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Ministry of Education of the Republic of Moldova

General Directorate for Education, Youth and Sport


Chiinu Municipality
Alexandru cel Bun High School
Sngera town

Self Evaluation Report


of teaching in the 2012-2014 years
for second degree conferral

Cristina Bandalac
English teacher

Chiinu 2014

Contents
1. General data..................................................................................................3
2. Arguments in favour for the applicants degree program.............................4
2.1 Concerns for professional development.......................................................4
2.2 Involvement in the work of educational institution....................................5
2.3 Personal contribution to the prestige and image of the educational unit....5
3. Continuous improvement of professional skills............................................6
4. Directions of perspective..............................................................................8
5. Students achievement...................................................................................9

1. General Data
Name / Surname: Bandalac Cristina
Date of birth:
Place of birth:
Address:
Phone:
E-mail:

cristinadavid@gmail.com

Nationality:

Republic of Moldova

Family Status:

married

Education:

2013-2011
2011.2007
2006.2004
2004.1999
1999.1996
1996.1995

Intership
teaching:

Masters Degree, I.Creang S. P. U.


Foreign Languages D.,I.Creang S. P. U.
Gymnasium nr. 66, Sngera town
Mihai Viteazul High School, Chiinu
Primary School nr. 53, Chiinu
tefan cel Mare High School, Chiinu

2 years

Teaching:

2012 till present, English teacher


Alexandru cel Bun High School, Sngera town

Trainings:

The English Teaching Resource Center


The Institute of Continuing Education

Professional
skills:

Teamwork, Organisation, Communication, Perseverance,


Confidence and Leadership.

Language
Skills:

Romanian excellent
English very good
Russian well
Spanish well

Interests:

English Literature, Psychology, Bent music, Travelling, Art


Exhibitions, Museums, Philosophy, Traditional Cuisine.

2. Arguments in favour for the applicants degree program


2.1

Concerns for professional development

If teachers aspire to attain the status as professionals, they must accept the fact
that their circumstances have changed, are changing, and will continue to
change...
(Gerald Firth)
It is important for an institution to have well-prepared teachers responsible for
the improvement of the students learning. The professional development is well
established as a positive force in the improvement of education. Teachers expect to
determine their personal needs for improvement. Preferences are often set on the
basis of general needs or frequency of requests.
So, I considered myself a teacher that needs to move ahead and to contribute to
the development of my professional skills.
I did my Masters Degree at Ion Creang State Pedagogical University,
specialization English Language and Culture from 2011 till the beginning of
2013;
I also graduated Ion Creang State Pedagogical University, specialization
English and Spanish Language and Literature in 2011.
This is a great achievement that I got a job in the field I have graduated. However,
I enjoyed the experience studying at this university.
I attended the sessions of Summer School for English teachers continuous
professional development, organized by and hosted at the English Teaching
Resource Centre during June 11-14, 2012.
This training helped me a lot at improving methods and techniques of teaching
English and brushing up the knowledge of American culture and traditions.
I participated in the seminars for professional development of the English
teachers within ETRC International Spring School during March 4-7, 2013.
I attended the training English as a Second Language, organized by a group
of American specialists, on March 8th, 2013. This teacher training was held in
the English Teaching Resource Centre.
I started to create Mini-Office Folders, in order to provide my students with
information they need while working during the lesson.
I participated in a teacher training event Teaching Integrated Skills organized
by Pearson, on March 21st, 2013, hosted at ETRC.
I have noticed that English textbooks printed in our country are not so efficient.
Most books are really useful from the English Teaching Resource Centre, but when
choosing them, it is important to remember the students we teach. There are a lot
of good websites that can be used for teaching students to speak English, because
they provide learning resources for them in many forms.
I attended the training Teaching Modern Multimedia Lesson held in the
Institute of Continuing Education.

The sessions on Microsoft Office taught skills that I used to create more
professional documents and to practice new ways of making PowerPoint
templates.
2.2 Involvement in the work of educational institution
You cannot teach a man anything, you can only help him find within himself.
(Galileo Galilei)
I have been teaching since 2012. I am presently teaching English for primary
classes in Alexandru cel Bun High School. I became an English teacher, because
I have been always interested in languages and other cultures.
In addition, I have had the wonderful experience of monitoring the extracurricular activity Fairy Tales on the Wings of Foreign Languages, encouraging
students of the IInd form to play the well-known fairy tale Red Riding Hood.
21.03.2013
I have been responsible for organizing Teachers Day, held anually in
Alexandru cel Bun High School. 04.10.2013
I have led the extra-curricular activity Merry Christmas, where the students
were very excited to get involved and to propose their ideas of performing it.
18.12.2013
Moreover, I have prepared and shared English lessons with teachers from our
school:
Springtime, the IVth C form , 20.03.2013;
Afternoon Tea, the IIIrd D form, 23.10.2013;
Christmas is coming, the IIIrd D form, 18.12.2013;
Merry Christmas, the IVth B form , 18.12.2013.
I have organized exhibitions of wall papers and other students projects within
different topics and I, also, have worked continuously with the parents, in order to
create a friendly relationship and a better collaboration, because students are more
successful when their parents are actively involved.
2.3

