Welcome!

I developed the passion for sharing the knowledge I have with others since I was in class five in elementary school. I used to admire my teachers especially my English teacher the way she used to teach and have fun with us in class. I wished one day to get a chance to teach English as a foreign language like the way she did. I pursued my bachelor degree from the University of Dar es Salaam in Tanzania. In my bachelor degree, I specialized in Education and Linguistics. The program helped me to master the content and learned different approaches used in teaching English as a foreign/second language. I also pursued my master's degree at Ohio University in the United States specializing in Linguistics. The program helped me to acquire new skills of teaching English as a foreign/second language which eventually made me a more competent and confident English teacher.

A letter to my future employer

Maria Katondo

186 Mill St, Apt 212

Athens, Ohio 45701

Phone: (740) 591-9582

Email: mk462914@ohio.edu

My interest in teaching languages has been gradually shaped by all the different ways in which I have experienced languages: as a learner and as a teacher.  Born in a country that speaks English more as a foreign language than a second language, I developed an immense desire to learn and speak English language. However, it was not until I joined High School that I started to realize that language is more than just speaking, listening, writing and reading. That was 2006 when I was first exposed to such linguistics modules as Phonology, Morphology, Syntax, and Semantics.

This experience was very significant in my choice of linguistics as a discipline when I was admitted at the University of Dar es Salaam for my undergraduate studies in 2008. This gave me the chance to study more the linguistic aspects of different languages, contrary to the studies in the Secondary School which were mainly in the English language. After my university studies in August 2011, I worked as a Secondary School English teacher in Tanzania. As a language teacher, I developed a greater understanding of questions about language proficiency and linguistic knowledge.

In August 2013, I won a Fulbright Foreign Language Teaching Assistantship (FLTA) at Tulane University in New Orleans, LA, where I worked as a Swahili language Teaching Assistant in the Department of African Languages and Literature, for the academic year 2013/2014. Teaching English in Tanzania, and then teaching the Swahili Language in the US gave me a very special experience in teaching languages to foreigners.

My philosophy of teaching has been formed since I started my teaching career in 2011. I learned that teaching and learning have to student-centered, it has to involve ‘to and fro’ communication between the teacher and the student. It has to involve collaboration among students themselves and not competition. A good teaching method has to base on discovery learning in which students themselves through the guidance of the teacher have to learn new contents through observation and discovery. A teacher has to facilitate teaching and learning process in the classroom and he or she is not supposed to mouth feed students but rather students have to learn themselves through the teacher guidance. A good teaching practice has to involve the performance of what has been taught in real life.

In my teaching practices, I have always encouraged pair work in the class. I believe that in language learning there are some shy students who do not feel comfortable talking or speaking in the target language in front of other students in a class so through pair work it helps them to communicate with another student in the target language. I normally use scenario questions in my evaluation of a topic as well as sub-topics which I have taught. Scenario questions help students to apply what they have learned in real life settings. In most of the time, I use role plays in my teachings because I believe that it is also one of the ways which can facilitate a student to speak in the target language.

I believe in teaching a foreign or second language a teacher has to give as many exercises as possible in both written and spoken forms to students and he or she has to provide an immediate feedback. Feedbacks are very essential in language learning, helps learners to know their mistakes and areas where they are improving well. Positive feedback can also motivate a student to learn more about that particular language as well.

Being a foreign language teacher, I normally immense my students to the target language culture through watching movies. Language is part of a culture and if you are teaching a foreign language you have to introduce the culture of people who speak that language to students. My students watch episodes of English movies in classes and then they have to go and write a summary of what each episode was all about using their own words, this helps them to use and manipulate the language knowledge they have in written forms, as well as they, get the chance to know the total ways of life of the people who speak the language.

I consider myself a good teacher because I am a young, energetic, hardworking, visionary, and self-motivated person who always aim at improving individual student's performance. 

Thank you,

Maria Katondo.

