English supervisor
International Pioneers Academy
مجموع سنوات الخبرة :20 years, 5 أشهر
My experience in teaching began in 2001 when I started teaching English for students from the 7th, 8th and 9th grade . It was a valuable and unique experience. Dealing with students with Different learning styles, varied personalities and linguistic abilities was one of the major challenges that I faced. Then I taught English for secondary stage where students were Tawjihi oriented mainly. Again, it was such a fruitful experience where methods of teaching were manipulated to lead students toward acquiring the language, using it communicatively and at the same time getting high scores in the exams. After that I had a very different experience in teaching English for graduate students and post graduate ones in a Community College and in the Language Center at the University of Jordan. This experience was so different in words of having flexibility and variety in the material taught. Besides, the learners’ role tend to be clearer and more sufficient since the courses are chosen by the students themselves and the assessment system is different from the one at the schools. I think that the more flexible the curriculum is the more creative the teacher can be and the higher effectiveness can be gained in the process of teaching and learning.
I believe that I have the needed requirements in words of Communication and interpersonal skills. Different skills were enhanced through my experience as an English supervisor where I had to lead a team that consists of 30 teachers. Managing team affairs, problem solving, stating plans and following them, unifying a team vision were some of my daily practiced skills.
My personal vision and philosophy around learning and teaching English is that second language acquisition in the classroom is best fostered in positive affective conditions, where stress is less and students feel safe. Also the learning atmosphere must be challenging and motivating. A real language classroom must provide input and opportunities for interaction and student output.
Activities in and out of the classroom should acknowledge and exploit our environment. The input should be meaningful and come from multiple sources and through multiple media.
My M.A. thesis was entitled with “An Investigation of the Impact of Type and Amount of Teacher - Talk at the 1st Secondary Grade in Jordan.” The main question was that when teaching English, the teacher should consider the pacing of both the rate of speech and the speed at which information is given. The teacher should vary presentation styles and take into account different student learning styles. The teacher should consider the meaningfulness of the tasks, activities, and the language used. The teacher should consider what kinds of feedback are presented and when. Teacher’s talk should consider student interests, expectations, needs, and reasons for study.
A published research for me was entitled with “The impact of using an orientation program based on English language teachers’ self-assessment and reflection on students’ learning behaviours from the teachers’ perspectives”
The main question was about how teachers can raise students’ positive learning behaviours by using teachers’ self- assessment and reflective techniques.
Personal Statement
My name is Amal Izzat. I have a Bachelor degree in English Language and Literature from Yarmouk University with an Average of (85, 2). My B.A. degree was followed by a Diploma degree in Curricula and Methods of Instruction /English Language from Yarmouk University with an Average of (83, 8). I have a master degree in Curricula and Methods of Instruction/ English Language from Yarmouk University with an average of (85, 8). In 12/2016, I have gained my PhD. Degree from the University of Jordan in General Curricula and Methods of Instruction/English Language with an average of (3.85/4) rating : excellent.
As for my professional development courses, I have an ECPE (Certificate of Proficiency in English) from The University of Michigan, English Language Institute in 2006. Also, I have a
A Certificate in ELT - English Language Teaching- from Canterbury Christ University, Department of English and Language Studies in cooperation with Ministry of Education in 2008. Besides, I have gained a TOT certificate from the Canadian Center in 9/2016 with30 credit hours and a TOT certificate in “Creative Educational Leadership According to Brain Research “ accredited by IAO HOUSTON U.S.A. in April/ 2017 ( 12 credit hours).
My experience in teaching began in 2001 when I started teaching English for students from the 7th, 8th and 9th grade . It was a valuable and unique experience. Dealing with students with Different learning styles, varied personalities and linguistic abilities was one of the major challenges that I faced. Then I taught English for secondary stage where students were Tawjihi oriented mainly. Again, it was such a fruitful experience where methods of teaching were manipulated to lead students toward acquiring the language, using it communicatively and at the same time getting high scores in the exams. After that I had a very different experience in teaching English for graduate students and post graduate ones in a Community College and in the Language Center at the University of Jordan. This experience was so different in words of having flexibility and variety in the material taught. Besides, the learners’ role tend to be clearer and more sufficient since the courses are chosen by the students themselves and the assessment system is different from the one at the schools. I think that the more flexible the curriculum is the more creative the teacher can be and the higher effectiveness can be gained in the process of teaching and learning.
I believe that I have the needed requirements in words of Communication and interpersonal skills. Different skills were enhanced through my experience as an English supervisor where I had to lead a team that consists of 30 teachers. Managing team affairs, problem solving, stating plans and following them, unifying a team vision were some of my daily practiced skills.
My personal vision and philosophy around learning and teaching English is that second language acquisition in the classroom is best fostered in positive affective conditions, where stress is less and students feel safe. Also the learning atmosphere must be challenging and motivating. A real language classroom must provide input and opportunities for interaction and student output.
Activities in and out of the classroom should acknowledge and exploit our environment. The input should be meaningful and come from multiple sources and through multiple media.
Teacher of English, Secondary Stage. Amman, Jordan 2002-2005
•Teacher of English, Secondary Stage .Irbid, Jordan
Courses taught at the University of Jordan •English Language and Communication Skills (99-101-102-100)
An Investigation of the Impact of Type and Amount of Teacher – Talk at the 1st Secondary Grade in Jordan. (1999). Unpublished M.A Dissertation .Yarmouk University, Jordan •PhD Dissertation The impact of using an orientation program based on English language teachers’ self-assessment and reflection on the enhancement of their instructional practices and their attitudes towards the program. Published research •“ The impact of using an orientation program based on English language teachers’ self-assessment and reflection on students’ learning behaviors from the teachers’ perspectives” Has been accepted for publication in “ DIRASAT: EDUCATIONAL SCIENCES”IN 21/11/2016 •“ Blended Learning in ELT Contexts” Has been accepted for publication in “ Dirasat : Educational Sciences “ in
- PhD Dissertation The impact of using an orientation program based on English language teachers’ self-assessment and reflection on the enhancement of their instructional practices and their attitudes towards the program.
TOT certificate from the Canadian Center in