Personal Data:

Name
JOHN HARRY DSOUZA
Religion
ROMAN CATHOLIC CHRISTIAN
Date of Birth
FEBRUARY 4, 1969
Gender
MALE
Birthplace
BANKAL, INDIA
Nationality
INDIAN
Marital Status MARRIED
Dependents
ONE (SPOUSE)
Location
UNITED ARAB EMIRATES
Cover Letter:
Respected Madam/Sir,
I am a native Indian and a resident of UAE. I am a post graduate having completed B.
A. (Bachelor of Arts), B. Ed (Bachelor of Education), B. Phil. (Bachelor of Philosophy), B.
Th. (Bachelor of Theology) and have 10 years of teaching experience in various schools
and I am specialized in Primary as well as Secondary area. Presently, I am associated
with The Westminster School, Dubai (Gems Education) as a Secondary School English
Teacher.
I am a creative and enthusiastic teacher/coordinator/learning coach with excellent ICT
skills. I have got other strings in the bow like music and talent for compering, as
extracurricular activities which help in the school celebrations and programs.
In addition, I would hope to add to the pool of expertise and excellent reputation of
your organization through my leadership skills, innovative teaching and infectious
enthusiasm. Based on my experiences in the teaching field and my earned knowledge,
I decided to apply.
I have attached my credentials and other pertinent documents for your reference and
further evaluation. I would like to apply for the relevant post. If you feel I am capable
and have potential to work with your esteem organization, please feel free to contact
me on details below.
Sincerely yours,
John Harry DSouza

Contact Details:
Mobile (UAE)
+971-55-1237369
Mobile (India) +91-7760247033
WhatsApp
+971-55-1237369
Home
+971-6-5301481
Telephone
Address
# 407, AL HUDA TOWERS, AL KHAN STREET, SHARJAH, UAE.
Email
johnharrydsouza@gmail.com
Skype
johnhd421969

Find Me Here:
Ehttp://johnhd.weebly.com
Portfolio
LinkedIn https://www.linkedin.com/profile/public-profile-settings?trk=prof-0-ovwpublic_profile-secondary

Coursera

https://www.coursera.org/user/i/acd845a09bdc8f486d60bd8f0cf347
1c
Emaze
https://app.emaze.com/user/johnhary.d_tws
Edmodo
https://spotlight.edmodo.com/profile/john-dsouza,32500817/
Blendspa https://www.blendspace.com/johnharrydsouza
ce
Pinterest https://www.pinterest.com/johnharrydsouza/
Vimeo
https://vimeo.com/johndsouza
Google
https://plus.google.com/+johnharrydsouza/posts/p/pub
YouTube
https://www.youtube.com/channel/UCksgyq9Pq3vTf1I3_kKuYtA
Twitter
https://twitter.com/chinnabangara
Flickr
https://www.flickr.com/photos/jhd421969/albums
Tumblr
http://coolpijo.tumblr.com/
Educational Philosophy:
By three methods we may learn wisdom: First, by reflection, which is noblest; Second,
by imitation, which is easiest; and third by experience, which is the bitterest.
Additional Information:
Passport Details: Passport
Number
K 2114348

Place of Issue

Date of Issue

Date of Expiry

Bangalore

19/12/2011

18/12/2021

Read
Excellent
Excellent
Excellent
Fair
Fair

Write
Excellent
Excellent
Excellent
Fair
Fair

Languages
Known:

Language
English
Kannada
Konkani
Hindi
Tulu

Speak
Excellent
Excellent
Excellent
Fair
Fair

Driving License

India

DL. NO. 969/93-94(JBPS)

Details:

Kuwait
U.A.E.

