ACKNOWLEDGEMENT

ACKNOWLEDGEMENT

I want to thank to Liliana Cabanilla, Carlos Coral, Nigel Brown, Pete Díaz, Anthony Jimenez, Andrea Aguirre and Nahim Véliz.

To the teachers:

-Cristina Negrete - Listening and Speaking Class.

-Irma Guzmán - Reading and Writing Class.

-Jaqueline Ibarra de Terán - Assessment Class.

For their help, cooperation and advices during this TEFL 2018 Seminar.

-C.Véliz 2018

FINAL ESSAY

                                   TEFL CLASS ''CASA GRANDE'' UNIVERSITY

                                         ASSESSMENT - FINAL ESSAY

                                  

I have learned to  do E.S.A Planning  which is using the language through goals, objectives and strategies are made to change the way a language is used in communicative English learning  planning is about teaching the language in a ways that it  makes it easier or more attractive to learn a language. Through learning how to plan I`ve been able to balance up the three ESA elements which are engagement(pre-teaching) and ensures me to include study events built into the plan and leave the student with the opportunity to use the language in as realistic sense as possible by activating what was priory learned. I have done many planning since starting this course in the TEFL classroom and in my work classrooms where I have focused more on making engagement and activity more realistic and not as much academic but more attractive to students as they feel that the language is not just a subject they study. One example of this was when I showed my students a one minute video of me in a Romeo Santos concert and the students could grasp how to use the present perfect by saying “I`ve seen that singer many times live” as the present perfect was the grammar topic in a reading activity. In many cases planning is based on a text book as in my case “FUTURE”, for example: when teaching Will and Going To ,I plan to have slides with futuristic photos of how the world Will or Is Going To Be in 2050, based the visual aids students personalize. These slides must be planned prior to the lesson, appropriate, non complex, big enough for all students to see and engaging. Communicative English language planning also involves making the language more attractive to learn for speakers of other languages A good way of planning for example is by asking the question “what do I want my students to know by the end of this lesson, and by the end of the course?”

 Now I can also have many students benefit from while reading activities which is a way in which the teacher guarantees that the students are really paying attention and not just going through the motions in a typical out loud-take turns Reading in class. While reading activities will depend on the type of Reading it is: Intensive or Extensive Reading but some of the activities suggested for the phase of the reading are skimming(reading quickly to a gist),scanning (reading for specific information) ,finding certain words, to find out who wrote the article, deduce word meanings from text from the text itself, comprehension questions as the students read after each paragraph, match pictures to paragraphs, put titles on paragraphs, putt he paragraphs in order,

I would like to improve my teaching writing abilities, I am not currently teaching a writing course in my job, but I have done it in the past and in the regular language arts classes there are also writing activities. I would like to be assigned Reading and Writing courses which I`m not given anymore because I didn`t have appropriate training in this area. I have learned to distinguish “Writing for Writing” from “Writing for Learning”. But I reckon that the process of planning, drafting, reviewing and editing is something I know in theory but getting the students to understand and do it is different. I don`t seem to be able to get this message across well. I tend to give the students a model to follow but I find that students more copy it with changes in certain parts but that they don`t have independence to do it themselves and I think that this is that I myself am not very sure about this area either so I recommend myself to explain and carry out the different prewriting activities such as brainstorming, genre as a type of writing for my students as  members of a discourse community and  genre analysis which will help students to see how typical texts within a genre are constructed.

I would also like to improve getting young learners engaged and activated to reading and writing. I find that adults tend to be more responsible and receptive to these skills but I have not been successful with getting young learners properly engaged in this. I currently give vocabulary with visual aids so students know meanings without having to translate and making it a little more enjoyable as children like looking at images on screen but it`s not enough. I feel that I need to engage them better. I suggest for myself according to what I have learned from the TEFL Reading and Writing course it that there are other ways to engage, such as: watching a short video, reading a headline and asking what they think it will be about, activating prior knowledge about the subject by asking questions or opinions about the related topic, looking and discussing photos related to the topic, playing a game, bring in realia to activate in trig. Children learn the language subconsciously according to linguist Stephen Krashen acquiring the language rather than learning and that kind of language exposure, namely comprehensible input where the children are in an anxiety-free atmosphere and when they need it they will be able to retrieve the language they need from their acquired language store. This is something that I need to work on so I will be looking to the other alternatives such as watching a short video, reading a headline and asking what they think it will be about, activating prior knowledge watching a short video, reading a headline and asking what they think it will be about, activating prior knowledge about the subject by asking questions or opinions about the related topic, looking and discussing photos related to the topic, playing a game, bring in realia.

