Portfolio_2

Teacher’s Portfolio

2nd Semester. Academic Year 2018 - 2019

ROCHELLE JACA FUENTES

March 2019

About Me

I graduated with my bachelor’s degree in Secondary
Education major in English from Bulacan State University in
June 2017. I am from Bulacan province, the Philippines. I love
learning about different languages and cultures, especially
Asian’s. As I grew up, this interest in other countries and
cultures expanded. It wasn't until I went to college that I knew
there was a profession that would allow me to work with and
learn about people from other countries. True to form, I had a
foreign classmate, learned the strategies in teaching the
language in everyday classes and also I had my on-the-job
training with Korean students, those are my first glimpses of ESL classes. With this opportunity,
my first work being a teacher, I discovered my love and passion for teaching foreigners. My
interest in other cultures was also the reason why I decided to start teaching English. This
profession has helped me get to know different people and students from various countries,
experience diverse cultures and traditions, and made me appreciate that we are all different
and unique in our own special ways.

Teaching Philosophy

I believe that my job as teacher is not the traditional "sage on a stage" model that I
experienced as a child, but rather that I should be a guide. I don't want to lecture to students
and give them all the information. Instead I want to work alongside students, give them the
tools, and let them construct their own meaning and understanding; always standing ready to
refine and refocus when needed.

I believe a teacher should be an active coach rather than an all-knowing sage. I
recognize that I am not the keeper of all knowledge. With this in mind, I take on a role similar to
a coach in that I cheer on students and assist them in their journey to becoming capable,
independent learners. I show students that their ability to practice and improve is solely
dependent neither upon my presence nor theirs in the classroom. I utilize materials that are
practically applicable in the real world and require students to use what they have learned
outside of class time. As students become familiar with this format they learn from their own
successes and failures and become intrinsically motivated. Though different proficiency levels
and needs of students will require me to take on a directive role to varying degrees, I will
always be—first and foremost—a coach to my students. My ultimate goal is to empower my
students and show them that they can continue to be independent learners for the rest of their
lives.

“Ideal teachers are those who use themselves as bridges over which they

invite their students to cross, then having facilitated their crossing, joyfully

collapse, encouraging them to create bridges of their own.”

Teaching View

The 5 macro skills—reading, writing, speaking, listening and viewing— are all equally important in
learning a language and teaching the language, thus, every student must study with lessons applying these
skills in order to fully understand and learn a language. This is my reason for incorporating what other think is
unnecessary for the students. I varied my class lessons to adopt these skills. I also considered the level of Thai
students when it comes to the language.

An interesting feature of early language acquisition is that children seem to depend more on
semantics than on syntax when speaking. Furthermore, the acquisition of language facility is one of the most
interesting things in learning, but in my case now, my Thai students did not learn English the way others did.
They were not very exposed to the English language, that’s why it’s understandable that it is not easy for
them to master areas of learning such as listening, reading and writing.

As for the teachers like me, we believe that the five macro-skills in communication are the most
important skills in teaching a particular language. Each of them is indispensable in the learning process and
teaching performance on behalf of the learners and mentors. These skills such as listening, speaking, reading,
writing and viewing will use as the main vehicle to obtain definitely a certain language.

In my opinion, the most important thing I can do for a student is create an environment that allows
students to feel happy and safe so that they will take risks with the language. When a student is able to take
risks with the language and don't feel that they will be judged or criticized when they make a mistake, they
will create their own meaning and understanding within the language and will learn more quickly and fully.

ROCHELLE JACA FUENTES

1/1 Wuttisarn T.Chengneun A. Meung Rayong 21000
083-425-7847
[email protected]

CAREER OBJECTIVES

 create and build harmonious relationship with local and foreign students as an
English teacher

 offer high quality education to student’s development and relevant educational
needs

PERSONAL INFORMATION

Birthday : July 11, 1992
Age : 25
Civil Status : Single
Gender : Female
Citizenship : Filipino
Religion : Catholic
Language : Filipino, English

WORK EXPERIENCES

Bulacan State University Language Center
ESL Teacher (Teaching Korean students)
2017 - 2018

De La Salle Araneta University Language Center
EFL Teacher (Teaching foreign students)
2017

