Formatos-Informes-2010

8/9/2019 Formatos-Informes-2010

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ENGLISH PEDAGOGYSTUDENT TEACHING PRACTICE

OBSERVATION STAGE

Task 1: The School and Learning Environment

Name of student: PATRICIA PALACIOSFERR..

Name of School: NUEVO COLEGIO CHILENO-BRITNICO..

Number of students: 255..

Date: April, 19th. 2010. Class: 8th. grade elementary 2nd. Year of highschool.

Briefly describe the following aspects:

1. The school:Describe the general background of the school including the physicallocation, organisation, student population, philosophy and educational andbehavioural policies.

Background and philosophyThe school was founded on September 7th, 1951 by two remarkable teachers being itsprincipal Mrs. Winnie Baxton and English immigrant. Their main objective was to createa school that focused on teaching the English language. Presently, the school has apopulation of 255 students from pre-kinder to fourth year of high school, being aGovernment subsidized institution. From pre-k to sixth grade, students attend classesin the morning from ten to eight to ten past one, and from seventh grade to fourth yearof high school they do it in the afternoon period, from one thirty to seven fifty five inthe evening.Its main characteristic continue being the emphasis on English teaching being a linkbetween Chilean and British culture.

The school philosophy is to be an efficient academic institution available to thecommunity, committed to help students to improve their academic abilities as well asvalues in order to contribute to students whole development (cognitive and spiritual)and to form high quality citizens. The school has as its aim that all members of VillaAlemana and 5th region had the opportunity to access a fair, equitable and high qualityeducation.

Organization: the school is organized as follows:

Supporter and legal representative : Miss. Ernestina Lizama Manosalva.

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Principal : Miss. Patricia Oyarzn LeguePedagogical technical Unit : Mr. Jos Aranda RiverosChief Inspector : Mr. Patricio Araya BeizaSecond inspector in charge : Miss. Luisa Gonzlez OtazoAdministratives : Mr. Hernn Madrid Valenzuela

Miss Rebeca Canales Vera

The schools educational team consists of 32 teachers of various specialities amongthem there are teachers trained to deal with students who have learning difficulties.

There is also a phsycologist, a librarian and cleaning staff.

Population : the school shelters a population of 255 students. 99 in the morning termand 156 in the afternoon one.

Educational and behavioural policiesThe school is a scientific-humanistic oriented institution which goal is to providestudents with the necessary scholastic background to later on be able to continue theireducation at University or sort of.

Students are evaluated by means of different instruments previously approved by UTP.All tests coefficient (2), sumative assessment must be scheduled at least ten days inadvance, clearly stating the contents to be tested and the aspects to be taken intoconsideration. 85% attendance is compulsory for high school students in order tomove to the next grade since it is necessary two full years to comply with minimumrequired objectives and contents.

The school pays special attention to personal appearance and behaviour.Eventhough, according to the law it is not compulsory to wear uniform, the school inagreement with, parents, students and teacherscouncil have decided its usage andthis is enforced to by school authorities.Proper personal appearance of students as well as teachers is demanded. Goodvocabulary and manners are also enforced. Attendance and punctuality are remarked

all the time.

Pre-kinder and kinder students wear school sweatsuit, blue or white sneakers andbrown apron.

The rest of the grades wear:Females: skirt and school blue shirt with embroidered insignia, white pinafore, bluestockings and black shoes.Males: grey pants, black shoes, grey stockings and school blue shirt with embroideredinsignia.Students only wear their aprons and pinafores in art classes.

Physical locationThe school main entrance is located at 272 Maturana street, Villa Alemana. Two blocks

south from Avda. Valparaso, the citys main street.There are two buildings located in a vast property and divided by a huge yard wherestudents do excercises , play football and other games during gym class. It is also aparking place for teachers and school workers. The whole school area is locatedbetween Maturana and Cumming street.

Both buildings are old refurnished houses. The one assigned for classrooms, teachersroom, inspector room, restrooms, and hall that leads to the classrooms are accessedthrough Maturana street. The other building which access is through Cumming street is

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laid out to hold a computer room, musical and dancing activities room, besidesadministrative offices.