Overall the main parts of reading is to take into account the pre-reading with various useful techniques with should involve activating prior knowledge and an acquisition of vocabulary prior to the reading of the article itself. There needs to be a while reading study and activation so students have a purpose to continue being engaged by having a task to do followed by a after reading activity that should involve a type of a discussion after the reading enabling students to personalize and remember the topic well. Writing needs to be the process of planning, drafting, reviewing and editing, it`s very important for students to be prepared to do these skill. I, myself will have to reinforce what I have learned about engaging children into reading and writing by trying out various pre knowledge techniques on the students which I have learned in this course.

By Carlo Veliz Aguirre

MY TEACHING PHILOSOPHY

                                           
                                           MY TEACHING PHILOSOPHY 

                                          

“Great teachers engineering learning experiences that put students in the driver’s seat and then get out of the way.”

Ben Johnson, Educator

It is my belief that through education, an individual will receive that vital skills and tools that are necessary to build a life that is successful and prosperous. Within an educational setting, students should be continually encouraged to solve problems similar to those they will encounter outside of school, and this instills in them the skills necessary to become flexible problem solvers in preparation for their adult lives. I believe that as a teachers, it is our duty to ensure that learning takes place in a safe, open, and supportive environment, so that students learn the important aspects of developing and fostering positive relationship with others.

My decision to pursue a career in teaching is due, in part, to my intrinsic desire to make a positive impact on the life of a child, teenager or adult. Teaching is a noble and highly rewarding profession in which one is able to directly affect change in the lives of others, and I cannot think of a better way to contribute to the betterment of society. During my journey toward the realization of my dream of becoming a teacher, there have been many people who have helped me establish my career goals and objectives, including family members. I am the first generation teacher and have grown up in an environment in which education was considered paramount to my future success.

My teaching style can best be described as one that incorporates a diversity of teaching methodologies and techniques. I am a strong advocate of hands-on and minds on learning because I understand that supplementing curriculum with a variety of activities is essential to the learning process. By enthusiastically engaging students in fascinating lessons and using strategies that address each child’s, teenager’s or adult’s learning style. I believe that students will achieve academic success and build the self-confidence to continue taking risks during the learning process. Learning occurs when a student is fully engaged in the process, makes a personal connection with the information taught, and applies the knowledge to a variety of experiences. When this occurs, the child, the teenager, the adult is inspired to become engaged over and over again, make connections and apply his or her knowledge.

I understand the importance of using instructional strategies that appropriately address the different learning styles and needs of students in order to become an effective educator. Consequently, is extremely important to determine each child’s, teenager’s, or adult’s dominant style and continually monitor each student’s   academic progress through a variety of assessments, in order to plan instruction that draws upon each child’s, teenager’s or adult’s strengths to improve academic development.

The talent to build meaningful relationships with my students and the determination to ‘go the extra mile’ are two more of my strengths as a teacher. Through the development of a relationship that is honest, open and respectful, students will know that I understand them and accept them as they are. I have made a commitment to working as hard as necessary and spending as much time as necessary to make students successful, both academically and emotionally.

To conclude, my goal as a teacher is to instill a passion for learning within my students while providing them with an educational environment that is encouraging and positive. I hope to provide the skills and tools necessary for success and faster the individual talents of each student, giving them the confidence to embrace their dreams and make them a reality. Students will look back on their time with me and remember me as a teacher who genuinely cared for their well-being. My peers will recall me as a professional who was always eager to participate and a mentor who actively contributed to the growth and development of the school community.

                                            

ASSESSMENT - LEARNING LOGS

                                            ASSESSMENT - LEARNING LOGS 

                                

     

Learning Log I

Final del formulario

Log 1 by Carlos Veliz.