License No. 269020406675

License No. 1975172

Teaching License

Contract No
Received on
Awarded by

MB136697921AE
August 25, 2013
Ministry of Education, UAE

My Summary:
A kind of person I am - I meet life head on and throw myself into new experiences with
zest and enthusiasm. I am direct, straight forward and assertive in all my dealing. I
tend to think in clear, black and white terms and am somewhat simplistic in outlook,
which enables me to act in a decisive and self-assured manner. I deeply connect with
life skills and have interest in innovative teaching for the betterment of the society. I
like to follow my heart through my work. I have passion to work towards developing
simplicity in the environment. Its one of my noble goals that I would like to pursue
along with earning a livelihood. I believe that to be an effective teacher one must also
be an effective learner, which is why I continue to develop and challenge myself.
My Motivation:
I have an introspective turn of mind and I enjoy learning psychology, the inner
workings and the emotional foundations of my life. I am a reliable, consistent and
productive worker and I often shoulder more of the workload than my co-workers. I
invest a lot of my creative energy into my inner life. Music is my passion; writing
inspirational lyrics and composing heart-touching tunes are the motivational factors of
my life.
My Interests:
I have the ability to see connections between unrelated ideas or worlds and can bring it
together. I feel I can excel in any field requiring clear intellect, verbal and
communication skills. I have an abundance of creative ideas and do not enjoy a job
which has no creative inputs and a voice in decision making. My inner conflict between
the desire for greater opportunities and the desire to hold on to safe and predictable
circumstances makes me feel discontent. I wait long for changes in my life but at times
lack the tenacity to bring them about.
Education & Qualifications:
Qualification
BACHELOR OF EDUCATION Year
MATHS/ENGLISH
Awarded
Awarding
BHARATIYA SHIKSHA PARISHAD, U.P., INDIA
Institution

NOVEMBER
2003
Grade:
69.2%

Qualification

Year
Awarded
DARSHAN INST. OF THEOLOGY, BANGALORE,
INDIA

APRIL 1998

BACHELOR OF ARTS LITERATURE,

SOC, PHI
BANGALORE UNIVERSITY, INDIA

APRIL 1993

Awarding
Institution
Qualification
Awarding
Institution

BACHELOR OF THEOLOGY

Year
Awarded

Grade: 66%

Grade:
54.6%

Qualification

BACHELOR OF PHILOSOPHY

Awarding
Institution

KRIPALAYA, INST. OF PHILOSOPHY &

THEOLOGY,INDIA

Grade: 66%

Qualification

COMMERCE EXAMINATION
Year
CERTIFICATE
Awarded
KARNATAKA SEC. EDN. EXAM. BOARD,
BANGALORE, INDIA

JUNE 1989

P.U.C. (PHYSICS, CHEMISTRY,

Year
MATHS, STAT)
Awarded
BOARD OF PRE-UNIVERSITY EDUCATION,
KARNATAKA, INDIA

MAY 1988

SECONDARY SCHOOL LEAVING

Year
CERTIFICATE
Awarded
KARNATAKA SEC. EDUCATION EXAMINATION
BOARD, INDIA

APRIL 1985

Awarding
Institution
Qualification
Awarding
Institution
Qualification
Awarding
Institution

Year
Awarded

MARCH 1993

Grade:
67.3%

Grade:
62.8%

Grade:
67.7%

Professional Experience:
Date from
September
Date
Till Date
Count U A
2013
to
ry
E
Name of School
The Westminster School, Dubai British Curriculum
(GEMS EDUCATION)
Position Held
Class Teacher and Coordinator for English - Grade 8
Roles and
English and Social Studies Teacher for Secondary Section
Responsibilities
Date from
Name of School
Position Held
Roles and
Responsibilities
Date from
Name of School
Position Held
Roles and
Responsibilities
Date from
Name of Company
Position Held

May 2012

Date
March 2013
Count INDI
to
ry
A
The Brigade School, Bangalore - CBSE/ICSE (BRIGADE
FOUNDATION)
Class Teacher
English Teacher for Primary and Secondary Section
September
Date
March 2012
Count INDI
2011
to
ry
A
Alpine Public School, Bangalore CBSE (ALPINE GROUP)
Class Teacher
Mathematics Teacher for Primary Section
June 2004

Date
March 2010
Count
to
ry
SEVAK Konkani Family Monthly, Mangalore
Chief Editor

INDI
A

Roles and
Responsibilities

Editing, Marketing and Administration

Date from

June 2002

Name of School
Position Held
Roles and
Responsibilities
Date from

Date
March 2004
Count INDI
to
ry
A
St. Anthonys High School, Bangalore
Class Teacher
Mathematics and English Teacher for Secondary Section
June 2001

Name of School
Position Held
Roles and
Responsibilities
Date from

Date
March 2002
Count INDI
to
ry
A
Holy Rosary Convent High School, Honavar, Karnataka
Teacher
Mathematics Teacher for Secondary Section
March 2000

Name of School
Position Held
Roles and
Responsibilities
Date from

Date
February 2001
Count INDI
to
ry
A
Don Bosco School, Nagaland
Class Teacher
Mathematics and English Teacher for Secondary Section
March 1999

