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Portfolio

Georgia

Diana

Table of contents:

Japaridze, Georgia

Teaching Excellence and Achievement Program, 2008

Resume Personal Information Georgia Strategies Lesson Plans Reflection Pictures

Diana Japaridze, Georgia

Resume Diana Japaridze

9 Suvorovi Street

Gori 1400

Georgia

(+995 99) 24 14 92

[email protected]

PROFESSIONAL EXPERIENCE

US Peace Corps –Tbilisi, Georgia

Language and Cross/Culture Assistant (06/2008‐08/2008)

• Assist in the administration and overall management of the language and cross culture component of PST.

• Observe and monitor Georgian language classes. • Provide appropriate feedback to Language and Cross‐Culture Facilitators and Trainees. • Document Language and Cross Culture Coordinator's and Language and Cross‐Culture

Facilitators' reports.

US Peace Corps –Tbilisi, Georgia

Language and Cross/Cultural Facilitator (06/2007‐08/2007)

• Teach Georgian language classes to a small group of trainees using a variety of communicative approaches and interactive learning methods.

• Provide regular and consistent feedback to trainees concerning language acquisition and performance and cross cultural adjustment.

• Prepare language training sessions, materials, and resources.

English Teachers’ Association of Georgia (ETAG)

Gori Branch Manager (09/2005 –present)

• Administrate branch events, including teacher‐training courses. • Report on activities. • Collect information for monthly newsletter. • Manage branch finances.


mailto:[email protected]


Public School #9 – Gori, Georgia

Teacher of English (09/2001‐present)

• Teach English to grades 7‐11

National Assessment and Examination Center

Monitor of National Exams at Gori Examination Center (summer 2005‐2006)

EDUCATION

Tbilisi State University of Language and Culture –Tbilisi, Georgia

Master’s Degree (10/2003‐05/2005)

Major in Theory and Practice of Teaching English Language and Intercultural Communication

Bachelor’s Degree (09/1997‐06/2001)

Major in International Relations

COMPUTER SKILLS

Microsoft Word, Excel, Outlook, Power Point

LANGUAGES

Georgian (fluent), English (fluent), Russian (good), French (basic)


Personal Information


I am Diana Japaridze from a small town of Gori in Georgia. I am a teacher at Gori Public school 9. At the same time I am a manager of English teachers’ Association of Georgia (ETAG) Gori branch. I received Bachelor‘s degree in International Relations in 2001 and Masters degree in Teaching English and Intercultural Communication in 2005.

I worked for Peace Corps Georgia for two summers as a facilitator and language assistant. I have been teaching since 2001 and I am keen on that. I am very proud of my students and I help them to achieve their goals, be successful and be leaders. Outside classes we often organize different events in English and try to do more in language. Sometimes we watch movies, stage performances and have fun. My students like the process of learning English and as a teacher I am very happy to see them involved and motivated so much.

I live with my parent in a big house and I enjoy staying with them. They are very warm and supportive and help me a lot. I have a brother David, who is very close friend of mine and is very understanding. I have many cousins from my mother’s side and we are very close to each other. We often get together, have parties and this period is really fun.

I am very glad to be the part of TEA program and have a chance to study in the USA and particularly at George Mason University. This program gives me a chance to share my experience and knowledge with teachers from different countries, learn new approaches in teaching L2. When I go back to Georgia I will share acquired knowledge in the US with teachers from my town who had no chance to be the part of this wonderful program. In this way I will be helping not only them but indirectly their students as well.


Georgia


General Information

• Capital Tbilisi

• Official languageGeorgian

• Population 4,630,841

• Currency Lari (GEL)

• Motto: "Strength is in Unity"



Georgia is currently member of

• United Nations• Council of Europe• World Trade Organization

• Black Sea Economic Cooperation

• GUAM Organization • Seeks to join NATO

History

• Kingdom of Kolkhis 12 century B.C.

• Kingdom of Iberia 3 century B.C.

• Unified Georgian Kingdom 10 century A.D.

• Partitions ( small kingdoms)• Democratic Republic of

Georgia 1918‐1921• Georgian Soviet Socialist

Republic 1921‐1991• Georgia



Geography

• Georgia borders

– Russia to the north – Azerbaijan to the east– The Black Sea to the west– Armenia and Turkey to the south

Regions

• Georgia is divided into– nine regions

– 69 districts.

