- Subject:Professional Practicum
- Guide Teacher: Fabiola Montoya
- Class:4º grade HS
- Year:2005
Blog Index
- Portfolio Introduction: http://jcreyespro.blogspot.com/2009/12/introduction-to-my-blog.html
- Pedagogical artifacts:http://jcreyespro.blogspot.com/2009/11/how-can-i-get-more-students.html
- Reflective writing:http://jcreyespro.blogspot.com/2009/11/reunion-de-apoderados.html
http://jcreyespro.blogspot.com/2009/11/reflective-writing-task.html (observation stage)
http://jcreyespro.blogspot.com/2009/09/observation-stage.html
- Course program:http://jcreyespro.blogspot.com/2009/12/programa-de-cursopractica-profesional.html
- School information: http://jcreyespro.blogspot.com/2009/08/school-map-siglo-xxi.html
- Unit plans & Lesson plans: http://jcreyespro.blogspot.com/2009/11/units-planning.html
- Descriptions and examples of visual materials used & Evaluation Instruments implemented:
Introduction to my blog
Welcome to my Professional Practicum blog.
Here you will find a lot of material to use in chilean high schools, some ideas to use in your classes, but the most important my points of view in this last stage previous to get my professional degree as EFL teacher.
Thanks for visiting....
Activities performed in the practicum process
Present Perfect vs Past Simple
Verbs followed by gerund or infinitive
Who Wants to Be the Best Student by JC(Past Simple)
Conditionals
tests and guides
How can I get more students' participation in oral activities in the classroom? (One of my strengths)
Sometimes the material provided in books is not much interesting for students, so in that case the role of the teacher plays an important meaning in the selection of the resources that will be part of their learning.
I think that most of the following aspects have conection with all kind of students.
First, it is very important that you are able to find out and know your students’ interests before you create any activity; because this is the most effective way to engage them when they are learning. Moreover, it is significant to know if the year is integrated only by one genre because they have similarities depending on their sex in order to guide yourself at once you make decisions about teaching. Usually, the following topics are their favorite depending on genres:
Men:Sports(Mainly soccer or football in US), video games, technology, internet...
Women: Famous people, shopping, clothing, amazing stories,entertainment...
On the other hand, topics should be focused on their good and bad sides, and so make your students discuss because they will feel the necessity to say what they are thinking about; to show their opinions since maybe the rest of the students think very different; this means that it is better to use controversial issues to encourage them to talk, preferably in higher levels (teenagers). In this aspect, a good example could be to show them visual aids, like images or videos about famous people having uncomfortable situations in their real life so as to ask them about what they would do at that moment, to face their reality.
Finally, If you are going to work with children I would suggest you to show them eye-catching and funny pictures about animals or people in order that they wake up when they watch them. It implies your creativity to generate a story that complete the sense in its context.
Consejo de curso y orientación
Consejo de Curso y Orientación
I. Datos Generales:
1. Nombre del Establecimiento Educacional: Colegio Siglo XXI, Quillota.
2. Curso: 4 medio Científico
3. Profesor jefe: Karen León
4. Profesor en Práctica: Juan Carlos Reyes R.
5. Fecha: 19 de octubre 2009
6. Hora (inicio y término). 12.00 a las 13.30
II.- Desarrollo del consejo de curso
1.Tema de Orientación:
La clase de orientación se basó principalmente en el tema ‘respeto entre pares’ puesto que durante las últimas actividades (aniversario) desarrolladas en el colegio hubo muchos problemas de conducta los cuales fueron tratados a modo de diálogo para mejorar tanto las relaciones interpersonales como para llevar a cabo un ambiente de aprendizaje óptimo. El convivir educativo como facilitador tanto de saberes como valores que son adquiridos intrínsecamente por los estudiantes.
2.OFT cubierto:
Los OFT del ámbito Persona y su Entorno referidos a hábitos de trabajo: aplicación de criterios de sentido, calidad, productividad, responsabilidad y actitudes respecto al mismo: perseverancia, rigor, creatividad.
3.Tabla del Consejo de Curso:
Inconvenientes relacionados al aniversario
Relaciones interpersonales basadas en el respeto
Acuerdo de actividad de fin de año
Reunión de apoderados
1.Nombre del Establecimiento Educacional: Colegio Siglo XXI
2.Curso: 4 Medio Científico
3.Profesor jefe: Karen León
4.Profesor en Práctica:Juan Carlos Reyes
5.Fecha:24 de Septiembre
6.Hora (inicio y término)19:00 a 20:00
7.Tabla de la reunión:
•Aniversario del colegio(Alianzas)
•Entrega de Notas
•Problemas disciplinarios
2.Escriba sucintamente los temas propuestos en la tabla de la reunión, destacando el tema principal que la convocó.
