Education

Education
Aug 1977 - Aug 1978

Diploma in Education

University of Guyana
Sep 1970 - Aug 1973

Bachelor of Arts

University of Guyana
Sep 1962 - Jul 1969

Advanced Level, GCE

The Bishops' High School

I spent seven years at that institution, at the end of which I was successful in the three subjects for which I read at the 1969 sitting of the Advanced Level, General Certificate of Education Examinations. The subjects were English Literature, Latin and Spanish

Work History

Work History

Educational Material

Ministry of Education

I was responsible for the preparation of these resources which support the teaching of Spanish at both the Primary and Secondary levels

  • Adelante Todos, Bks 1, 2 and 3 (Spanish texts for  Grades 7, 8 and 9)
  • Curriculum Guides, Spanish: Grades 1, 2 and 3
  • Minimum Attainment Targets, Spanish: Grades 1 - 6
  • Scope and Sequence Chart, Spanish: Grades 1 - 6
  • Activity Guides, Spanish: Grades 1, 2 and 3
  • Curriculum Guides, Spanish: Grades 7, 8 and 9

SPECIALIST PROFESSIONAL PROGRAMMES

These are all methodology related programmes in which I participated

Ø      Implementation of the Post-CSEC Syllabus. Sponsored by CXC and the Ministry of Education. Jamaica, 1997. Guyana, 1998, 1999, 2000

Ø      Programa de capacitación para profesores de Guyana. Sponsored by Agencia de Cooperación Internacional de Chile and the Ministry of Education. Guyana, 2002

Ø      Developing an Enhanced Primary Spanish Curriculum for CARICOM Member States. Sponsored by CARICOM and the OAS. Phase 1, Jamaica, 2002, Phase 2, Jamaica, 2003, Phase 3, Jamaica, 2006

Ø      Methodology for Teaching Spanish as a Foreign Language. Sponsored by Universidad Central de Venezuela and the Ministry of Education. Guyana, 2002

Ø      Reinforcing the Teaching of Spanish as a Foreign Language in the Caribbean. Sponsored by the Latin America-Caribbean Centre (University of the West Indies) and the Spanish Agency for International Cooperation. Trinidad, 2002

Ø      University of the West Indies – Chile Primary Spanish Workshop. Sponsored by the Chilean Agency for International Cooperation and the University of the West Indies. Jamaica, 2004

Ø      Curso Básico para la Formación de Docentes para la Enseñanza del Español como Segunda Lengua en los Países del Caribe Anglófono. Sponsored by La Secretaría de Relaciones Exteriores y la Universidad Pedagógica Nacional de México. Trinidad, 2004

Ø      Curso Intermedio para la Formación de Docentes para la Enseñanza del Español como Segunda Lengua en los Países del Caribe Anglófono. Sponsored by La Secretaría de Relaciones Exteriores y la Universidad Pedagógica Nacional de México. Jamaica, 2005

Ø      Curso Avanzado para la Formación de Docentes para la Enseñanza del Español como Segunda Lengua en los Países del Caribe Anglófono. Sponsored by La Secretaría de Relaciones Exteriores y la Universidad Pedagógica Nacional de México.  St Lucia, 2006

Ø      Seminario-Taller Formación de Formadores del Segundo Programa de Formación de Docentes para la Enseñanza del Español como Segunda Lengua en los países del Caribe Anglófono. Sponsored by La Secretaría de Relaciones  Exteriores y la Universidad Pedagógica Nacional de México. México, 2007

Ø      OAS-sponsored on-line ICT Methodology Programme – Teacher Education for the 21st Century. Guyana, 2009

Ministry of Education

OTHER PROFESSIONAL RESPONSIBILITIES

As the need arises, I am released from my regular duties to carry out the following activities:

  •  Planning for and Monitoring the implementation of Spanish at the Primary level
  •  Teacher training workshops to support the implementation of Spanish at the Primary level
  •  Professional Development Sessions for teachers at the Secondary level
  •  Annual Standardization Session for Oral Examiners of CSEC Spanish
  •  Administration of CSEC Spanish Oral Examinations at both the General and Advanced Proficiency levels
  • Performing the duties of Assistant Examiner (Marker of scripts) for CSEC Spanish, General Proficiency
Mar 2006 - Present

Lecturer 2

Cyril Potter College of Education

This is my current position.