My ideas about being assessed is that it depends a lot of the time on luck because in many cases as a student I remember having studied science all year long and after thinking spending two weeks revising every day for the final end of the year exam and getting the score I found out that I had gotten a "D" which was just passing I really felt that I deserved more and that I had done well but I did remember that the final exam was 50% based on two topics which I considered not fair and on which I seemed to misunderstand what was being asked, this exam should have  been more explicative and also more balanced and not based on luck or bad luck when it came to certain highly graded questions.

As a teacher I have to take quizzes made by the institution where I work and I have found that not all the best students get the best grades this can happen as sometimes questions based on reading that do not have anything to do with what we studied in class could be worth up to twelve points over a total of forty, with 2 points for each question correctly answered of six questions, and if you combine that with a writing exercise taken directly from the book students that remember the corrections the teacher did on it would be favored, I think this writing activities should be more spontaneous and not memorized that would make them fairer.

I think that formative assessment is important but it can also be wasted, there are good and bad ways to do formative assessment. For example: If a teacher see a student make in the moment and knows that it`s more likely that the other students will also have the same mistake then the teacher should stop and stress the correction on the board for everyone to learn. I remember a lazy teacher I had in school who would only correct the student who he was attending in that moment and I felt dis-encouraged because I could barely hear as it wasn`t for the rest of the class but I knew I had the same mistakes and if the teacher were to explain that to each one of us he`d take all day, that should have been highlighted on the board.

I think that if a student is talking aloud in class and the teacher wants to correct and if the teacher just repeats the corrections a loud while student is talking then the student will be interrupted and break his flow, I remember this happening to me and I just stopped talking, I didn`t want to seem an idiot, so in that case the teacher should take notes of what they`re say and wait until everyone has finished and randomly correct on the board but letting peers have the chance to spot the corrections which is less threatening that the teacher doing it and they`ll probably remember it better too.

I reckon that what is really learned in class is what the student is able to create after the class, not what they remember. I remember understanding everything in certain classes during the class but by the time the next class came I had forgotten it because I never got the chance to be creative with it, for examples when I studied History for example instead of just reciting a lot of dates and names referring to politics it would have been more interesting to explain why we think we would vote for the Democrats or Republicans or how beliefs and daily life was so much different in Ancient Rome than it is today. Or if we study the future tense in Language Arts it should be something like to compare my future grandchildren`s life to mine by combining Simple Present with Simple Future.

Reaching personal objectives should be the same as reaching the teacher objectives by being able to apply what I learned in class for whenever I need it in real life and even though the focus might be on an exam in the near future the main objective is to ace the graduation exam, college entrance exam, job interview in English, travel purposes or whatever comes after that exam that`s why creativity is so important because students are personalizing, making learning real, their own, long lasting and meaningful. All objectives should be measurable and not have objectives that are just fun, fun can be good but the main objective should be focused on what we wish our students would be able to do with this information.  I remember doing a song with possessive pronouns in class which was fun but I found that in the moment in which they had to create their own examples in real life they were so focused on the patron that they had learned in class and they couldn`t get away from that, in other words they could only remember what they heard in the song.

Learning Log II

Final del formulario

Log 2 by Carlos Veliz.

I did two observations one was of Carlos Coral in level six that was studying " Plans for the future " which didn`t have any grammar in that hour of class. The other class I observed was of Nigel Brown in level eleven. These classes were very different from each other apart from being in two different levels the teacher`s approach was very different. I saw two different kinds of washback due to the two different approaches by the teachers and also different levels. In in case of Carlos Coral`s class(level six) the students seemed very relaxed as the teacher`s approach was very relaxing and non-threatening, the teacher didn`t confront students after making mistakes, the teacher was very subtle to correct he noted mistakes in a notebook and at the end of the class he had the students correct them, but nobody knew whose mistakes they were as they were anonymous and students had the chance to correct what they could, which offered peer correction which is very productive. This class was an intermediate level where the students have a lot more background knowledge than in a low level course so that was obviously influential. In the other class by Nigel Brown which was level eleven and where the students were called upon one by one to ask and answer questions. I found this environment quite intense and personally would be stressed in that class as the student called upon was obliged to series of questions on the spot in front of all the class on the positive side as the corrections were on the spot one by one where the student was obliged to continue saying after teacher`s oral corrections as many times were necessary I could see that students genuinely learned the times besides all of the rest.

