«I am a teacher by heart who always apply the method 80/20. I have a progress-driven personality and I am self-motivated.»
Przygotowanie do matury podstawowej Przygotowanie do matury rozszerzonej Egzamin 8-klasisty Szkoła średnia Szkoła podstawowa 7-8 klasa Szkoła podstawowa 4-6 klasa Szkoła podstawowa 1-3 klasa Przygotowanie do szkoły Przygotowanie do TOEFL, IELTS testow Konwersacje Język w biznesie Native speaker Gramatyka Poziom A1-A2 (Beginner, Elementary) Poziom B1-B2 (Intermediate) Studia zagraniczne Dla początkujących Dla dzieci Poziom podstawowy
plans. It is also paramount for me to demonstrate a positive teacher talk and warm language.
Applying positive body language and gestures helps me to integrate with students effectively. On
my account, teachers are a reflecting mirror. To gain students’ attention, I ask them questions
and use visual aids to connect their present knowledge with a new one. After gaining students’
attention, I keep the things conversational being an actor, psychologist and even looking
I constantly apply the 80/20 technique in a class. I spend more time on practising
language actively based on real performance activities than teaching. Besides, I take into
consideration the three types of learners such as auditory, visual and kinesthetic by utilizing
various teaching tools. For instance, authentic materials, interactive white-board and headphones.
I continually create some real-life situations with adult learners making a role-play in a
classroom. For example, students act the role of a clerk and customer. They make conversation
according to their role then they swap the roles. Implementing leadership skills, I lead, motivate
and keep students tuned, I adjust lessons to the area of their interest and desire. Later, I give them
rewards and draw their attention to the previous lessons to make them aware to what extent they
have improved. During guided practice, to make students feel safe, I give hint and ask questions
to encourage students to participate actively. Afterwards, for less guided and independent
practice, I put students in pairs with low and high-level performance assigning the most difficult
task to the weak student. It makes their performance productively because the student with high-
level performance is bound to help the weak one in order to improve teamwork.
When coming to the assessment, I advocate the formative assessment for learning
because of its durability. After having sufficient time for practice, I encourage students to put
into practice the knowledge they have learned. Later, I involve other students to give feedback
for transferring ideas. As a result, observing students’ performance allows me to use a rubric for
the assessment ad enhance their learning.