Portfolio 2

Task 1:
The first impression about INTERNSHIP

Ping Dai
2021/2022 Minor TEA
In the first eight weeks, I had internship in International School Breda and St. Jozef
elementary school.
In the St. Jozef school, I taught group 6, there are 21 students. I gave them 4 lessons.
It was introduction, Thanksgiving, Valentine’s Day, Pancake Day. Students were very
active. Most of them could understand the content and engaged in the lessons. It was a
happy process. Students liked my lessons. After one class a boy walked to me and
said, “You are a good teacher.” I was grateful for the encouragement. I learned that I
still need to improve a lot. Such as, class management, focus and help more on the
students who doesn’t understand me, slow down my speaking and raise my voice, be
punctual on time, etc.
In the ISB, I taught reception class. There are 7 kids are above 4 years old. They
speak near native speaker’s English. I taught them Happy Moon Festival, jobs, lunch
& peace. The biggest challenge for me is play with the little ones. The teacher is
teaching in play-based approach, which for me is a huge challenge. I have to guide
students to play and make them to learn from it. At the beginning I have no idea how
to interact with the kids. Now I am getting a little bit better how to interact but still a
long way to go. I need to work on the teacher’s voice, design more movement
activities, be more engaged and provocative, etc.
In the following weeks, I am going to work with the reception class in ISB, group 7
and 1/2 A in Kievitsloop, group 7 in Weilust. I will make more effort into internship
and implement what we learned in Avans.
Task 2:
Description of the International school Breda
Ping Dai
2021/2022 Minor TEA
IDEALS of ISB
The International School Breda opened in 2011. Today, they have around 350 children
in primary and secondary. They are proud of their mini ‘United Nations’ here in
Breda, with around 44 nationalities from all over the world represented. ISB primary
school offers children aged 4-11, the International Primary Curriculum (IPC)
alongside the Early Years, Literacy and Numeracy strategies from the UK.
Vision
• Their international education, IPC, IB MYP and IB DP, develops the whole
person both academically and socially by encouraging independence, creativity
and lifelong learning.
• They support and respect all cultures, religions and life orientations.
• They recognize pupils’ unique passions and talents.
• Inquiry-based learning allows pupils to become effective problem solvers.
• Continuous reflection empowers us to grow.
• They are transparent in what we do.
• School, pupils and parents work together to achieve their goals.
• Pupils engage with the cultures and traditions of the host country.
• They make connections and encourage collaboration locally and regionally.
• Pupils are able to have fun, make friends for life, and reflect fondly on memories
of their time at The International School of Breda.
Core Values
At the ISB they aim to celebrate and stimulate the following core values:
• Diversity
• Resourcefulness
• Sense of community
• Personal growth
• Creativity
• Child-centered learning
ACTUAL SITUATION of ISB

• Primary and secondary share the whole building together but they are separated.
The school is well organized, safe, clean, and tidy and it motivates students to
learn.
• The ISB teachers are passionate and enthusiastic. They work diligently every day
to ensure our children and students receive first-class international education in a
safe, supportive, and engaging environment. They created a warm and happy
family atmosphere. Students and teachers interact with each other in respectful
way.
• In the small team, children learn both in and outdoors through a combination of
self-initiated and adult-led activities. Child-centered approach is based on each
child’s individual needs and abilities. There are opportunities for students to get
involved by supporting class activities or accompanying us on school trips.
Task 3:
Personal Development Plan (PDP)
A. General Info
Name of student Group: 29M3TE

Ping dai
Internship school Place: Breda

International School Breda
Group(s) at school:
Reception Class
Teacher(s) at school:
Miriam de Oliveira
Coach at Avans:
Kitty van Gulick
Step 1: Analysis of Strengths/weaknesses
Strong points Competencies

