Teaching Perspectives Profile: Individual Transmission Tr: 39 B:15, I:10, A:14 45 44 43 42 41 40 • 39 • • 38 • • 37 • • 36 • • 35 • • 34 • • 33 • • 32 • • 31 • • 30 • • 29 • • 28 • • 27 • • 26 • • 25 • • 24 • • 23 • • 22 • • 21 • • 20 • • 19 • • 18 • • 17

• • 16 • • 15 • • 14 • • 13 • • 12 • • 11 • • 10 • •9• Transmission Apprenticeship Ap: 43 B:14, I:14, A:15 45 44 • 43 • • 42 • • 41 • • 40 • • 39 • • 38 • • 37 • • 36 • • 35 • • 34 • • 33 • • 32 • • 31 • • 30 • • 29 • • 28 • • 27 • • 26 • • 25 • • 24 • • 23 • • 22 • • 21 • • 20 • • 19 • • 18 • • 17 • • 16 • • 15 • • 14 • • 13 • • 12 • • 11 • • 10 • •9• Apprenticeship Developmental Dv: 39 B:11, I:13, A:15 45 44 43 42 41 40 • 39 • • 38 • • 37 • • 36 • • 35 • • 34 • • 33 • • 32 • • 31 • • 30 • • 29 • • 28 • • 27 • • 26 • • 25 • • 24 • • 23 • • 22 • • 21 • • 20 • • 19 • • 18 • • 17 • • 16 • • 15 • • 14 • • 13 • • 12 • • 11 • • 10 • •9• Developmental Nurturing Nu: 42

Respondent: marvin ortiz TPI ID Number: 120830090831 Social Reform SR: 41 B:13, I:14, A:14 45 44 43 42 • 41 • • 40 • • 39 • • 38 • • 37 • • 36 • • 35 • • 34 • • 33 • • 32 • • 31 • • 30 • • 29 • • 28 • • 27 • • 26 • • 25 • • 24 • • 23 • • 22 • • 21 • • 20 • • 19 • • 18 • • 17 • • 16 • • 15 • • 14 • • 13 • • 12 • • 11 • • 10 • •9• Social Reform

B:12, I:15, A:15 45 44 43 • 42 • • 41 • • 40 • • 39 • • 38 • • 37 • • 36 • • 35 • • 34 • • 33 • • 32 • • 31 • • 30 • • 29 • • 28 • • 27 • • 26 • • 25 • • 24 • • 23 • • 22 • • 21 • • 20 • • 19 • • 18 • • 17 • • 16 • • 15 • • 14 • • 13 • • 12 • • 11 • • 10 • •9• Nurturing

Your scores at or above this line (42) are your DOMINANT perspective(s).

Your scores at or below this line (39) are your RECESSIVE perspective(s).

© Pratt & Collins 2001, Web Version: 2.0, August 2001

A Scoring Profile for the Teaching Perspectives Inventory

Interpretation of the results: As I can see my dominant perspective is the apprenticeship (42) Which means that part of my philosophy as teacher is to look the effective teaching as a way to socialize students into new behavioral norms and ways of working. The theory about that perspective says that: Good teachers are highly skilled practitioners of what they teach. Whether in classrooms or at work sites, they are recognized for their expertise. Teachers must reveal the inner workings of skilled performance and must translate it into accessible language and an ordered set of tasks which usually proceed from simple to complex, allowing for different points of entry depending upon the learner's capability. Good teachers know what their learners can do on their own and where they need guidance and direction; they engage learners within their 'zone of development'. As learners mature and become more competent, the teacher's role changes; they offer less direction and give more responsibility as students progress from dependent learners to independent workers. At the other hand, my recessive perspectives are both: transmission (39) and developmental (39) TRANSMISSION: Effective teaching requires a substantial commitment to the content or subject matter. Good teaching means having mastery of the subject matter or content. Teachers' primary responsibilities are to represent the content accurately and efficiently. Learner's responsibilities are to learn that content in its authorized or legitimate forms. Good teachers take learners systematically through tasks leading to content mastery: providing clear objectives, adjusting the pace of lecturing, making efficient use of class time, clarifying misunderstandings, answering questions, providing timely feedback, correcting errors, providing reviews, summarizing what has been presented, directing students to appropriate resources, setting high standards for achievement and developing objective means of assessing learning. Good teachers are enthusiastic about their content and convey that enthusiasm to their students. For many learners, good transmission teachers are memorable presenters of their content.

DEVELOPMENTAL: Effective teaching must be planned and conducted "from the learner's point of view". Good teachers must understand how their learners think and reason about the content. The primary goal is to help learners develop increasingly complex and sophisticated cognitive structures for comprehending the content. The key to changing those structures lies in a combination of two skills: (1) effective questioning that challenges learners to move from relatively simple to more complex forms of thinking, and (2) 'bridging knowledge' which provides examples that are meaningful to the learner. Questions, problems, cases, and examples form these bridges that teachers use to transport learners from simpler ways of thinking and reasoning to new, more complex and sophisticated forms of reasoning. Good teachers adapt their knowledge to learners' levels of understanding and ways of thinking.