Personal contribution to the prestige and image of the educational unit

There are various reasons why teaching is considered a challeging job, for
example:
keeping the educational process running smoothly and productively;
educating students and encouraging them to understand and speak a foreign
language;
developing the most innovative teaching activities, according to the
students needs;
enabling each of our students to fully maximize their talents in various extrcurricular activities;
promoting the importance of education to others in our community.

These are personal contributions to the educational unit, involving also the efforts
and the attitudes of a teacher that are enormously important to the life of a school.
3. Continuous improvement of professional skills
If language structures make up the skeleton of language,
then it is vocabulary that provides the vital organs and the flesh.
(Harmer)
The theme of this work is Methods of Teaching Vocabulary in Primary Classes
and the reason for which it has been chosen is to find out the most efficient ways of
developing students speech and enriching their vocabularies.
The main purpose of this research is to identify the most useful types of
vocabulary presenting, practicing and testing techniques.
The aims of this work are the following:
To indentify the importance of studying vocabulary;
To determine the sources of interest of presenting vocabulary;
To select activities and tasks that can improve motivation of language
learning.
The theoretical value of the established work is intended as a brief overview to the
study of foreign language, based upon different methods of teaching vocabulary.
The practical value of this research is determined by the fact that the developed
material and selected tasks make available the use of the scientific work.
Several research methods have been used while elaborating this research:
Classification, argumentation, comparison, association, description and analysis.
This research consists of logical and linguistic characteristics of the process of
teaching English vocabulary. But for beginning lets examine what is vocabulary.
According to Penny Ur, vocabulary can be defined, roughly, as the words we
teach in the foreign language. Vocabulary is needed for expressing meaning and in
using the listening and reading skills and the speaking and writing skills. [4, p.60]
So, teaching English vocabulary is an important area worthy of investigation.
Vocabulary comprises the words that we, teachers, prepare for our learners to
memorize and learn by heart, in order to write better tests, but we should teach our
students what words mean and how they are used, we need to show them being
used together in context.
According to Daniela Pohl, students need to encounter a word about 12 times or
more before they know it well enough to help them comprehend what they read.
[2, p.26]
To our mind, when students acquire the new words they begin to use them in
their speech and writing, moreover, those words become a part of their personal
vocabulary.

The study of new vocabulary is based upon different methods of teaching, giving
such a great importance to a careful lesson-planning. It is better to teach
vocabulary in separated, spaced sessions than to teach it all at once.
In other words, words will be learnt better if they are taught briefly at the
beginning of the lesson and reviewed later in the same lesson.
Activities based on cooperation and teamwok are an excellent way to develop a
fully-integrated group, asserts Daniela Pohl, author of The Teaching Vocabulary
in the Primary School Foreign Language Classroom, [2, p.73]
According to Pohl, teachers should use different techniques and activities in
teaching vocabulary, in order to motivate students, to enrich their vocabulary and
to speak English.
There are many ways of presenting vocabulary, but the three very important
sources of interest for children in the classroom are: pictures, stories and
games.The first one is mainly a visual stimulus, and the more clearly visible,
striking and colourful the better. On the whole, professionally drawn pictures or
photographs are used: those in the textbook or coloured posters or pictures cut
from magazines. The second one is both visual and audio; it is considered that the
most effective combination in teaching is pictures and stories together: and the
success of use of picture-books has been attested by many methodologists and
linguists as Kennedy C. And Jarvis J. [1, p.220-235]
According to Penny Ur, games are essentially recreational time out activities
whose main purpose is enjoyment and students learn well when they are active,
willing to invest considerable time and effort in playing it. [4, p.326-341]
We agree, but we should take into consideration the stage of the lesson and to
design them in such a way, in order to avoid noisy learners, but to try to finish the
activity while they are still interested.
To conclude, the teacher must present to the students the object he or she speaks
about and in this way the visual and auditive stimuli will work together in making
the pupil acquire efficiently the new vocabulary. Teachers duty is to monitor the
activities, keeping the students using their personal vocabulary in their speech.
There are described some patterns of classroom interaction that predominates in
our teaching activity, moreover, some practical activities for students, in order to
help them within learning vocabulary.
Group Work, students work in small groups on tasks that entail interaction:
conveying information, for example, or group decision making. The
advantage is that it fosters learner responsability and independence, can
improve motivation and contribute to a feeling of cooperation and warmth in
the class.
In the IIIrd form, at the lesson Christmas is coming, students were divided into 4
groups, and were given the tasks of writing as many words as they can in the chain.
Every group was working with one piece of paper, writing the second word,
starting with the last letter from the first word and so on. This is a good method to
revise vocabulary, reinforce spelling, develop speaking and writing skills.
In the IIIrd form, at the lesson Afternoon tea, using the Wordsearch method,
students were divided into 4 groups, and were involved in an activity such as to

