Also , this portfolio contains some areas where the students of this programme  are showcasing what they have learnt and applying it to various sections within the portfolio. In essence , it summarizes the “DipEd” journey.  

[143 words]

Carnbee,

Tobago.

17^th January, 2024.

Dear Abeni,

       As I reflect, I can recall that teaching has been my passion from as far back as I can remember. On several occasions, I could have been seen diligently teaching my teddy bears as though they were live students seated in a classroom.  In addition, at Bishop’s High School-Tobago, where I was a student, I was unofficially charged with the task of tutoring a few boys in my class while we were at the Fifth Form Level. Seeing them become successful in the specific subject of Spanish, drew me even more to wanting to become a teacher. This tutoring ability rapidly spread through our school society as I became a student-tutor to many more students while still maintaining my status of being a student-athlete. This balancing act definitely showed be that perhaps I had the ability of becoming a teacher , and being able to survive the profession.

       Six years later, in 2014, after having completed my Bachelor of Arts Degree at the UWI St. Augustine, I entered the teaching profession and was placed at my alma mater. Being an untrained teacher and feeling as though I was “thrown to the wolves”, I still bravely and confidently entered each classroom to execute my duties. Fortunately, that did not deter me as I was encouraged by my then Principal and Head of Department to pursue the Postgraduate Diploma in Education (DipEd) Programme as soon as possible as it holds many benefits once I have intentions of remaining in this noble profession and eventually moving “up the ladder.”  I immediately understood that the programme creates mobility in the Teaching Service, will allow me to become a certified teacher, would permit me to create well-planned lessons, and learn and practice effective teaching strategies that will improve my content delivery and the learning efficacy of my students. Though I was denied entry into the programme on several occasions, that had not dampened my spirit to still try to pursue the DipEd. Today, I may confidently state that I am excited to become a trained teacher and to provide my students with the BEST version of myself in the classroom; virtually and physically!

                   I have so many high expectations of upon completion of this programme as I expect that it would allow me to master the art of teaching through its dynamic sub-programmes and courses. The lecturers and tutors are highly-trained and knowledgeable so I feel safe under their tutelage. I hope to be able to break barriers that exist when teaching, and I hope that I can clearly recognize and appreciate my teacher identity which is to become officially trained and certified, and to be a professional teacher.

I hope that I achieve all that I set my heart and mind to. I will keep my head above the waters and remember that “I can do all things through Christ who strengthens me. Phillipians 4:13.”

Love always,

Abeni.

[494 words]

When I entered this noble profession in 2014, I literally began strategizing how I would be navigating my live classes as I was “baptized by fire”. I immediately thought to myself that I wanted to epitomize the teacher that I wanted when I was at school; one who is passionate, knowledgeable, patient, compassionate, resilient, determined, consistent, kind, tolerant of each student, and one who brings her classroom ALIVE. Fast forward to present, I want to be a change agent. The teacher that students always look forward to attending my classes, completing the tasks and a teacher that they can confide in when they meet their sometimes, silent battles. Additionally, my main objective is to try to always have a positive and a “solutionist” attitude each time I enter the classroom. This same motive is exemplified as I am an extracurricular activity coach at my school and I use these activities to still portray teachable moments; discipline when on the court of play, respecting teammates, and group efforts to achieve one common goal.

As I transport students through their journeys to arrive at several destinations, it is paramount that I mention that they are always placed front and center of my classroom as they are the most important entity; the passengers. It is my goal to “fly” them with care and to remember that each student of my “classroom community” is unique and that they have different learning abilities and strengths. I want to listen to them and learn from them as this is a pathway for generating new ideas and practices. Also, I believe that it is fair to my students that I be trained in such a way so that I can educate them to the best of my ability by using the most effective learning strategies, while placing in the “window seat” , classroom management and disciplinary mechanisms. Order must be maintained.

Through the journey of teaching , it is of paramount importance that I mention that my “world map” is the curriculum and syllabi aligned to each level of tutelage as I would use these as a guide to ensure that my students are equipped according to the requirements of the governing educational bodies.

In conclusion, I really try to be that teacher that my students would want to mirror. The teacher that they would remember for the rest of their lives as I did not only academically influence them, but I also taught them other core values.

[492 words]

[200 words]

[103 words]

b.Proposal to continue using technology in classes

c.Reflection on experience using Technology Integration as an Influencer of Knowledge of teaching and learning

[115 words]

b.Effective Feedback

ii. Suggestions for Improvement to Align with Standards

a.ii Description of 3 Criteria (Performance Assessment Vs. Traditional Assessment)

b.i Creation of Performance Assessment

b.iiRubric for Performance Assessment Created

c.Purpose of Topic

d.Two benefits and two challenges of administering Rubric and Performance Assessment

[87 words]

[95 words]

School of Education

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Postgraduate Diploma in Education 2023-2024

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Code & Name of Course: EDFL 5400: Teaching of Modern Foreign Languages

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Title of Assignment: Pedagogy As Process Assessment Portfolio

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Student Name: Abeni Taylor

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Student UWI ID Number: 810002555

Tutor’s Name: Mrs. Murella Sambucharan-Mohammed