Teaching Perspectives Profile: Individual Transmission Tr: 36 B:15, I:8, A:13 45 44 43 42

Respondent: Gustavo Ramirez TPI ID Number: 120823123331

Apprenticeship Developmental Nurturing Social Reform Ap: 44 Dv: 35 Nu: 38 SR: 37 B:14, I:15, A:15 B:10, I:15, A:10 B:11, I:13, A:14 B:10, I:13, A:14 45 45 45 45 • 44 • 44 44 44 • 43 • 43 43 43 • 42 • 42 42 42 Your scores at or above this line (41) are your DOMINANT perspective(s). 41 • 41 • 41 41 41 40 • 40 • 40 40 40 39 • 39 • 39 39 39 38 • 38 • 38 • 38 • 38 37 • 37 • 37 • 37 • • 37 • • 36 • • 36 • 36 • 36 • • 36 • • 35 • • 35 • • 35 • • 35 • • 35 • Your scores at or below this line (35) are your RECESSIVE perspective(s). • 34 • • 34 • • 34 • • 34 • • 34 • • 33 • • 33 • • 33 • • 33 • • 33 • • 32 • • 32 • • 32 • • 32 • • 32 • • 31 • • 31 • • 31 • • 31 • • 31 • • 30 • • 30 • • 30 • • 30 • • 30 • • 29 • • 29 • • 29 • • 29 • • 29 • • 28 • • 28 • • 28 • • 28 • • 28 • • 27 • • 27 • • 27 • • 27 • • 27 • • 26 • • 26 • • 26 • • 26 • • 26 • • 25 • • 25 • • 25 • • 25 • • 25 • • 24 • • 24 • • 24 • • 24 • • 24 • • 23 • • 23 • • 23 • • 23 • • 23 • • 22 • • 22 • • 22 • • 22 • • 22 • • 21 • • 21 • • 21 • • 21 • • 21 • • 20 • • 20 • • 20 • • 20 • • 20 • • 19 • • 19 • • 19 • • 19 • • 19 • • 18 • • 18 • • 18 • • 18 • • 18 • • 17 • • 17 • • 17 • • 17 • • 17 • • 16 • • 16 • • 16 • • 16 • • 16 • • 15 • • 15 • • 15 • • 15 • • 15 • • 14 • • 14 • • 14 • • 14 • • 14 • • 13 • • 13 • • 13 • • 13 • • 13 • • 12 • • 12 • • 12 • • 12 • • 12 • • 11 • • 11 • • 11 • • 11 • • 11 • • 10 • • 10 • • 10 • • 10 • • 10 • •9• •9• •9• •9• •9• Transmission Apprenticeship Developmental Nurturing Social Reform © Pratt & Collins 2001, Web Version: 2.0, August A Scoring Profile for the Teaching Perspectives 2001 Inventory

Interpretation of the results:
The final results gave me an appreciation of what is my perspective to teach English, the one that is over the others is the “Apprenticeship.” (44) Many time that I have taught English, I could see that my students love my class, but at the same time, they work, they do the homework, etc. but there is something sure that I am very sure they could appreciate, it is the dedication, and the way I explain, perform activities in the classroom and the methods that I use to teach. I always assign them homework and establish projects where the students can appreciate that learning a language it is not only a question of the teacher and the institution, they should comprehend that, the responsibility and the autonomy is very important to understand that teaching is not only a job, it is a passion that we share with others. Nowadays, the education is changing, and one of those chances are the application of technology, recently, as a personal experience, I started to teach English applying educative technology, I told to my students that I hoped to see a good performance using this method of teaching, I thought they would have said no, but it was an affirmative answer that motivates you everyday to do you job and help others. On the other hand, I have two others that are with a high score, Nurturing and social reforms, let me explain you the “nurturing.” (38) As a teacher, I get worried about the motivation of learning a new language, that0s why, every time one of my students make a mistake, I always motivate them to continue on that way, nobody was born taught, we the people have learnt by practicing and applying the theory given by our teachers, it is a process that we most follow. I always reward them by telling stories about motivation, stories about how to persuade a dream, I make focus on what they will do knowing and managing another language. You must encourage the effort of your students with a reward, the reward of learning that it will help them in the future. Now, let me explain you the “social reforms.” (37) As you can see, I have explained every of the perspective where I got more points with many examples about what I do in my life teaching another language, this one is very special for me, in a certainly point, it didn’t surprise me because I know that every day I teach a class, I always promote and an try to get my students awake teaching English to the reality. I always tell them in the discussion part (advanced level) that every thing they do in their life without knowing English and how it could affect them, I always encourage them to practice and do their homework assigned in the classroom, I use my teaching to demonstrate through a language that a social change can be done from the deep of your heart.

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