Name of School
Position Held
Roles and
Responsibilities

Date
February 2000
Count INDI
to
ry
A
St. Peters School, Nagaland
Class Teacher
Mathematics and English Teacher for Primary Section

Professional
Name of
Course
Training
Body
URL

Development:
Assessment and Teaching of 21st Century
Skills
The University of Melbourne (Coursera
Verified)
https://www.coursera.org/account/accomplis
hments/records/rAC74XXSyLWTNbhy

Name of
Course
Training
Body
URL

Foundations of Virtual Instruction

Date

University of California, Irvine (Coursera

Verified)
https://www.coursera.org/account/accomplis
hments/records/H2ehhRbSPxESPXha

Grade

Name of
Course
Training

CERTIFICATE IN COMMUNICATION

Date

NISCORT, NCR-DELHI, INDIA

Date
Grade

August
2014
87.6%

Licens 3AVQUSZ
e
PHT
August
2014
94.6%

Licens NLXZFESA
e
XP
October
2004

Body
Name of
Course
Training
Body
URL

Powerful Tools for Teaching and Learning:

Web 2.0 Tools
University of Houston System (Coursera)

Date

June 2015

Grade

84.3%

Name of
Course
Training
Body
URL

International Leadership and Organizational

Behavior
Universit Bocconi

Name of
Course
Training
Body
URL

K-12 Blended & Online Learning

Date

University System of Georgia (Coursera)

Grade

Name of
Course
Training
Body
URL

English for Teaching Purposes

Name of
Course
Training
Body
URL

Critical Thinking in Global Challenges

Date

The University of Edinburgh (Coursera)

Grade

Name of
Course
Training
Body
URL

Shaping the Way We Teach English, 1: The Landscape of English

Language Teaching
University of Oregon (Coursera)
Date
Feb 2015

Name of
Course
Training
Body
URL

Teaching Character and Creating Positive

Date
Feb 2015
Classrooms
Relay Graduate School of Education
Grade 69.3%
(Coursera)
https://www.coursera.org/maestro/api/certificate/get_certificate
?course_id=974112

Name of

Get Organized: How to be a Together Teacher

https://www.coursera.org/maestro/api/certificate/get_certificate
?course_id=975322
Date

April 2015

Grade

60.1%

https://www.coursera.org/maestro/api/certificate/get_certificate
?course_id=974357
March
2015
70%

https://www.coursera.org/course/k12blendedlearning
Date

March
2015
82.7%

Universitat Autnoma de Barcelona

Grade
(Coursera)
https://www.coursera.org/maestro/api/certificate/get_certificate
?course_id=973639
March
2015
56.5%

https://www.coursera.org/course/criticalthinking

https://www.coursera.org/course/shaping1la
ndscape

Grade

Date

43.8%

Dec 2014

Course
Training
Body
URL

Relay Graduate School of Education

(Coursera)
https://www.coursera.org/learn/togetherteac
her

Grade

100%

Name of
Course
Training
Body
URL

Performance Assessment in the Virtual

Classroom
University of California, Irvine (Coursera)

Date

Nov 2014

Grade

86.9%

Name of
Course
Training
Body
URL

e-Learning Ecologies

Date

Sept 2014

University of Illinois at Urbana Champaign

(Coursera)
https://www.coursera.org/course/elearning

Grade

34%

Name of
Course
Training
Body
URL

Foundations of Teaching for Learning 1:

Introduction
Commonwealth Education Trust (Coursera)

Date

Nov 2014

Grade

82%

Name of
Course
Training
Body
URL

Foundations of Teaching for Learning 2:

Being a Teacher
Commonwealth Education Trust (Coursera)

Date

Dec 2014

Grade

85%

Name of
Course
Training
Body
URL

Foundations of Teaching for Learning 3:

Learners & Learning
Commonwealth Education Trust (Coursera)

Date

Feb 2015

Grade

87.3%

Name of
Course
Training
Body
URL

Foundations of Teaching for Learning 4:

Curriculum
Commonwealth Education Trust (Coursera)

Name of
Course
Training
Body
URL

Foundations of Teaching for Learning 5:

Planning for Teaching and Learning
Commonwealth Education Trust (Coursera)

https://www.coursera.org/course/virtualasse
ssment

https://www.coursera.org/course/teach1

https://www.coursera.org/course/teach2

https://www.coursera.org/maestro/api/certificate/get_certificate
?course_id=972218
Date

Nov 2014

Grade

80.4%

Date

December
2014
76%

https://www.coursera.org/course/teach4

Grade

https://www.coursera.org/maestro/api/certificate/get_certificate
?course_id=970926

Name of
Course
Training
Body
URL

Foundations of Teaching for Learning 6:

Introduction to Student Assessment
Commonwealth Education Trust (Coursera)

Name of
Course
Training
Body
URL

Foundations of Teaching for Learning 7:

Being a Professional
Commonwealth Education Trust (Coursera)

Name of
Course
Training
Body
URL

Foundations of Teaching for Learning 8:

Developing Relationships
Commonwealth Education Trust (Coursera)

Name of
Course
Training
Body
URL

Creative Problem Solving

Date

Nov 2014

University of Minnesota (Coursera)

Grade

74.5%

Name of
Course
Training
Body
URL

Powerful Tools for Teaching and Learning:

Digital Storytelling
University of Houston System (Coursera)

Date

Nov 2014

Grade

44.1%

Name of
Course
Training
Body
URL

Art & Activity: Interactive Strategies for

Engaging with Art
The Museum of Modern Art (Coursera)

Date

August
2014
86.1%

Name of
Course
Training
Body

Leaders of Learning

Name of
Course
Training
Body
URL

Date
Grade

March
2015
71.3%

https://www.coursera.org/maestro/api/certificate/get_certificate
?course_id=970928
Date

Nov 2014

Grade

94.9%

Date

December
2014
85.3%

https://www.coursera.org/course/teach7

Grade

https://www.coursera.org/maestro/api/certificate/get_certificate
?course_id=970930

https://www.coursera.org/course/cps

https://www.coursera.org/course/digitalstory
telling

Grade

https://www.coursera.org/course/artactivity

Hardvard University through edX,

Date

August
2014
Licens GSE2x
e

1. Tinkering Fundamentals: A Constructionist Approach to STEM

Learning
Exploratorium (Coursera)
Date
August
2014
https://www.coursera.org/course/tinkering
Grade 100%

Continual Professional Development and Its Impact on Teaching and Learning

Date
February
Locati Winchester School,
Traine Ms Rinkle
13, 2014
on
Dubai (Gems
r
Jadeja
Education)
Title
English Language Learning - Using Digital Technology to enrich
Learning Skills for ESL/ELL
Key
Identify and evaluate different technology in enhancing ELL.
Take
Determine the extent to which the Digital Learning classroom could
Away
increase ELL students academic learning relative to that of ELL students
Action
in traditional classrooms.
s
Impact At school we support students in language development, particularly in
on
listening and reading comprehension, and language production speaking
Teachi
and writing.
ng and Digital self-learning couples the visual and auditory instruction with
Learni
engaging images and sounds to further scaffold the connection between
ng
the English-Words instruction and the students understanding.
PodOmatic learning tools are useful for engaging students for speaking
and listening.
Study Stock helps students to reflect learning through various activities.
Poplet as a presentation or a plenary tool can enhance student
collaborative work and can be used to make a sematic map for learning.
Digital Storytelling is a great way to engage students in deeper thinking
about the curriculum as well as help them become powerful
communicators in todays digital world.
Padlet helps students to create an online learning wall.
Use Podcasts as ways of digital learning for listening skills
Eviden Blendspace:
ce
https://www.blendspace.com/lessons/thXRYeH7FXpI5A/digital-storytelling
Date
Title
Key
Take
Away
Action
s
Impact
on
Teachi
ng and
Learni
ng
Eviden

March 16,
2014

Locati
on

Our Own School,

Traine
Sharjah UAE (Gems
r
Education)
TLS - Classroom Management
Identify the different ways of managing a classroom.
Apply strategies in classroom management.

