Portfolio of Bishoy Masseh || What's new?https://eduportfolio.org/208963My name is Bishoy Abdel Masseh. I'm a graduate of the University of Tanta, Egypt. I received my Bachelor of Education degree with a specialization in Teaching English as a Second Language in 2003 followed by a second Bachelor degree from the Theological College in Tanta, Egypt. In 2014, I earned my master's degree after graduating from the same college.  I am known as "Mr. B. Teacher of Awesome" and by awesome I mean English!! Picture below. My students get to know we as B I S H O Y (this is a great fun introduction game for primary school students) Picture below. I am a professional and dynamic teacher with 18 years of experience as a teacher of English as a second language. I have extensive experience in developing and delivering excellent interactive lessons. I am able to effectively communicate with students from diverse backgrounds and varying degrees of ability. A committed and dedicated professional with a proven ability to teach, motivate and direct students to maximum performance by encouraging a positive and energetic environment. I love exploiting technology in my classroom to make the most of the learning experience. In my 17 years of teaching, I taught in Egypt, United Arab Emirates, and Canada. I have encountered students from around the world. This has broadened my sense of culture, confirmed the individuality of students and the provoked the need for me to be creative and accommodating of all learning styles. Moreover, I have always been able to establish and maintain a productive relationship with my students and their parents/ guardians. I am currently continuing my post graduate studies at McGill University in Montreal, Canada.Biographiehttps://eduportfolio.org/vues/view/208963#biographie3478926My name is Bishoy Abdel Masseh. I'm a graduate of the University of Tanta, Egypt. I received my Bachelor of Education degree with a specialization in Teaching English as a Second Language in 2003 followed by a second Bachelor degree from the Theological College in Tanta, Egypt. In 2014, I earned my master's degree after graduating from the same college.  I am known as "Mr. B. Teacher of Awesome" and by awesome I mean English!! Picture below. My students get to know we as B I S H O Y (this is a great fun introduction game for primary school students) Picture below. I am a professional and dynamic teacher with 18 years of experience as a teacher of English as a second language. I have extensive experience in developing and delivering excellent interactive lessons. I am able to effectively communicate with students from diverse backgrounds and varying degrees of ability. A committed and dedicated professional with a proven ability to teach, motivate and direct students to maximum performance by encouraging a positive and energetic environment. I love exploiting technology in my classroom to make the most of the learning experience. In my 17 years of teaching, I taught in Egypt, United Arab Emirates, and Canada. I have encountered students from around the world. This has broadened my sense of culture, confirmed the individuality of students and the provoked the need for me to be creative and accommodating of all learning styles. Moreover, I have always been able to establish and maintain a productive relationship with my students and their parents/ guardians. I am currently continuing my post graduate studies at McGill University in Montreal, Canada.https://eduportfolio.org/vues/view/208963#biographie3478926Mr. B.https://eduportfolio.org/vues/view/208963#section3478916https://eduportfolio.org/vues/view/208963#section3478916Teaching Experiencehttps://eduportfolio.org/vues/view/208963#section3478894Ministry of Education: Sounbat Commercial School September 2000 – August 2003: Al Gharbia, Egypt My involvement at Sounbat Commercial School was truly a learning experience since it was my first teaching career. I taught the curriculum provided by the Egyptian government to students of Grade 8 and 9. My main focus was to encourage students to communicate using the English language and actively participate throughout class. The unique aspect of this experience is that I started to learn how to manage my classes.  My students were all Egyptians with the same culture, background, and barriers in learning their second language English. I have noticed that most disruptions occur before the bell rings and between activities. "Silent 30" was my signal for all students to clear their desks and sit silently within half a minute. A class reward occurred after 30 seconds were completed successfully. My students loved how visitors witnessing the routine would drop their jaws in surprise. Notre Dame Secondary School : September 2003 – June 2005 in Cairo, Egypt My experience with this school was truly exceptional. The school is a private school that adopts the government curriculum. The school supported the use of technology and modern teaching techniques. The impact that technology has had on this school has been quite significant. The technology has completely changed how teachers teach and students learn. Teachers were learning how to teach with emerging technologies available at this time (computers, Smart Boards, digital cameras), while students were using advanced technology to shape how they learn. By embracing and integrating technology in the classroom, I was happy to set my students up for a successful life outside of school.  Dubai Learning Center (DLC): July 2005 – August 2012: Dubai, UAE This teaching opportunity was my first outside a regular school. The Dubai Learning Center offered courses for all age groups. The time I spent at the DLC was a learning curve for me as I was exposed to students from more than 20 countries. Some of my students joined the courses because they had continuing education requirements to keep a certificate current, but most joined because they’ve chosen to learn something new. The big challenge was that my students had different learning styles; some were visual, others were auditory, and few were kinesthetic. Therefore, I used to conduct a short learning style assessment at the beginning of my class to help me plan my lessons. Because I believe that activities keep people energized, I created many activities. We had small group discussions, experiments, role playing, skits, writing or drawing something specific.  