TRAININGS ATTENDED May – June 2017
May - June 2017
 American Accent Training May - June 2017
 Intensive Grammar Training May - June 2017
 IPA Transcription Training November - December 2016
 ESL Teaching Strategies Training November - December 2016
 Accent Neutralization Training
 Intensive Grammar Training

EDUCATION : Bulacan State University
College City of Malolos, Bulacan (Main campus)

High School : Bachelor of Secondary Education
Elementary : Major in English (Language and Literature)
2013 – 2017

Bachelor of Industrial Technology (2-year course)
Major in Computer Technology
2008 - 2010

Jose J. Mariano Memorial High School
Bintog, Plaridel, Bulacan
2004 - 2008

Culianin Elementary School
Culianin, Plaridel, Bulacan
1997 – 2004

LANGUAGE SKILLS

 Fluent in English
 HSK (Chinese Proficiency Exam) Level 3 passer
 Basic knowledge in Korean Language

CHARACTER REFERENCES

Ms. Maricel San Diego
Head of International Programs
Bulacan State University
(044) 7910153 / [email protected]

Ms. Daisy Bueno
Operations Manager
Bulacan State University Language Center
(+63) 917 526 0946 / (+63) 926 649 6214

I hereby certify that the above information are true and correct according to my
knowledge and beliefs.

ROCHELLE J. FUENTES
Applicant

Sample Classroom
Activities

Speaking

Why is it important?

Speaking is the act of talking to someone, of making an utterance with intentional and unintentional
dealings, or of a discourse of a person who really speaks. It refers also to literary works and artistic
communications that are composed of daily recitations, as ancient poetry and oral literature regardless of a

language spoken by the people worldwide.

The teachers should create situations in which the learners could exercise their ability of oral expressions.
Speaking is one of the most direct and useful forms of communication.

I am teaching the students general conversations, the reason why I chose speaking as the main
component in my lessons. Speaking lessons compromises about 80% of the entire lesson we did in class.

Speaking was also the best option for the students to learn English because..
they need to SPEAK in order to communicate.

INTRODUCE YOURSELF IN 20 WORDS

Objectives

 Show steady increase in listening and speaking everyday vocabulary words
 Use appropriate parts of speech found in simple sentences
 Put ideas in proper sequence

Procedure

- The students will prepare 20 small sheets of paper (just big enough for everyone in the
classroom to see what’s written on it).

- Students will write a word that describes them in each papers.
- They will be called one by one to stand in front of the class and present the papers. As they

flip the papers one by one, they have to speak about the word, introducing themselves at
the same time. Example: 7/11 – My birthday is on July 11.

Sample Words

Ironman English BSU The Philippines Seafood Mango

Spicy Introvert Jesus 25 Fuentes

Blue Harry Potter watch movies crab BSU Bulacan 7/11

Evaluation

The students will be evaluated based on their creativity in presenting their information about
themselves, they will also be graded according to the rubrics criteria.

ORAL Presentation Rubric

Excellent Proficient Needs Improvement

Content
Structure & organization

Time and Pacing
Posture
Eye Contact
Clear and Audible
Visual Aid

TELL ME WHAT HAPPENED

Objectives

 Understand and respond appropriately to some routine questions
 Exhibit waiting and turn-taking
 Produce real-life conversations
 Show the use of polite expressions such as Excuse me

Procedure:

- Students have to choose a partner to work with
- Once the partner was chosen, they will assign who will be partner A and who will be partner

B. After deciding, the students will choose a topic to talk about. Partner A will be the one to
ask questions as Partner B will be the one to answer.
- Each pair will be given 2 minutes to present their conversation to the class.
- The topic focuses on the long weekend the students just had (the King’s Birthday holiday)

Example:

Partner A: How are you today?
Partner B: I’m doing fine, thank you. How about you? How was your vacation?
Partner A: It was great, we went to Bangkok.
Partner B: Wow, tell me what happened there.

*If the students did not go on a vacation they can tell us what happened at home.

Evaluation:

The pair of students was evaluated based on
the rubric with 2 as the lowest and 5 as the
highest score.

Listening

Why is it important?