Effective discipline
Being prepared for class
Motivating the students
Providing a safe, comfortable learning environment
Building students self esteem
Being creative and imaginative in daily lessons
ClassDojo:

Ms Marion Josef

ce

https://teach.classdojo.com/#!/classes/54018035896c51a2624d4215/
points

Date

May 13,
Locati Our Own School Dubai
Traine Ms Seema
2014
on
(Gems Education)
r
Kumar
Title
ICT - Flip your Classroom for better Differentiation and Time
Key
How to flip a lesson.
Take
Manage classroom time effectively.
Away
Develop a plan to cater to the need of every learner and optimize the
Action
classroom learning opportunities.
s
Transform teachers role as sage on stage to guide on side.
Impact Teacher teaches lesson at home
Students come to class ready to apply, discuss and make connections with
the content
Students receive support, help and clarification from the teacher as
needed
Eviden Edmodo: https://www.edmodo.com/home#/
ce
Date

May 19,
2014

Locati
on

Cambridge
Traine Ms Saba Adnan
International School,
r
and
Dubai (Gems
Ms Shafaque
Education)
Riaz
Title
ICT - Tools for Creativity
Key
Explore how ICT application can support creative and innovative teaching
Take
and learning practices.
Away
Learn Microsoft Movie Maker and its features to create engaging and
Action
captivating movies for teaching and learning.
s
Utilize features of Prezi for interactive presentation and collaboration.
Impact Use of Movie Maker for digital stories
Use of ClassDojo for behaviour and performance management
Use of weebly.com for Class Blog and E-portfolio
Use of Prezi.com for presentations
Eviden Prezi: http://prezi.com/recommend/et3c5so5z6cr/
ce
Weebly: http://johnhad.weebly.com
Date

October
10, 2014

Locati
on

Title
Key
Take
Away
Action
s
Impact

Tech to Inspire
Introduction to web 2.0 tools - Taggalaxy, Tagxedo, Blend Space, Thing
link, Comic Life, Choggers
Introduction to APPs - QR codes

The Westminster
School, Dubai (Gems
Education)

Traine
r

Ms Reena
Priyadarshini

Use Blendspace to prepare lesson plans which help to manage classroom

time effectively.
Use QR codes for home learning.

Eviden
ce

Date

Tagxedo for developing students interest

Blendspace: https://www.blendspace.com/johnharrydsouza
QR Code: https://www.blendspace.com/lessons/KmgCkUBQfh2hw/story-writing
Emaze: https://app.emaze.com/@ALFWFRFC/caption-this
Natural Reader: www.naturalreader.com
November Locati
6, 2014
on

The Westminster
School, Dubai (Gems
Education)

Traine
r

Ms Esther

Title
Key
Take
Away
Action
s

SEN Strategies
Advice for teachers of children with visual difficulties
Guidelines for helping a hearing impaired child in the classroom
Behaviour Strategies
Strategies for children who do not hear clearly
Strategies for supporting dyslexic children
Impact In every lesson plan I include specific provision for SEN students by
providing them with support material.
I use behaviour strategies for SEN behavioural students.
DLPs, ILPs and IEPs prepared
Eviden Used in all DLPs:
ce
https://www.blendspace.com/lessons/oxGZgA1QL6WIaQ/smart-classmultiple-intelligence
Date

November Locati
6, 2014
on

Title
Key
Take
Away
Action
s
Impact

Parent Engagement
Make learning part of family life
3 a day for better results in school
Encourage parents to collaborate with learners in their learning process

Eviden
ce
Date
Title
Key
Take
Away
Action

The Westminster
School, Dubai (Gems
Education)

Traine
r

Ms Nadia

Talk, share and encourage

Talk about learning, share learning experiences and encourage learning
Celebrate parents who are consistently supportive or motivate those who
make an effort to support their childs learning.
ClassDojo:
https://teach.classdojo.com/#!/classes/54018035896c51a2624d4215/
points
December
20, 2014

Locati
on

Dubai Civil Defence

Traine
r

Safea Fire
Safety
Consultancy
Training Course in Fire Fighting & Prevention Methods
Basic fire safety and what to do in the event of an emergency
Principles of fire risk control
Basics of practical fire safety

s
Impact Health and Safety
Eviden Emaze Presentation on Fire Drill:
ce
https://app.emaze.com/@ALIWFQZZ/fire-drill
Date