Substitute Teacher in Montreal, Canada: October - June 2013 During this period of time, I had received my temporary teaching permit and started working as a substitute ESL teacher in the following school boards: Marguerite-Bourgeoys School Board Trois Lacs School Board Laval School Board English Montreal School Board Sir-Wilfred-Laurier School Board Paul-Gérin-Lajoie-D’Outremont Secondary School - 2014 This was my first encounter with the secondary school system in Quebec. My goal for this school year was to engage the students to participate and express their opinion in English. I prepared a variety of topics that intrigues their interest from internet and tattoos to smoking and development of music. I encouraged participation by giving students different projects on every topic, writing an advertisement, running a debate just to name a few. My experience with these secondary students drove me to go back to primary school with a focus on building their foundation in English as a second language. Très-Saint-Sacrement School and Sainte-Catherine-Labouré Primary School - 2015 This was my first experience teaching at two schools at the same time. It was a challenge to get to know 2 different teams and double the number of students. On the other hand, this helped me build a larger network of colleges and get more experience from the different ways the two schools were run. Nouvelle-Querbes Alternative School – 2016  This was my first experience teaching at an alternative school. The Nouvelle-Querbes school is dedicated to alternative pedagogy. Thus, the educational projects of the school are child-centered. Instead of the standard grouping by age, the students are split into multi-level classes to encourage co-operation between older and younger students. The school is open to parents presence in the classroom and in the various committees. Parents are also considered co-educators, I often asked parents to support projects I created for the class and the outcomes were outstanding. Paul-Jarry Primary School and Sainte-Catherine-Labouré Primary School -2017 I was the only ESL teacher at Paul-Jarry primary school and teach the first cycle students at Sainte-Catherine-Labouré primary school. I used technology to better target students’ levels of achievement and learning needs. In this way, excellent progress became an expectation of every student, including those who are already more advanced.    Des Berges-De-Lachine Primary School -2018 I am currently teaching at this school. Now that I have been through the experience of teaching, it is easier as I know what to expect and certainly learned how to managed my schedule to the benefit the large number of students I teach. https://eduportfolio.org/vues/view/208963#section3478894Teaching Philosophyhttps://eduportfolio.org/vues/view/208963#section3478897The process of learning is challenging and rewarding. Learning a foreign language requires not only the academic progress but the development of socio-cultural competence as well. Mastering a new language takes time but each small step makes a big difference. Teaching has always been my passion, as it reveals my inner desire to help others, to impart my knowledge, and to sail in the minds of others. I believe that it is important to be consciously aware of the theory behind what I teach as well as the way that I teach. Some of the more prominent aspects of my teaching philosophy include: The learner's pre-existing knowledge Whole language approach (i.e. why should we learn English in Québec?) The social functions of language how and where are we going to practice Student relationship Teacher self-reflection I believe that knowledge is constructed; I do not see students as empty containers merely awaiting knowledge to be poured into them, but rather, as active participants in the learning process. This means that as an instructor, I cannot merely transmit knowledge to students through lectures and textbooks but must act as a facilitator, creating opportunities for students to interact with material in meaningful ways. My goal is that students will leave my classes having developed both the knowledge base and critical thinking skills they will need for the rest of their life. As an ESL teacher I am always interested in related scientific research and technological innovations because I search for new ways to facilitate the learning process. I combine the best from both traditional methods and modern approaches. My recent experience is including the use of Dash and Dot Robots in class for an interactive vocabulary learning process in Paul-Jarry Primary School. While maintaining my traditional bulletin board with themes as in the pictures below. I stimulate the learners' interest by introducing activities that appeal to their personalities and backgrounds; I often raise a topic of general interest to keep them motivated. My way of teaching is positive and encouraging. I make every classroom hour an exciting adventure - informative, motivating and challenging. I always put myself in a students' position and review each activity from their point of view. English is my second language and my personal learning experience helps me to anticipate most of the problem areas.   