BEHAVIOUR

Respectfulness - no
Order - no
Cleanness - no
Collaboration - no
Cooperation - no

NO CLASS

Today we hadn`t got class because the teacher gave us the class, I don`t know why.

BEHAVIOUR

Respectfulness - yes
Order - yes
Cleanness - yes
Collaboration - yes
Cooperation - yes

CLARIFYING DOUBTS

Today we clarified some doubts about the objectives in our lesson plans, and the teacher said that our objectives must be according with the aspect to be evaluated.

BEHAVIOUR

Respectfulness - yes
Order - yes
Cleanness - yes
Collaboration - yes
Cooperation - yes

PLANNING A CLASS

Based in two different techniques (roll play and discussion) we had to plan a class, we chose a roll play and the topic was lost tourist. And the lesson plan is the next:

MAIN AIM – To ask information about different paces
SOCIAL PRACTICE – To obtain simple information about places
ACTIVITY – Roll Play
OBJECTIVE – To develop the speaking skill
MATERIAL – Cards
PROCEDURE – One student will act as lost tourist and he/she have to obtain the information about the place that he/she is looking.

BEHAVIOUR

Respectfulness - yes
Order - yes
Cleanness - yes
Collaboration - yes
Cooperation - yes

PLANNING A CLASS

Based in three different techniques (movie, theatre, brain-storm and discussion) we had to plan a class, we chose a brain-storm and the topic was evolution. And the lesson plan is the next:

MAIN AIM – to describe possible events
SOCIAL PRACTICE – to express possible situations in the future
ACTIVITY - brain-storm
OBJECTIVE - to develop the speaking skill
MATERIAL – images
PROCEDURE – Based in some images the students will express what they believe about the evolution

PLANNING A CLASS

Based in a lecture we had to plan a class, this class must be about the first conditional and the lesson plan is the next:
MAIN AIM – To know the use of the 1st conditional.
SOCIAL PRACTICE – To learn the use of the first conditional.
ACTIVITY - Reading
OBJECTIVE - Students will identify the 1st conditional.
MATERIAL - Copies
PROCEDURE – based on the reading students will discuss what they do if they will in that situation.

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

JENNY`S CLASS

Today Jenny gave us some ideas about how to work with a roundtable; we make some questions and Jenny seid that we are going to continue with this activity the next week.

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

PLANNING A CLASS

We had to plan a class using one of these techniques; roundtable or commented reading and we choose commented reading and the lesson plan is the next:
MAIN AIM – To be annalistic.
SOCIAL PRACTICE – To improve the reading.
ACTIVITY – Commented Reading.
OBJECTIVE – To analyze a reading.
MATERIAL - Book
PROCEDURE – The students will read a short book and together we will discuss their opinions and believes about the book. Based in what they think and imagine.

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

PLANNING A CLASS

We had to plan a class using one of these techniques; presentation or panel and we choose panel and the lesson plan is the next:
MAIN AIM – Improve the speaking.
SOCIAL PRACTICE – To express opinions and disagreements
ACTIVITY – Talk Show
OBJECTIVE – To talk
MATERIAL - Notes
PROCEDURE – the students will choose a topic and they have to make teams, each team must defend their point of view. Before to talk they have to investigate their topic and make some notes about what they can say.

NO CLASS

Today we did not have class because the teacher felled ill.

WAYS OF SIT

Today the teacher gave us copies about how to sit our students, depending of the activity.

GERUNDS AND INFINITIVES

Today Jenny taught us the use of the gerunds and infinitives.

LESSON PLAN 12/11/09

LESSON PLAN 11/11/09

LESSON PLAN 09/11/09

LESSON PLAN 04/11/09

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

BEHAVIOUR

Respecfulness - No
Order - No
Cleanness - No
Colaboration - No
Cooperation - NO

ASKING TOPICS

Today we were to our secondary to asked four our topics.

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

JENNY`S CLASS 2

Today Jenny explained us how to use the authentic language in a class, we can work with humour, cultural details, and made a comparison between the mother tong and the new idiom.
Ant she tell us that we can use T.V. programs or lyrics but this material must be focused in the target language.

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

METACOGNITION

Today we spoke about the metacognition, this is the way in which my students learn, I have to observe wrath is the best method in that my students lean and I must that my learners apply this methods in all their subjects.

BEHAVIOUR

Respecfulness - No
Order - No
Cleanness - No
Colaboration - No
Cooperation - No

NO CLASS

Today we did not have class because the teacher came late.