• The main cities are:– Tbilisi

– Kutaisi

– Batumi


Strategies


Strategy I

1. Name of method or strategy:

We were invited to Field Trip in Philadelphia.

2. When is this method or strategy useful?

This method is used when the teacher covers materials in class about different topics from

history or other. She can take students on field trip to see those places giving different tasks.

3. Why or how is this method or strategy useful?

When students learn different topics, seeing those things or places at the same time makes

their understanding better. They can feel and see when they learn. Students find field trips

fun and while the teacher also has tasks prepared for them.

4. What are the steps involved in using this strategy or method?

When the teacher decides to take students on a field trip, s/he needs permission from the

principal. H/se prepares tasks for students, what s/he wants her students to observe or gather

information about during the trip.

5. When would this method or strategy be useful in your setting?

This method will be very useful from my students as well. I have tried it once and it worked

well. I will try to do it more often.

6. What would you like other teachers in your school to know about this method or strategy?

I will share this strategy with teachers of different subjects and I am sure they will also find it

very useful.



Strategy II

1. Name of method or strategy?

Using power point presentation during class


By the beginning or at the end of the class, after or before the teacher covers some materials

and want students to see them visually.


This strategy is very useful because it interests students more.


Teacher needs to prepare PowerPoint presentation with nice and interesting visual materials

and information in it. S/he also needs to prepare exercises for students to do it after see the

presentation.


I can also prepare PowerPoint presentations when I will be covering different topics.


I will teach my colleagues how to do PowerPoint presentation.



Strategy III

1. Name of method or strategy:

My mentor has learning centers in her classroom.


This method is used in each class.


As I observed, this strategy is very effective. In one class students practice all four skills.


In each center there are different tasks prepared by the teacher beforehand. In class students in

pair or small groups go to work in different centers for 10‐15 minutes. Then they switch. So by

the end of the class each of the students has worked in each center.


I think this method is very effective in my classroom setting. I am planning to try it in my class.


As soon as I go back to my school, I will share this method with other teachers and I think they

will be very interested to use it in their classes.


Lesson Plans


Lesson Plan I

Title: Wonders of Nature

I. Objectives

• By the end of the class, using handouts and exercises, students will be familiar with information about one of the caves in Georgian.

• Students will speak in pairs to inquire if they have seen any wonders of nature in the world and then share with the class.

• Students in groups will make a short guide of the place they know and present to class.

II. Materials for Learning Activities Handouts III. Procedures for Learning Activities

Motivation: Students in pairs ask questions to each other and then some of them share with the class.

• What do you know about caves? • Have you ever seen any cave?

Presentation: Teacher distributes handouts of the text. Students read the text and underline new words if any.

Practice: Teachers asks the students what information they got from the text.

Students individually answer the questions from the text in exercise 3 and read out.

Students individually read the sentences and write the opposites from the underlined words in exercise 4.

Students read a short text individually and fill the gaps with the words in the box. Then they compare their work with pairs and read out.



Production: Students work in pairs. They ask each other if they have ever seen a cave or any other wonder of nature. When was it. Where is the place? What was special about the place? Why do they think it is a wonder of nature? Students make notes. Then, they report what they have heard from their friend to the whole class. Others listen to each other’s reposting and say whose story was impressing and why?

Students work in groups. They make a shot guide of the place they know. This can be a cave, a church, a cathedral, or any other place of interest. In their guide the might include the following sections:

Useful information:

History:

Description:



WONDERS OF NATURE

1. Before you read the text about the Sataplia cave below, take to minutes to ask these questions to your partner.

What do you know about caves? Have you seen any caves?

2. Now read a tourist guide about the Sataplia cave.

Sataplia Cave: a tourist guide

Location: Near Kutaisi. Best visited by taxi from Kutaisi (45 min. from a town centre). Ask for a dinosaur footprint.