Teaching ESL provides outstanding opportunities for my professional and personal growth. I teach and learn at the same time. Whenever I prepare a lesson or conduct research I have a chance to perfect my knowledge. My students teach me lessons which I am willing to learn: cultural differences, psychological issues, and interpersonal communication. Being a teacher I raise my personal bar higher, there is always a room for perfection as the old Hebrew proverb states "Do not confine your children to your own learning for they were born in another time."https://eduportfolio.org/vues/view/208963#section3478897Competency 1https://eduportfolio.org/vues/view/208963#section3478939To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students. FEATURES • Situates the discipline's basic benchmarks and points of understanding (concepts, postulates and methods) in order to facilitate significant, in-depth learning by students. • Adopts a critical approach to the subject matter. • Establishes links between the secondary culture set out in the program and the secondary culture of the students. • Transforms the classroom into a cultural base open to a range of different viewpoints within a common space. • Casts a critical look at his or her own origins, cultural practices and social role. LEVEL OF MASTERY By the end of his or her initial training, the student teacher should be able to: • Understand the subject-specific and program specific knowledge to be taught, so as to be able to promote the creation of meaningful links by the students; • Exhibit a critical understanding of his or her cultural development and be aware of its potential and limitations; • Exhibit a critical understanding of the knowledge to be taught, so as to promote the creation of meaningful links by the students; • Establish links with the students' culture in the proposed learning activities. How have I developed this competency during this course or professional seminar/field experience? I feel that I am lucky to have developed in this competency intellectually. My teaching career includes 5 years in Egypt, 7 years in United Arab Emirates and 5 years in Canada. During my teaching venture in Dubai I was exposed to cultures from across the world as it is a cosmopolitan country and people from around the world come to work. One of best days of the year is the United Arab Emirate is National Day on December 2nd when they celebrate uniting 7 cities into one country. In the schools we celebrate by having all the teachers and students come in their traditional dress and bring a traditional meal to share. Additionally, I love traveling, learning about different cultures and experiencing the country I visit the way the locals do. Besides living in Egypt, U.A.E and Canada, I have visited Germany, France, London, Hong Kong, Switzerland, Austria, Italy. What is my current level of mastery? (choose one)* ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL *Use the features of the competency (listed above) and the professional competency rubric. Nam: Bishoy Abdel MassehID: 260592354Date: April 10, 2017PS/FE level (circle one) 1 2 3 4KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.https://eduportfolio.org/vues/view/208963#section3478939Competency 2https://eduportfolio.org/vues/view/208963#section3478944To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. FEATURES Uses appropriate language when speaking to students, parents and peers. Observes rules of grammar and stylistics when writing texts intended for students, parents or peers. Is able to take up a position, support his or her ideas and argue his or her subject matter in a consistent, effective, constructive and respectful way during discussions. Communicates ideas concisely using precise vocabulary and correct syntax. Corrects the mistakes students make when speaking and writing. Constantly strives to improve his or her own oral and written language skills. LEVEL OF MASTERY By the end of his or her initial training, the student teacher should be able to: Master the rules of oral and written expression so as to be understood by most of the linguistic community; Express himself or herself with the ease, precision, efficiency and accuracy expected by society of a teaching professional. How have I developed this competency during this course or professional seminar/field experience? My first language being Arabic I still make mistakes while speaking and writing in English. However, I am able to auto-correct myself. I used dictionaries found in classrooms to model a good strategy for students and for my improvement. I completed the Certificate of Proficiency in English - Language and Culture in McGill. Throughout my experience, I was very happy with my level of development in this competency. I am able to use appropriate language when speaking to teachers and students. I am able to correct students’ mistakes in both their oral and written work. This enables me to use the English language in the classroom at all times and I never had to refer back to the students’ first language (Arabic in both Egypt and United Arab Emirates or French in Quebec). I have been able to express myself with ease throughout the teaching journey. Attached is an example of lesson plan I prepared focused on oral communication. What is my current level of mastery? (choose one)* ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL *Use the features of the competency (listed above) and the professional competency rubric. Name: Bishoy Abdel MassehID:260592354Date: April 12, 2017PS/FE level (circle one) 1 2 3 4KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEAR.https://eduportfolio.org/vues/view/208963#section3478944Competency 3https://eduportfolio.org/vues/view/208963#section3478945To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. FEATURES • Bases the selection and content of teaching sequences on data drawn from recent didactical and pedagogical research. • Selects and interprets subject-specific knowledge in terms of the aims, competencies and subject content specified in the program of study. • Plans teaching and evaluation sequences taking into account the logic of the content to the taught and the development of learning. • Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic origin, socioeconomic and cultural differences), needs and special