At its main entrance through Maturana, there are two metal front gates behind whichthere is a small front yard and a paved pathway that leads to the main building. Onthe left hand, we find the classrooms for pre-k and kinder, and next to them therestrooms. On the right hand, there is a small room which is often used by formerprincipal, Ernestina Lizama Manosalva, presently school supporter, to hold meetings .Out of this room there is a hallway where there are two rooms, facing one another, theteachersroom and the chief inspectors. Following the hallway there is a sitting roomwhere students can talk or rest. Sometimes, some editors exhibit their books in there.

That space has a sliding door that leads to the classrooms which are on both sides of apaved air-open pathway. At the end of the classrooms, there is a fence that dividesthem from the back yard and from the other mentioned building.

2. The classroom

Describe the atmosphere of the room and the levels of engagement in the

room. Make notes on seating, sight lines, space, air, light, whiteboard,equipment, etc

8o. grade elementary. The atmosphere of the room is a little noisy, it is pretty hard to keep studentsattention all the time as they sometimes stand up, talk, laugh, shout, etc. they cannottell break from class time. students do not get enough engaged with the contents andtasks, as there are too many disruptions that impede the class to flow out. Up to now,not all students submit their assignments in time, and most of them do not study, noteven when they have to take a quiz. Most of the time, They do not pay attention whenthe teacher gives instructions, so they ask over and over about what they are supposedto do, this is time consuming. It is important to bear in mind that we are dealing withadolescents and it is not an easy task.

2nd. Grade of highschool

So far, I have had no significant discipline problems with them. Sometimes they are alittle noisy, but after a short speech they keep quiet. They are becoming moremotivated every class what is great to me. They are participating more and more, soclasses are turning to be better than expected. Some of them are very cooperative andhave great disposition to help me when I need to set up the data show and laptop, theyare even my assistants handling the slides while I am explaining them.

The classrooms are confortable and roomy enough for the amount of students theyhold.Seatings are confortable, they consist of a desk and two chairs per pair of students.Sight lines are appropriate, there is a fairly good view of the board from all over theroom.

The space is good in accordance to the number of students, specially the 8th graderoom. The 2nd years is a little more tighter as it holds more students.Ventilation is provided by several windows located in back and on sides of the roomsand when temperature is too high, the room door remains open.Lightening is good, supplied by fluorescent tubes on the ceiling.

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The whiteboard is ample, placed on the front wall. The school is furnished with datashow radio (CD player) laptop library with computers , others than the ones in thecomputer room.

The main problem to me is that there are no free print outs for teacherss worksheetsor other material so that, if we need students work with we have to afford the cost.

As I mentioned above, students are not very much motivated with the subject,eventhough I think this is improving little by little.

3. The activities & resources

a) Make notes on the kind of activities used, the nature of studentinvolvement, balance of student doing things and teacher doing things

b) Describe the resources used and the materials available within theschool. How are the resources used in the classroom?

We try to apply all possible kinds of activities according to available resources. Forexample:Group work - pair work individual work . Handouts written and oral exercises games (tic tac toe, dominoes, competitions, role playing, etc) listening reading scrumbled sentences fill in the gaps matching. The students are constantly taughtwith the help of power point presentations and they do as many listenings as possible.Sometimes they are taken to the computer room, but not very often since I havenoticed they do not behave very well and the class is not as effective as expected.

Students pair or group work does not come out as desired. They talk too much andthe activity becomes a mess, besides, they take longer time than scheduled to do abrief activity and most of the time, they do not finish it in the given time. Although,there is a higher involvement when teacher asks questions to the groupclass. Theyenjoy games and word search activities. The teacher performance is higher than the

students. There is no as much feedback from students as expected.

Task 2: Students learningInthis second observation task, you should focus on the things that help tocreate conditions for effective learning and on the aspects that play a part inpreventing learning.

As I already stated, both grades are different and so is their motivation. The 8 th gradersare still very childish and it is hard to keep their attention for a long period of time. Theactivities that work best with them are competitions, clozes, wordsearch, power pointpresentations and listenings. Nevertheless, in my opinion they seem to take theseactivities more as fun than as learning instances.

The big problem that prevents learning is their lack of study. They only remain withclass learning (which is not much) so that, it is difficult to go ahead with the contents.They think that the class is enough and once the class is over they forget about it. Theteacher wastes too much time trying to keep discipline and repeating over and oversince when she is explaining students are talking or doing something else.

