Smitha Purohit
UK Qualified & Experienced Teacher of EnglishEnglish is my first language. Furthermore, language immersion was the method used at school – the Good Shepherd Convent. I believe it is the best method to learn a language. I have taught English at various levels. In Oman, English is treated as a second language. Teaching English in Indian schools covers both the language and its literature, though more teacher-led. In England, teaching English to British children was more learner-centred.
Secondly, I have postgraduate degrees in English Literature, Education, Applied Linguistics & TESOL. Additionally, I have the CELTA.
As a teacher, I always plan thoroughly for every lesson keeping the learner in mind. I prepare pre-task activities, the task cycle, the language focus and a follow-up task. Every lesson requires that I revise my knowledge on the topic for the day, prepare an in-depth lesson plan with the target audience in mind. Including slower learners in the classroom means that I get to prepare different materials to be worked on with the same target in mind. Whenever required, I give extra guidance to the slower learners.
Thirdly, I work closely with my colleagues because we work better as a team. Keeping teacher talk time down to 30%, I make the lesson challenging while involving the whole class. Whenever possible, groups of four or pairs are given tasks to accomplish. Eliciting information and aiding learners in understanding is my target. I create a positive learning environment by acknowledging and praising the contribution of everyone in the class.
Fourthly, I build varied activities and games into my plan to make the lesson effective and keep it lively, never losing sight of the fact that there are different kinds of learners in a class. Equal opportunity needs to be given for all learners to involve themselves and contribute to the class. To keep learners focused, I have short tests planned, where peer-correction is done.
My exposure to teaching in Oman and in the UK has made me more sensitive to people's points of view. Physically and mentally, students need to be made comfortable for effective learning to take place. Addressing learners by name and showing enthusiasm for the material and relating it to real life also goes a long way in making it a successful lesson.
I have been complimented on my energy levels when engaging learning sessions. Being friendly but goal-oriented, I get all participants to involve themselves in the session. I also keep in mind that each learner needs to go away feeling confident that s/he has moved forward.
| Last Resume Update | May 2, 2019 |
| Address | CHENNAI, India |
| smthprht@gmail.com | |
| Phone Number | 9941316844 |
Education
CELTA
The CELTA guides teachers in understanding the cultural and linguistic backgrounds of learners, and how this might affect their learning of English, in understanding different learning preferences.
Language analysis and awareness ensures understanding key terminology used in English language teaching, applying this terminology in planning and teaching demonstrating a working knowledge of English grammar, lexis and phonology.
Developing the Language skills: reading, listening, speaking and writing. In understanding basic concepts and terminology used for describing reading, listening, speaking and writing skills, applying this to teaching understanding how approaches to texts may vary depending on the purpose, making practical use of this in teaching.
Planning and resources for different teaching contexts, where teachers understand the purpose and principles of planning for effective teaching, selecting and planning the kinds of lessons that are most appropriate for particular learners; evaluating lesson preparation and reflecting on this for planning future lessons.
In develops teaching skills and professionalism where teachers
effectively organize the classroom, both in terms of layout and pair/group activities making appropriate use of a range of materials and resources, involving learners of different ability levels, enabling them to feel a sense of progress.
Master of Arts - Applied Linguistics & TESOL
I had a few years of teaching experience under my belt, but I needed to be ready to build my academic and professional expertise in the field of English Language Teaching practice.
This degree provided me with:
A critical understanding of key issues and debates in many areas of applied linguistics and of how these relate to English Language Teaching.
A body of knowledge that enhanced my ability to undertake language teaching at a range of levels in different cultural and institutional contexts.
The ability to reflect, analyse and critically evaluate language teaching and learning concepts and theories, and to understand and examine the assumptions underlying different classroom practices.
In fact, it provided me with the the skills to undertake effective practitioner research in my specific area of interest.