Applying theory in practice: The student actively consults sources and Professional identity
engages in team discussions with input from these sources, thus
contributing to educational development and/ or solving problematic
actual conditions.
Integrating English lessons in the curriculum: The student designs Subject matter content
English lessons and contributes to integrating language lessons with
other subjects (CLIL) in such a way that prior education is
implemented and preparation for the next stage in education results.
Implementation of ICT: The student designs coherent lessons with Didactic expertise
fitting activities, materials and digital media in such a way, that they
match the level and needs of the pupils.
Creating an educational climate: The student creates a pedagogical Pedagogical expertise
climate which enables learning, including making slips and mistakes.
Points of attention Competencies
Cooperating, discussing and fine-tuning: The student is capable of Professional identity
cooperating with peers and mentors in such a way that a situation
occurs, in which professional exchange of opinions will lead to tuning,
readjustment and revision.
Being flexible in implementing theory: The student conducts Subject matter content
theoretical and practical research into the subject matter in such a
way that lessons are designed which match the requirements of the
placement school(s).
Class management: The student is capable of adequate class Didactic expertise
management in such a way that different levels of English of the
pupils get addressed.
Attending to basic needs: The student creates a bond with his/her Pedagogical expertise
pupils, enlarges their competence and stimulates their autonomy in
order to ensure a safe pedagogical climate.
Step 2: Points of Development/ Personal Teaching Targets*
What is it that demands my specific focus? Competencies

I will put the communication with mentors in the top position. I Professional identity
will be more proactive in my internship.
I will be more flexible in putting the theories into practice. To Subject matter content
identify students’ needs and give them appropriate input.
I have to improve my class management skills and get students Didactic expertise
attention in a fun way.
I would like to create the bond with students and mentors and Pedagogical expertise
create a friendly learning environment.
*Based on your points of attention, please formulate a specific target you will be working on
during your internship period
Personal Activity Plan (PAP)

please fill in for a period of two or three weeks
A. General Info

Ping Dai
Internship school Place: International School Breda
Group(s) at school: Reception Class
Miriam de Oliveira
Coach at Avans: Kitty van Gulick
B. How to fill in this form
week 9-10 Date Oct 22- Nov 12
Take these four steps::

 Draw up your own Personal Activity Plan on the basis of:
 Considering the competencies required of you (assessment form!);

 Considering what the internship school has to offer;
 Considering your own personal development points (tips by teachers and

peers).
 Carry out your Personal Activity Plan;

 Evaluate your activities;
 Write a reflection and adjust the plan for the next two-week period on the basis of:
 The lesson(s) taught and the feedback you got from teachers, coach and
fellow students;
 Suggestions and/or information you got from teachers and coach.
Indicate in the white spaces below how you plan to work on your personal development
targets (teaching goals) by specifying in detail what it is you will be doing in that particular
area.
Usually we expect third year students to fill in three personal development targets a week
(usually one target focusses on pedagogical issues, a second focusses on the content of the
lessons taught and a third focusses on the methodological principles underlying the choices
made.
Personal Development Target (be SMART = Specific, Competencies involved:

Measurable, Activating, Realistic, Time-related.
Class management Didactic expertise
What am I going to do? What do I have to What What
prepare? appointments evidence of
do I make? success do I
(Activities) (Reading, preparing include in my
materials, (Lesson online
collecting props schemes, portfolio?
etc.) visits, videos)
I am going to research about class I have to read some I would like to My mentor
management skills. books. Collecting interview agrees with
tips. some that my class
experienced management
teachers. skills are
improved.

Check students’ understanding. Didactic Expertise
(Activities) (Reading, preparing include in
materials, collecting (Lesson my online
props etc.) schemes, portfolio?
visits, videos)
I will focus more on the students Improve the I would like to My mentors
who do not understand me , explain awareness of ask my say I do
more and help students. students’ needs mentors how I focus on
behave in the those
lesson. Did I students who
listen to the don’t
students who understand
don’t me, help
understand them.
me?

