A Portfolio Reflection of Three Teaching Strategies and There Usage

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A Portfolio Reflection of Three Teaching Strategies and there Usage Introduction This writer has been teaching for the past twelve years; the introduction came at the University of the West Indies, Cave Hill Campus after graduating with a BSc. in Sociology and Politics where I first started tutoring in Introduction to Caribbean Politics and Sociology in the undergraduate programme. After three year of working in administration full-time and tutoring part-time, I decided that desk work was not for me as I felt as though I would go out of mind (literally, as the job held no challenges for me and there was no prospects of promotion to anything else but more ‘paper pushing’. To that end I applied to a number of universities in the United Kingdom and was successful. While studying in the United Kingdom for my Masters of Science in Criminology and Criminal Justice, I taught English as a Foreign Language to French and Italian students that summer in 1999. On return from the United Kingdom n September 1999, I started teaching in the Division of General/Continuing Education where I taught Caribbean Politics & Society, Ethics and Citizenship (Cores) and Introduction to Sociology (Elective) to the general college student population; and resume tutoring in the Department of Government, Sociology and Social Work in the Faculty of Social Sciences, Cave Hill Campus. In April 2000 I started teaching in the Division of Commerce in the Department of Government and Political Studies and have since become the Head of the Department with responsibility for the Politics programme. During the summer of that year I lectured Introduction to Sociology in the Summer School Programme. I was asked to design a course for the Regional Police Training Centre to replace a previous course; this was called The Sociology of Crime and I was asked to teach the same. My interest in teaching also led me to create a number of courses at the college and one such course, The Sociology of Crime (Corrections Aspect) was adopted by the Training Division for an accelerated training course

2 for Prison Officers at Her Majesty’s Prisons; this I was also co-opted to teach as well. To date I remain the Head of Department, Government and Political Studies and I am a part-time lecturer/tutor in FOUN 1301 – Law, Governance, Economy and Caribbean Society at the Cave Hill Campus, a part-time lecturer in Drugs and Society (Summer School Programme), a part-time Tutor at the Regional Police Training Centre and Her Majesty’s Prisons Dodds. The portfolio has been defined as "a systematic and organised collection of evidence used by the teacher and student to monitor growth of the student's knowledge, skills, and attitudes in a specific subject area" (Blake et al., 1995). Others (DeBruin-Parecki, et al., 1997) have provided a more contemporary view which envisions the portfolio as “a purposeful, collaborative, self-reflective collection of student work generated during the process of instruction”. This paper is intended to help the writer to systematically gauge her progress toward the teaching profession by developing a portfolio. More importantly, it is intended to help other teacher candidates think reflectively on their decisions and experiences. Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. The emphasis of learning to learn in curriculum reform has signaled to teachers to adopt student-centred strategies of teaching and different modes of assessment. The basis for the foregoing can be found in the Ministry of Education White Paper on Education Reform...
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