•Aniversario del colegio (Alianzas)
La reunión estuvo centrada en la organización correspondiente a la celebración del aniversario del establecimiento, a la distribución de las tareas a desarrollar creando comisiones a cargo; como competencias y pruebas que tenía la alianza. Para ello la profesora tenía una pauta la cual llevaba a cabo junto con la Presidenta de apoderados del curso.
•Entrega de Notas
Además de lo anterior se dió entrega de los informes de nota, los cuales traían consigo la actualización de las evaluaciones correspondientes a los ‘certámenes’ propios del establecimiento los cuales tienen una relevancia mayor por su valor anual.
•Problemas disciplinarios
Por último, se trataron algunos problemas conductuales puntuales con la finalidad de mejorar el desarrollo de las clases puesto que algunos alumnos presentaban más de una anotación negativa por comportamiento.
1.Comente sus impresiones de la reunión. Puede referirse a:
•Aquellos temas que estaban en Tabla y no fueron tratados.
Todos los temas planteados fueron tratados de buena forma y por completo.
•Conducción de la reunión por parte del profesor jefe
La profesora jefe no sólo condujo la reunión sino que también aportó con su experiencia para facilitar la distribución de tareas en cuanto a la participación de las alianzas.
•Intervenciones de los apoderados (presidente de curso, secretario (a), tesorero (a).
Hubo una buena disposición de todos los asistentes de la reunión respetando los distintos puntos de vista planteados y valorando las diferencias existentes. La directiva del curso cooperó para que cada uno de los apoderados participara en los diferentes temas.
•Clima de la reunión (participación de los apoderados, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)
Como anteriormente señalé, tanto la profesora jefe como la directiva del curso generó un buen clima para el desarrollo de la reunión. Hubo interrupciones con los teléfonos celulares pero no hubo otros inconvenientes que influyeran en el andar de los temas planteados. Alcanzó el tiempo para tocar todos los temas establecidos previamente.
•Tratamiento de los OFT del nivel en la reunión.
Se dió una importancia mayor a la valoración que los alumnos deben tener por su colegio junto con la familia puesto que ambos entes son fundamentales en esta etapa tan importante que es su egreso de la educación media donde deben tomar decisiones que marcarán el resto de sus vidas y necesitarán de sobremanera su apoyo. Este tema no fue tratado como algo aparte, sino que se incluyó en la parte de la disciplina de los estudiantes para que los padres comprendieran esta etapa donde la inmadurez debe ser tratada en conjunto para evitar frustraciones a futuro.
Reflective writing task
•What do you think the cartoon provided below is illustrating? Why? Answer briefly.
This cartoon shows us an ironic point of view referred to some people that usually don’t see their outside isolating themselves to the reality, also it could be seen as an ilustrative way to demostrate that some people have just one stand and they aren’t going to change.
1.Reflect on the importance of the initial observation period in final practicum.
This process is very important since I could see how to work later with the students. I observed in the classroom their behavior, their needs and habilites. I could understand the groups inside the class and the relationships developed there. Also, I consider that it is fundamental to students-teachers to know the environment that the school has and the factors that influence on it.
2.Refer to the observed issues in assigned school, and explain if these issues caused a change on the expectations you had about this particular period.
I had good expectations before I knew the school and the grade but after the observation stage I changed it, since the students didn’t have a good behavior in the class throwing papers to each other most of times. However, during the classes I understood that this behavior was mainly because of my presence in the classroom.
3.How did you feel? Provide one example you consider most relevant to support your answer.
I didn’t feel pretty happy with my election of the school but I took it as a challenge since in the future I’m not going to have a perfect group to teach; so it’s better to face the problem trying to improve my skills.
This cartoon shows us an ironic point of view referred to some people that usually don’t see their outside isolating themselves to the reality, also it could be seen as an ilustrative way to demostrate that some people have just one stand and they aren’t going to change.
1.Reflect on the importance of the initial observation period in final practicum.
This process is very important since I could see how to work later with the students. I observed in the classroom their behavior, their needs and habilites. I could understand the groups inside the class and the relationships developed there. Also, I consider that it is fundamental to students-teachers to know the environment that the school has and the factors that influence on it.
2.Refer to the observed issues in assigned school, and explain if these issues caused a change on the expectations you had about this particular period.
