My Teaching Plans
This section of my portfolio provides a comprehensive examination of selected lesson plans, offering a deeper insight into my teaching practice. The lesson plans chosen for detailed analysis are representative of key teaching moments that highlight both the planning process and the subsequent outcomes of classroom implementation. Each lesson plan includes pre-teaching reflections, detailed post-teaching evaluations, and a critical analysis informed by the theoretical and conceptual frameworks I have encountered throughout my Master's in TESL.
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The pre-teaching reflections are designed to articulate my expectations for each lesson, including anticipated challenges, potential learner responses, and intended learning outcomes. These reflections are rooted in principles of lesson planning, such as aligning objectives with Bloom’s Taxonomy and integrating task-based learning approaches to promote communicative competence. They also consider learner profiles, classroom dynamics, and strategies to scaffold learning effectively.
Post-teaching reflections delve into the realities of the teaching experience, evaluating how well the lesson met its objectives and identifying areas of alignment or divergence from my expectations. These reflections critically assess factors such as student engagement, ​ on learner progress. Discrepancies between planned expectations and classroom realities are analyzed using key theories, such as Vygotsky’s sociocultural theory, Krashen’s Input Hypothesis, and Kolb’s experiential learning model. This process ensures a holistic understanding of the teaching-learning context and highlights opportunities for growth.
Moreover, these reflections incorporate feedback from students and, where applicable, peer or mentor observations. This external input complements my self-assessment, offering a multifaceted view of the teaching process. I also examine the role of assessment within these lessons, discussing the use of formative and summative tools to measure learner progress and inform subsequent instructional decisions.
Each detailed lesson plan and its accompanying reflections serve as a record of my continuous journey as an educator. By critically evaluating these lessons, I demonstrate my commitment to reflective practice and my ability to adapt and refine my teaching based on both theoretical insights and classroom experiences. This section aims to illustrate how theory and practice intersect in my work, providing valuable insights into my development as a TESL professional.