Dima Chamoun

Dima Chamoun TEFL certificate Dima Chamoun TEFL certificate


PROFILE


•Creative, ambitious, very patient, and capable to work under pressure. •Team player and effective communicator with good people skills. •Problem solving and strong analytical and guidance skills. •Quick learner and highly adaptive to new environments. •High standards of integrity, commitment, and ethics


PROJECTS


•Fluent in English, and Arabic languages, I am studding Spanish language in Escuela Oficial de Idiomas nivel intermedio 2 •Hands on computer skills for common software. - 2007 Certificate of Participation,6hr.of professional development, and Certificate for The Presentation of an Educators workshop , The professional Educators ’ Association of Kuwait,PEAK 2007hosted by The English Academy School EAS. - 2008 Certificate for The Presentation of an Educators workshop , The professional Educators' Association of Kuwait, PEAK 2008 hosted by The Universal American School UAS. - 2009 Certificate for attending the- Awareness of Children Who Learn Differently –Sponsored by Creative Children International School in Kuwait. - 2010 Certificate of Participation for Presenting a workshop and 4hours of Professional development, hosted by Al Bayan Bilingual School BBS in Kuwait.


2006–2012 Firm: Al-Ghanim Bilingual School, Salwa, Kuwait FACEBOOK (Al-Ghanim Bilingual School) Position: Primary School English Assistant Teacher/Arabic Teacher Duties: Teaching subject matter to students at grade 1 2004 – 2006 Firm: Montessori Nursery, Kuwait Position: kindergarten, English Assistant Teacher



Team leader of the activity for Grade 1, 2, and 3for 1 year.


Institute for preparing teacher: in Syria

My teaching approach

Approach to teaching English:

English today is the most widespread language in the world and is more widely spoken and written than any other language, the knowledge of how language works is essential when we want to teach our students, so what I aim for my students to learn?

As a teacher I want my students to think about target language, to communicateand to make conversation with others, giving special emphasis to the fact that they should enjoy their learning experience. I focus on increasing students skills in listening, speaking, reading, and writing. It is neither possible nor advisable to totally separate the learning of one skill from the learning of another.

I teach them the pronunciation from the beginning day of the course, to express their thought, perception and feelings. Try to accelerate the process to use the target language every day. 

It is very important point that the teacher have thebalance between the receptive skill)listening and reading ( and productive skills)speaking and writing( so the learners first do not need to produce the language, they just receive and understand it. These skills are sometimes known as passive skills. They can be contrasted with the productive use, and then they will speak and write.

In the process of learning new language that the students being with receptive understanding of the new items, then later they move on to productive the use, and the relationship between it is a complex one, and every skill contribute to the development the other.

In the area of the language, it is important to achieve the communicative of the learners, they need knowledge of linguistic forms, meaning, and function. They need to know that many forms can be used to perform a function and that a single form can serve different function. They must learn how to choose the appropriate one depending on the social context and the role of the interlocutors.

Language function might be emphasized over forms, Vocabulary is emphasized over grammar along with speaking communicatively, and pronunciation receives more attention from the beginning.

All four skills are worked on from the beginning of the course, although students learn to read and write what they have already produced orally.

The starting point is what the student know and is built up from structure to the next through syllabus develop according to learning needs, so my syllabusbased upon dialogues that are graded by vocabulary and grammar. And based upon situationfor examples: units (about language that it is used at a bank or shopping ….). And topics like (money, geography, weather).

And sentence-based syllabus with grammatical and lexical criteria in selecting the teaching items.

 

 

 

 

Activity

TIME

OBJECTIVES

ORDER

QUICK QUESTION

Healthy food

5 MIN

 

May he eats a lot of cake?

Structure activity1

recipes

15 min

Practice the passive voice in present tense by sharing recipe.

Make one sentence in passive voice. To tell something about recipes.

Vocabulary activity1

What luxury

15 min

To introduce vocab relating to luxury items

What is your personal idea of luxury?

Topic activity 1

New world news

Twins smoking study analysis

20 min

To observe the images

Do you think it is difficult to stop smoking?

wrap up

5 min

 

Do you know any one that stop smoking?