Cooperating, discussing and fine-tuning Professional identity
visits, videos)
I am going to make sure that I do I am going to set I have to learn I do send
on time. Make meetings with alarms every week some lessons lesson plans
mentor, handing lesson plans 3 days to remind myself. how to be to mentors
before. more active. on time.
Reflection 2
12 Nov Minor TEA 2021
th
Ping Dai
From 22nd Oct to 12th Nov, I worked on three goals. They are class management
skills, checking students’ understanding, cooperating, discussing, and fine-tuning.
Goal 1: Class management

Classroom management is the process by which teachers and schools create and
maintain appropriate behavior of students in classroom settings. The purpose of
implementing classroom management strategies is to enhance prosocial behavior and
increase student academic engagement (Emmer & Sabornie, 2015; Everston &
Weinstein, 2006). Effective classroom management principles work across almost all
subject areas and grade levels (Brophy, 2006; Lewis, et al., 2006).
In my lessons, I learned from other teachers that always observe students’ behavior
and remind them in fun ways. For example, teachers who want to keep kids’ quiet use
some tricks “Catch a bubble.”, “Put your marshmallow shoes on.”, “Create a big
bubble”. I also used a bomb timer, sticks, silent dog, counting down from 5 to 1, etc.
The most important thing is I behaved stronger than kids, I am nice to them but also
firm. The classes indeed are better than the first eight weeks. I think I am improving
but still, need to work on it.
Goal 2: Checking students’ understanding

Checking students’ understanding is very important in the class. But I used to think if
they didn’t ask any questions that mean they understand. That is not true. Students
might have questions, but they didn’t ask, or they didn’t know how to ask.
In my lessons, I did ask them questions if they understand what I said or the
vocabulary. I made Kahoot and let them play. I gave them more time to reflect. They
are braver than in the beginning. They asked me a lot of questions. I tried my best to
help them.
Goal 3: Cooperating, discussing, and fine-tuning

To achieve this goal, I need to be capable of cooperating with peers and mentors in
such a way that a situation occurs, in which professional exchange of opinions will
lead to tuning, readjustment, and revision.
In the past two weeks, I put the communication with mentors in the top position. I was
much more proactive in my internship. Usually 4 days before my lessons, I sent
lesson plans to my mentors. My mentor will discuss with me and give me suggestions.
Most of the time, my plantings are good. Sometimes, my plans need some fine-tuning.
I changed a plan 3 times and finally, it was completed. After lessons, I revise the
lessons with mentors. I wrote my reflections, and they gave me feedback. I think I
have achieved this goal.
A. General Info

Ping Dai

Miriam de Oliveira
week 12-14 Date Nov 15- Nov 29


peers).

fellow students;
area.
made.

Play-based approach Pedagogical expertise
materials, collecting
(Lesson my online
visits, videos)
I need to know the little kids more I have to do some I would like to I give the
and play with them. Play-based research about play- interview children the
learning should be all about based approach. some people opportunity
movement. All activities should be who have to participate
planed taking into this consideration experience in in the lesson
this approach. by kinds of
movement
activities

Attending to basic needs Pedagogical Expertise
materials, collecting (Lesson online
visits, videos)
I would like to create bonds with I would like to know I will talk with My mentors
my pupils, enlarges their students more. my mentors and students
competence and stimulates their that I want to can prove
autonomy in order to ensure a safe spend more that we have
pedagogical climate. time with kids nice
besides my relationships.
lessons. Some
activities to
create the
bonds, etc.

Confidence PROFESSIONAL IDENTITY

visits, videos)
I want to be more confident in I will prepare the I would like to My mentors
front of the class by practicing mirror, and the check videos can prove
body language, facial expression, alarm for this online how that I am
voice modulation to the mirror activity. actors did that. more
every week once. Review what I confident
learned in last than the
school year beginning.
and practice.
Reflection 2
29th Nov Minor TEA 2021
Ping Dai
From 15th Nov to 29th Nov, I worked on three goals. They are researching a play-based approach,
attending to basic needs, cultivating confidence.
Goal 1: Researching play-based approach