interests of the students when developing teaching/learning situations. • Selects diverse instructional approaches that are suited to the development of the competencies targeted in the programs of study. • Anticipates obstacles to learning posed by the content to be taught. • Plans learning situations that provide opportunities to apply competencies in different contexts. LEVEL OF MASTERY By the end of his or her initial training, the student teacher should be able to: • Develop appropriate and varied teaching/learning situations involving a reasonable level of complexity that enable students to progress in the development of their competencies; • Build these activities into a long-term plan. How have I developed this competency during this course or professional seminar/field experience? My recent demonstration of this competency was reflected in my first encounter into the secondary school system in Québec at Paul-Gérin-Lajoie-D’Outremont Secondary school. My goal during this school year was to engage the students in my class to participate and express their opinion in English. I prepared a variety of topics that intrigues their interest from internet and tattoos to smoking and development of music. I encourage participation by giving them different projects on every topic, writing an advertisement, running a debate just to name a few.  Attached is an example of a lesson plan for my secondary school students. What is my current level of mastery? (choose one)* ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL *Use the features of the competency (listed above) and the professional competency rubric. Name: Bishoy Abdel MassehID:260592354Date: April 10, 2017PS/FE level (circle one) 1 2 3 4KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEARhttps://eduportfolio.org/vues/view/208963#section3478945Competency 4https://eduportfolio.org/vues/view/208963#section3478951To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study. FEATURES Creates conditions in which students can engage in meaningful problem situations, tasks or projects, based on their cognitive, emotional and social characteristics. Provides students with the resources they need to take part in the learning situations. Guides students in selecting, interpreting and understanding the information provided in the various resources and in understanding the elements of a problem situation or the requirements of a task or project. Supports student learning by asking questions and providing frequent and relevant feedback to promote the integration and transfer of learning. Encourages teamwork. LEVEL OF MASTERY By the end of his or her initial training, the student teacher should be able to: Guide students, through appropriate interventions, in carrying out learning tasks;  lead the students to work together in cooperation; Detect teaching/learning problems that arise and use the appropriate resources to remedy them. How have I developed this competency during this course or professional seminar/field experience? Here is reference a very recent example where I demonstrated this competency at Paul-Jarry Primary School. I used Dash and Dot robots to create conditions in which my students can engage in meaningful problem situations, tasks, based on their cognitive, emotional and social characteristics.  In this example Police Officer Dash is on duty. When a criminal comes around, Dash springs into action and goes after the intruder. Over the course of 6 challenges, my students add onto a program that include customized eye patterns to create a bold expression for Officer Dash, repeating blocks of red and blue flashing lights to emulate a police car, recorded warnings for robot Dash to say to the criminal, siren sound effects, and programmed conditional (pressing the top button in the when block) which will cue Dash’s flashing red and blue lights.  They acquired Computer Science Vocabulary including Loops: a set of instructions that a computer program repeats over and over again Animations: to bring to life Eye Patterns: an arrangement of lights Repeat Block: an action, event or task that when once completed will start again And English Vocabulary: criminal, police, officer, country, citizens, law, flashing, commands, improve, careful, slows down, puzzle, appropriately, distance, committed, suspect, crime, victims, guilty, predetermine, command, intruder.   Lesson plan attached  What is my current level of mastery? (choose one)* ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL *Use the features of the competency (listed above) and the professional competency rubric. Name: Bishoy Abdel MassehID:260592354Date: April 10, 2017PS/FE level (circle one) 1 2 3 4KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEARhttps://eduportfolio.org/vues/view/208963#section3478951Competency 5https://eduportfolio.org/vues/view/208963#section3478952To evaluate student progress in learning the subject content and mastering the related competencies. FEATURES • Gathers information as students are engaged in a learning situation in order to identify their strengths and weaknesses and to review and adapt his or her teaching accordingly to help them progress. • Takes stock of the learning acquired by students in order to assess their mastery of the related competencies. • Designs or uses tools to evaluate student progress and mastery of competencies. • Communicates expected outcomes to students and parents and provides feedback on student progress and mastery of competencies using clear, simple language. • Works with the teaching team to determine the desired stages and rate of progression within the cycle concerned. LEVEL OF MASTERY By the end of his or her initial training, the student teacher should be able to: • detect the strengths and weaknesses of the students in a learning situation; • identify some of the adjustments required in his or her teaching on his or her own; • in cooperation with colleagues, design evaluation materials, interpret the work