Laura Bocanegra

Details

My background

I have always been passionate about share my teaching experience to the students creating an relaxing free stress environment to them, It helps with their confidence and language development.

Experience

I first became interested in teaching through working as an English teacher and homework advice with kids in Bogotá-Colombia (where I come from) something I have done since I was 21, training to become a leader in the process. This made me realise I enjoyed working with kids and young adults with different school experience confirmed teaching as a career choice. My subsequent four-year BA English and Bilingualism education course at Unipanamericana University has served further to fire my enthusiasm and prepared me effectively to take responsibility for my own class.

My degree has trained me to cover and adapt methodologies to the National Curriculum subjects, and my subject is Spanish. I have also studied Design materials according with the school and students goals.

During my degree I have undertaken four practices: in 6°,7°,8° grade (12 to 15 years) in Gimnacio Ingles Campestre (Bogota-Colombia), Main teacher at Univerty Unipanamerica (Bogotá - Colombia) with young adults teaching English and teaching Spanish in Milton Keynes for adults. These practices have given me a good understanding of different curriculum and of what makes effective teaching in various ages.

My time in each context has developed my philosophy of valuing each student as an individual, as well as part of a community. I aim to give children as many learning opportunities and experiences as possible in order to engage, motivate and prepare them for future life. An appropriate, balanced, challenging and creative curriculum is essential in developing children’s skills, knowledge and understanding. These all underpin personalised learning.

I have in particular come to understand the value of sharing learning objectives and success criteria with children. Knowing exactly what is expected and how they can achieve allows children to focus more clearly on tasks. This also facilitates effective self and peer assessments, as there are clear criteria and objectives to assess against, encouraging children to take more responsibility for their own learning.

Progression needs to be planned for, so that as children work and explore at their own pace, there is always something else ready to move them on and take them further in their learning. I also believe that differentiation and meeting varied learning styles are key to effective teaching and learning. Work should be set at an appropriate, but challenging, level. When I prepare lessons I make a conscious effort to ensure I am not just catering for visual learners like myself, but try to see lessons through other learners’ eyes. For example, I love to use TPR (Total Physical Response) in my classes. Kinaesthetic learners were there by catered for in the physical movement and manipulation, using visual and audio resources.

My views on learning styles have been influenced by the work of Howard Gardner. He believes that we have multiple intelligences and that every child has the potential to be gifted, but that this can present itself in many different ways. Therefore, all children have their own preferred learning style, which best suits their intelligence. As a teacher, I feel I can best meet children’s learning needs if I am aware of the learning style suited to them.

During all of my placements I have taught ICT and used it to enhance my lessons with interactive white boards, the internet, videos, voice and sound clips, digital cameras, interactive games and work sheets. During my third year at university I studied a module called ‘Integrating the Curriculum’, looking at global issues such as sustainability and how these could be taught across the curriculum. This made me appreciate how this approach can be useful, particularly when addressing important social, ethical and global issues.


Recently, I did a course for teaching another language to students with dyslexia with Lancaster University and in my new classes I have focused on including all children, regardless of ability, learning needs, language, ethnic origin or any other factor. I have learnt how to identify and find ways to effectively aid the learning and meet their needs in ways which appeal to and best help them develop, gain a beneficial experience from their education and achieve their full potential. I have incorporated some of my learning in my final practice and thesis.

Qualifications

BA English & Bilingualism

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