Open: All year daily. History: 1925 Most beautiful cave of the area discovered by Petre Chabukiani,

environmentalist from Kutaisi. 1935 Sataplia Nature Preserve established. Description: The Sataplia cave lies 6 km north-west of Kutaisi. The cave is 300 m long, 10 m

high and 12 m wide. The cave is named after Mt. Sataplia, which is now a Nature Preserve. The preserve was intended to protect the five caves of the area and the dinosaur footprints. The most interesting parts of the cave are the rooms, which are called “chambers,” all linked by passages they may be quite wide, or very narrow. In the cave you can also find underground rivers and waterfalls.

The Sataplia cave was made thousands of years ago by rain water, and a soft grey

stone called limestone. Limestone is special in two ways. First, limestone contains many cracks and holes. Second, when rain water and air touch limestone, they dissolve it. The air and water temperatures in the cave are nearly equal (12-13 C°). The temperature remains the same for the whole year as well.

The Sataplia cave was discovered by the Kutaisi environmentalist Petre Chabukini

on the Sataplia Hill. Apart from the Cave, Chabukiani discovered the settlement of the primitive man together with the footprints of a dinosaur. At the moment there are 200 dinosaur footprints discovered near the cave, some of them –gigantic. On the territory of Sataplia preserve three comparatively small caves have been discovered and studied recently. There is a special museum near the cave now.

This cave is hard to reach. Best is to take a taxi from Kutaisi town which takes

about 45 min and costs about 15 GEL. The Sataplia Cave as well as the footprints of dinosaurs make a big attraction for

tourists.



3. Read the text again and write answers to the following questions. The first one has been done for you.

1. Where is Sataplia Cave situated? Nonth-West to Kutaisi

2. How long does it take you to reach the Cave by taxi? ______________________

3. How are room/chambers linked in Sataplia cave? ________________________

4. When was the Sataplia Cave discovered? __________________________

5. What else can you find on Sataplia hill? __________________________

6. Who was Petre Chabukiani? ___________________________

7. How many footprints of a dinosaur are there? ___________________________

4. Read the sentences below and write the opposite of the underlined words. All of them are given in the text above. The first one has been done for you.

1. The Sataplia cave is not narrow. It’s wide.

2. The limestone is not hard. It’s ________________

3. The temperature in the Cave is not different for the whole year. It remains _____________

4. Chabukiani didn’t discover the settlement of modern people. It was the settlement of the

___________ man.

5. Three caves were not discovered long ago. They have been discovered ______________

6. It’s not easy to get to the cave. It’s ___________________ to reach.

5. Read the text about the miracle of Australia and fill the gaps with the words below. One word is extra; the first has been done for you.

Miracle of Australia

One of the most beautiful things you can see in Australia is Uluru, also called Ayers Rock. It is a gigantic (1) rock which stands alone in the middle of the desert south-west of Alice Springs. It is 3 kilometers __________ (2) and 348 meters___________ (3). But what you can see is only one-sixth of the ______________ (4) of the rock, because 2,100 meters of it is __________________ (5).

cave changes gigantic height high long natural underground discovered

Uluru is 600million years old, and it is the largest ___________ (6) rock of its kind in the world. Thousands of tourists come each year to walk round it and look at it. The best time to see it is the end of the day, when its color ___________ (7) from yellow to gold, then to red and finally to purple. Uluru was ______________ (8) by Aborigines.



Speaking

Work in pairs.

Ask your friend if s/he has ever

seen a cave or any wonder of the nature.

When was it? Where is the place? What was special

about the it? Why does your friend think it is a wonder of nature? Make notes. Then, report what you have

heard from your friend to the whole class.

Writing

In groups write a short tourist guide of the place you know best. This can be a cave, church, or any other place of interest you know best. In your tourist guide you might include the following sections:

Useful information:

History:

Description:

Lesson Plan II



Title: The Statue of Liberty

I. Objectives

By the end of the lesson students should be able to:

• learn new information and do presentations

• scan through a reading and pick out details

II. Materials for Learning Activities

Text “Statue of Liberty”, handouts, flipcharts, markers, board

III. Procedures for Learning Activities

Activity 1:Warm‐up

1. Teacher writes the title of the text on the board. She also shows a realia of the statue.

She asks students what they know about the statue. She elicits information from the

students by asking questions.

2. Then she asks for words they expect to meet in the text. Students brainstorm the words and teacher writes them on the board.