The formative assessments were quite different I could see that the Carlos Coral`s students level six were happier in the class environment and seemed to smile, share laughs together and more anxiousness to learn than in Nigel Brown`s class of level eleven. The only assessment witnessed in both classes was formative, I didn`t see any summative assessment in either course.

 Carlos Coral`s objectives were clearly written on the board so I could see that he achieved them because he wrote that students will be able to give personal opinions about community problems and how to resolve them by reinforcing vocabulary and discussing questions in groups so I could witness how this goal was achieved. Nigel Brown didn`t have the objectives written on it, but I could see the book pages being covered in class and from what I saw on the board the objective was ask and answer questions in complete form. I think that the teacher of the level eleven should  make his class less threatening.

Learning Log III

Principio del formulario

Final del formulario

Learning Log - PART III by Carlos Veliz

How learners feel about assessment or wash back.

Through my own experience and based on observations recently done and the microteaching. I observed that the students can feel optimistic or threatened by assessment that depends on how the assessment is done. The formal assessment in Julio and my case during the Microteaching was over twenty points, it was based on advanced level reading with a little review on Past Perfect, and the formal assessment contained reading comprehension, critical thinking and grammar review. We also included the rubric which was twelve points over twenty based on reading and eight points over twenty based on past perfect review. The students should feel content with this type of assessment and we´d expect positive wash back as it was based on a short reading extract with a prior vocabulary lesson so they could understand the most challenging words before reading making it a fair reading assessment. The reading extract was created by myself with pictures illustrating the occurrences according to the topic. As the reading was based on history I made it more informative and less detailed by limiting unnecessary dates and making it interesting. The text also comes with a video on 3 minutes which helps students to understand better. After my peers read the article for four minutes they were asked to summarize it in their own words and all to the participants could contribute information so I could see that there was good comprehension and is a very authentic assessment because that´s what we´re expected to do in real life. In the case for summative assessment or formal assessment there should be proper instructions, it should also have reliability so we should include a rubric that will guarantee reliability and fairness and not being biest.

       

 There are many ways to do formative assessment including group work where after the group has finished   the teacher can correct in general and it takes a bit of pressure off the students as the mistakes aren´t focused on one student but all the group. As I observed two different teachers in the assessment course, each one with a completely different method of correction in formative assessment I could see that one was more direct correction focused directly on the student that was being corrected while in the other class the formative assessment or correction in this case was more subtle as the teacher wrote down the student´s mistakes in a notebook and at the end of each lesson had peers correct general mistakes this seemed less threatening for students and would make them feel more confident and motivate them to be more experimental .During Julio and my Microteaching we used an interactive game called Kahoot to evaluate informally, to take pressure off students they teacher should put students into groups. From my personal experience student love Kahoot games just before an exam as I use it to review so I design my game based on the most relevant information they´ll need focused on the examination topics.

What is really learned in class depends on the input, to get positive productive output there should be a productive input. All learning should be authentic and to achieve this the learning process, the formative and formal assessments should all be based on real life situations. The expectations of authenticity depends on what we´re teaching. In the case of History in English well then the focus is more on comparing and contracting historical events or being able to summarize them. To teach grammar it´s important for students to be able to use the grammar naturally and know when to use it and to combine tenses, so exams based on grammar should be mixed, that means if they´re learning the past perfect the evaluator should also include present perfect and simple past tense to see if they are able to use it authentically. The students should be tested formatively by conducting real life situations they need oral practice, this should be done in the classroom with models, clear and visual aims so students know what is expected of them in a nonthreatening environment. 