A play-based approach involves both child-initiated and teacher-supported learning. The teacher
encourages children's learning and inquiry through interactions that aim to stretch their thinking to
higher levels. Play-based learning should be all about movement. All activities should be planned
to take into this consideration.
I gave students lessons in a variety of activities, such as games, songs, art & craft, outdoor
learning, etc. Students had a lot of opportunities to participate in the lessons by movement. I think
I partly achieved the goal. I did understand what it should be, and I fine-tuned my plans according
to the concept. What I need to do better is implement the theories in the real classroom.
Goal 2: Attending to basic needs

Rapport is ‘the relationship that the learners have with the teachers and vice versa…a class where
there is a positive, enjoyable and respectful relationship between teacher and learners and between
learners’ themselves’, according to Jeremy Harmer in The Practice of English Language Teaching
(2007) Pearson Longman.
At the beginning of the internships, I felt awkward as if I were on a stage and felt like an actor. I
tried my best to create rapport. I think I achieved my goal in the following ways:
• In the first lesson, I played a game to know their names, favorite food, and hobbies. I ask
them to make their name cards and put them on the tables. I try to learn their names as much as I
can.
• I showed an interest in their lives outside of the classroom. I stayed with them a longer day,
talked with students in break time, and played with them.
• I let them ask questions about my life and teaching experience.
• We always show respect to each other.
• I use a variety activity to increase energy and motivation in the classroom.
• The most frequently happening in the classroom is I praise students as much as possible.
Goal 3: Cultivating confidence
Self-confidence is a feeling of trust in one's abilities, qualities, and judgment. People with a
healthy sense of self-confidence are able to feel good about themselves and know that they
deserve respect from others.
To achieve this goal, I practiced speaking in front of the mirror and observe and change my body
language, facial expression, voice modulation. When standing in the classroom, I would say to
myself, “You prepared very well. You can do it! Cheer up!” I improved a lot in this area, and I
believe I could show more confidence.
Personal Development Plan (PDP)
A. General Info

Ping dai
Internship school Place: Breda

International School Breda
Group(s) at school:
Reception Class
Miriam de Oliveira
Coach at Avans:
Kitty van Gulick
Step 1: Analysis of Strengths/weaknesses
Strong points Competencies

Cooperating, discussing and fine-tuning: The student is capable of Professional identity
cooperating with peers and mentors in such a way that a situation
occurs, in which professional exchange of opinions will lead to tuning,
readjustment and revision.
Integrating English lessons in the curriculum: The student designs Subject matter content
English lessons and contributes to integrating language lessons with
other subjects (CLIL) in such a way that prior education is
implemented and preparation for the next stage in education results.
Critical reflection on pedagogical-didactical choices made: The Didactic expertise
student reflects critically on his/her own pedagogical-didactical
approach and if needed takes adjusting actions.
Creating an educational climate: The student creates a pedagogical Pedagogical expertise
climate which enables learning, including making slips and mistakes.
Points of attention Competencies
In professional identity all the aspects are good, said mentors. In my Professional identity
opinion, I need to improve my interactive skills.
It was all sufficient. If I have to choose one that need my attention Subject matter content
that will be
Being flexible in implementing theory: The student conducts

theoretical and practical research into the subject matter in such a
way that lessons are designed which match the requirements of the
placement school(s).
Stimulating guidance: The student asks stimulating questions and Didactic expertise
gives encouraging feedback on the task at hand as well as the
procedures to be followed, thus ensuring the pupils are guided during
their learning process.
Giving positive feedback: The student is capable of stimulating the Pedagogical expertise
self-confidence of pupils as well as encouraging them to optimal
performance.
Step 2: Points of Development/ Personal Teaching Targets*
What is it that demands my specific focus? Competencies

It was all good. I will keep working hard and try to behave more Professional identity
than ever and improve my interactive skills.
I will be more flexible in putting the theories into practice. To Subject matter content
identify students’ needs and give them appropriate input.
I have to ask stimulating questions and give encouraging feedback Didactic expertise
on the task at hand as well as the procedures to be followed, thus
ensuring the pupils are guided during their learning process.
I will try to stimulate the self-confidence of pupils as well as Pedagogical expertise
encourage them to optimal performance.
*Based on your points of attention, please formulate a specific target you will be working on
during your internship period
A. General Info

Ping Dai
Miriam de Oliveira
week 14-16 Date Nov 29- Dec 17


peers).

fellow students;
area.
made.

