Jo Krzysztofik

Jo Krzysztofik TEFL certificate Jo Krzysztofik TEFL certificate


PROFILE


My employment history to date has been within the customer service industry as well as National Health Service. For the past nine years I have worked in a variety of roles in the NHS. I have worked hard to improve my knowledge of the health service and have progressed into management positions. I have 8 years’ experience of working in various management roles and I have encountered no significant problem to my knowledge in establishing the necessary rapport and working relationship fitted to the task in hand. I would say my self-motivation is excellent and that I balance the skills and attitude needed to work successfully in a team with the requirement to work on my own initiative. I have a 'can-do' attitude to my work, and am used to thinking on my feet and solving problems before they escalate. I am flexible, adaptable and dedicated to providing the highest quality service at all times. I have experience of providing support to those that I manage and I work to achieve my full potential. I am hard working and have a willingness to learn. In the various posts I have had, I bring new energy, fresh ideas and a different way of thinking e.g. improving corporate Induction process including. I would describe myself as a diligent and creative individual who can effectively work within a team. I can immediately get behind a project and will commit a high level of enthusiasm until the task is complete. I am capable of bringing key deliverables to a project in creative and innovative ways and presenting them in an effective format. I find great reward in supporting people in their learning opportunities, guiding them through and then being able to help contribute to their success. I have achieved Level 3 Certificate in Assessing Vocational Achievement and Level 3 Award in Education and Training that help me understand and build relationships between different professionals in education and training environment. Inside knowledge of inclusive teaching allowed me to achieve 100% positive feedback from my students and reflect on previous experience. I am currently working on identifying new skills that I need develop to take my teaching to the next level. Additionally, I enjoy working with various stakeholders and organisations. With new national Apprenticeships project, I have worked with many training providers which offer high quality vocational education and training. I am familiar with assessing work environment and vocational skills which has a wider impact on the learning and development department. As an assessor for over 20 students, I understand the principles of assessment vocational skills and occupational competence in the work environment. I am also proud to have been a part of the Quality Mark award achievers.


PROJECTS


Polish (native), Spanish (basic)


2017, TEFL Course, Oxbridge, Madrid 2017, Level 3 Award in Education and Training, NESCOT College Epsom, United Kingdom 2016, Level 3 Certificate in Assessing Vocational Achievement, CAVA Assessor Award, United Kingdom




2000 – 2005, University of Physical Education and Sport, Master Degree (Hospitality and Tourism Management), Poland

My teaching approach

Teaching is recognised as one of the oldest professions in the world. It has always been seen as a duty of the society to develop and coach others as far back as the history can remember. Based on the acquired knowledge and experience, I will explore factors of effective learning and why it is important to meet the individual learners’ needs so that the desire outcome is achieved.

I understand that acquiring a second language differs from learning mother tongue hence my approach towards teaching vary. When I teach, I consider factors for effective learning as the most important thing to understand what students need. The key however is the ability to communicate in other language. Based on that knowledge I designed the syllabus which is a combination of learning goals/objectives and content distribution. My approach is adapted to teaching depending on:

  • Level of the student’s language (functional, intermediate, advanced or native language) – choose different realia
  • Ages – approach towards children is based on classroom activities, learn through play, teens – role plays, group work, competition and adults would be newspapers, reports etc
  • Specific purposes – whether it is ESP (English for Specific Purpose) i.e. business, hospitality, marketing, law etc. or EAP (English for Academic Purpose).

I like to consider myself as facilitator (acting coach) who enables the learning process hence my classroom activates are mainly focused on the learners (actor). I let them do the talking and expressing themselves. It can be achieved by asking questions and drills that improve overall language retention.

I arrive 15 minutes (whenever possible) before my class starts, make sure all materials are prepared and goals set for the lesson. Flexibility, positive attitude of mine and student management skills are also important for success rate and, although easily forgotten, play a significant role in learning process.  

I took on a challenge of teaching basic Polish greetings to Spanish students as part of their general English course (Upper Intermediate level). All learners in this group are motivated as they want to be able to communicate in English. They also see the opportunity in gaining new skills and be able to improve their vocabulary on a wider scale. Having organised the class in the positive and safe environment, the outcome was easy to achieve. The one that needed to be overcome though was personality therefore I needed to design various activities to allow all students to take part and make sure they are all involved.

I used the learning cycle and teaching approaches knowledge to help me establish methods I wanted to use for the teaching to be effective. Below lesson plan is designed for adults and small groups however, if adjusted, it can also be used for bigger class.

I used a mixture of teaching methods like listening/speaking and direct/audio-lingual approach, although I also blended in reading and writing (including functions of grammar) so they become a habit. There is a fix agenda for each for each of my class:

  1. Beginning – ice-breaking questions e.g. tell me about your weekend, what your future wife would be like etc. – 5-10 mins depending on the group
  2. Wrapping up – 1 thing you take from the session – 5-10 mins depending on the group

The above consistency allows me to open and close each session the same way and be flexible on other parts depending on what the objectives and desired outcomes are. Each lesson plan emphasises different approach (e.g. reading/writing/grammar) where listening and speaking is core. My lessons are all in English and no translations is allowed. All words are explained in the new language. I use objects and pictures however in order to expand vocabulary each student need to add a description e.g. a forefinger – the finger next to the thumb, also known as the first or index finger (or show the picture of the hand and discuss it in details).