CURRICULUM

CARLOS AURELIO VELIZ AGUIRRE

DATOS PERSONALES 

NAMES                                     CARLOS AURELIO VELIZ AGUIRRE

DATE OF BIRTH                     August 4th, 1964

PLACE OF BIRTH            VINCES, LOS RIOS, ECUADOR

MARITAL STATUS                        MARRIED

	ACADEMIC FORMATION

ESTUDIOS SUPERIORES:         UNIVERSIDAD DE GUAYAQUIL 2DO AÑO       ESCUELA DE LENGUAS               1987- 1989

                       

ESTUDIOS SECUNDARIOS:      COLEGIO FISCAL “PATRIA ECUATORIANA”

                                                           1980- 1986

ESTUDIOS PRIMARIOS:             Escuela Fiscal Mixta # 56 “PEDRO CARBO”                                                          1972 - 1979

  

	WORKSHOPS

 

• CREATING SELF TECH EFL LEARNERS, BY CEN-JUNE 22^ND 2018- (6H)

• USING MY ENGLISH PLATFORM (2h) by DANTE ANTONIOLI DELUCCHI - JUNE 2018 -PEARSON
• DEVELOPING CRITICAL THINKERS IN EFL SETTINGS. APRIL 4^TH-2018-BY CEN (5h)
• USING MY ENGLISH PLATFORM (2h) by DANTE ANTONIOLI DELUCCHI-FEBRUARY 2018 - PEARSON
• INTRODUCTION TO FUTURE AND MY ENGLISH LAB-MEL-APRIL 2O17-(6H) BY LUIS CERON-PEARSON AND NELSINIO VERDESOTO
• “COMMUNICATIVE ACTIVITIES” BY RICHMOND, SEPTEMBER 2ND -2015.
• “TECHNOLOGY-ENHANCED EFL INSTRUCTION” BY PELLA SCHWARTZ, M.A TESOL- JULY 13 -17- 2015
• “NEW INSIGHTS ON THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE” BY ISABEL BATISTA MEDINA, PH.D – 40HS. NOVEMBER 14-2014 –BUCKINGHAM ENGLISH CENTER.   

·        IN SERVICE WORKSHOP – CEN (3 hs, May 17th, 2013) PARTICIPANTE

·        IN SERVICE WORKSHOP – CEN (3 hs, July 30^th , 2013) PARTICIPANTE

·        “ Teachers as Learners” IN- SERVICE WORKSHOP – CEN-

2hs ( August 2nd, 2013) PARTICIPANTE

·        “Excellence in the EFL Field” (16 hs, August 29^th and 30^th  2012) By Martha S. Galvis S. OUP. PARTICIPANTE

·        “English is not like The Good Silver” (May 2012)by MIKE ROGERS PARTICIPANTE

·        “Learning Styles In The ELT CLASSROOM” (March 15^th 2012) by OUP - PARTICIPANTE

·        CERTIFICATE OF COMPETENCY IN ENGLISH – ECCE – (B 2) by THE UNIVERSITY OF MICHIGAN UMBC (May 18^th 2007) APROBADO

·        “Making Reading Communicative” The Embassy of the United States, (March 12^th ,2007)  by Dayna L. House – English Language Fellow - PARTICIPANTE

·        “ Reviewing Talk Tactics” (June 17^th  2010) by RON SCHWARTZ-PARTCIPANTE

·        “THE COURSE ON METHODS” (JUNE 12^th  - 16^th 2010) By Dr. JOHN NELSON – UMBC -  PARTICIPANTE

·        “THE COURSE OF GRAMMAR” (June 5^th – 9^th ,2010) By Dr. JOHN NELSON – UMBC - PARTICIPANTE

·        “CREATIVE WRITING” (20hs Course May 27^TH - 2009 ) By JACOB DOTY  VICE-CONSUL  PARTICIPANTE - APROBADO

·        “Teaching English To Adults” (18 hs Course) By Oxford University Press – OTA –TEACHING TRAINING PROGRAM 2009 - PARTICIPANTE

·        “Oxford Primary Teachers’ Academy” (18hs Course) By Katie Gray, Director of Languages Studies OXFORD UNIVERSITY DEPARTMENT OF CONTINUING EDUCATION - PARTICIPANTE