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

TEST OF INTELLIGENCES

Today we analyse some test of multiple intelligences that we can apply in the next practices in order to see is what the appropriate way in which my students learn.

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

INTELLIGENCE

Yesterday we read an article about the different kind of intelligences, this is for our next practice, we have to check the way in that my students learn and apply these methods.

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

JENNY`S CLASS

Today we did a roll play, which was about a booking in a hotel, the most interesting was that we did not read the conversation in a normal way we use the report speech, I must confess that I did not remember this structure, I should study this.

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

CLASS IN FRONT OF A COMPUTER

Last Fraiday We went to computer classroom becuse we uploade information to our bloggs.

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

COMMUNICATIVE ACTIVITIES

Task 1

Consider the definition above and tick which items on the following list are communicative activities.

a)Repeating sentences that the teacher says.
b)Doing oral grammar drills.
c)Reading aloud from the coursebook.
d)Giving a prepare speech. X
e)Acting out a scripted conversation.
f)Giving instructions so that someone can use a new machine. X
g)Improvising a conversation so that it includes lots of examples of a new grammar structure. X
h)One learner describes a picture in the textbook while the other students look at it. X

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

REASON FOR SPEAKING

Task 1
You are a student in a foreign language class. The teacher comes in and says today we are going to discuss oil pollution. How do you feel as student? Why might you not feel like taking part in the discussion?
1-Perhaps nervous because I have to speak and I`ve not got good pronunciation.
2-Other reason could be that I`ve not enough vocabulary and I can take part in the discussion.

Task 2
What is the aim of discussion in the language classroom?
•That the student develops the speaking without take care of the grammatical errors, thus the most important is that the student take confidence in himself.
How can you enable as much student participation as possible?
•Showing pictures about pollution, in this way I can cache their attention and they can speak about what they think or believe.

TECHER SKILLS AND ABILITIES

Our success as a teacher is determinate by our ability to communicate our message.

Framework for an effective teaching practice:

Technique (skill) + Style (personal presentation) = Effective teacher presentation


Variety and variability
It is important to vary all the aspects of our performance as teachers. Realize on any part of our repertory as teachers lead to monotony and loss of students interest. It is therefore worth building presentation around blocks of activities with take approximately 15 minutes.
We have to consider variations as strategies, voice, questioning techniques, feedback, assessment, instructional technology, space in the classroom, etc.

Audibility
Students must be able to ear us. Have a rehearsal in the lecture theatre with a collage at the back of the room to check your ability to project your voice.
Problems with the audibility sometimes results from slurring or poor articulation of words. Aim to enunciate as clearly as possible.
Invite students to speak up if they can-not hear you.

Pitch
Variability in pitch will add to the effectiveness of our presentation as long as it does-not become monotonous or repetitious.
A change of peach can be used to indicate the beginning of a new thought.
Articulation and pronunciation
Attempt to pronounce words correctly with proper sounds, emphasis and sequence.

Emphasis
Use the emphasis in the voice to signal to students important concepts.
Changes in emphasis can assist to create more varied and interesting presentation.
Use verbal markers to signal things of importance to students. P.g. “Now this is important” “This is a difficult idea to grasp”

Pause
Pause to give to the students time to think about what you are saying and for you to check your notes.
Students also need time to write adequate notes from your presentation, so ensure that your pause long enough to allow note-taking.
Silence can also be used as an effective method of capturing student`s attention.
Avoid what are called vocal pauses like “uhm”, “you know” etc. Students will be distracted by overuse of such words and sounds.

Energy and Enthusiasm
Your enthusiasm will be conveyed through our voice, gestures and general commitment to what we are doing.

Eye Contact
Maintain eye contact with your students so that you can establish a relationship with them. Eye contact invites them to listen you.
Do not focus on one spot in the theatre allow your eyes to roam the class and look into individual students` eyes.
If is a large group try to move your eyes from one section to other section throughout the classroom. This is useful as a management technique too, students need to know that everybody in the room is being watched, particularly anyone not behaving appropriately.

Gestures and Movements
Do not be afraid of using gestures and movements because nonverbal behaviours have a powerful impact in the classroom.
Use a nonverbal communication to complement never to contradict your verbal communication.
Avoid gestures or mannerism that are repetitive and likely to distract your students.
Do not be afraid to smile, this can make the students fell more comfortable and may assist you in reducing nervousness.

Effective communication demands that you understand the natural of your group and the context for delivery.