January
22, 2015

Locati
on

The Westminster
Traine Ms Chaitaly
School, Dubai (Gems
r
Education)
Title
Action Plan and Strategies to Improve the TIMSS/PIRLS Scores
Key
How to prepare students with sample papers available on the site.
Take
Identify the weakness in skills and understanding to plan and organize
Away
Intervention for students taking tests.
Action How to action plan the above strategies.
s
How to monitor and evidence progress against actions and articulate it at
all times.
Impact Identification and monitoring of next steps of learning for all students.
on
Assessment data is used effectively to inform target setting, predictions,
Teachi
identify value added and to denote trends.
ng and Formative assessment is utilized as Assessment for Learning (AFL) in order
Learni
to gain understanding of students knowledge and skills for guide
ng
instruction.
Summative assessment is used as Assessment of Learning (AOL) to
compare students and report progress.
Effective assessment practices are used for monitoring the progress of all
the students
o Continuous Assessment
o Common Assessment
o Assessment Papers based on PIRLS
o Note Book Index Tracker
o Marking Student Works with Targets
Eviden Emaze Presentation: https://app.emaze.com/@ALIWFQWF/intlce
benchmark-assessmentspptx
Date

January
29, 2015

Locati
on

Title
Key
Take
Away
Action
s

The Westminster
School, Dubai (Gems
Education)

Traine
r

Ms Renny

Note Book Marking

What is the aim of Marking?
To recognize effective or good Marking
Samples of Marking
How do we mark?
Schools policy on Marking
Marking Rubric
Impact All work acknowledged
Sufficient work set, dependent on year group and subject
Positive comments written on all pieces of work/ Regular targets set
Targets set with guidance for the students to be able to achieve targets
and followed up

Eviden
ce

Emaze Presentation: https://app.emaze.com/@ALIZWRTZ/bookmarking

Date

February
4, 2015

Locati
on

Date

February
23, 2015

Locati
on

The Westminster
Traine Ms Minie
School, Dubai (Gems
r
Mathew
Education)
Title
Reinforcement of Assessment Practices
Key
Benchmarking against External Assessment
Take
Tracking of progress over time
Away
Use of Assessment information in planning
Action Knowledge of strengths and weaknesses.
s
Challenge, Support and follow-up
Students assessing own learning
Impact Assessment practices are directly linked to the schools curriculum
on
standards to provide valid and comprehensive measures of students
Teachi
academic, personal and social development.
ng and Students outcomes against appropriate international expectations
Learni
through external assessment is rigorously benchmarked.
ng
Students progress over time is tracked very effectively. Assessment
information is comprehensive, very accurate and is analyzed in depth.
Assessment information is used very effectively by staff in their planning
to meet the learning needs of all groups of students.
I have a thorough knowledge of individual students strengths and
weaknesses.
I provide excellent challenge, support, feedback and follow-up.
Students are routinely involved in assessing their own learning.
Eviden Emaze Presentation: https://app.emaze.com/@ALIWFQWF/intlce
benchmark-assessmentspptx

Title
Key
Take
Away
Action
s
Impact
on
Teachi
ng and
Learni
ng
Eviden
ce

Knowledge & Human

Traine Ms Jenny
Development Authority r
(KHDA)
What Works: Literacy & Creativity
Transforming education through positive practice
How to encourage a whole-school approach to raising writing standards
How your young writers can engage with a worldwide audience

o
o

Who? Teachers and school leaders from all levels

What? How to use Lend-Me-Tour-Literacy to raise writing standards
Why?
Sharing strategies and resources to give young writers a global audience
To observe an interactive engaging literacy lesson leading to students
becoming published author on www.lendmeyourliteracy.com
Blendspace:
https://www.blendspace.com/lessons/CrVYBIGD526qtg/what-worksliteracy-creativity

Date

April 23,
2015

Title
Key
Take
Away
Action
s
Impact

Model Lesson
Incorporating critical thinking skills in a lesson plan.
How to present an outstanding lesson to the class.
Making creative problem solving a part of your lesson.

Eviden
ce

Date
Title
Key
Take
Aways

Locati
on

The Westminster
School, Dubai (Gems
Education)

Traine
r

Ms Chaitaly

Combine elements of a simple narrative and propose a unique alternative

solutions
Write imaginative, possibly original, appropriate ending
Story should have a propeller to move forward
Blendspace: https://www.blendspace.com/lessons/KmgCkUBQfh2hw/story-writing
Emaze Presentation: https://app.emaze.com/@ALILCRRC/criticalthinkingpptx
Emaze Presentation: https://app.emaze.com/@ALILFQQZ/creativeproblem-solvingpptx
Emaze Presentation: https://app.emaze.com/@ALFCTRRR/problemsolving
May 14,
2015

Locati
on

The Westminster
School, Dubai (Gems
Education)