of students in terms of their mastery of the competencies, and develop tools for communicating with parents; • Inform the students of the results of a diagnostic evaluation process and inform parents and members of the teaching team of the corrective intervention strategy elements envisaged. How have I developed this competency during this course or professional seminar/field experience? I have used the GPI Internet for scoring the performance of my students, I make sure that I add notes to confirm the strength of my students and areas of improvements. I use the score cards to discuss the performance, development process and progress of the students with their guardians or parents. Additionally, I attend parent teacher meetings three times a year. For continuous engagement and communication, I have used ClassDojo and in some schools we have a Facebook page. I also provide immediate feedback using daily messages in my students agendas. I am available to connect with guardians or parents through direct communication by phone and email.  What is my current level of mastery? (choose one)* ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL *Use the features of the competency (listed above) and the professional competency rubric. Name: Bishoy Abdel MassehID:260592354Date: April 10, 2017PS/FE level (circle one) 1 2 3 4KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEARhttps://eduportfolio.org/vues/view/208963#section3478952Competency 6https://eduportfolio.org/vues/view/208963#section3478953To plan, organize and supervise a class in such a way as to promote students' learning and social development. FEATURES • Develops and implements an efficient system for running regular classroom activities. • Communicates clear requirements regarding appropriate school and social behaviour and makes sure that students meet those requirements. • Involves students on an individual or a group basis in setting standards for the smooth running of the class. • Develops strategies for preventing inappropriate behaviour and dealing effectively with it when it occurs. • Maintains a classroom climate that is conducive to learning. LEVEL OF MASTERY By the end of his or her initial training, the student teacher should be able to: • Introduce and maintain routines that ensure the smooth running of regular classroom activities; • Identify and correct organizational problems that hinder the smooth running of the class; • Anticipate some of the organizational problems that hinder the smooth running of the class and plan measures to prevent them; • Establish and apply methods that can be used to solve problems with students who exhibit inappropriate behaviours. How have I developed this competency during this course or professional seminar/field experience? Throughout my teaching experience I have noted that students are hardwired to test their teacher. Here are some of the main items I follow to plan, organize and supervise my class. I start by establishing order and expectations, addressing transgressions, enlisting parental support, and using the disciplinary hierarchy. I focus on creating a positive tone and a multi-step approach to discipline so that I can avoid or resolve issues before giving them a punishment such as detention or suspension. I praise my students to transform a student’s image, uplift the entire class, and reinforce the values I seek to promote in my classroom or school community. So many behavior problems start with students simply not understanding what they are supposed to do. I prefer to provide visual cues for what students are expected to do. If I want them to do steps 1-4 of today’s class, then clean up their materials, then read silently for the rest of the period. I make a quick list: step 1-4, clean up, read. Simply writing those steps on the board save me from having to remind students or reprimand them for not following the plan. Additionally, I maintain a reward system in class "Traffic Light". All students start on green and the children's objective is for it not to change from that for the whole lesson. If the noise level or behaviour degrades then I can move the misbehaving student to yellow light. When the children see this happen it encourages them to behave more appropriately. Then I move them back to green light. If they do not improve they go to the red light and then I issue one of my consequences.  Using this method I don't have to raise my voice and if the children have a sequence of all green lessons then I give them a reward like golden time or certificates. What is my current level of mastery? (choose one)* ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL *Use the features of the competency (listed above) and the professional competency rubric. Name: Bishoy Abdel MassehID:260592354Date: April 10, 2017PS/FE level (circle one) 1 2 3 4KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEARhttps://eduportfolio.org/vues/view/208963#section3478953Competency 7https://eduportfolio.org/vues/view/208963#section3478954To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps. FEATURES Facilitates the educational and social integration of students with learning disabilities, social maladjustments or handicaps. • Consults resource people and parents to obtain background information on students with difficulties (needs, progress, etc.). • Proposes learning tasks, challenges and roles within the class that help students to progress. • Participates in developing and implementing individualized education plans. LEVEL OF MASTERY By the end of his or her initial training, the student teacher should be able to : • Cooperate in the development and implementation of individualized education plans designed for students under his or her responsibility. How have I developed this competency during this course or professional seminar/field experience? Within my teaching experience in Québec, I had an opportunity to teach a mute student, she does not respond or answer questions, I connect with her