About meHello! I am Montserrat from London, and I know the latest strategies in Teaching as you will see it in my introduction. I am a qualified teacher at Canterbury Christchurch University in the UK with a Certificate in Education and Training (CTLLS) with teaching observations. I Graduated recently as a Teacher of English as a Foreign Language from Cambridge University with a CELTA with nine teaching observations in the classroom and two observations teaching online ESOL students from West Thames College. I have six years of accomplishing teaching experience as a teacher of Spanish-Eglish at two outstanding multicultural secondary language schools in London, and one year of experience teaching adults online at a different range of levels. Also, I achieved the Award in Education and Training from City & Guilds of London Institute at Uxbridge college with some teaching practice observations too. I am passionate about languages and travelling. I studied the French language at the French Lycée in Madrid for three years and lived in ST Marteen for a year teaching Spanish to a one-year-old child. LESSONS FROM BEGINNERS UP TO ADVANCE. -THEMES FOR REAL-LIFE conversational skills. -BEGINNERS up to intermediate learn at all language skills. -ADVANCE students practice the conversation with me with interesting lessons focus on articles of relevance. I have the specialism in speaking skills. My students at GCSE (B1-B2) and A-level (C1-C2) have achieved excellent grades. I have developed strong speaking skills during this time preparing students for examinations in GCSE and A levels. I can anticipate the student's needs and how to implement new strategies to improve their skills in the target language. I am passionate about art and drama. At the beginning of my teaching career, I volunteered in a Primary international language school in the role of teacher of Drama in English as a Foreign language. I wanted to create something original with my students that I could adapt to their ideas, thus I wrote a theatre presentation which I called Dreams can fly. Currently, I work on a bilingual book for adults and children in both English and Spanish languages. With all the benefits from this book, I want to help a charity to sustain the education of the children in Cape Verde. Achievement and Teaching: During my time at Gumley House Convent School and the completion of my teaching training, I have acquired experience in teaching large groups of students up to twenty-five. The language department has always placed trust and confidence in my responsibilities in teaching students. In one observation my mentor commented on my capacity to build good relationships with the students and my wittiness in the classroom. In the final observation, my tutor commented with the heads of the languages department how impressive my lesson was and the high levels of engagement and motivation that students show in the lesson. I have always been constant in my work at schools, producing resources and in constant communication with teachers and heads of subjects to discuss pupil progression and explore different assessment strategies that needed to be implemented to support the individual pupil. I have assessed, tracked, and monitored students’ progression closely. I have built strong relationships with my learners and used an effective system of sanctions and rewards with troubled teens. I show a strong capacity for classroom management and instructions. Students know what they need to do in an activity and the purpose of doing it with success. During the completion of the Award in Education and Training and the Certificate in Education and Training at Canterbury Christchurch University, I have developed strong TEACHING SKILLS in the classroom and strong speaking skills during this time preparing students for examinations in GCSE and A levels. I can anticipate the student's needs and how to implement new strategies to improve their skills in the target language. I enjoyed my lesson plan producing support worksheets with chunks, frames from speaking, key expressions, grammar reminders, flashcards with prompts, and different quizzes and strategies. I always set high expectations and underline the goals at the beginning of the lesson. I use extension activities for more advanced students to let them progress further. My sessions have always been student-centred with activities that encourage participation, problem-solving, and collaboration. In my sessions, students help peers to answer difficult questions. It has allowed me to monitor the students closely and take notes of their practice. I have reassured students and prepared them for a mock exam day. I have provided them with very detailed feedback fixing errors, adding vocabulary to expand their answers, giving sentence examples, remarking good expressions used, and giving guidance on how to improve speaking with an action plan. I have used varied types of exercises and approaches during the speaking practice to develop students' confidence in the language and passion for learning. I have always differentiated my students and levels, used different levels of complexity for the tasks, and adapted the appropriate pace for a group or a student. Constructive feedback and comments on their performance have encouraged students to speak with a positive attitude to the target language. It helped me to let students know where I want them to be. Students must be able to reflect on their work and understand what they need to achieve to aim higher. Celebrating success is as important as highlighting areas for improvement. I challenge and guide students with achievable targets that I have checked and revised. I have always used the school marking code strictly. Students can see from the marking strategy how they can improve their work and what they have done well. I have used official mark schemes and assets of students in speaking conversation. I have used different levels of difficulty in my tasks, starters, reflection, and plenary activities. Interests: I have always had an interest in the process of learning development in children with special needs and challenging behaviour. I have taken INSET courses in my schools to develop my awareness as well as volunteering in English lessons as a teacher assistant supporting the learning of SEN students. I like to be part of the community, and during my time at school, I collaborate with some events and drama productions by preparing the service of the beverage and receiving parents and families at the school presentations. I keep myself healthy with long walks in the park and swimming at the pool. I am a reflective teacher and keep reading articles and teaching books in my free time to be updated and learn new teaching strategies to put into practice and get new ideas that help me to set targets in my teaching practice.
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