Michael D.

The teachers I have had who stand out in my memory have similar attributes in common: they presented their subjects in a way that caught my interest, clarified complicated topics and led me through complex areas, and put knowledge into context so that its importance was obvious. These role models have influenced my approach to teaching: I view myself primarily as a catalyst of learning, rather than as an expert who simply delivers information to students. When planning a curriculum or interacting with students, I am always conscious of their different learning styles and rates, what they have already learned and what they will need to learn in the future. Feedback from students has been vital to the process of growth I have undergone since I began teaching: I learned from them, for example, the pacing of teaching, and effective ways to help them learn in small group discussions. Whether in the classroom or in meeting groups of the general public, my primary goal is to encourage thinking in logical ways, so that this can be applied in other, unfamiliar situations. I particularly emphasize learning to think about trends and directions, rather than rote memorization of facts. In order to further encourage seeking answers to the questions around us, I try to encourage the questions themselves. All teachers should do so, but it is difficult to "allow the time" for this to take place, especially in a classroom setting. For instance, in my Chemistry class I would ask the class why materials exist in different forms, why is water not a solid at room temperature? why is marble cold when touched? etc.), and then developing the principles to explain the concepts as needed. I have been a classroom teacher for the past 12 years in various capacities and secondary grade levels. In each class that I have taught, my students have excelled in their exams and improved their scores comparatively year in and year out. For an instant, quite a number of my students have gained admission to top-class universities like MIT, Harvard, Conell Penn state while teaching at SOS Herman Gmeiner International College. Before SOS switched from IGCSE to full IB, my subjects Physics and Chemistry recorded the best performing subjects in two years in a row, with over 50% of the students obtaining A*s in the 2017-2019 academic year. As a team player, I have joined and participated in committees and school improvement projects to help build a better environment for students and staff alike. I was a part of the CAS team, teaching students how to bind books. I am also a great table tennis coach. I have trained quite a number of students to compete during ISSAG games during my period of teaching at Morgan International Community School. I believe that the skills I possess both in and outside the classroom are unparalleled. I hope that my accompanying resume will give you a better sense of the type of teacher I am.

The first lesson will be a familiarization lesson; brief introduction of myself i.e. my name, educational background, my interest in the subject and what has sustained that interest till now. Some little information about my likes and dislikes and my expectation of my student. I would also want to know about my student briefly and give him or her the opportunity to ask one or two questions about what they would want to know about me that has not been said already. Then I will have a discussion with my student to inquire about topics that he or she has learned in the previous term, his or her challenges and also find out the areas he or she will need support. I will then run a diagnostic test on the topics and get to know the student's strengths and weaknesses which will serve as a basis to support them.

I teach my students (ATL Skills) self-management skills. By this students own their learning. Some of the teaching strategies I employ include inquiry based teaching where students are required to make research and take notes on topics to be taught. The topic is later discussed in class. I inspect the notes prior to lesson delivery and ensure that every student contributes to the discussion.

I outline clear lesson objectives before the lesson and after lesson students do reflection on what they have learnt. I give them exit cards for them to write their wondering, their understanding and this helps me plan for the next lesson. I create a threat free class where students do not feel intimidated. I allow students to work in teams and give them positive feedbacks and encouragement when the going gets tough. I also relate the topic being discussed to real life experience. This broadens their understanding and makes them appreciate the lesson better.

I try to know the students' learning styles and modify the lesson to meet his or her need. I also use task analysis- teach a concept in small chunks until the student has gained mastery. I also organize one-on-one lessons during my free period to provide additional support to the student. I give the student many opportunities to practice.

I teach students to identify KEY terminologies in each topic sentence and allow them to give their opinion of how they understand them. I then ask students to refer to secondary sources example internet or dictionary to find out the meaning of the terminologies. By so doing the students are able to deduce the central idea of the text and also own their learning in the process. I also employ thinking strategies such as making students connect what they are reading to another text i.e. something they have seen or experienced. Students can also practice reciprocal teaching based on the text being read. Students rotate between the roles of questioner, summarizer, predictor etc. so that they can make sense out of what they are reading.

As an experienced teacher in a very diverse and successful IB program, I find Inquiry-based learning, applying knowledge to familiar and unfamiliar situations as well as reflecting on learning as most successful strategies when I start to work with students.

Once I notice that a student lacks interest in a subject, I try to find out his or her challenges in the subject and address it. I share real life experience of how some of my students who recorded very good grades in the subject previously thought it was impossible to achieve the good grades too until they had a change of mind and developed a more positive attitude towards the subject. I spend more time with the student providing support and encouragement; a thumbs up for little achievements and the use of all available resources and teaching strategies to create and sustain interest in the subject.

Once I notice that a student lacks interest in a subject, I try to find out his or her challenges in the subject and address it. I share real life experience of how some of my students who recorded very good grades in the subject previously thought it was impossible to achieve the good grades too until they had a change of mind and developed a more positive attitude towards the subject. I spend more time with the student providing support and encouragement; a thumbs up for little achievements and the use of all available resources and teaching strategies to create and sustain interest in the subject.

I give the student simple tasks to do and I celebrate the success with him or her and then gradually increase the difficulty level. Where student have difficulty I encourage them. I also help them set manageable goals.

I give concept tests, targeted tests during lessons to help gauge whether students understand key concepts. I also give students the chance to respond to a question individually, then put them in pairs or small groups to compare and discuss their answers. After a short period of time, the students vote again for the answer they think is correct. This gives students the opportunity to articulate their reasoning for a particular answer.

I have realized from my years of teaching that each student has a different learning need and treating them as equal is a big mistake. For my student to succeed in my subject I need to know where he or she is at and what he or she can do. I conduct diagnostic tests and pre-assessment of skills so I will know the learning styles that fits him or her. As much as possible, I modify instructions to meet the student's needs. I develop a positive attitude towards diversity

I use power point slides, jam board, online boards, work sheets, IB approved text books. Phot simulations, practical demonstrations etc.