I had good expectations before I knew the school and the grade but after the observation stage I changed it, since the students didn’t have a good behavior in the class throwing papers to each other most of times. However, during the classes I understood that this behavior was mainly because of my presence in the classroom.
3.How did you feel? Provide one example you consider most relevant to support your answer.
I didn’t feel pretty happy with my election of the school but I took it as a challenge since in the future I’m not going to have a perfect group to teach; so it’s better to face the problem trying to improve my skills.
OBSERVATION STAGE
OBSERVATION STAGE Task 1: The School and Learning Environment Name of School: Colegio Nueva Era Siglo XXI, Quillota Number of students: 38 Date: August 31st,2009
Class: 4 medio científico 1. The school: This school is located in the entrance of Quillota from La Cruz city. This is a relatively new school in the city but with a good reputation in the community mainly due to its great performance in the last national tests SIMCE. In this school there are approximately 432 students from kinder until highschool level. ‘Colegio Nueva Era Siglo XXI’ was established and inspired by the principles and values of the Christian Humanism, what implies mainly in this case the acceptance of people as unique and their quality of goodness what this school practices with the students. The most important values considered to develop in the community are: Love, truth, justice, freedom, tolerance, reponsibility and honesty. The fundamental of the school is to promote an integral educational process letting students to find their role into the society creating a good learning environment to reach it. 2. The classroom The classroom is constituted by double tables for students, ‘regular’ school chairs, good luminosity from the outside with big windows and a medium size whiteboard. Since there are lot of students in the classroom it turns as a small place to learn with no classroom materials and few equipment. There are some problems with the air in the classroom since it is pretty cold when you open the door or the windows. One of the biggest problems in the classroom is its cleaning due to students are not worried about this issue, so you can see a lot of papers on the floor and tables dirty and lined. 3. The activities & resources a)Most of activities developed by the guide teacher are traditional tasks put on the board focused significantly on grammar exercises without a rich context. Students are not really interested in the class since while the teacher is writing on the board, most of them are listening to music, playing cell phone games or talking instead of working. When the teacher finishes writing she must put them under pressure so that they start working. Another important aspect in the class is the utilization of the time, since the teacher uses just few minutes to develop it talking with some of the students in her desk and let the others ‘alone’ making a big noise and a mess in terms of cleanliness. I consider that if the teacher improves the time of class development and finds other methodologies to teach the class would have a better performance. b)There is no use of other resources more than the board markers and the exercises put on the board; although, there is available a projector and a lab to develop other activities. Moreover, a great number of students say that they like watching visual aids in the class but they neither use the two English books provided. Task 2: Student´s learning 1.The learners Students would feel motivated just when someone wanted to do it because most of the time they are receptive students that only take an active role when they have to develop an exercise on the board. The class is not student-centered so I saw that some students with a good english knowledge help the other students but these ones don’t develop their own abilities to improve their learning.They are not waiting that the teacher do their homework, some of them wait that the best ones tell them the right anwers instead of go on alone with their own learning process. 2.Behaviour during classroom activities. I would like to say that students are encouraged to participate but it really doesn’t happen in the class. As I said before the classroom managment is only controled by the pressure that the teacher put on them, but this is not in a good way since the teacher must say the tasks and control the order talking very loud because of the noise that students produce. There is a student called Omar that presents a special need, but the teacher guide didn’t know what kind of dissability he has. Some of his classmates bother him so as to make Omar reacts badly since he is very impulsive; in spite of everything he is a pretty good student in the English class. +Observations clear & well informed:LOW+Demonstrates understanding of social and educational factors:LOW +Objective & factual information:MEDIUM +Evidence of active search of information:NOT OBSERVED +Use of English expression clear: MEDIUM
School map (Siglo XXI) + My students
Getting to know my future students:
I would like to know,
-what their interests are.
-what their background is.
-which learning styles they have.
-what difficulties learning english they have.
-what abilities they can develop.
-how their parents will help during their learning.
School Information:
NAME:Nueva Era Siglo XXI school
ADDRESS:Merced #676
CITY:Quillota
SCHOOL'S PHONE NUMBER:(56)-(33)-352250-266899
SCHEDULE:Monday from 14:40 to 15:25 and Tuesday from 15:25 to 17:05
GUIDE TEACHER'S NAME:Fabiola Montoya Cataldo
GUIDE TEACHER'S E-MAIL:chicafly@hotmail.com
GUIDE TEACHER'S PHONE NUMBER:95507356