E-PORTFOLIO 2102021020069 COLLEEN ZIA MARIUS MICROTEACHING [EED21604] MDM NIRMALA DEVI RAJOO
CONTENTS Profile Personal Principle in Teaching Overall Reflection 01 04 - 05 02 06 - 10 03 Evidence of Lecture Evidence of Projects
A B O U T M E Hello! I'm Colleen Zia Marius, a final-semester student pursuing Bachelor in Teaching English as a Second Language (BTESL) in MSU College Kota Kinabalu, Sabah. With an unwavering passion for teaching, I'm on a mission to not just educate but to inspire and be remembered by my students. I'm driven by the belief that a great teacher continually evolves, adapting to new challenges to sculpt a better learning experience. Beyond imparting knowledge, I aspire to craft vibrant, engaging classrooms where learning becomes an adventure. My ultimate goal? To deeply impact the lives of every student I encounter, fostering a love for learning and growth that extends far beyond the classroom COLLEENZIA01@GMAILCOM 01
Central to my teaching philosophy is the creation of a nurturing classroom environment. I firmly believe that fostering positive relationships forms the bedrock of effective education. In my classroom, I dedicate myself to cultivating an atmosphere where every student feels valued, respected, and supported. I prioritize building strong connections with my students, encouraging open dialogue, empathy, and mutual respect. By establishing trust and rapport, I aim to create a safe space that promotes collaboration, active participation, and a sense of belonging. I firmly believe that a supportive environment is crucial not only for academic growth but also for fostering personal development and confidence among learners. Moreover, I am deeply committed to inspiring my students through education. I view teaching as a platform to ignite a passion for learning. I infuse my lessons with enthusiasm, creativity, and real-world relevance to captivate student interest. My goal is to go beyond textbooks, to incite curiosity, and encourage exploration. By presenting engaging activities, connecting lessons to practical applications, and embodying enthusiasm for the subjects I teach, I aspire to motivate students to discover the joy in learning. I see my role as not just imparting knowledge but also instilling a lifelong love for education, empowering students to embrace continuous growth and intellectual curiosity. MY PERSONAL PRINCIPLES IN TEACHING 02
Truth be told, this Microteaching subject has taught me different aspects for example as a teacher what there is to expect, what I will be encountering and most importantly how to teach students. Moreover, in what ways I can counter the problems or challenges that I might face later. Over the course of this semester, every microteaching session offered a unique opportunity for growth and learning. From understanding what teaching is about to being familiar with the curriculum prepared by the education system to then creating lesson plans as our framework in conducting the classes, utilising interactive materials during the class, strategies to grab students' attention to then ensuring that students may achieve the targeted objectives. As a result, every step we have to take must be practiced and focused on because it may influence students knowledge. I understand now why each stage in a lesson must be interrelated with each other including the strategies that we are applying in class. Moreover, by having mock teachings based on the lesson plan that was told to create for different sessions throughout the semester has taught me to be well prepared. It made me to be more creative in conducting lessons so that I can get the students to not only learn the topic as it is but in a more fun and engaging way. Through this mock teaching, it also made me improve in certain areas that needs to be put more effort into to ensure that my future lesson in a real-setting classroom is effective and so that students will be able to grasp the knowledge imparted. All in all, this subject has been an eye-opening journey, providing valuable insights into effective teaching methods. As I finish this semester, I'm better prepared to teach. I'm excited to create engaging classrooms and inspire my future students. Last but not least, this course fueled my passion for teaching and equipped me with the skills needed for a meaningful impact on my students' lives. OVERALL REFLECTION 03
As a student attending classes online, I would say there were not much of a problem to participate in every classes held. There were times where my internet was not good for some period but it did not affect much of what madam Nirmala was teaching during each session. However, it is indeed a sad thing that as an online distance learning student, the engagement that the students have at the main campus in Shah Alam and students that are at different states experience differently but despite the challenge of being unable to experience this subject physically, madam Nimala would pause from time to time to check up on us students from different branches. She ensures that we really understood and is following up with what she is teaching. Madam Nirmala's teaching methods and guidance have been exemplary. Her approachable demeanor and consistent support have fostered a positive learning environment. Her passion for the subject was palpable in each session, setting a wonderful example for us students. Her kindness and willingness to go the extra mile to engage and support students from various branches truly made a difference in our learning experience. EVIDENCE OF LECTURE 04