I focused my attention in this teacher`s abilities and skills because I consider that I have some of these problems when I give my classes.

SOURCES
Cannon, R. (1988) lecturing. HERDSA Green Guide Number 7. Sydney
Mc.Callion, m. (1988). The voice book. London: Faber and Fever.
McCarthy, P – Hatcher, c. (1996). Speaking persuasively: Making the most of your presentation: Sydney: allen and Unwin.

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

TEST

Today the teacher gave us a test for our auto evaluation:

The planning was consistent with the competence approach as follows:
• I believe that the communicative approach does not work, then use more grammar, despite the students spoke was not the purpose of communicating something, he simply said prayers for me were correct pronunciation and sentence structure.

It took into account the following lessons learned from past planning practices:
• What we consider in this practice was not giving them the traditional grammar because they do not like.

We analyze the way students learn is as follows:
• I gave an exercise for inferring the grammar and then work with her and that they were interested but I put a game in which action had to guess and say it grammatically correct in time.

Problems and conflicts were resolved, and these were the following and giving the following solutions.
• Fortunately or unfortunately I had no problems with them, because as a small group can be controlled easily.

It deals with time as follows:
• The first day for 15 minutes introducing the topic, 15 years and 15 for questions and comments.

It released the goals of the class the student being the presentation features the following:
• No, I gave them to know the objectives.

My experience to share is:
• My group was 22 students, is a small group so it is easy to work with, some of them have more knowledge of English and asked them to help their peers This makes it easier my task.

NO CLASS

TODAY WE DID NOT HAVE CLASS BECAUSE WE DECIDE TO LEFT THE SCHOOL AND THE TEACHER COULD NOT GIVE US CLASS.

BEHAVIOUR

Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes

TASK 1

Yesterday we analice two diferents tipes of classes, the first besed on the grammar and the other focus on communicative aproach.

THE FREEZE GAME

Purpose: to review the past continuous ie. "They were playing basketball".

Preparation: Either have cards with action words ready, or use your text book to point to the actions they have studied in their book.

Method:
1) Divide the class into two teams.
2) Create a space where one team can sit in chairs together and the other team can stand up without tables in the way.
3) Have one team sit down and close their eyes, or face the wall.
4) Monitor that eye closed/no peeking rule, perhaps deduct points for peeking.
5) Show the other team an action verb like "playing basketball".
6) That team silently acts out the action until you say FREEZE.
7) When you say FREEZE every member of the team freezes their current action and holds it.
8) Team one can now open their eyes and see the frozen actors.
9) Each student from the seated team takes a guess at to what Team 2 was doing. "Was she playing tennis?" HINT: Guessing should be fairly swift, poor team one is patiently frozen, remember.
10) A successful guess gives them one point.
11) After all students guess once, point or no point, play proceeds to the next team.
12) Game ends at teacher's discretion.

TIPS: To get the game going at a good pace, use simple sentences like "She was eating". Once the kids are into it, increase the level of difficulty by adding objects (not physical objects, silly) to the sentences. ex. "She was eating spaghetti".

IT WAS A GAME THAT WE PLAYED, THE STUDENTS RESPOND WITH ENTHUSIASM, FOR THEY WERE EASIER TO REMEMBER THE STRUCTURE OF THE PAST CONTINUOUS AND WAS FUNNY BECAUSE THEY SPEAK AND WE WORKED GRAMMAR IN AN UNTRADITIONAL WAY.

ACTIVITY

WHAT WERE YOU DOING?
Betsy: I telephoned you yesterday afternoon but you _____ answer? Where _____ you?
Brian: I ____ in another room when you called. I _____ hear the phone _____ until it was too late.
Betsy: What _____ you ________ on?
Brian: I _______ ________ a report that I needed to _____ to a client. What ___ ___ ______ when you telephoned?
Betsy: I _____ _______ for Tom and couldn't _____ him. Do you know _____ he was?
Brian: Tom ____ ______ to a meeting.
Betsy: Oh, I see. What ____ you _____ ________ ?
Brian: I ____ the representatives from Driver's in the morning. In the afternoon, I _____ on the report and ___ just ______ when you telephoned. What did you do?
Betsy: Well, at 9 I had a ________ with Ms Anderson. After that, I did some research.
Brian: Sounds like a boring day!
Betsy: Yes, I _____ really like doing research. But it needs to be done.
Brian: I agree with you on that, no research - no business!
Betsy: Tell me about the report. What do you _____ of it?
Brian: I _____ the report is a good. Tom believes it's good, too.
Betsy: I know that every report you write is excellent.
Brian: Thank you Betsy, you are _____ a good friend!
Choose the correct answer or phrase to fill in the blank. Each question has only one correct answer.
What was Brian doing when Betsy telephoned?
• He was photocopying a report.
• He was having a coffee-break.
• He was at a meeting.
What was Betsy doing when she telephoned Brian?
• She was writing a report.
• She was looking for Tom.
• She was planning a meeting.
What did Brian do yesterday morning?
• He worked on the report.
• He drove to a meeting.
• He met representatives from Driver's.
When did Betsy have a meeting with Ms Anderson?
• this afternoon
• yesterday afternoon
• yesterday morning
Betsy thinks Brian does excellent work.
• true
• false
• doesn't say