·        “Learning Styles, Total Physical Response, Strategies and Frameworks for Teaching the Four Skills, Scaffolding Students to Successful Language Usage” (September 18^th – 19^th -2007 ) by Kitty Johnson, RELO – US EMBASSY – LIMA and SUSAN BERRY, ENGLISH LANGUAGE SPECIALIST. PARTICIPANTE

·        “Increasing Students Speaking Time in Class” (June 22^nd 2007) By AMY SCHIRMER, TRAINER AND JAEM HEATH O’RYAN, TRAINER-PARTICIPANTE

·        “COMPUTACION NIVEL INTERMEDIO” ACTUALIZACION NIVEL DOCENTE  (1 AL 21 Diciembre 2007 – 15hs practicas ) Colegio “Julio Maria Matovelle”  PARTICIPANTE - APROBADO

·        “Motivation and Pronunciation Tips” (October 28th 2005) By Julio Prin, Executive Manager Centro Venezolano Americano. PARTICIPANTE

·        Methods and Approaches in Second Language Teaching / CEN – TEFL Certificate Program by Dr. John Nelson ( July 12^th – 2005 – 12 days)- PARTICIPANTE

·        Workshop “ SOME WORDS WERE ON MY TONGUE ” HELPING ALL STUDENTS TO SPEAK IN CLASS ( August 12^th - 2003) PARTICIPANTE

·        Workshop “COMMUNICATIVE GRAMMAR TECHNIQUES” By Dr. ANDY GRIDINSKY (September 7^th - 2001) PARTICIPANTE

·         Workshop “ON BEING OBSERVED” – “What every EFL Teacher Needs to Know ” (August 8^th - 2003) PARTICIPANTE

·        Workshop “CULTURAL DIFFERENCES” – PART II (June 2^7th - 2003) PARTICIPANTE

·        Workshop  TEACHERS’ SECRETS II : “ REMEDIES FOR A CLASS ” (April 4^th - 2003) PARTICIPANTE

·        “ English as a Tool for a Globalized World” , By FEDERACION NACIONAL DE PROFESORES DE INGLES DE UNIVERSIDADES Y POLITECNICAS DEL ECUADOR and CENTRO ECUATORIANO NORTEAMERICANO DE GUAYAQUIL (November 28th and 29th, 2002) PARTICIPANTE

·        Workshop “AMERICAN AND LATIN CULTURE” BY CEN (September 27^th , 2002) PARTICIPANTE

·        Workshop TEACHERS SECRETS’ : “Remedies for a Class” By CEN (November 15^th 2002) PARTICIPANTE

·        Workshop “DYNAMIC CLASSES” By Dr. ANDY GRIDINSKY (September 3^rd -6^th - 2001) Morning - PARTICIPANTE

·         Workshop “COMMUNICATIVE GRAMMAR TECHNIQUES” By Dr. ANDY     GRIDINSKY (September 7^th – 2001) Morning - PARTICIPANTE

·        Workshop “HOW TO BE A GOOD TEACHER” By Dr. ANDY GRIDINSKY (September 3^rd – 6^th - 2001) Afternoon-PARTICIPANTE

·        “TEACHING READING SKILLS” By OXFORD UNIVERSITY PRESS (July 21^st - 1997) PARTICIPANTE

·        “EVERYTHING YOU NEED FOR PRIMARY, SECONDARY, AND ADULTS ” By Heinemann ELT Seminar (September 16^th - 1997) PARTICIPANTE

·         “MOTIVATING THE SECONDARY LEVEL STUDENTS” (November 28^th - 1995) PARTICIPANTE

·        “WORKSHOP ON AN ELECTIC METHOD TO TEACH ENGLISH AS UNIVERSAL APPEAL TO MUSIC GOAL” By Mc GRAW HILL INTERNATIONAL  (October 17^th – 1995) PARTICIPANTE

·        “UPDATING OUR ELT PRACTICE” By LONGMAN ELT (October 27^th - 1995) PARTICIPANTE

·        “TEACHING COMMUNICATIVE ENGLISH WORKSHOP” By LONGMAN ELT (October 27-1995) PARTICIPANTE

·        “TEACHING LOWER SECONDARY ” By Longman ELT (August 18^th - 1995) PARTICIPANTE