Activity 2: Presentation

1. Students read the text “Statue of Liberty” silently. Teacher does not translate anything

for them. They do not use the dictionary either.

2. While reading students can write out the words that are new for them.

Activity 3: Practice

a. Students compare their list of new words in pairs. Then they dictate to teacher who

writes them in a column on the board. She writes L1 equivalents in another column in

jumbled order and makes each word with a letter of alphabet. Teacher says one L1 word

at a time, asks students to guess the English equivalent, asks one student to come to the



board and point to the word. If it is true s/he matches the words, if not teacher asks

another student. She continues it till they get it right. All students match the English

words with L1 words in their notebooks.

b. Teacher uses the method of drilling of new words. As it focuses students’ attention on

pronunciation, stress and intonation.

c. Each student is given a handout of 3 exercises.

First, they work individually and

• circle T if the sentence is true according to the text and circle F if it is false.

• number the sentences to show the correct order.

• circle the letter of correct answer and complete the sentences.

Next, students compare and discuss their answers in pairs.

Finally, students share their answers with the whole class. Teacher confirms the correct

answers.

Activity 4: Production

Teacher gives each student a small piece of paper of different color. Students with the same

color work as a group.

a. They are given a flipchart and markers.

b. Each group draws and prepares a presentation about any famous statue or monument

in the world.

c. One person from each group presents the work and sticks it to the wall.

d. After presentations teacher asks a question “Which of the presented monuments would

you like to see first and why?” to the whole class.

e. As a homework assignment, teacher asks students to write about any famous statue or building

in Georgia.

Lesson Plan III



Title: Halloween

Time: 45 minutes

Skills to be emphasized: listening, writing

Objectives:

• By the end of the class students will make answer questions about the text told by the teacher.

• Students will brainstorm what they know about Halloween. • By the end of the lesson students will make up a Halloween story book.

Warm up:

• Teacher shows children photos of Halloween and asks them to say which festival it is. • Then she asks students what they know about this festival.

Example: When is Halloween? Do you like it? Why? Why not? Is is fun? Why why not? What do people do on that day?

Presentation:

• Teacher retells the story to the students and shows the pictures in the book as well. • Students listen very carefully and ask question if something is not clear.

Practice:

• Teacher asks comprehension questions to the students about the text to find their understanding of the text.

Production:

• Students work individually for ten minutes and write a scary story using 7‐8 sentences. Then rewrite the story and make a Halloween book and make decorations.

LESSON PLAN IV


http://images.google.com/imgres?imgurl=http://www.discountcandleshop.com/images/sans/Jack-O-Lantern Tealight Holder.jpg&imgrefurl=http://www.cliffsgems.com/candles/&h=382&w=500&sz=89&hl=en&start=90&um=1&usg=__HjSQZguzGTBo1p2mAWvt0yeJ4zE=&tbnid=Uuv4zV-AiXB91M:&tbnh=99&tbnw=130&prev=/images?q=jack'o'lantern&start=84&ndsp=21&um=1&hl=en&sa=N




http://images.google.com/imgres?imgurl=http://www.businessgreetingcards.com/images/usrupload/Jack-O-Lantern 1.jpg&imgrefurl=http://profile.myspace.com/index.cfm?fuseaction=user.viewprofile&friendID=128444334&h=317&w=450&sz=29&hl=en&start=2&um=1&usg=__cT9pvBlMVsIzQw5d2-o_7q7lDEg=&tbnid=O-6ybIzKXtBamM:&tbnh=89&tbnw=127&prev=/images?q=jack'o'lantern&um=1&hl=en&sa=G

http://images.google.com/imgres?imgurl=http://www.polkelections.com/home/content/Image/Ashley Photos/Primary Election.jpg&imgrefurl=http://www.polkelections.com/content.asp?c=32&event_id=11&h=303&w=306&sz=14&hl=en&start=1&um=1&usg=__eK083YUi004rlP7kveInDf7uJC4=&tbnid=63czP8H6FrgOCM:&tbnh=116&tbnw=117&prev=/images?q=election&um=1&hl=en&rls=com.microsoft:en-us:IE-Address&rlz=1I7GZHZ



Marina Fomicheva, Kazakhstan

Rusudan Janjibukhashvili, Georgia

Title: “Election/Voting”

Level: 10th grade

Objectives

a) to use the special terms on the topic “Voting”, b) to improve speaking, reading skills;

2. The students are

a) to link the previously learnt material with the present one; a) to express their concepts logically and correct; b) to approve or disapprove ideas.