Traine
r

Ms Renny Jose

Visual Harvesting
Visual Harvesting is a unique and creative approach that stimulates our
minds, enhances our conversations and the group experience.
Thoughts, ideas, energy and experiences are harvested real-time on large
visual displays.
The use of pictures and text enables participants to clearly see
connections and possibilities.
The display provides a group memory that is easy to understand and to
share with others.
The aim is to amplify how well people work together and support and
boost people in their thinking in order to accomplish their goals.
Impact Visual Harvesting enables groups of people to work together in highly
effective, collaborative and satisfying ways.
Visual Harvesting is real-time visualization created from the content
generated by the group. It integrates both sides of the brain and supports
group processes.
Capturing the content in real time pictures gets the group excited.
Everyone contributes, which builds ownership.
Eviden Used for Outside Board: https://www.flickr.com/photos/jhd421969/
ce
Emaze Presentation: https://app.emaze.com/@ALFWFRFC/captionthis
Emaze Presentation: https://app.emaze.com/@ALCLZCQR/4-pics-1word

Date

June 4,
2015

Title
Key
Take
Away
Action
s
Impact

Autism Awareness
Autism is not an illness, its something you are born with.
Autistic people are just like us, but their mind works differently.

Eviden
ce

Locati
on

The Westminster
School, Dubai (Gems
Education)

Traine
rs

Ms Seira
Mr Mohammad

Now I am autism aware.

I will treat autistic people just like me and respect their way of working
differently.
Identify learners with autistic features and create a learning atmosphere to
them.
Emaze: https://app.emaze.com/@ALIWFQCF/autism-awarenesscampaign-early-learningpptx

Job Profile as a Grade 8 English Coordinator:

Revise and Oversee Lesson Plans of all English Teachers
Corresponding between Teachers and Head of Department
Syllabus Planning
Worksheets Details
Monitoring Course Performance
Minutes at Meetings
Attend Annual Meetings for Curriculum Assessment
Job Profile as a Grade 8 Class Teacher:
Finding and Compiling Course Resources
Keeping up to date Records of Student Performance and Attendance
Organize Parents Teachers Meeting
Coordinate Corridor Display Boards
Enhance Student Participation in Assembly Program
Improve the Classroom Discipline
Quality Management in Education
SEN Student Management
Teacher Leadership in Effective Classroom Management
Prevent Classroom Bullying
Assist in Educational Trips
Edit the Class Newsletter
Attend Weekly Professional/Teacher Development Workshops.
Correspond with Parents about Learners Behaviour
Job Profile as a Grade 7&8 Subject Teacher:
Prepare Lesson Plans
Conducting Tutorials English and Social Studies
Performing Reading, Writing, Speaking and Listening Assessments.
Assessment Strategies for and of Learning
Contextualizing Language by Integrating the 4 Skills.
Learning Strategies - Critical and Creative Thinking; Learner Differentiation

 Multiple Intelligence Incorporation in Teaching and Learning

Remedial Classes for Low Achievers
Post Support Material & Home Learning on Educational Tools
Assign & Assess Project Based Learning (PBL)
Provide Resources to Explore in Learning Activities
Setting Test and Exam Papers.
Job Profile as a Learning Coach to Teachers:
Follow 3 Coaching Cycles to Train Teachers
Observe Lessons, Report Findings and Offer Feedback
Complete Paper Work and Report to Phase Managers
Mentor for New Teachers
Projects Presented:
Music in the Classroom
Creative Problem Solving
Critical Thinking
Behavior Management Strategies
Classroom Management Class-Dojo
Traditional Classroom Teaching V/S 21st Century Learning
Result Analysis Levels V/S Grades
Tense Table
English Grammar Lessons
Recognitions:
June
Awarded with the CERTIFICATE OF APPRECIATION by The Westminster
11,
School, Dubai (Gems Education) for being a part of teaching staff who were
2015
responsible for moving the school from ACCEPTABLE to GOOD during the
KHDA inspection.
June
Awarded with the LETTER OF APPRECIATION by The Westminster School,
11,
Dubai (Gems Education) for being the GOOD & OUTSTANDING TEACHER
2015
for the year 2014-2015.
May
Awarded with words of appreciation by the Principal, Mr. Kingston Gilbert of
17,
The Westminster School Dubai (Gems Education) for preparing a presentation
2015
on TRADITIONAL CLASSROOM TEACHING VS 21 ST CENTURY DIGITAL
EDUCATION.
Augus Awarded with words of appreciation by the Principal, Mr. Kingston Gilbert and
t 30,
the Vice Principal, Ms. Vijaya Kumari of The Westminster School Dubai (Gems
2014
Education) for pursuing online courses and securing distinction in results.
July 1, Awarded with the CERTIFICATE OF APPRECIATION by The Westminster
2014
School, Dubai (Gems Education) for being nominated as THE BEST NEW
COMER 2014.
May
Recognized for efficiency throughout the career by Management, Staff,
29,
Students and Parents and received many appreciation letters from the
2014
Parents.

