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II. The report 1.

General Information

Faculty of Social Sciences Licentiature of English

Professor: Martn Ulises Aparicio Morataya

SUBJECT: Module 6 Management of Technological Resources for the Teaching and Administration of the English Language (Part III)

Topic: Project 3: Teaching Perspective Inventory

STUDENT Delmy Marisol Hernndez de Paz

CARNET 31-5023-2006

Friday August 14 th, 2012

2. INTRODUCTION

The goal TPI of this report is to provide faculty members and identify your the strengths at our education or our job. The goal of this report is to provide faculty members and identify the strengths our teaching job. The questionnaire has five parts like transmission, apprenticeship, developmental, nurturing and social reform. It give a score that you can observe the negative or positive of your-self knowledge and skill. The Teaching Perspectives Inventory gives direction to the process of critical reflection by providing a baseline of information as well as articulating teachers own beliefs about learning, knowledge, and the social role of teacher. Initial work with the groups mentioned above suggests that the TPI provides a means of tracking and looking more deeply at the underlying values and assumptions that constitute teachers perspectives on teaching. The TPI also provides a wellarticulated basis from which to justify and defend approaches to teaching when under review or evaluation.
3. THE TPI RESULT AND THE DESCRIPTION Transmission Apprenticeship Developmental Nurturing Social reform 37 32 33 40 34

The profile states any score at or above 40 is a dominant perspective. That means nurturing is my dominant perspective. I do agree. I have three recessive perspectives. These include: transmission, social reform and developmental. Falling below the line of recessive perspective is my score on apprenticeship.
4. CONCLUSION

When I examined my results sheet, I was not surprised to see nurturing at the top! I believe that students learn best when the environment is safe for them. Safe means a place where students can take risks in learning and know that their teacher will by their cheerleader regardless of the results. It's a safe place because of the relationships and routines that have been established. Of course establishing relationships with a room full of kids is no easy task, but it is a priority in my classroom. It is amazing to see what happens after a "safe" classroom is established! Kids go above and beyond when they feel loved. They amaze themselves when they complete a challenge that they did not think was possible and, as a result, their self-esteem rises. Once students know that I care and want to see them succeed then they in return care about what I know and how I will help them in the process of learning. I provide clear expectations for them that are often set high.
2

I am an elementary teacher who believes building confidence helps students feel successful in the classroom. I look at my job as a coach to guide my kids into learning something new and as a cheerleader who keeps on encouraging them on in the process. I take into account where each learner is and what would be the next step for that child to increase his/her knowledge. Apprenticeship goes hand-in-hand with my "cheerleader" mentality. I do believe in cheering my students on to successs. One way to do this is to really know my students. By this I mean to know what they have mastered and where they are struggling. What their strengths and weaknesses are. My lessons are guided by their schema. I take what they know and their strengths/giftings and partner that with what they need to learn. Basically, students use their strengths and background knowledge to learn and strengthen their weaknesses
III. Evaluation of project 3

Criteria 1. General Information 2. Introduction 3. The test result and the description of your teaching perspective 4. Conclusion Total

% 10 10 60 20 10 0

Grad e