·        WORKSHOP OF “TEACHING COMNMUNICATIVE ENGLISH” By Mc. GRAW HILL INTERNATIONAL (October - 1994) PARTICIPANTE

·        “ENGLISH LANGUAGE LEARNING and TEACHING THROUGH OUR LATINAMERICAN” By LONGMAN ELT (October 22^nd - 1994) PARTICIPANTE

·        “UTILIZACION DE MATERIALES DE ENSEÑANZA DEL IDIOMA INGLES” By Mc. GRAW HILL INTERNATIONAL (October - 1994) PARTICIPANTE

·        “OXFORD WORKSHOP PRIMARY”  (November 27-1993) PARTICIPANTE

·        “OXFORD WORKSHOP SECONDARY” (November 26-1993) PARTICIPANTE

·        “DEVELOPMENT OF ENGLISH LANGUAGE KEY” (August 21^st - 1989) PARTICIPANTE

·        “DEVELOPMENT OF ENGLISH LANGUAGE KEY” (November 26^{th -} 1989) PARTICIPANTE

·        “KEY” IGLESIA BIBLICA CRISTIANA ENGLISH LEVEL 2A (August 3^RD 1989) APROBADO

·        “KEY” IGLESIA BIBLICA CRISTIANA ENGLISH LEVEL 2B (November 21^st - 1989) APROBADO

·        PLANIFICACION CURRICULAR Y EVALUACION EDUCATIVA- 30hs (Junio 9 -13 1986) PARTCIPANTE

	SEMINARIES AND OTHERS

·        “THE COURSE ON METHODS” (JUNE 12^th  - 16^th 2010) By Dr. JOHN NELSON – UMBC -  PARTICIPANTE

·        “Learning Styles, Total Physical Response, Strategies and Frameworks for Teaching the Four Skills, Scaffolding Students to Successful Language Usage” (September 18^th – 19^th -2007 ) by Kitty Johnson, RELO – US EMBASSY – LIMA and SUSAN BERRY, ENGLISH LANGUAGE SPECIALIST. PARTICIPANTE

·        Methods and Approaches in Second Language Teaching / CEN – TEFL Certificate Program by Dr. John Nelson ( July 12^th – 2005 – 12 days)- PARTICIPANTE

·        “ English as a Tool for a Globalized World” , By FEDERACION NACIONAL DE PROFESORES DE INGLES DE UNIVERSIDADES Y POLITECNICAS DEL ECUADOR and CENTRO ECUATORIANO NORTEAMERICANO DE GUAYAQUIL (November 28th and 29th, 2002) PARTICIPANTE

                                                             LABOR EXPERIENCE

·        CENTRO ECUATORIANO NORTEAMERICANO - CEN – Guayaquil

ABRIL 4 - 2001  HASTA LA ACTUALIDAD

·        TUTOR DE INGLES CENTRO ECUATORIANO NORTEAMERICANO

CEN - 2009 - 2010 PROFESOR DE INGLES

      ARQ. JOHNNY GONZALEZ - DIRECTOR GENERAL

·        INSTITUO TECNOLOGICO BOLIVARIANO - ITB – BUCKINGHAM ENGLISH CENTER - BEC- PROFESOR DE INGLES – 2014 - 2015 (MATUNINA - NOCTURNA)

·        UNIDAD EDUCATIVA O’NEIL (MATUTINA)  PROFESOR DE INGLES-1RO, 2DO, 3RO BGU-2015 2016-MSC CELINDA ABAD, RECTORA

·        COLEGIO SANTO THOMAS- PORTOVIEJO- PROFESOR DE INGLES

2008-2009 BACHILLERATO-LCDA ZAIDA MARIN- RECTORA

·        UNIVERSAL ENGLISH INSTITUTE-PORTOVIEJO-PROFESOR DE INGLES 2008-2009- MSC DIEGO MENDOZA MARIN

·        UNIDAD EDUCATIVA “JULIO MARIA MATOVELLE”