Make sentence in passive voice

Lesson plan provide a framework for the lesson and the teacher can prepare in advanced making sure all the required materials are to hand to ensure the activities and move smoothly from one to another.EX:

 

 

 

 

 

What about my roles and my student’s roles and how I will go to interact with my students:

I will direct the class activities, but my students and I will be more like partners in the teaching and learning process, so both of us initiate the interaction.Be an engineer in my classroom; give whatever help is necessary for the students to learn.

Authority, indirect positive suggestions and try to enhance my student s self-confidence to convince that success is obtainable.

 I will try to reduce their stress and anxiety , initiate the  interactionwith the whole group and individual student.

Students- student interaction, must retain the information , imitators of teacher s nonverbal model, feel secure , initially they can respond with few target language words, but eventually they can respond more appropriately and even initiate interaction themselves.

While praise can convey ( positive teacher affect) , it should be proportionate to the language performance eliciting the praise. For example, if excessive praise is given to student of low ability for answering a simple question, this can be interpreted by student as an indication that the teacher has little confidence in their ability. Thus, praise should be aim at explaining to students how they could do better, and should be devoid of personal criticism or sarcasm. Therefore as a teacher praise and criticism should be done appropriately.

Errors are expected and an inevitable feature of earning, they fact are part of learning and reveal the strategies that learners use to learn language. What is the best attitude to correct it: I should be tolerant of them; just correct the major ones. SometimesI will employ various techniques, trying to get my students to self-correct whenever possible.Correct of the errors must done gently and with soft voice that because I don’t want to stress my students.

As a teacher, my materials to be used in class will be prepared before the class begins. Distribute materials to students. I can also Pre-tell them what material would be used from.

Some materials I am going to use it like realia) the students are learning to describe clothes, In turn, they describe someone in the class for others to identify ) , pictures,  pantomime, textbook, whiteboard and color chart ( these colors of the chart used to learn spelling of sounds and reading and pronunciation of words)

My classroom must be bright and cheerful. Decorate with posters displaying grammatical information.

So the students with all of these materials  can understand the meaning of the new target language without translation, communicate as if in real situation, performs the commands without me, work from text….

What dynamic I have to do to achieve all of that? I will ask them to use new words in complete sentences, figure out the rules of grammar from examples, ask them their reaction to the lesson, reading: I will read the text first matching my voice to the rhythm of the music then the second time I will read it at a normal sound .

I will ask my students to read it before they sleep and when they wake up. Then do games, songs, questions and answerss exercises command and perform the actions with my students then I ask them to perform it alone, then they develop flexibility in understanding and start to read and write.

If I know that my students have negative factors I will work to reduce it and develop positive ones by doing activities to build a positive group dynamic, by including students in deciding.

These activities must be motivating for the age and interests of the learners.

If I want to assess learning outcome and students difficulties I need to know them, to interpret their reaction, what are their problems: shy students, tired, stressed, very demanding,….so I will try to gain the students trust , by using all my ability to create rapport with them.

The teaching process is exciting and rewarding, but sometimes we have to face some difficult situations. With the time we will feel comfortable and happy with our students, thenthe interaction will flow.

All of the different methods were created with only one aim: Tofind the best way of teaching a language. Modern methods are aware of the one necessity of taking care of the learning process.

My approach will change with difference between teaching complete beginners and more advanced students .

Teaching beginners is very different from teaching more advanced students for many reasons, the main reason being the learners inability to understand L2 native speech. It is of extreme importance to identify levels in order to grade my language and gauge the right approach when preparing my classes. In order to understand the difference between the students levels of production, we have to consider two main skills in their language mastery: understanding and speaking. The proportion between these two skills will give us their level of proficiency.

I approve my approach by considering the three steps of interlanguages: language transfer – overgeneralization –simplification, because the language that used by learner is not proficient. And to acquire it , does not mean to study, it is a result of having learnt it though.

The age is not important to acquire the language even at age 60,70,… can learn it .

Finally the students can learn the target language by communication through the situations of the life, so the good teacher that he can help them to interact, understand, practice in a professional way.

 

 

 

 



Barcelona, Madrid

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