Skills and Competencies:

ELEMENTS

MY SKILLS

SOCIAL DIMENSION

Action
Interaction

Task
Completion
/
Perseveran
ce
Responsive
ness
Audience
Awareness

Participation

STRAN
DS

Perspective Social Regulation

Taking

Task Regulation

Negotiatio
n

Selfevaluation

Transactive
Memory
Responsibil
ity/
Initiative

Problem
Analysis

Set Goals

Resource
Manageme
nt
Flexibility
and
Ambiguity
Collects
Informatio
n
Systematic
ity

Amazing ability to be active within environment.

Outstanding ability to initiate and prompt interaction with
partners.
Tremendous sense of punctuality and time management.
Remarkable ability to persevere in task as indicated by
multiple activities.
Superior strength to incorporate contributions of others to
suggest possible solution paths.
Tremendous talent to tailor contributions to others based on
interpretation of their understanding.
Ability to adapt contributions to increase understanding for
others.
Amazing ability to achieve resolution of differences.
Ability to discuss with a view to reaching understanding for
others.
Excellent expertise to evaluate own performance.
Highly polished humility to recognize own strengths and
weaknesses.
Excellent expertise to evaluate strengths and weaknesses
of others based on their performance.
Tremendous talent to take responsibility for progress of the
group task.
Amazing ability to assume group responsibility as indicated
by use of second person plural.
Amazing ability to analyse a problem.
Highly polished identity to identify necessary sequence of
subtasks.
Ability to set goals that recognize relationships between
subtasks.
Remarkable ability to decide on use of joint resources to
complete a task.
Ability to be flexible to fit into the situation for betterment.
Outstanding ability to use ambiguity to inform decision
making.
Remarkable ability to identify need for information related
to current, alternative, and future activity then collect
accordingly.
Enough intelligence to implement possible solutions to a
problem.
Superior strength to systematically exhaust possible
solutions.

Learning and Knowledge Building

C
O
G
N
I
T
I
V
E

Relationshi
ps:
Representa
tion &
Formulatio
n
Cause and
Effect

Reflection
and
Monitoring

Amazing ability to identify connections and patterns

between and among elements of knowledge.
Ability to identify patterns among multiple pieces of
information.
Ability to use understanding of cause and effect to develop
a plan.
Remarkable ability to plan a strategy based on a
generalized understanding of cause and effect.
Amazing ability to adapt reasoning or course of action as
information or circumstances change.
Ability to reconstruct and reorganize understanding of the
problem.

Publications:
VANJELACHYE VATER (A Collection of Konkani Biblical Articles)
YASHASWI (A Collection of Konkani Articles)
HASON JIYE - PART I & II (A Collection of Konkani Jokes)
SMS - SEVAK MESSAGE SERVICE - PART I & II (A Collection of Konkani
Messages)
TRUPTHI (A Collection of Editorials and other Konkani Articles)
Musical Albums:
MOGA SANDESH Konkani Devotional Songs
HASANMUKHI Kannada Devotional Songs
SMARAN Konkani Devotional Songs
MAUNA Kannada Devotional Songs
SAMADHAN Konkani Devotional Songs
References:
Name
MS MAMTA HEGDE
Position Held PRE
Name of
School
Address
Mobile
Number
Email
Address

Name

Position
Held
THE WESTMINSTER
Name of
SCHOOL
School
DUBAI, UAE
Address
+971-50-3086391
Mobile
Number
mamtha.h_tws@gemse Email
du.com
Address

MS PHILOMENA
MASCARENHAS
EXECUTIVE SECRETARY
THE WESTMINSTER
SCHOOL
DUBAI, UAE
+971-52-8430168
philomena.m_tws@gemsed
u.com