using signs. She has been very receptive, follows instructions and recently has also started to answer me when I ask a question. I am very pleased that half way through the school year I am the only teacher she has confidence in and has started talking to me. I also taught dyslexic student, the school provided WordQ http://www.goqsoftware.com/  an assistive technology software to help teaching the dyslexic students. WordQ's main purpose is helping students who struggle with writing. WordQ uses word prediction to suggest words that the student is typing into documents, and helps them with spelling. It also uses high-quality Acapela text-to-speech voices to read back text that the student has entered, allowing them to proofread and edit. Below is a screen shot of prediction in WordQ. I had multiple attention deficit hyperactivity disorder (ADHD) students. I have learned from experience that they work best when I create a quiet area free of distractions for  them to take test and quiet study. I test and evaluate the student with ADHD in the way he or she does best, such as orally or filling in blanks. I give them frequent short quizzes rather than one long test. I let the student do as much work as possible on the class computers. What is my current level of mastery? (choose one)* ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL *Use the features of the competency (listed above) and the professional competency rubric. Name: Bishoy Abdel MassehID:260592354Date: April 10, 2017PS/FE level (circle one) 1 2 3 4KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEARhttps://eduportfolio.org/vues/view/208963#section3478954Competency 8https://eduportfolio.org/vues/view/208963#section3478955To integrate information and communications technologies (ict) in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes. FEATURES • Exercises critical judgment regarding the real benefits and limitations of ICT as teaching and learning resources, and regarding the social issues they raise. • Assesses the instructional potential of computer applications and networking technology in relation to the development of the competencies targeted in the programs of study. • Communicates using various multimedia resources. • Uses ICT effectively to search for, interpret and communicate information and to solve problems. • Uses ICT effectively to build networks that facilitate information sharing and professional development with respect to his or her own field of teaching or teaching practice. • Helps students to familiarize themselves with ICT, to use ICT to carry out learning activities, to assess their own use of ICT, and to exercise critical judgment regarding the information they find on the Internet. LEVEL OF MASTERY By the end of his or her initial training, the student teacher should be able to : • Demonstrate critical judgment regarding the real benefits and limitations of ICT as teaching and learning resources; • Demonstrate a general understanding of the possibilities offered by ICT (and the Internet in particular) for teaching and learning, and know how to integrate ICT in a functional manner into teaching/learning activities, when appropriate; • Use ICT effectively in different aspects of his or her intellectual and professional life: communication, research, information processing, evaluation, interaction with colleagues or experts, etc.; • Effectively transmit the ability to use ICT to his or her students in order to support the collective construction of learning in a well-structured, critical manner. How have I developed this competency during this course or professional seminar/field experience? Since I started working, technology in my classroom became more and more predominant. I always ask my students to do their research projects in the computer lab. I have seen firsthand the benefits of technology in my classroom. Therefore, I believe that it’s important to develop the technological skills in students so they will be prepared to enter the workforce once they complete their schooling. The smart board is an essential component of every classroom. I use it to accommodate different learning styles. Tactical students can use the screen and learn by touching and marking at the board, audio students can have a discussion and visual students can observe the teaching on the board. For a student with disabilities, the classroom can be daunting. I discovered that my students with disabilities may feel different than their peers, as they are increasingly included into the general education classroom, then add to the fact they may not be able to do even the simplest tasks like write their own name or turn the page of the book. When I use assistive technology, however, my students feel empowered to do thing they would not normally be able to do on their own. Learning a second-language is very hard sometimes for students who already struggle with concentration, holding a pen and writing, decoding words/sentences and their meanings, etc. The simple act of typing a text on the computer has done wonders for some of my students. Not only have their grades improved, but their self-confidence too. Now my students are learning the basics of programming and enhance their language competencies at the same time. (Paul-Jarry Primary School Dash and Dot Project) Picture below. What is my current level of mastery? (choose one)* ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL *Use the features of the competency (listed above) and the professional competency rubric. Name: Bishoy Abdel MassehID:260592354Date: April 10, 2017PS/FE level (circle one) 1 2 3 4KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEARhttps://eduportfolio.org/vues/view/208963#section3478955Competency 9https://eduportfolio.org/vues/view/208963#section3478956To cooperate with school staff, parents, partners in the community and students in pursuing the educational objectives of the school. FEATURES • Collaborates with other members of the school staff in