (paragraph5) 4 have a conversation Closure Students share ideas generated from the reading activity Homework Find these words and phrases in the article and underline them. Work out their meaning from the context. The words are: charity, a friendly ear, turn to, frustrations, looking into.

25 Example: Listen to these people talking. What is their relationship?
Day3 Teaching Phase Warm-Up Write 5 questions you can ask someone about their family and friends and what they did last weekend. Transition Ask your partner your questions. Now use your partner’s answers to tell the class about him/her Activity1. Look at the pictures. Which people do you think are colleagues? Family members? Acquaintances? Friends? Strangers? Neighbors? Why do you think that? Activity2. You will hear people talking in different situations. For questions, 1-6, choose the best answer, A, B or C. Example: Listen to these people talking. What is their relationship? A colleagues B acquaintances C close friends Assessment What helped you choose your answers? Why were the other options wrong/ Closure Discuss your answers with the rest of the class. Homework Answer the following questions: Do you make friends easily? How sociable are you?

26 Day4 Teaching phase Warm-Up Answer the questions about you. Do you make friends easily? How sociable are you? Transition Look at the picture. What is happening in the picture? How do you think people feel? Activity1. Listen to a candidate talking in Part 1 of the FCE Speaking Test. As you listen, match each question to a candidate’s answer. Example: Where are you born? Do you like living here? ,etc. Activity2. Listen to the questions and answers. Answer these questions as you listen. Example: Does the candidate always answer with complete sentences? Does the candidate say ‘Well,…’, ‘Oh,…’, and ‘umm,…’? ,etc. Activity3 Imagine you are a candidate. Make quick notes. Now work in groups of four to do Speaking Part1. Two of you are candidates, one is the interviewer and one person will give you a mark out of five. (Mark scheme is on the blackboard) Example: 5 Excellent-gave complete answers, didn’t sound like a speech, etc. Assessment How should you do Speaking part1? Should you give complete answers or make a speech? Should you give one-word answers where possible? Closure Students share what they have learned during the lesson. Homework Write short interview.

27 Day5 Teaching Phase Warm-Up Imagine someone your age from another country was coming to stay with your family for a couple of weeks. What would you want to know about them before they arrived? Transition Read the letter of Sophie. Activity1. Work with a partner. Answer the questions. Is the language formal/informal? What is the purpose of each paragraph?, etc. Activity2. Imagine Sophie did not have a photo to send Angela and described herself in the 4th paragraph of her letter. Look at this photo of Sophie and rewrite the paragraph. Assessment Write Angela’s answer to Sophie’s letter. Closure Students share what they have learned from this unit. Homework You’re going to the UK for 2 weeks in the summer to study at a language school. You will be staying with an English family called the Wilsons. What would you like to know? Write a letter to Adam Wilson. Differentiated instruction Starting up-vocabulary Beginning-warm-ups, work with a partner, work in group Expanding-activities 3, 4 Bridging-ask students to use internet, find some proverbs about relationships, and ask the students write their comments.

28 Independent reading strategy
This strategy is useful during the reading class. Independent reading is a time for students to make their own book choice, read silently for a given amount of time. It’s providing students with the necessary tools to becoming independent and lifelong readers. Allow students choice with their selection of books. It motivates them to read. However, students need to be reading books on their “just right reading level”. Therefore, in order to provide choice for all your students, you will need an excellent classroom library. Books should be available on all students’ levels and offer many topics and genres. This strategy would be useful in my setting during reading classes or the students can take the books home and then retell the content to the class. I would like teachers in my school to know about this strategy, because it helps students to work independently and it develops their reading skills.

29 Case studies This strategy is useful after the teacher presents information about the learning subject. It is useful because students are given specific cases to study which illustrate general principles being studied in the course. Students may be asked to write an analysis of the case, to report on it orally or be prepared for detailed questions from the instructor. The teacher should divide the students into groups and give them a task. For example in a physic methodology, class students are given unsigned research reports by famous physicists. They are divided into groups and asked to critique the research methods used in the class they have been given. Each group presents their findings orally in class. Only at the end of the exercise do the students learn the names of the researches. This strategy would be useful in my setting because it helps to enliven the material by making it concrete and real. It encourages students to integrate theory with practice. I would like other teachers of my school to know about this strategy because it facilitates intuitive and integrated interconnected understanding of complex, issues.

30 Role-playing. It is useful in a reading class when students finish reading the book or studying the biography of an outstanding writer and so on. It makes learning more active. It increases student awareness of the interconnectedness of knowledge and the subtle complexities of situations. The teacher should divide the students into groups, describe content, and offer them to choose the roles or scenes from the play or novel, analyze their chosen characters and a situation within the context. It would be useful in my setting in English classes, in literature or biology classes. I would like other teachers in my school to know about this strategy because it develops students’ research skills and give them a chance to become the expert on a particular subject. Also, it helps to encourage students to organize their thoughts in a critical or argumentative way. It expands personal experience by simulating a situation.

31 Pre-reading strategy-prediction
This strategy is useful before reading It is very useful in order for a reader to make sense of a text fairly early. It helps students build their expectations and understanding about the text before they actually begin reading it. The teacher can use different pictures related to the topic, or ask the students to have a look on the headline, or give them some expressions on the topic and ask them to predict what they are going to read about. This strategy would be useful in my setting during the reading class, or before listening, or before writing For students pre-reading activities are what they actually do with the text. For teacher, this is important part of the lesson planning in terms of what students know to and applying it to the main reading task.