2nd. Year is much more motivated and I guess more conscious of English importance.They started being very aloof, but now their attitude has changed a hundred percent.They participate, sometimes braking discipline, but enthusiastically. Sometimes theylearn pretty fast, although they do not study much either. I have great expectations

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with them. They enjoy listenings, doing exercises on the board, reading activities,worksheets and power points.

1. The learnersHow motivated are the learners? Why? To what extent are they taking

part in their own learning? To what extent are they expecting theteacher to do the work for them?

In general, students are not very much motivated. I believe the reason is thatthe contents taught require that students bear a better grammar background.

Their knowledge is too limited that unables them to understand or internalizewhat is being taught. Due to this fact, they are all messed up and cannotproduce orally or written. I have realized that Government Plans and Programsare too advanced for the level of our students. I guess, it would be better toteach little by little instead of too much at a time. Students get bored and lackof motivation and this is the reason why they do not take part in their learning.On the other hand, I have noticed that those students who have a betterlanguage background are more enthusiastic and better behaved.

Generally talking , students do not like working or studying. Everything thatrepresents an effort to them is avoided or half done. They do expect the teacherhad all the work done for them. They are not used to study and in fact they donot do it, therefore , its difficult to go on with the lessons as planned. They donot like to look up in the dictionary, search for information, or so. Most of themdo not comply with homeworks assigned and once the class is over, thelearning is too.

2. Behaviour during classroom activitiesDescribe the ways students are encouraged to participate in activities.Are there any particular strategies for managing issues and motivatingstudents? Are there any students with special needs?As far as I know, there is not any student with special needs. (except one from3rd. year of highschool who attends my reinforcement classes) some are moreproficient or faster than others, but within the normal range. I do not know if wecan talk about particular strategies, but we try different things, (they competein teams or individually doing different kinds of excercises, being rewarded withcandy or accumulating points which later on become a grade) so that, they donot fall in an only and maybe boring routine. There is always a lot of feedbacksuch as:!well done! !excellent! !very good!, etc. The teacher also is constantly telling

them how intelligent they are, and remarking how well they do when they try tosucceed.

3. Discuss the learning styles and levels of English in theclassroom.

In general both classes English level is very law due to the reasons explained above,besides the lack of reviewing/studying and excercising at home.As far as I have noticed in both my classes, students are visual /aureal learners, beingstudents of 2nd. Year better than 8th graders. They respond well to PPP, showing a goodshort-time memory, they also understand faily well general ideas from listenings.

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Although, I cannot tell much about their styles yet. I think, more time is needed to havesuch a diagnosis.

Note: If you want to clarify what it is requested in this task, read Stepsto Writing an Observation Paper by Nick Pell.

IVV/RGS2010

TEAM TEACHING STAGE

Name of student: PATRICIA PALACIOSFERR..

Name of School: NUEVO COLEGIO CHILENOBRITANICO..

Date: APRIL 19TH. 2010..

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Task N1: Collaboration activities

For the following questions describe as accurately as you canhow you have collaborated in school assigned:

1. What kind of activity did you perform the first time you were asked for help? How

long did it take?

First I asked them questions regarding national or international celebrations they knewas an introduction to the unit to be studied

Then I show students a PPP on Christmas to show them what culture and cultural

elements are.I encouraged students to comment on the presentation, whether or not they liked this

celebration, how do they celebrate it, what they like most about it, their knowledge

regarding other celebrations, places where they take place at, etc. This activity took awhole class period (45 minutes)

2. What were the students doing before you started helping out?They were listening to teachers explanation about culture. She tested their previous

knowledge on the topic. She made them think about things made by men and things

made by nature. She made questions for them to grasp the concept of culture and the

ways different peoples manifest it.

3. How did the students react? Describe the atmosphere of the roomand the levels of engagement in the room.

They reacted pretty well. They seemed to have enjoyed the PPP as were enthusiastic when I

asked them some questions regarding contents on the slides. Later on, reviewing thecontents of PPP, most of them correctly associated the images with the elements shown. I

think as PPP was about Christmas everybody knew a lot and, besides it was a topic they all

enjoy.

What other assignments were asked you to do? How often?