Listening is the most important skill in communication. It is a mental operation involving processing
sound waves, interpreting their meaning, and storing their meaning in memory. It is a communication
technique that requires the listeners to understand, interpret, and evaluate what they hear of. They serve as
an approach to make everybody comprehend which is originally derived from the given talk or utterance. It is
closely related to speaking and it enables the persons to soak in any information that is given to them;

consequently, the information can be passed on to another party later on after the conversation.

On the other hand, students will develop prediction and anticipation skills in listening. They will
recall previous savvy or experience about the topic of the listening text before to the text, and will recall the
cause-effect relationships in the listening text. Without listening, communication can also be crippled. It is

vital and should be part mainly in communication.

I couldn’t maximize my lessons in listening due to the lack of equipments in the school but the
students’ willingness to bring their own things and their motivated expressions made everything easier.

MUSIC MAKES US ALIVE

Objectives

 enhance the students ability to understand spoken English
 understand simple narratives and descriptions
 grasp the substance and central idea of what is heard

Materials:

- Laptop, Projector* and speaker
- English Songs to play
- Lyrics copy for the students

(*optional)

Procedure

The students will listen to some English song with the lyrics copy written on the board and on
their group and individual papers.

- Students will have a warm up activity where they will listen to an American series’ opening
monologue and they will be asked to provide the missing words to complete it.

Monologue:

My name is Barry Allen and I am the _______ man alive. To the outside world, I
am an ordinary forensic _______, but secretly with the help of my friends in S.T.A.R.
Labs, I fight crime and find other _______ like me. I hunted down the man who killed my
mother, but in doing so, I opened up our world to new _______, and I am the only one
fast enough to stop them. I am________.

- Before the start of the activity, the students will group themselves with 4-5 members each
group to work on the following tasks collaboratively.

- Another song will be played for another warm-up of the group. The song “Imagine” by John
Lennon will be played and the lyrics with missing words will be posted on the board.

- The group activity will then be done as the teacher distributes the group’s worksheet. In this
group activity, the song ‘Perfect’ by Ed Sheeran will be played.

Student’s Group Activity Work Sheet:

LISTENING ACTIVITY

GROUP No.:

I drove by all the places we used to hang out getting (1)____________ I thought about our last
kiss, how it felt the way you tasted And (2)____________ your friends tell me you're doing fine.
Are you somewhere feeling (3)___________ even though he's right beside you? When he says
those words that hurt you, do you read the ones I wrote you?

Sometimes I start to wonder, was it just a lie? If what we had was (4) ___________, how could
you be fine? 'Cause I'm not fine at all. I remember the day you told me you were leaving. I
remember the (5)____________ running down your face. And the dreams you left behind you
didn't need them. Like every single wish we ever made
I wish that I could wake up with amnesia. And (6)___________ about the stupid little things.
Like the way it felt to fall asleep next to you. And the memories I never can (7)___________.
'Cause I'm not fine at all

The pictures that you sent me they're still living in my (8)___________. I'll (9)___________ I like
to see them, I'll admit I feel alone. And all my friends keep asking why I'm not around. It hurts
to know you're (10)____________, yeah, it hurts that you've moved on. It's hard to hear your
name when I haven't seen you in so long. It's like we never (11)______________, was it just a
lie? If what we had was real, how could you be fine? 'Cause I'm not fine at all

I remember the day you told me you were leaving. I remember the make-up running down your
face. And the (12) _____________ you left behind you didn't need them. Like every single wish
we ever made. I wish that I could wake up with (13) ____________ And forget about the stupid
little things Like the way it felt to fall asleep next to you And the (14) ____________ I never can
escape

If today I woke up with you right beside me Like all of this was just some (15) ____________
dream. I'd hold you (16) ____________than I ever did before. And you'd never slip away. And
you'd never hear me say. I (17)________the day you told me you were leaving. I remember the
make-up running down your face. And the dreams you left behind you didn't need them. Like
every (18) ________ wish we ever made. I wish that I could wake up with amnesia
And forget about the stupid little things. Like the way it felt to fall (19) ________ next to you
And the memories I never can escape. 'Cause I'm not fine at all. No, I'm really not at all. Tell me
this is just a dream. (20)_____________________________





Remember Me

 One by one, the students will stand in the middle of the class and tell their
classmates about their 20 favorite things. The other students will listen and try
to remember the speaker’s favourites.