THIS WAS AN EXERCISE OF LISTENING; THEY HAVE TO COMPLETE THE CONVERSATION AND THEN ANSWER THE QUESTIONS.

PARTICIPATION

MOST OF THE STUDENTS PARTICIPATE ALL THE TIME, BUT HE WAS THE MOST PARTICIPANT BECAUSE HE`S GOT BETTER KNOWLEDGE OF ENGLISH.

CHECKING HOMEWORK

HERE WE CAN SEE SOME STUDENTS WRITING THE ANSWERS OF THE HOMEWORK ON THE BOARD.

MY CLASS

THIS WERE MY GROUP, 3ª A THEY WERE A GOOD GROUP.

LESSON PLAN 24/09/09

LESS PLAN 22/09/09

LESSON PLAN 21/09/09

BEHAVIOR

Respectfulness - NO
Order - NO
Cleanness - NO
Collaboration - NO
Cooperation - NO

NO HOMEWORK

Today we did not have classes again, why? Because anybody made the lesson plan for our classes, and the teacher could not check our activities four the practices, this is the reason why we don have classes.

BEHAVIOR

Respectfulness - YES
Order - YES
Cleanness - YES
Collaboration - YES
Cooperation - YES

WORKING IN THE CLASSROOM

Today we began to make our lesson plans and the teacher resolves our doubts.

NO CLASS

Today we did no have class, because we went to our secondary for our topics.

BEHAVIOR

Respectfulness - NO
Order - NO
Cleanness - NO
Collaboration - NO
Cooperation - NO

BEHAVIOR

Respectfulness - NO
Order - NO
Cleanness - NO
Collaboration - NO
Cooperation - NO

NO CLASS

Today we did no have class, because we have a little party in the school to celebrate September 15th.

BEHAVIOR

Respectfulness - YES
Order - YES
Cleanness - YES
Collaboration - YES
Cooperation - YES

AN INTRODUCTION TO CLASSROOM MANAGEMENT

Task 1

A)A student says I do not want to do this exercise.
*Ask why he/she does not want to do the exercise.
*Ask if the instructions are clear.

B)You expected an activity to take five minutes. It has taken 20 so far and the students still seem to be very involved. There is something else you would like to do before the lesson ends in ten minutes.
*If my learners are interested in the topic I do not interrupt the activity, I must adapt the new activity with the previous.
*Begin my next class with the previous, because my students are motivated.

C)The next activity involves students working in groups of five. At the moment all the desks are facing forward in rows. They are movable, but it takes a few minutes of chaos to do it.
*Before to ask that our students make teams, we have to see the conditions of the classroom.
*If we are going to work in teams is better if we ask that our students move the chairs before we enter to the classroom.

D)The students are working in groups of three. Two groups have finished the task you set them and are now sitting looking bored. The other groups still seem to have a long way to go before they finish.
*We can star to review the task, and give 5 more minutes to the other team.
*If this situation happens frequently we can change the members of the teams.

A FEW LATE

Today we do not have classes because we arrive late to our classroom and the teacher said that we don have time to work, it was our fault, we have to said to our previous teacher that we have to take our next class.

BEHAVIOR

Respectfulness - YES
Order - YES
Cleanness - YES
Collaboration - YES
Cooperation - YES

BEHAVIOR

Respectfulness - YES
Order - YES
Cleanness - YES
Collaboration - YES
Cooperation - YES

ASKING PERMISSION

The Friday 4/09/09 we did not have classes, but we went to ask permission to our “Escuelas Secundarias” to make our practices. We wet to “Escuela Secundaria Luis Cabrera” and the principal accepts our petition.