EVIDENCE OF LECTURE The integration of slides, videos, and tasks in our classes was a game-changer for everyone, whether learning online or in person. Slides provided a clear structure, helping both online and physical students follow the lessons easily. They acted as a visual guide, making sure everyone had the same reference points. Videos were a big help too. They made complex topics clearer and added an engaging dimension to learning, benefiting all students regardless of their learning style or location. During some instances, physical students demonstrated set induction in mock teaching sessions, providing practical demonstrations that greatly aided our understanding. Their live demonstrations and participation in class activities offered us, the online students, a clearer insight into the practical aspects of mock teachings. While we weren't physically present for these spontaneous mock teachings, they significantly enhanced our comprehension beyond pre-recorded videos. These live demonstrations, coupled with the videos, contributed to a comprehensive understanding of effective teaching methods and classroom engagements. Overall, these tools and activities united us all, creating a sense of togetherness in our learning community. They ensured that every student, regardless of how they attended class, had an equal chance to engage and learn effectively. 05
Project 1 Our collaborative efforts resulted in the development of adaptive educational games appropriate for many different ESL proficiency levels. Our project seeks to transform language learning by using innovative teaching methodologies and satisfying curriculum requirements, adapting to the shifting needs of today's learners. Ultimately, our goal was to improve language acquisition through immersive and fun educational games, while also cultivating well-rounded abilities in ESL learners within an evolving educational context. EVIDENCE OF PROJECTS For this project, my partner and I, Ashahryl ventured into creating educational games tailored for 21st-century ESL teaching, aligned with the KSSM/CEFR curriculum. Our main focus was developing interactive and engaging games that addressed the five curriculum topics. Collaborating closely, we designed unique lesson plans embracing modern teaching methods and technology to cater to diverse ESL learners. These games aimed not only to teach language skills but also foster critical thinking, creativity, collaboration, communication, and digital literacy among ESL students. 06
Project 1 EVIDENCE OF PROJECTS After completing our lesson plans, the next step was to create a blog and upload our work. As someone less acquainted with online tools, I sought guidance from my partner and turned to online tutorials for assistance. The collaborative efforts of my partner and the insights gained from online tutorials were vital in bridging the gap between my initial unfamiliarity with online tools and gaining the necessary competence to navigate this new task effectively. The assistance they provide not only aided in the execution of the blog post, but it also widened my skill set, allowing me to engage with technology more confidently in future endeavours. All in all, it was a challenging task but truly after completing it, it made me proud of the outcome and the new skill i learned. Creating the Blog Drafting ideas for my lesson plan 07
Project 1 EVIDENCE OF PROJECTS Blog: Different activities created by both Ashahryl and I Blog: Home Page 08
Project 2 EVIDENCE OF PROJECTS Our final project lasted the whole semester. We each made our own lesson plan and then did our mock teaching with our classmates on a set date. Madam Nirmala guided us through each step of the lesson plan, like how to start the class, what activities to do, and how to finish it. For the first mock teaching it was conducted online with Madam Nirmala present to monitor how I did mine. Although I was prepared with my materials but things did not go to plan as I imagined. Thus, the participation from my peers were not as engaging as I wanted it to be. At the end of my first mock teaching on set induction, I received feedback from madam as I was focusing on two things for my lesson and it is best to focus on only one. As I recall, the contents I wanted to teach was based on adjectives and present/past tense. After the feedback, I then decided to focus only on adjectives which helped me to focus on that area more for my lesson, making it easy for me to plan my activities ahead. Now, for the continuation from set induction it was conducted online to save up time as previously from the set induction, it had to be done in two sessions to make sure everyone completed their mock teaching presentation. So although the set induction was already done online, we students from different branches were told to re-do from the beginning with the help of our peers. The mock teaching simulation I did was with the help of my friends from DTESL as we have classes together on every Thursdays and Fridays. Truly after conducting the mock teaching, the feeling is different especially because we have actual students who are present to listen and participate in our class. It made me realise how we will meet different students in the future and that their participation level would be different as well. Through this it gave me an opportunity to learn and develop in areas that I should be aware of in the future especially as I prepare myself for internship next year. In conclusion, learning to teach was exciting, but it had its challenges too. After conducting the mock teaching, it showed me how real classrooms can be different. Sometimes things didn't go as planned, but it was a great chance to learn and improve. Now that it's done, I feel like I've learned a lot about teaching and how to handle different parts of a lesson. 09
Project 2 10 EVIDENCE OF PROJECTS Online mock teaching of my set induction First physical mock teaching with the continuation from set induction to activity Mock teaching on closure