Every class, I was supposed to take materials and/or activities. For example preparing

excercises for them to do on the board/copybook. Asking them questions related to areading, writing cues on the board for them to guess about a new topic, etc.

4. Were you asked to prepare any kind of special audio visualmaterial learning material for the students? Were theyused? How effective were they?

No, I wasnt, but I made them to complement the class.

Power Point Presentations.

Transcripts of listenings for students be able to listen again whereas they

read the transcript.

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Strings of paper containing the whole dialogue in disorder for students to

lay them out in correct order.

Tic tac toe game.

Readings, others than the ones in the textbook,

Exercises worksheets.

All materials prepared have been used effectively. Students enjoy listening much moreif they know that later on they will have the chance to listen and read at the same time.

They feel more confident and understand almost everything. I think this is a moreeffective learning way.

Task 2: Lesson Planning

Answer the following questions and explain how you planned the learning activities

for your students. Be as precise as you can.

1. How did you get the information for planning the lessons for your students?

I planned the activities based on Government plans and programs, teachers book,studentstextbook and material from other sources such as internet and English

activities books. I have also paid attention to the way the guide teacher deals with

contents, the English level of students and their learning styles.

2. Did your guide teacher give you any suggestions forplanning?Yes, we discuss the kinds of things we believe are of studentsinterest and also based

on their needs and capabilities.

3. How long did it take to you to prepare learning material foryour first lesson?I cannot tell exactly, but it took me a long time. I needed to read the books, listen to thetapes, looking at the excercises, and readings, in order to select the best possible

complementary material adapated to their level and displayed in an attractive way so asto provoke an effective learning.

IVV/RGS

2010

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Prctica Profesional

Pedagoga en Ingls

2010.

Formato de Consejo de Curso y Orientacin

I. Datos Generales:

1. Nombre del Establecimiento Educacional:2. Curso:

3. Profesor jefe:

4. Profesor en Prctica:5. Fecha:

6. Hora (inicio y trmino)

II.- Desarrollo del consejo de curso

1. Tema de Orientacin:

2. OFT cubierto:3. Tabla del Consejo de Curso:

AIVV/RAGS2010

Prctica Profesional

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Pedagoga en Ingls

2010.

Formato de reuniones de Profesores

I. Datos Generales:

1. Nombre del Establecimiento Educacional:2. Profesor en Prctica:

3. Fecha:

4. Tabla de la reunin:5. Hora (inicio y trmino)

II. Instrucciones:

1. Complete la informacin que encontrar en el punto I. Datos Generales

2. Escriba los temas propuestos en la tabla de la reunin, destacando el tema principal

que la convoc.3. Comente sus impresiones de la reunin. Puede referirse a:

Aquellos temas que estaban en Tabla y no fueron tratados.

Modalidad de la reunin. Quin la conduce?

Modalidad de Intervencin de los profesores.

Clima de la reunin (frecuencia de participacin de los profesores,

situaciones inesperadas, manejo del tiempo, atmsfera de la reunin, etc.)

Varios (aspectos y /o comentarios en torno a temas educativos generales,tanto a nivel del establecimiento como nivel regional educacional)

AIVV/RAGS2010

Prctica Profesional

Pedagoga en Ingls

2010.

Formato de reuniones de Padres y Apoderados

I. Datos Generales:

1. Nombre del Establecimiento Educacional:

2. Curso:

3. Profesor jefe:

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4. Profesor en Prctica:

5. Fecha:

6. Hora (inicio y trmino)7. Tabla de la reunin:

II. Instrucciones:

1. Complete la informacin que encontrar a continuacin.

2. Escriba sucintamente los temas propuestos en la tabla de la reunin, destacando eltema principal que la convoc.

3. Comente sus impresiones de la reunin. Puede referirse a:

Aquellos temas que estaban en Tabla y no fueron tratados.

Conduccin de la reunin por parte del profesor jefe

Intervenciones de los apoderados (presidente de curso, secretario (a),

tesorero (a).

Clima de la reunin (participacin de los apoderados, situaciones

inesperadas, manejo del tiempo, atmsfera de la reunin, etc.) Tratamiento de los OFT del nivel en la reunin.

AIVV/RAGS

2010

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Formatos-Informes-2010

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