PROFESOR DE INGLES

ABRIL DEL 2006-ABRIL 2008

HNA. BERTHA FELIX RUIZ - RECTORA

·        GAETTANI S.A ENGLISH INSTITUTE

ASESOR ACADEMICO-PROFESOR

 Marzo 2000 – Junio 2000-2001

Sr. Luis Hidrovo - Gerente

·        COLEGIO PARTICULAR “PEDRO CARBO”

PROFESOR DE INGLES (NOCTURNA)

1992 – 2001

Lcdo. Carlos Guerra Contreras - RECTOR

·        INSTITUTO “INTEGRAL SUDAMERICANO”

PROFESOR DE INGLES (MATUTINA)

1992 -2000

Dra. Sonia Manzano de Villacreses - RECTORA

·        INTERCLASS INSTITUTE

ASESOR ACADEMICO

AGOSTO 1996- MARZO 1997

Lcda. Wilma  Romero, DIRECTORA

·        COLEGIO FISCAL MIXTO “PATRIA ECUATORIANA”

PROFESOR DE INGLES (VESPERTINA)

1992 – 1993

Lcdo. Cesar Noboa – VICE-RECTOR

·        PRACTICE EDUCATION INSTITUTE

PROFESOR DE INGLES

MARZO – ABRIL 1990

Ing. Hugo Muñoz - GERENTE

·        PRACTICE EDUCATION INSTITUTE

COORDINADOR ACADEMICO – Santo Domingo de los Tsachilas

ABRIL 1990- 1992

Ing. Hugo Muñoz - GERENTE

·        COLEGIO PARTICULAR MIXTO “DR. HUGO MAYO”

PROFESOR DE INGLES – CICLO BASICO

1987 – 1990

Lcdo. Miguel González Sandoya - RECTOR

·        ESCUELA PARTICULAR “SANTA ANA”

PROFESOR DE INGLES MATUTINA 4TO , 5TO , 6TO GRADOS

1987 – 1989

Lcdo. Rodolfo Pinzón - DIRECTOR

·        ESCUELA PARTICULAR “GABRIEL GARCIA MARQUEZ”

PROFESOR DE INGLES MATUTINA 1ro a  6to GRADOS

1987 – 1991

           Lcdo. Miguel Gonzales Sandoya- DIRECTOR

	CERTIFICATIONS

 

• SOCIO – VICEPRESIDENTE FUNDADOR COMITRE PRO-MEJORAS CDLA. “DIQUE AMAZONAS” 1997

• SECRETARIO COMITÉ PRO MEJORAS CDLA. DIQUE AMAZONAS  1998 – 2002

• PRESIDENTE COMITÉ PROMEJORAS 2002 - 2006

• SECRETARIO COMITÉ PRO MEJORAS 2007 - 2008

• PRESIDENTE COMISION DEPORTIVA COMITÉ PRO-MEJORAS 2009-2010

• SOCIO DEL CLUB DE LEONES GUAYAQUIL “ LOS ESTEROS” Noviembre de 1997

• SECRETARIO CLUB DE LEONES GUAYAQUIL “LOS ESTEROS”     Enero de 1998 - Enero 1999

	PERSONAL REFERENCES

 

·        Ingeniero en Potencia GABRIEL CHALEN RODRIGUEZ

      0998056275

      PROYECTO MONTEVERDE - Prov. Santa Elena

·        Economista ISABEL DEL ROCIO CABANILLA KAISER

INATRA S.A

DEPARTAMENTO DE CONTABILIDAD

0993238766

·        LCDO. DANIEL ALVAREZ, UNIDAD EDUCATIVA O’NEIL.

0989490874

·        MSC. IVONE CELESTE CARBO RAMIREZ, VICERRECTORA UNIDAD EDUCATIVA O’NEIL

PROFESORA FACULTAD FILOSOFIA LETRAS Y CIENCIAS DE LA EDUCACION. UNIVERSIDAD DE GUAYAQUIL

0997621893

·        MBA. ING. LILIANA CABANILLA KAISER, GERENTE GENERAL FUTURCORP.

0967678739

CARLOS AURELIO VELIZ AGUIRRE

0910497031

CVA64

11222018

CCFILE

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