A facilitator's guide to transformative teaching is a workshop designed for the Center for Collaborative Conflict to help teachers teach conflict in a way that is most likely to encourage student's positive transformation. The project includes a visual guide, lesson plans for the person facilitating the workshop and a document that overviews the project and explains the theoretical foundation behind the workshop.

This portfolio is a compilation of work the author completed while in the Master of Second Language Teaching program at Utah State University. It is focused on her beliefs of how French should be taught in a university classroom. It also includes three artifacts addressing how a challenging aspect of the language should be taught, how authentic literature can be utilized in the classroom, and why the French culture should be incorporated into the curriculum. Finally, there is an annotated bibliography (...) of books and articles which have shaped the author’s beliefs and opinions about teaching French as a foreign language. (shrink)

This portfolio presents the author’s current understanding of second language teaching. The main section of the portfolio consists of a teaching philosophy that expresses the author’s believe that definitions of learning direct second language teaching. Three artifacts explore language, culture, and literature and express the development of the author’s teaching philosophy. An annotated bibliography covers the essential readings done in the course of study and provides the foundations for the author’s ontological arguments.