3. The lesson procedure focuses on the elective system. The process of voting will be familiar to him. The students will be able to reveal their abilities of working with the partner through interactive means of presentation.

Materials:

Picture with election and voting

Movie about election and voting

Text about election and voting

Procedures for Learning Activities

Setting the aims and the topic of the lesson

There are the pictures connected with the process of election on the board. The students are to guess what the topic of the lesson is and reveal their ideas.

Warm-up activity

The students have markers. There are some categories on the board NOUNS, VERBS, ADJECTIVES, ADVERBS The students are to write down the words they know according to the categories connected with

elections and voting.

Activity #1

The teacher starts asking some common questions about elections.


http://images.google.com/imgres?imgurl=http://blog.nielsen.com/nielsenwire/wp-content/uploads/2008/08/election2008_button8.jpg&imgrefurl=http://blog.nielsen.com/nielsenwire/tag/presidential-election/&h=346&w=347&sz=82&hl=en&start=371&um=1&usg=__khtnDnoFyuC4B-SaUWCcpzZa-mM=&tbnid=0tiwbokhvltUzM:&tbnh=120&tbnw=120&prev=/images?q=election&start=360&ndsp=18&um=1&hl=en&rls=com.microsoft:en-us:IE-Address&rlz=1I7GZHZ&sa=N

http://images.google.com/imgres?imgurl=http://www.ci.miami.fl.us/City_Clerk/images/LOGOvoteMiami.jpg&imgrefurl=http://www.ci.miami.fl.us/City_Clerk/Pages/Elections/Elections.asp&h=300&w=360&sz=23&hl=en&start=401&um=1&usg=__R9r4i9oRu4ZRMzctqswdNsdA3EM=&tbnid=8YC6HLfYZY2YyM:&tbnh=101&tbnw=121&prev=/images?q=election&start=396&ndsp=18&um=1&hl=en&rls=com.microsoft:en-us:IE-Address&rlz=1I7GZHZ&sa=N


Why do people vote? Why don’t they vote? What age o people vote at? What is the attitude of every family member to voting?

The students are to present their variants. Activity #2

There are groups of 4‐5. There are pictures with election and voting episodes that are in disorder. Put these pictures in order to present the process of voting.

Activity 3. Reading

The students are to read the small passages about the elective and voting systems in the US.

Activity 4. Reading comprehension

Multiple choices. True\false statements

Activity 5. Movie. Speaking

There is a small extract about election in the USA. The students are to share their brainchildren about the film.

Activity 6. Role play

The students are to act the episode of election in groups. They are aimed at showing the rules of voting and elections.

Follow up

The teacher is to make the resume of the lesson. He\she is to give feedback of students’ work.

LESSON PLAN V

Diana Japaridze





Dilorom Mirsalieva Dilorom Mirsalieva

Presenter(s) & Home Country: Diana Japaridze, Georgia Presenter(s) & Home Country: Diana Japaridze, Georgia

Dilorom Mirsaliyeva, Kazakhstan Dilorom Mirsaliyeva, Kazakhstan

Micro-Lesson Target Grade Level: 9th grade Micro-Lesson Target Grade Level: 9


Title of Micro-Lesson: Teaching English through Fun Title of Micro-Lesson: Teaching English through Fun

Skills to be emphasized: Integrated skills Skills to be emphasized: Integrated skills

Materials to be used: The text of the song and comprehension questions (35 copies), Cassette player, tape, pictures Materials to be used: The text of the song and comprehension questions (35 copies), Cassette player, tape, pictures

Objectives: Objectives:

• Using pictures of characters of the song, students in groups of 4-5 will create a story and then presents.

• Using pictures of characters of the song, students in groups of 4-5 will create a story and then presents.