Interactive skills Professional identity
materials, (Lesson online
collecting props schemes, portfolio?
etc.) visits, videos)
I would like to practice talking I have to read some I would like to I felt it
with kids in different voices and books and videos. interview my become easier
with exaggerating facial mentor and to
expressions and body language the TA in the communicate
that I didn’t do in the past. class how can with students.
I improve it.

Time management Didactic expertise
visits, videos)
I would like to improve my time I would like to I will watch I am more
management skills in classroom. research the skills some teaching punctual and
for time videos to see making
management in how others activities
classroom. mange the more
time in class. reasonable
according to
students’
needs.

Being more flexible in classroom Subject matter expertise
materials, collecting
(Lesson my online
visits, videos)
Build my awareness of flexible Research online to Listen to the The evidence
teaching. Observe students and find out how can I advice from is in the
make lesson flow freely. achieve it. my mentors. reflection. It
shows that
what I did in
the
classroom.

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Task 1:

The first impression about INTERNSHIP

ACTUAL SITUATION of ISB

Personal Development Plan (PDP)

Name of student Group: 29M3TE

Internship school Place: Breda

Step 1: Analysis of Strengths/weaknesses

Strong points Competencies

Step 2: Points of Development/ Personal Teaching Targets*

What is it that demands my specific focus? Competencies

Personal Activity Plan (PAP)

Name of student Group: 29M3TE

Internship school Place: International School Breda

Group(s) at school: Reception Class

Coach at Avans: Kitty van Gulick

B. How to fill in this form

week 9-10 Date Oct 22- Nov 12

Take these four steps::

 Considering the competencies required of you (assessment form!);

 Considering your own personal development points (tips by teachers and

 Carry out your Personal Activity Plan;

 Suggestions and/or information you got from teachers and coach.

Personal Development Target (be SMART = Specific, Competencies involved:

Personal Development Target (be SMART = Specific, Competencies involved:

Personal Development Target (be SMART = Specific, Competencies involved:

Goal 1: Class management

Goal 2: Checking students’ understanding

Goal 3: Cooperating, discussing, and fine-tuning

Name of student Group: 29M3TE

Internship school Place: International School Breda

Group(s) at school: Reception Class

Coach at Avans: Kitty van Gulick

B. How to fill in this form

week 12-14 Date Nov 15- Nov 29

Take these four steps::

 Considering the competencies required of you (assessment form!);

 Considering what the internship school has to offer;

 Considering your own personal development points (tips by teachers and

 Carry out your Personal Activity Plan;

 Suggestions and/or information you got from teachers and coach.

Personal Development Target (be SMART = Specific, Competencies involved:

Personal Development Target (be SMART = Specific, Competencies involved:

Personal Development Target (be SMART = Specific, Competencies involved:

What am I going to do? What do I have to What What

Goal 1: Researching play-based approach

Goal 2: Attending to basic needs

Personal Development Plan (PDP)

Name of student Group: 29M3TE

Internship school Place: Breda

Step 1: Analysis of Strengths/weaknesses

Strong points Competencies

Being flexible in implementing theory: The student conducts

Step 2: Points of Development/ Personal Teaching Targets*

What is it that demands my specific focus? Competencies

Name of student Group: 29M3TE

Internship school Place: International School Breda

Group(s) at school: Reception Class

Coach at Avans: Kitty van Gulick

B. How to fill in this form

week 14-16 Date Nov 29- Dec 17

Take these four steps::

 Considering the competencies required of you (assessment form!);