 Once he/she is done with the 20 list. The speaker will then ask 3 questions
randomly. The student from both Team A and Team B can guess the answer and
earn a point for their team

Finding Soul-mate

 Each student will write down their favorites based on different categories
(e.g. movie, song, pet, color..) like a bingo card.

 Once everyone is done. They will be given time to walk around and ask the
other students if they like the same thing. They have to say the english
phrase “Do you like…?” to complete the task.

 The first student to cross out all the boxes, wins the game.

Friends Think Alike

 Students will be separated into two teams and the team’s representative
must seat on the rival’s side to face his/her teammates/friends.

 The rival team will write a word on a piece of paper to be shown to the other
team. The team needs to give clues to their representative for that person to
guess the word that the other team wrote on the paper held behind him.

 The students must give their best to speak and practice speaking English as
they describe the word. After the representative guessed it correctly, his
team will then write a word for the other team to guess. Taking turns.

Show Me, Don’t Tell Me

 Students were given sets of cards (with VERBS written on it)
 Each of them must not say a word and let their action speaks. They need to

act out the action the verb and the adverb says. Once the opposing team is
convinced with their actions only then will it be considered correct. Then,
they can move on to the next set of words.
 Limited time is given to each team, once time is up, the other team will take
the turn.

Reading & Writing

The basics.

Reading is another important skill in communication. It is a multifaceted process involving word recognition,
comprehension, fluency and motivation. Reading is the way a person gets information from written letters

and words.

Many people think of reading as a skill that is taught once and for all in the first few years of school. In the
past, books and newspapers were the most commonly read items; now emails and text messages form a lot of

normal day's communication activities.

Writing is a skill that needs to practice at all times. By all accounts, writing means much more than using
orthographic symbols. It is a thinking process which is characterized by a purposeful selection and

organization of experience. It is an act of discovery, of communication, of joy. It connects us to work, to
culture, to society, to existing knowledge, and to the meanings of our lives. Without it, poor communication

will occur as far as written communication is concerned.

It is the act of putting sentences together in connected discourse, but the main focus is on basic
communicability. It is designed to give beginning learners the feeling that they are able to write and that what
they write has a profound value. Most people rely on writing because they can’t express themselves and it is

better for them to write in order to fulfill their wishes to the persons they love or long for in order to
communicate effectively.

Students during their writing activities:



Viewing

Why is it important?

Viewing is one of the most important skills in communication (unlike what other people think) because
it is a way of portraying information in the database, thus giving more emphasis to the importance of mental
faculty that allows a perceiver to delineate or give details about a target that is inaccessible to normal senses
due to time, distance or shielding.

Of all the skills in communication, viewing can help the global audiences watch their favorite shows
either in movies or in televisions, as well as other forms of viewing devices. According to Center for Media

Literacy, the literate reader, however, does not stop with converting printed words into ideas. He/she
contemplates those ideas, and carries on an internal dialogue with the author, congratulating the latter for

brilliant insights or condemning him/her for outrageous opinions.

Both the reader and the viewer learn to be active - to challenge, analyze, react, explore, and understand the
medium, whether it's a printed page or an illuminated TV set.

LOOK, LISTEN, ACT!

Objectives

 help lower level learners improve pronunciation, enunciation, and intonation
 act out a scene from their favourite English movie
 creative memorization and presentation

Materials Needed

- Laptop, projector and speaker
- Relevant movie for viewing

Procedure

- The students will watch clips from English movies with about 2-minute talk/conversation.
Each pair of students must remember the lines of the actor/actress for them to imitate
them.

- After a 30-minute given time for preparation, each pair of students will present their act

Evaluation:

Outside the Classroom
Activities and Events

to

WEEKLY MEETING FOR DAILY MORNING ACTIVITIES

to

DAILY MORNING ACTIVITIES DOCUMENTATION

TRAINING STUDENTS FOR A COMPETITION

PREPARATION FOR LANGUAGE CENTER
(MODULE MAKING)

PREPARATION FOR CHRISTMAS DAY / EVENT



TEACHERS’ SPORTS DAY
and NEW YEAR’S NIGHT PARTY

PREPARATION FOR LANGUAGE CENTER OPENING DAY

RTC LANGUAGE CENTER OPENING DAY

STUDENTS’ SPORTS DAY

PREPARATION FOR LANGUAGE CENTER LESSONS