Teaching demonstration video

Teaching demonstration video

Throughout the Fall semester (2015/16) I was teaching adults whose English is a foreign language.These students came from Saudi Arabia, Japan, China, India, Turkey and Korea. They were advanced English language learners. They joined the class for different reasons but the major one was to improve their fluency in English language. Their English language proficiency varied. There were those who were super advanced and there were those who were lower advanced. The lessons took one hour and twenty minutes. Here is a sample of my teaching. 

                                   

My three Lesson plan samples

My first lesson plan sample

English For All – CLASS NAME: Advanced

DATE: 09/15/2015

Teacher: Maria

Lesson Objectives	SWBAT identify and name different public places and things. SWBAT describe different means of transport, by car or by subway and make comparisons between public places and transportation in Athens and their home cities. SWBAT to locate general facts in a short biographical piece SWBAT  identify parts of speech based on suffixes such as -ize, -al, and -ion, and recognize related word forms in their reading. SWBAT use appropriate discussion language for agreement, disagreement, and summarization by conducting a mini debate using vocabulary/content knowledge about parks.
Materials	World Link textbook photocopies pg. 7- 9 (9 copies) Powerpoint of different public places and things Useful Language for Debate (Handout)
Procedure	Note: the numbered titles are all bold faced.  All other bold-faced words are to be written on the blackboard.  Words in quotations are to be spoken by the teacher.  Materials are underlined. Include the time allotted for each activity. Wa             Greetings, Warm up and Review: Presenting inventions - homework of the previous class (5-7 minutes) The students present their inventions before other students (see the previous class) Transition: Last week we reviewed objects and vocabulary inside and outside the home.  We created inventions to help us complete chores inside the house. This week, we will focus on situations in public spaces, rather than private spaces like the home. What are some public spaces? 2. Vocabulary link: Public places (15 minutes) Objective: Students will be able to identify the following indoor and outdoor public spaces and things: bus station, campus, newspaper stand, park, parking space, subway entrance Present the vocabulary of different public spaces and things, both indoors and outdoors, vocabulary link A, pg 7. The students work individually to label the items in the picture. Vocabulary link A, pg 7. Students give answers as a class. The teacher asks students about things that are also found in their home cities. Are there more subway stations? more taxis? Does your home city have parking meters/garages? Students work individually to complete the task, vocabulary link B, pg 7 giving numbers for how many times they visit each of the public spaces each week. The students work in pairs to compare their answers they gave in B. They should take turns explaining why they use these things or visit these places or why they do not use these things or visit these places. The students answer which of these things are important for them and why. Ask students to mention some other public spaces and things and to say how often they use and visit those things/places: parks, city hall, campus, the library ect.. Present vocabulary of some other public places to the students. Word Bank pg, 7 via additional pictures on Powerpoint: bus stop, bench, sidewalk, overpass/underpass, street sign, bike path Evaluation: The teacher will be able to evaluate how well the students can identify and name different public spaces and things through the conversation. 3. Listening/Speaking: Describing different means of transport (10 minutes ) Objectives: The students will be able to describe different forms of public transportation. The use of “by” when mentioning means of transportation. Prelistening: Discuss/List forms of transportation.  (bus, car, airplane, bike, walking, car pool, skating/skateboarding?) Short discussion: Do you prefer to travel by car or use public transportation? How is transportation different in your country? Is it easier or harder to use public transportation? Students listen to the conversation and find the answers for listening task A, pg 8. The teacher plays recording: CD 1, Track 6. Then the teacher checks the students’ answers. The students listen again and find the answers for listening task B, pg 8. The teacher plays the recording: CD 1, Track 7. Students check answers in pairs. Evaluation: The teacher will evaluate how well the students will describe different means of transport as well as how well they can listen and comprehend the information from the recordings. 4. Reading: The father of American landscape architecture (35  minutes) Objectives: Students to  be able to read and comprehend the information provided on the article.  Students should be able to point out parts of speech basing on suffixes such as -ize, -al, and -ion. The students mention their favorite parks and outdoor spots where they usually go to relax. (Transisition: What are some of your favorite places to go in Athens? How many parks can you name in this area?  What are your favorite parks/outdoor spots  in Athens?) Pre Reading: Watch Video on Olmsted: https://www.youtube.com/watch?v=-hZ1M34pRp8 Make a list of parks/gardens that Olmsted has designed. Which of these parks are you familiar with? Have you been to any? The students look at the photos on page 9 and then choose the answer to the definition. Reading task A, pg 8. The teacher checks the students’ answer. The students read the article on page 9 and mark their answers as either true or false. The teacher checks the students’ answers. The students read again the article and find the related words. Reading task C, pg 8. The teacher checks the answers. The students go over the related words and work out which part of speech they are. Students point out suffixes such as -ize, -al, and -ion and their meanings. Brainstorm words ending with each suffix on the board. (ex. -al musical, traditional, international, tropical,  -ize/-ise revise, surprise, realize,  hypothesize, vandalize, -ion education, information,  introduction, communication) Evaluation: The teacher will evaluate how well the students answered the questions about the article correctly, how well the students can identify the parts of speech based on suffixes, and the fluency of students when they describe a park in their own cities. 5. Speaking: Debate (20 minutes) Objective: Students will be able to employ proper language for discussion and use knowledge about parks and public spaces gained in the reading in order to conduct a mini debate. Students will increase fluency through extended speaking and authentic discussion. *May allow only prep time and move the deabte to next class. Review useful language for debating. (Handout) What does it mean for a park to be natural? What kinds of things do we see in a natural park? What would an unatural park look like? Debate: The students are going to have a mini debate on this topic: Parks should always look natural.The teacher assign students to a position (for or against). Write student names under “For” and “Against” on the board. The students work with a partner (on the same side) to plan their arguments and reasons. The teacher match each pair with an opposing pair, and have the students take turns arguing and answering the opposing side’s arguments. The teacher finishes with a whole-class discussion of the best arguments and reasons.
Assessment	In the vocabulary link activity, the teacher will evaluate how well the students can identify and name different public places and things. In the describing means of transport activity, the teacher will evaluate how well the students can use the preposition ‘by’ when describing means of transportation. In the article reading task, the teacher will evaluate how well the students can understand the information provided on the article basing on the number of correct responses given on the article’s questions. The teacher will be able to gauge students vocabulary knowledge and use of discussion language in the mini debates.
Anticipated Problems	Students may require more time/research to prepare for the mini debate than class time will allow.