• Students will listen to the song and compare their story to the original one. • Students will listen to the song and compare their story to the original one. • Students will answer comprehension questions about the song. • Students will answer comprehension questions about the song. • Students will share some stories about themselves when they were in the camp with the

whole class • Students will share some stories about themselves when they were in the camp with the

whole class

Motivation: Motivation:

Teacher asks students following questions Teacher asks students following questions

• Are there holiday camps in your home town? What can children do there? • Are there holiday camps in your home town? What can children do there? • Why might the children like these camps? Why might they be unhappy? • Why might the children like these camps? Why might they be unhappy?

Presentation: Teacher shows pictures to the students and divides the class into groups of 4-5. Presentation: Teacher shows pictures to the students and divides the class into groups of 4-5.

Practice: Practice:

• Students in groups create a funny story using pictures and their imagination. • Students in groups create a funny story using pictures and their imagination. • One person from each group presents a story. • One person from each group presents a story. • Students listen to the tape and compare their stories to the original one. • Students listen to the tape and compare their stories to the original one. • Teacher has comprehension questions for the students. In this way she checks the

understanding of the listening task. • Teacher has comprehension questions for the students. In this way she checks the

understanding of the listening task.

Production: Production:

Students will recall their own stories about camps and share with the class. Students will recall their own stories about camps and share with the class.

Song: Hello, Muddah, Hello Fadduh



th grade

Song: Hello, Muddah, Hello Fadduh

http://images.google.com/imgres?imgurl=http://www.st-mary-st-paul.w-sussex.sch.uk/images/Y5 Camp Tents (Medium).JPG&imgrefurl=http://www.st-mary-st-paul.w-sussex.sch.uk/&h=600&w=800&sz=69&hl=en&start=3&usg=__69Gcn5t0A7MYZrvcAoD1OVpvrM8=&tbnid=XUhKiwBWvcWrUM:&tbnh=107&tbnw=143&prev=/images?q=camp+tents&gbv=2&ndsp=20&hl=en&sa=N


Hello, Muddah, Hello Fadduh

Hello Muddah, Hello Fadduh, Here I am at Camp Grenada, Camp is very entertaining, And they say we’ll have some fun if it stops raining. I went hiking with Joe Spivey He developed poison ivy; You remember Leonard Skinner? He got ptomaine poisoning last night after dinner. All the counselors hate the waiters And the lake has alligators. And the head-coach wants no sissies So he reads to us from something called Ulysses. Now I don’t want this should scare you, But my bunk mate has malaria; You remember Jeffrey Hardy? They’re about to organize a searching party. Take me home, oh Muddah, Fadduh Take me home, I hate Grenada. Don’t leave me out in the forest where I might get eaten by bear. Take me home I promise I will not make noise Or mess the house with other boys, Oh, please don’t make me stay, I’ve been here one whole day Dearest Fadduh, darling Mudduh, How’s my precious little Brudduh? Let me come home if you miss me. I would even let Aunt Bertha hug and kiss me. Wait a minute, it’s stopped hailing, Guys are swimming, guys are sailing. Playing baseball, that’s better, Mudduh, Fadduh, kindly disregard this letter.

Comprehension Questions:

1. Let’s imagine the boy’s name is David. How does David’s mood change during the song?



How does he feel at the beginning, in the middle, and at the end? Why?

2. What happened to his friends…

• Joe Spivey?

• Leonard Skinner?

• His bank mate?

• Jeffrey Hardy?

3. David tries to persuade his parents to take home in various ways. What are they? What does he say might happen to him at Camp Grenada?

4. Do you think he likes his brother and Aunt Bertha?

5. Why is everything better at the end?

Share your stories about camp to other participants.

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Use the pictures and create a funny story



Teachi

Reflection

ng Excellence and Achievement Program, 2008


My First Day at Holmes Middle School

Holmes Middle School is very nice school with professional principal and staff. They all met us warmly and friendly. We were given a file of useful information about school, schedule and were introduced to our mentors and other teachers. The principal made a small presentation about school and we also said a few words about us.

Holmes Middle School in Alexandria, Virginia, is one of the three Fairfax Middle Schools with grades 6‐8. School has many programs, including Advancement via Individual Determination (AVID), Early Identification Program (EIP), English for Speakers of Other Languages (ESOL), International Baccalaureate Middle Years Program (IBMYP) etc. There are 769 students at school. They are organized in 6 instructional teams, ranging from 130 to 150 members that share the same language arts and English, mathematics, science, social studies, and resource teacher.