32 Peer Teaching & Learning
Purpose To involve students more actively in their own learning. To teach students to learn from each other as well as from the "teacher." To encourage cooperation and collaboration in learning rather than competition. Description These learning goals depend upon maximizing student interaction, so the starting point should be breaking the class up into pairs or small groups. You will probably want to balance the groups so that they will be able to work well together and collectively have the necessary skills to accomplish their projects. This may require some teacher intervention to break up cliques and other pre-formed social groupings. Each group may be assigned a topic, or they may be allowed to develop their own projects. Within groups, all the students may work together without specialization, or work can be divided so that each member has specific tasks. Ongoing progress reports may be used to help students stay on schedule and to ensure that work is divided fairly. Examples In a survey course on world cultures, students were divided into groups of five. Each group was assigned a particular civilization and told to analyze it according to five variables: political institutions, economic factors, religious institutions, social structures, and artistic traditions. Within each group, work was divided so that each person specialized in one of the five areas. All the students worked together to create the final report. In a class on the novel, the class was divided into eight groups, in which they would remain all semester. Each group was assigned responsibility for a particular aspect of novels. One group was to become experts on plots, one on characterization, one on scene and setting, one on the use of rhetorical figures, and so on. There was no specialization within groups. Each group was assigned to meet once per week to discuss the aspects of that week's reading which fell into its area of expertise. Each week in class, one member of each group had to speak for their group's discussion. The speaking duties rotated within each group.

33 Convictions and beliefs
The great thing in this world is not so much where we stand, as in what direction we are moving. - Oliver Wendell Holmes

34 Understanding change Change isn't easy. Whether the change is positive or negative, chosen or imposed, it almost always causes stress, uncertainty, and general unease. Leaders need to be aware of the challenge change presents . The first step in learning to deal with change is understanding how it works and what it looks like. Here are a few things to consider: - Changes have a beginning, middle an end, but begin with an ending! - To begin the change process, you need to let go of old ways and old ideas. Say goodbye to the past with confidence. - The middle can be very chaotic, ambiguous and scary. Uncertainty is high. It may take a leap of faith to get through it. - Looking back at how you have successfully dealt with change in the past can help you go through change in the present. It can also help you lead other people through change. If you are facing change, be able to define the specific change you are involved with and connect it to your vision.

35 My self-improvement plan
Step1. Looking at my completed LSI profile I noticed that I have 2 longest style extensions that have the greatest influence on my behavior, and are called my primary and back up styles. They are: approval (3 o’clock position) and dependent (5 o’clock position). Step2. The style I have chosen to work on is an approval style but in fact it is very closely connected with a dependent style. My score for the approval style means I tend to believe that I work too hard to gain the approval of others and if I don’t get people’s full acceptance I tend to feel anxious. And that although I may not always agree, I probably “go along” with others too easily and often. My score for the dependent style means I tend to feel helpless in one or more areas of life and may believe that my effort makes little difference. Step3. We think and behave as we do because we have been influenced by significant people and situations in our lives. Such significant people in my life have always been my parents and my sister. I am very dependent on my family and always want them to be proud of me, that is why I need for their approval. And I am the youngest in my family and I got used to rely on my relatives’ Judgment. In most important situations in my life I always ask for their advice. Step4. Personally Positive Consequences: I feel self-protected, have lots of friends, have no conflicts, confrontation, liked by my family and friends, very tactful, generous, modest. Self-defeating Consequences: Sometimes feel disappointed and resentful when I don’t receive approval, have lack of confidence, self doubting, easily fooled, spoil people with kindness. Professionally Positive consequences: Can solve problems peacefully, avoid conflicts, have no difficulties with communicating with people, have people’ acceptance. Self-defeating consequences: Afraid to hurt people’s feelings, forgive a lot of things, worry a lot. Step5. I think that my life would be different if I changed my behavior in this area: Some positive differences I would stop worrying a lot, enjoy my life, and have the ability to take risks, have freedom for myself. Some negative differences I wouldn’t have so many friends, I would have conflicts with people but I don’t want to. Step6. The alternative styles for mine are 11o’clock position (achievement) and 1o’clock position (humanistic-encouraging) Alternative thoughts and behaviors I could use as more effective substitutes: assist others with self-improvement, inspire and motivate others, be motivated to succeed by own values and beliefs, be able to meet challenges. Step7. I will have to give up such qualities as over-cautious, self-doubting, vague and uncertain. Step8. Fear that I can hurt someone’s feelings It’s difficult to change, especially when you are an adult Got used to accept things how they are

36 More good things happen; fewer bad things happen
3 things that really interested me Multiple- intelligences theory Brain-based learning Teacher leadership behaviors and skills 2 things with great impact on me Understanding of the necessity of continuous improvement Understanding of the necessity of changes and qualities that good leader should have 1 thing I will always remember The participation in this program and my new experience and friends

37 IREX group 2009

38 Look at these happy faces

39 And these tired faces

40 And these funny faces

41 Do you believe we can forget it?

42 Thank you!

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