My second lesson plan sample

English For All – CLASS NAME: Advanced Level

DATE:10/20/2015

Teacher(s): Maria

Lesson Objectives	SWBAT to identify the vocabulary (adjectives) that used to describe people. SWBAT describe people (men & women) using an appropriate adjective such as well built, bald and handsome for men, petite, pretty and elegant for women and attractive, athletic and so on for both of gender. SWBAT familiarize themselves with common expressions used on the red carpet. SWBAT use a falling intonation when mentioning a last item in a series. SWBAT use present perfect expressions when describing people’s appearances such as  I’ve never wanted to …...but …. wouldn’t like it……. is/are fashionable now, but I haven’t ….. yet.
Materials	World Link Unit 4 Lesson A pg 36-37,  11 copies Appearance (Teacher’s Resource Book pg.19) copies LRC on Campus Media CD 1, Track 22, 23, 24 & 25. Powerpoint presentations about the sample conversation on appearances.
Procedures	Note:  NOTE: the numbered titles are all bold faced.  All other bold-faced words are to be written on the blackboard.  Words in quotations are to be spoken by the teacher.  Materials are underlined. Include the time allotted for each activity.           The previous class activity : Reading: Nutty news ( 10-15 mins) The students presents the answers on the reading activity ( see the previous class). The teacher compares the class’s answers as a  whole. 2. Vocabulary link: Describing men and women (15- 20 mins) Objective: The students should be able to describe people (men and women) using an appropriate adjective as such well built, bald, handsome, petite, pretty, elegant, attractive, athletic and so on. The teacher presents the vocabulary to the students. Vocabulary link A, pg. 36. The students fill in the name of a famous person for each description (adjective). Vocabulary link B, pg 36. The students compare answers with a partner in class. The teachers compares answers as a class, complies list of names on the board. The teacher tells the students about words that describe men such as well built, bald, handsome; words that describe women such as petite, pretty, elegant; words that describe both such as attractive, athletic and so on. Ask & answer session: The teacher asks the students the following questions: What makes a man handsome? What makes a woman pretty? g.  The teacher presents the following proverbs about appearance for the students to work out their meaning. Don’t  judge a book by its cover. Beauty is in the eye of the beholder. Beauty is only skin deep. 2. Listening: On the red carpet (8 - 10 mins) Objective: The students should be able to listen and comprehend information on the recording based on the red carpet scenario. The teacher asks the students if they have ever watched the  famous award ceremonies on the TV. And if so, they should tell us about it. The teacher explains to the students what the red carpet is at the entrance. and shows them one scenario of the really red carpet see the link below: https://www.youtube.com/watch?v=NmQ99wZmp2o The students listen and match the columns. The students go over the names and occupations. Listening A pg. 37. The teacher plays the recording: CD 1, Track 22. The teacher checks the answers. The students listen again to the recording and fill in the comments. Listening B, pg. 37. The teacher plays the recording: CD 1, Track 23. The teacher checks the answers. The students listen again to the recording  and match the columns. Listening C, pg, 37. The teacher plays the recording: CD 1, Track 24. The teacher checks the answers. The teacher talks about the differences in the comments on listening C activity above. 3. Pronunciation: Listing items in a series (10 mins) Objective: The students should be able to use a falling intonation when mentioning a last item in a series. The students listen for the intonation (rising and falling of the voice) in the sentences. Pronunciation A, pg. 37.The teacher plays the recording, CD 1, Track 25. The teacher uses her hand to emphasize the intonation. The students practice the sentences intonation in pairs. The teacher checks the student's intonation. The students complete the chart individually. The students list at least three items on each line. Pronunciation C, pg. 37. The students share their lists with their partners. The teacher checks the intonation pattern. 4. Appearances ( 20- 25 mins). Objective: The students should be able to practice about appearance using the present perfect expressions such as I’ve never wanted to …...but …. wouldn’t like it……. is/are fashionable now, but I haven’t ….. yet. The teacher provides one copy of the activity for each student. Teacher’s resource book, pg. 19 The students complete the expressions individually with information that is true about them. The teacher emphasize that the sentences should be about appearance or fashion. The teacher sets the time of about 10 minutes and goes around and helps with vocabulary as needed. The students in the group of 3-4 explain to each other what they have written. The teacher encourages the students to ask follow-up questions to try to keep the conversation going. The teacher provides the following sample conversation and demonstrates with a couple of students in class. Sample conversation A: What did you write for 1? B:I’ve always wanted to dye my hair purple, but my girlfriend wouldn’t like it. C: Why not? A: Well, for one thing she hates the color purple, and for another she is very traditional. B: Actually, I think green might be better. It matches your eyes. A: You’re right. I haven’t thought about that. Anyway, what did you write for 1? g. The teacher invites each group to tell the class their choices. h. The teacher finishes up the class by telling the students what her/his answers actually were.
Assessment	For the describing men and women activity, the teacher will evaluate how well the students can use appropriate expression when describing men and women or both of them. For the red carpet activity, the teacher will evaluate how well the students answered the questions correctly, that is,  whether they were able to comprehend the information from the recordings, CD 1, Tracks, 22, 23 and 24. For the listing items in a series activity, the teacher will evaluate how well the students can use a falling intonation when mentioning a last item in a series. For the appearances activity, the teacher will evaluate how well the students can use present perfect expressions in describing people’s appearances.
Anticipated Problems	For the appearance activity, some students might not have much to say/write because they might not be familiar with fashion.