Filipa Pereira

Experience teaching levels and 7 of English as a foreign language at a public school to Portuguese-speaking students. In-person classes followed traditional methodology with a direct approach and real-time feedback on daily activities. These were complemented by online lessons that implemented a mix of lecture and project-based learning. I designed two different styles of classes to cater to the wide range of levels for the introduction and development of English as a foreign language. For the younger students, communication was strictly in English, only resorting to the translation of the assistant teacher present. Their role was to help guide and facilitate more hands-on and practical activities, such as arts and crafts, coloring, song, and choreography learning. These encouraged a creative and fun classroom environment, where students enthusiastically participated, making English learning an exciting part of their day. The year 6 and 7 lessons followed a more traditional methodology. These classes were extremely heterogeneous in terms of previously acquired knowledge. Therefore, I administered group tasks and utilized virtual, multimedia, and video/audio materials to provide multiple sources of information and accommodate the students' different learning styles and needs.
Experience teaching levels 6, 9, and 11 of English as a foreign language at a public school for mostly Portuguese-speaking students. Blended teaching - classes were given both in person and remotely, a hybrid approach offering a variety of physical and online materials. Year 9 and 11 students were encouraged to communicate strictly in English, only resorting to Portuguese when seeking clarification. These students were equipped with stronger tools and previous knowledge of English, and as such, the goal of the lessons was not only to follow the class plan, but also to encourage and open a space of discussion, where several recent news and events, relevant to the curriculum, or topics of the students' interests, were debated and analyzed. Oral/listening comprehension and improving speaking skills were a bigger component of these classes, focusing on grammatical accuracy, fluency, and pronunciation.
All in all, I can adapt to different methodologies, depending on the student in question, tailoring the teaching environment and dynamics according to their personalized needs.