I am responsible for instructing  trainee teachers in the area of Spanish Methodology for Primary and Secondary schools.

As a result the mandate issued at a CARICOM Heads of Government Meeting, held in Jamaica in 1997, Spanish has to be taught at all schools in the region from Grade ! through to Grade 10. In addition, in October, 2003, Spanish was  designated the official second language of CARICOM

The College of Education therefore found it necessary to allocate time for Methodology in their timetable for Primary and Early Childhood Students.

The course itself comprises of three Sections:

  • Issues in Foreign Language Education
  • Theoretical Perspectives on Language Learning
  • Developing Foreign Language Teaching Skills
Mar 1999 - Sep 2005

School Inspector

Ministry of Education

This is the position that I held when I retired from the Ministry of Education.

I was responsible for monitoring the teaching of Spanish at  Primary and Secondary levels countrywide.

During the period March 1999 to June 2000, my substantive position was that of Headmistress of a Senior Secondary School. I was seconded to the Ministry. I was formally appointed as a School Inspector in June 1999

Interest

INTEGRATING TECHNOLOGY IN TEACHING

Since completing an OAS-sponsored on-line course dealing with the integration of ICT into teaching, I have been using the internet to enhance the quality of the delivery of programme content. This factor facilitates students' being able to interact with the material in their own time - within the confines of set deadlines - and in their own space. They are thus empowered to take responsibility for their own learning.

They. are exposed to course content via:

  • Course websites, Learning Management Systems
  • Face-to-face discussions
  • On-line material (articles, Youtube videos, teacher-made videos and audio clips to support the development of speaking skills)
  • Microsoft Powerpoint Presentations enhanced with voice and uploaded to Authorstream and Slideshare,
  • Presentations enhanced with videos created at Knovio
  • Presentations created at Prezi
  • Mind-maps created at SApicy Nodes, Mindmeister and Mindomo
  • Screencasts created at Screencast-o-matic, Jing Project, Knovio
  • On-line Flash Card sets
  • QR Codes that facilitate on-the-go access to some on-line material

Students interact with content through the following activities:

  • Accessing, reading and viewing on-line material
  • Assignments (keyboarded and submitted on-line. They are annotated, graded and returned on-line)
  • Onh-line quizzes with immediate feedback
  • Oral submissions on line - vocaroo, voicethread, voxopop talk groups, eyejot video email
  • E-portfolios using personal wikis
  • Posting comments to blogs
  • Posting reflections on personal blogs and class wikis
  • Completion of on-line practice exercises
  • Preparing support material - puppets, pop-up books, Powerpoint Presentations with voice and saved to CDs, jeoprdy and arcade games, crosswords, wordsearches
  • Developing pronounciation and reading skills through the use of material recorded on audio clips (audioboo, audiopal, audacity, recordr.chirbit), lyrics of songs accompanied by the related YouTube video

Grades are posted on Learning Management Systems - Engrade, My Haiku Class, Edmodo. Students have been registered on the sites and therefore are able to keep themselves informed about their scores by logging in.

I continue to be fascinated by the plethora of information and facilities that lie waiting on the internet to make teaching and learning interactive and rich experiences. My goal is to stay current on the issues related to ICT integration through the use of available digital resources and to continually seek new ways of utilizing them in my teaching practice. My experiences to-date have shown me that meaningful use of this technology adds colour, dynamism and a new perspective to teaching - learning experiences.

Learning is serious business, but it should also be enjoyable and memorable. ICT integration facilitates this.

I manage a small computer lab. Lecturers make use of it to access information and prepare worksheets.

I have been responsible for mounting some training sessions in the use of web 2.0 tools for my colleagues.

Below is an overview of the contents of my e-portfolio, which documents my transition from a traditional teacher to one whose approaches are more in line with 21st Century educational trends.

Follow the link for access to the completed document

Overview - My E-Portfolio