defining orientations, and developing and implementing projects related to educational services in areas falling under the responsibility of the school. • Informs parents and encourages them to become actively involved. • Coordinates his or her actions with those of the school's various partners. • Supports students involved in the administrative structures of the school or in school activities or projects. LEVEL OF MASTERY By the end of his or her initial training, the student teacher should be able to : • Situate his or her role in relation to that played by other internal or external resource persons; • Adjust his or her actions to the educational objectives of the school and contribute to the attainment of these objectives by becoming personally involved in school projects; • Start building a trusting relationship with parents. How have I developed this competency during this course or professional seminar/field experience? I have highly developed this competency since I got a chance to work at two schools at the same time. Having two teaching teams, two principals and double the number of students required extraordinary relationship building to attain the result I would have if worked at one school only. I attend all team meetings, trainings, discussions and participate in committees. This year I am leading the social committee; we plan and execute school celebrations and teacher parties. Our teacher Christmas party was a great hit, we prepared everything from invitations, room rental, food and entertainment. We also executed great Halloween, Christmas and Valentine activities for students. Celebrating Valentine’s day this year we developed the "Secret Friend" game for the teachers, each teacher had a secret friend whom they sent kind messages and gifts for an entire week and on valentine day we had a little gathering and had secret friend revel.   What is my current level of mastery? (choose one)* ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL *Use the features of the competency (listed above) and the professional competency rubric. Name: Bishoy Abdel MassehID:260592354Date: April 10, 2017PS/FE level (circle one) 1 2 3 4KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEARhttps://eduportfolio.org/vues/view/208963#section3478956Competency 10https://eduportfolio.org/vues/view/208963#section3478957To cooperate with members of the teaching team in carrying out tasks involving the development and evaluation of the competencies targeted in the programs of study, taking into account the students concerned. FEATURES • Recognizes instances where cooperation with other members of the teaching team is required in order to design or adapt teaching/learning situations, to evaluate student learning or to promote the mastery of competencies by the end of the cycle. • Develops and organizes a project appropriate to the objectives to be attained by the teaching team. • Cooperates in an active, ongoing manner with the teaching teams working with the same students. • Helps build consensus, when required, among members of the teaching team. LEVEL OF MASTERY By the end of his or her initial training, the student teacher should be able to : • contribute to the work of the teaching team in an effective manner; • Provide constructive criticism and make innovative suggestions with respect to the team's work. How have I developed this competency during this course or professional seminar/field experience? I have thoroughly developed this competency as an ESL teacher I work in cooperation with all the class teachers to adapt my teaching based on the class necessity. I coordinate in an ongoing manner with the class teacher working on a special needs student, ADHD student etc… At the beginning of the school year, I arrange a meeting with the school Special Education Technician to discuss students with special needs and I take the time to talk to their class teacher to ensure we are all on the same page.   Additionally, I attend weekly teachers meetings, regular assemblies formed by our school principal. I attend and participate in workshops and training offered to teachers on Pedagogical days. What is my current level of mastery? (choose one)* ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL *Use the features of the competency (listed above) and the professional competency rubric. Name: Bishoy Abdel MassehID:260592354Date: April 10, 2017PS/FE level (circle one) 1 2 3 4KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEARhttps://eduportfolio.org/vues/view/208963#section3478957Competency 11https://eduportfolio.org/vues/view/208963#section3478958To engage in professional development individually and with others. FEATURES • Takes stock of his or her competencies and takes steps to develop them using available resources. • Discusses the relevance of his or her pedagogical choices with his or her colleagues. • Reflects on his or her practice (reflective analysis) and makes the appropriate adjustments. • Spearheads projects to solve teaching problems. • Involves peers in research related to the mastery of the competencies targeted in the programs of study and to the educational objectives of the school. LEVEL OF MASTERY By the end of his or her initial training, the student teacher should be able to : • Identify, understand and use available resources (research reports and professional literature, pedagogical networks, professional associations, data banks) related to teaching; • Identify his or her strengths and limitations, along with his or her personal objectives and the means of achieving them; • Engage in rigorous reflexive analysis on specific aspects of his or her teaching; • Undertake research projects related to specific aspects of his or her teaching. How have I developed this competency during this course or professional seminar/field experience? The great thing about being a teacher is that we are constantly learning. Throughout my experience, I’ve noticed teachers are very generous and keen to