find the words hidden in the grid of letters. The principal purpose is identifying and
collecting vocabulary, in order to help pupils engage with mainstream vocabulary
learning.
Individual Work, the teacher gives a task or a set of tasks and students work
on them independently; the teacher walks around monitoring and assisting
where necessary.
In the IVth form, at the lesson Merry Christmas , using the Matching method,
the students had to match the words to one of the statements that were stuck on the
board in two columns. This is a good teaching technique of making associations
and it can be used to match terms and definitions or pictures and situations. But its
disadvantage is that it can be difficult to develop homogeneous responses.
In the IIIrd form, at the lesson Afternoon tea, the teacher asked students to
match the words with the appropriate pictures, in order to test the meaning of the
words.
Work in Pairs, students do the same sort of tasks as in Individual work, but
they work together, usually in pairs, to try to achieve the best results they
can. The teacher may or may not intervene. This is different from Group
Work, where the task itself necessitates interaction.
In the IVth form, at the lesson Merry Christmas , teacher suggested a new task
for students such as Unscrambling sentences, they were asked to work together, in
order to place the words in the correct order to form complete sentences.
In the IIIrd form, at the lesson Christmas is coming, using the Role-Play
method, the learners were asked to make up dialogues with the acquired words, in
order to improve their abilities within a role.
Full Class Interaction, the students debate a topic or do a language task as a
class: the teacher may intervene ocassionally to stimulate participation or to
monitor.
In the IIIrd form, at the lesson Christmas is coming, using the Multiple-Choice
method, students were asked to select the best possible answer, in order to complete the sentences.
In the IVth form, at the lesson Merry Christmas , using a Crossword game, as a
quick vocabulary revision, the learners read well the clues and found the words,
fitting them across and downwards into spaces with numbers. The advantage is
that requires a familiarity with a larger vocabulary.
There are various interesting practical conclusions to be drawn:
These teaching techniques are likely to be more or less appropiate for
younger learners, because they react well to concrete activities, they are not
yet sufficiently proficient to understand the abstract explanation.
We will get better results if the words we teach have clear meanings or
sound association.
Teachers have to individualize the process of learning and to develop the
techniques, in order to make them supremely effective.

The main aim for learners is to learn the English language, to promote their own
personal development as individuals and the teacher is the one who helps to
achieve these aims.

4. Directions of perspective
I propose the following directions of perspective in the nearest future:

institutional level:
to encourage students to participate in various contests, olympiads;
to organize round tables, in order to solve communication problems;
to establish an event with the theme based upon the standards of students
behaviour;
to do a survey in English, that concerns the students education and career ;
to ensure better outcomes for the students in our school.

municipal and republican levels:


to attend numerous trainings, conferences and seminars organized by the
English Teaching Resource Center;
to cooperate with teachers from other schools, in order to organize sessions
based on facilitating foreign language learning;
to organize extra-curricular activities in partnership with other English
teachers.
5. Students achievement
School progress of students in the 2012-2014 years
Class
2nd B
3rd B
3rd B
4th B

Period of study
2011-2012, 2nd term
2012-2013, 1st term
2012-2013, 2nd term
2013-2014, 1st term

Average mark
8
7,62
7,87
8,04

Average mark

Rating Quality
74%
67%
71%
76%

Rating Quality

Bibliography
1. Kennedy, C., Ideas and Issues in Primary ELT. Nelson London, 1991.
2. Pohl, D., The Teaching Vocabulary in the Primary School Foreign Language
Classroom. 1st edition, Grin Verlag Berlin, 2003.
3. Thornbury, S., How to Teach Vocabulary. Longman Harlow, 2007.
4. Ur, P.,A Course in language Teaching. Practice and Theory. Cambridge
University Press Cambridge, 1996.