BEHAVIOR

Respectfulness - YES
Order - YES
Cleanness - YES
Collaboration - YES
Cooperation - YES

BEHAVIOR

Respectfulness - YES
Order - YES
Cleanness - YES
Collaboration - YES
Cooperation - YES

WHAT KIND OF TEACHER AM I? (What I learn)

I consider that I am the teacher involver, because I try that may students participate in class, I try to do my classes interesting, because if I catch the attention of my learners the learning will be easy, in contrast If my class is bored the learning never comes, and I going to face with passive classes and the major enemy for the teachers the apathy.

KINDS OF TEACHERS (product)

Teacher Explainer

I remember that when I was in the high school the chemistry teacher always made her classes very interesting, she was an excellent teacher unfortunately she did not have enough methodologies to use a different kind of materials.

Teacher Involver

In the other hand my history teacher has the ability of involve us in the class, all the time we was paying attention in topic without necessity that the teacher call our attention. The class was by itself interesting. The way in which she explained her classes never were bored because she used to use a lot of materials in order to catch our attention.

Teacher Enabler

Few teacher are like this, I have worked with one of these, they make that the presses of learning will be easer because they all the time work in teams, with this kind of teacher we have to compare information, discuss and speak in front of the group, but the most important to this teachers is the environment because if we have a good atmosphere of work the presses of teaching-learning is easy.

BEHAVIOR

Respecfullness - YES
Order - YES
Cleanness - YES
Colaboration - YES
Cooperation - YES

SKILLS THAT I NEED TO THE NEXT PRACTICE

INTO THE CLASSROOM.
• Recognize individualities and treat each student as an equal.
• Use of theories and knowledge.
• Development of skills and values.

DURING THE CLASS.
• Organize and contextualize.
• Develop critical and analytical capacity.
• Use of the previous knowledge of students.
• Identify problems and resolve them.
• Mastery of strategies.

TEACHING SKILLS

Speaking – We have to develop this skill because is the way in which we espouse our classes; our spiking has to be fluently in order to give clear instructions.

Reading – Is so important because when we work with reading students imitate our pronunciation, and we have to identify quickly the main idea of the text.

Writing – As a teacher we need to be carful with our grammar, because the students only copy front the board, in the majority of cases they do not have the ability to correct our mistakes, and we are the model to follow.

Listening – I mention the listening but no as linguistic skill; we must hear the necessities, questions, doubts, opinions and all that our pupils want to express.

Motivation – Is the most important into the classroom, when a student feel motivate his learning is better and significant; he feels that he is a important part into the process of Teaching-Learning.

JORNADAS DE OBSERVACION.

OBSERVACIÓN Y PRACTICA DOCENTE 3
5º SEMESTRE

PRIMERA JORNADA DE OBSERVACIÓN Y PRÁCTICA.
OBSERVACIÓN: Se observa en un grupo de tercer grado durante toda la semana.
PRACTICA: Se practica en un grupo de tercer grado se aplican secuencias de clases. Tiempo que se destinara a la actividad 2,3 o 5 hrs.

SEGUNDA JORNADA DE OBSERVACIÓN Y PRÁCTICA.
OBSERVACIÓN: Se observara en tres grupos: el mismo de la jornada anterior, uno de primero y otro de segundo grado. Se permanece en el grupo el turno completo.
PRACTICA: Se practica en tres grupos de diferente grado, se aplican secuencias de clases. Tiempo que se destina a la actividad: 8,9 10 o 15 hrs.

RUBRICA

10 - 9
Planea actividades de E-A congruentes con los propósitos formativos acordes con el enfoque del programa de estudio, diseña actividades de E-A tomando en cuenta las características del aprendizaje de sus alumnos, analiza situaciones imprevistas y conflictos en el aula y ase uso de sus conocimientos previos para recuperar el control del grupo, emplea el tiempo y espacio eficazmente en el aula para la E-A, analiza las experiencias adquiridas en la OPD y aplica las mismas en el aula y en el diseño de sus planes, debate con sus alumnos las posibles situaciones en que le serán útiles las mismas y los posibles escenarios cotidianos, evalúa la practica docente de si mismo y la de sus compañeros.
8 – 7
Planea actividades de enseñanza con propósitos formativos, acorde con los planes y programas diseña actividades de enseñanza, identifica situaciones improvistas, emplea el tiempo y espacio para la E-A, reconoce cosas simples en experiencias pasadas y planea en base a esas, indica a sus alumnos los objetivos de la clase, comparte sus experiencias con sus compañeros, evalúa su desempeño docente.