share both knowledge and experience. As teachers we learn from students but we also learn from each other. That’s why it is important to connect with one’s colleagues and to look for way of expanding our knowledge and teaching techniques. Attending teacher meetings or just general office discussion about classroom topics are great ways of gathering ideas for students. This year I attended SPEAQ on Campus Montreal. I really enjoyed meeting some of my college students and teachers at the conference. During the time I spent at the conference I was able attend sessions by Philippa Parks. At the sessions we discussed how to deal with differentiation in an ESL classroom by taking a proactive approach differentiating and exploring teaching strategies. Attached document with summary of the sessions I attended. Additionally, I have set 2 hours a week for my personal professional research and reading. What is my current level of mastery? (choose one)* ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL *Use the features of the competency (listed above) and the professional competency rubric. Name: Bishoy Abdel MassehID:260592354Date: April 10, 2017PS/FE level (circle one) 1 2 3 4KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEARhttps://eduportfolio.org/vues/view/208963#section3478958Competency 12https://eduportfolio.org/vues/view/208963#section3478959To demonstrate ethical and responsible professional behaviour in the performance of his or her duties. FEATURES • Understands the values underlying his or her teaching. • Manages his or her class in a democratic way. • Provides students with appropriate attention and support. • Justifies his or her decisions concerning the learning and education of students to the parties concerned. • Respects the confidential nature of certain aspects of his or her work. • Avoids any form of discrimination toward students, parents or colleagues. • Situates the moral conflicts arising in class with reference to the major schools of thought. • Demonstrates sound judgment in using the legal and regulatory framework governing the teaching profession. LEVEL OF MASTERY By the end of his or her initial training, the student teacher should be able to: • Demonstrate sufficient responsibility in dealings with students that one can recommend with no reservations that a class be entrusted to his or her care; • Answer to others for his or her actions by providing well-founded reasons. How have I developed this competency during this course or professional seminar/field experience? My vision is to set an example for my students, I dress appropriately, always on time, and I manage my class very well. I circulate the classroom and I give positive feedback to my students to uplift their spirit and keep them eager to learn. I maintain a very positive attitude while teaching.  I try to give feedback in the most constructive manners.  The principals I worked for have given me very favourable feedback and given me great recommendations, below is recommendation from Paul-Gérin-Lajoie-D’Outremont Secondary School principal stating she would recommend me to another school and would hire me to join her team. What is my current level of mastery? (choose one)* ADVANCED THOROUGH ACCEPTABLE PARTIAL MINIMAL *Use the features of the competency (listed above) and the professional competency rubric. Name: Bishoy Abdel MassehID:260592354Date: April 10, 2017PS/FE level (circle one) 1 2 3 4KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO THEM EACH YEARhttps://eduportfolio.org/vues/view/208963#section3478959Statement of Changehttps://eduportfolio.org/vues/view/208963#section3478903Through my 17 years of experience teaching in 3 different countries, I have changed not only as a teacher but also on a personal level. During this time, I have seen the change and influence the internet brought to teaching. I now use the web for lesson plans, best practices, and professional development, most of which I did differently in the beginning of my career. When I started by career as an ESL teacher, teaching was based on a strict syllabus of what we considered to be important, whether it was relevant to students' needs or not. In my second full time experience in Notre dame Secondary School in Egypt, I experienced the shift to adapt situational techniques, we taught grammar and vocabulary in contexts which students would realistically use. However, the emphasis was still very much on reading, repeating and memorizing. When I moved to Dubai I experienced a new teaching technique "communicative competence" – i.e. being able to successfully communicate and this replaced grammatical accuracy as the main goal of language teaching making it focused on practical use of the language. Since then and as I started teaching in Montreal, the approach is to focus on relevance and enjoyment. I believe that the most effective way to learn a language is through quality tuition in an immersion environment. This means that the input my students get in the classroom becomes immediately relevant for their everyday life. Regardless of what teaching technique or material I use, I make sure that English class is always fun!https://eduportfolio.org/vues/view/208963#section3478903Reflective Summaryhttps://eduportfolio.org/vues/view/208963#section3478904The process of putting together my ePortfolio brought back lots of memories as I looked back at my time as a fresh graduate, moving from one school to another, moving countries and continents! I think the development of this portfolio will be continuous as I further progress in my teaching career. I started building my ePortfolio for my post-graduate studies, which played an important role in building my professional competencies.https://eduportfolio.org/vues/view/208963#section3478904Contact Mehttps://eduportfolio.org/vues/view/208963#section3478905Want to connect? Reach me at: Email: Bishoy.AbdelMasseh@csmb.qc.ca Phone: 514-867-2828https://eduportfolio.org/vues/view/208963#section3478905