My mentor Ms. Su zanne Lawver is very experienced teacher. Before class she showed me everything in her classroom and explained the use of every single thing there. The room is full of books, games, files, card, and magazines. Everything is organized so well that student can easily find and use the materials they need. Walls are full of posters, rules, visual aids made and posted by herself and her students. Ms Lawver has different centers in her classroom. Students in each class have the opportunity to work in different stations with a partner. Some students write, some read to each other, some do instructional reading with the teacher. Students practice all four skills in one class. Students are very involved in class. They are very motivated and hard working. I had a chance to talk to them and they were very glad to hear that I would be with them on Wednesdays and Fridays.

Ms Lawver offered me to be actively involved in teaching and deliver classes about different topics. This gives me a chance, to observe her methods and try them at the same time.

I am very excited about my internship at Holmes Middle School and I am looking forward to working with my mentor and other staff.



Teaching Excellence and Achievement Progra

Participants of the Program

m, 2008

George Mason University

George Mason University (GMU) is a large public university in Fairfax, Virginia. It is named after American revolutionary, patriot, and founding father George Mason. The University traces its roots back to the 1950s when the Virginia legislature passed a resolution, in January 1956, to establish a branch college of the University of Virginia in Northern Virginia.

The City of Fairfax, Virginia, then the Town of Fairfax, purchased and donated 150 acres (0.61 km2) of land to the University of Virginia for the college's new location, which was referred to as the Fairfax Campus. In 1959, the Board of Visitors of UVA selected a permanent name for the college: George Mason College of the University of Virginia.

We, teachers of TEA program, were lucky to have a chance to have sessions in this wonderful university. We had seminars in Educational Leadership; ESL Research, Methods& Assessment; Reflective Practice and Intensive Technology. We met very interesting and well educated people. Dr.Steely, Dr, Shahrokhi, George Flowers, and others were very supportive and helpful during the whole course. They were always ready to share their knowledge and experience with us. Their encouragement and dedication were impressive. It helped us much to explore and try new things, we had not done before.

The cultural part of our program was also very interesting. Our trips to Philadelphia, Baltimore, Annapolis, Mount Vernon and other are unforgettable days in our lives.

I would like to thank everyone for the support and dedication. I feel how I grew as a specialist after this program. As soon as I get home I will share this knowledge and experience with teachers of my region. THANK YOU!!!


Georgia Japaridze, Diana Gachechiladze, Elisabed Janjibukhashvili, Rusudan India Biswas, Sunita Takhellambam, Memthoi Chettri, Mon Bahadur Imam, Hasnain Ukraine Tkachenko, Lyudmyla Nayavko, Nataliya Byelyavs'ka, Valeriya Bangladesh Kabir, Muhammad Razzaque, Abdur Nuruzzaman,G.M. Uzbekistan Rahmanova, Nadejda Isamova, Sojida Perdeshov, Bahtiyar Kazakhstan Shirshova, Svetlana Fomicheva, Marina Gubayeva, MugilMirsaleyeve, Di

Pictures

sin lorom


mailto:[email protected]?Subject%3Dlesson5%20-%20posted%20in%20discussion%20board%20-%20Lesson%20Plans

mailto:[email protected]?Subject%3DLesson%20Plan%20-%20posted%20in%20discussion%20board%20-%20Lesson%20Plans

mailto:[email protected]?Subject%3DLesson%20plan%202-%20%27on%20gender%27%20-%20posted%20in%20discussion%20board%20-%20Lesson%20Plans

http://blackboard.gmu.edu/bin/common/homepage.pl?course_id=_4005_1&crsusrs_pk=_89352_1&action=DISPLAY




Washington DC

Washington DC

George Mason University


http://www.facebook.com/photo.php?pid=921107&id=625894750


George mason University


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Holmes Middle School, My mentor teacher and me

Holmes Middle School Students are giving me cards they made for me, last

day at Holmes middle School


Portfolio - CEHDcehd.gmu.edu/assets/docs/cie/fall08_portfolios/japaridze.pdf · Diana Japaridze,...

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Transcript of Portfolio - CEHDcehd.gmu.edu/assets/docs/cie/fall08_portfolios/japaridze.pdf · Diana Japaridze,...