Session objectives/outcomes:

By the end of the session the student will:

  1. Know things everyone from Poland has to explain to foreigners – No more questions!
  2. Be introduced to words that look the same in Polish and English but have totally different meanings – No more silly mistakes!
  3. Practice words that look the same in Polish and English and have the same meanings – Easy-peasy!
  4. Be able to introduce yourself in Polish

Timing

Learner Activities

Teacher Activities

Resources

Skills to be developed/Linguistic competences

Assessment method

5mins

Introduction

 

 

 

 

10mins

Questions/Answers

Asking students random questions

Questions list

Speaking

Q&As

10mins

 

Listening

 

Introduction and explanation of the lesson outcomes

PowerPoint presentation

Listening

none

 

15mins

 

Quiz Questions

(Activity 1)

Listening group discussion/Collecting points/Award winning group

Map/Hand outs/Realia

Speaking in groups/Discussion in new language

Quiz/Q&As

30mins

Quiz Answers

 

Ask particular student/s to come to the front and show Poland on the map

 

Vocabulary activities

 

PowerPoint presentation

Speaking in front of the class/Listening to different accents/Vocabulary

Quiz/Q&As

60mins

Speaking/Reading

 

Did you know…? Things everyone from Poland has to explain to foreigners

Discussion about difference between Spain, England and Poland/Culture

Odd one out exercises

PowerPoint presentation/You tube videos

Speaking/Reading/Vocabulary/semantic fields

 

Q&As

30mins

Listening/Speaking/ Repeating

(Activity 2)

Words that look the same in Polish and English and have the same meanings

PowerPoint presentation

Speaking/Repeating/Cognate words

Q&As

5mins

Listening

Explain one grammar function that was mentioned in the presentation

Whiteboard/Notes

Grammar x 1 function

Q&As

10mins

Writing

Ask students to write 1x sentence with learnt grammar function

Whiteboard/Notes

Writing/Reading

 

5mins

Wrapping up Listening/Questions/Answers

Summary/1 thing each student take from a.m. class and why

Hand outs

Speaking/Listening

Q&As

Total:

3hrs

 

Lunch break

10mins

Questions/Answers

Asking students random questions which can be related to a.m. session

Questions list

Speaking

Q&As

30mins

Listening/Speaking/ Repeating

(Activity 3)

Words that look the same in Polish and English but have totally different meanings

PowerPoint presentation/Realia

Speaking/Repeating/Homonyms

Q&As

10mins

Writing/Reading

Ask students to write 1xword that is spelt the same but have different meaning

Whiteboard/Notes

Writing/Reading

 

15mins

Speaking/Reading

 

Discussion about difference between Spain, England and Poland/Hospitality

Odd one out exercises

PowerPoint presentation/You tube videos

Speaking/Reading/Vocabulary/semantic fields

 

 

90mins

Listening/Speaking/ Repeating

(Activity 4)

Time to play:

  1. I am fine, thank you

Mam si? dobrze, dzi?kuj?

[Mam sie dopshey, dsyenkooyeh]

  1. Hi, how are you? - Cze??, jak si? masz?

[Chesc, yak sie mash]

  1. My name is … (insert your name)

Mam na imi? …

[Mam na i:mye …]

  1. What is your name?

Jak masz na imi??

[Yak mash na i:mye]

PowerPoint presentation/Double sided Puzzle/You tube video/Student record themselves when they speak other language/role play

Phonology/Pronunciation/Word stress

Q&As/Self-assessment

15mins

Listening/Speaking

(Activity 5)

Having considered all above, tell me where you would like to live in the world and why?

Remember to use new vocabulary i.e. culture, hospitality etc.

Notes

Speaking/Vocabulary

 

10mins

Wrapping up Listening/Questions/Answers

Summary/1 thing each student take from p.m. class and why

Students asking questions and other students answering/1 question each student

Hand outs

Speaking/Listening

Q&As

Total:

3hrs

 

 

The above choices of teaching approaches, resources are based on the principle of meeting individual needs and learning styles (visual – maps, auditory – You tube, kinaesthetic – by doing):

  • Quiz where students are actively involved in session. This is also useful as backup activity if spare time is available.
  • Q&A – oral questions enable the learner to think about what they are learning. The methods allow students to be challenged and it is an effective way of testing knowledge when open questions are used.
  • Self-assessment – student is involved and is being encouraged to check the work before answering.
  • Handouts – learners are able to revise and practice at home.

I used discussion and active learning as two key teaching strategies. Both of them are very effective as engaged all participants in direct conversations training them to think in new language. Assessments used were inclusive and effective i.e. everyone had to answer one question and was rewarded for different skills like quiz when students had a change to go to the board and present their knowledge. I also adapted resources to meet individual student’s needs (with dyslexia) and used coloured papers and specific pronunciations in brackets that allow effected students to focus on reading rather than writing.

My role is to ensure that people receiving my teaching reach their full potential and achieve the main learning goals. I am let to believe I am non-judgemental and non-opinionated while teaching and assume nothing when it comes to students. I make learning fun and productive as it is neither about the curriculum coverage nor numbers of books read. This is about promoting quality of teaching and learning as a result of it.

As teachers, we need to remember that we are also students. We need to learn to adapt to the environment, be flexible as a part of the bigger community and understand collaborative working. By sharing good practice with others, discussing lessons learnt we are improving systems, becoming stronger together and making learning outcomes achievable.



MadridPoland

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