Cover Portfolio
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Sunday, December 13, 2009
Saturday, December 12, 2009
INDEX
- INDEX
- A. Introduction
- B. CONCERT!
- C. Reading articles
- D. Pedagogical Artifacts
- E. Pedagogical reflection I and II
- F. School Information
- G. Observation, team-teaching, consejo de curso, r...
- H. Unit plans 6° 2009
- I. Lesson Plans (From 2/10 to 2/11
- J. Evaluations
- K. Part of the material used in my classes
- L. Self - Evaluation
A. Introduction
This portfalio shows to the comunity my first work as a teacher, for instance is has been posted material for classes, unit and lesson plans, opinions, articles that can be relevant for this process and those moments in the school, with teachers and students, that always made me feel part of it.
Besides, during this months as a prospective teachers, I could realize about the importance of motivation and the materials that teachers use for their classes. In some posts, it is shown some problems that I had during this time, but nothing that made me stop my work. I know that my students will remember my enthusiasm, as I will not forget them.
Other important thing in this portfolio is the miscellaneous moments as a teacher. I could participate in the most important activity of the year: the "concierto didáctico". For this reason, I felt as part of the school, and I took advantage of the good and hard moments of this semester, that is reflected in this portfolio.
Besides, during this months as a prospective teachers, I could realize about the importance of motivation and the materials that teachers use for their classes. In some posts, it is shown some problems that I had during this time, but nothing that made me stop my work. I know that my students will remember my enthusiasm, as I will not forget them.
Other important thing in this portfolio is the miscellaneous moments as a teacher. I could participate in the most important activity of the year: the "concierto didáctico". For this reason, I felt as part of the school, and I took advantage of the good and hard moments of this semester, that is reflected in this portfolio.
B. CONCERT!
This is one of the most important moments in the school. This is a concert in which students are allowed to show their abilities (dance, music, instruments, etc) and all the comunity can participate.
Niños Cantores is a school that make students grow in terms of arts, and this is the moments in which are reflected the knowledge and the enthusiasm of students and teachers for showing to the comunity that being hard working can give excellent results. I felt so proud for participating in it!
Niños Cantores is a school that make students grow in terms of arts, and this is the moments in which are reflected the knowledge and the enthusiasm of students and teachers for showing to the comunity that being hard working can give excellent results. I felt so proud for participating in it!
C. Reading articles
Thoughout this semester, I have read several articules related to education, but one of the most interesting was one that I read in "Qué pasa" magazine, about a problem of sexual abuse in a catholic school. It made me think... what would happen if it occurs in the school in which I work?
Consider that my practicum was in a Elementary school.
http://papeldigital.info/qp/index.html?2009112001# (page 50)
Besides, Taking into account that we are at the end of our training process, I read an article about the most influent and best universities along Chile. I could see that our university is low profile, but it's one of the universities that has more teachers with degrees (Master and PhD), having the #7
http://www.quepasa.cl/articulo/8_1725_9.html
D. Pedagogical Artifacts
Observation stage.
The first days, I was absolutely sorprised due to the amount of students that I was working with. I think that just 9 students is as challenging as working with 45 because:
- The activities become very short
- It does represent the educational reality in public and semi public schools
- and to make a mistake can be very confusing, because students are listening and paying atenttion about what the teacher do.
The days that I was just observing, I thought about all this topics, but I took advantage of that, because I learned the name of the students and I could see that the just needed motivation. But, the problem was at the moment that I had to teach the class because the official teacher couldn't do it. I used my imagination and I can say that I was very nice, because just with a photocopy provided by the teacher and my enthusiasm, I realized that the students changed their atittude. It was a bit difficult considering that I was my third of fourth class observing, but finally it gave me an idea about what I had to do.
Team Teaching.
Fortunately, my students are very quiet and responsible. I believe that it is because their head teacher is always asking about their students, considering the mark and the student's opinion about the classes.
It was a very normal process, because half class was done by the teacher, and the other half by me. I saw that the student's atittude changed at moments. I feel that with me they were more confident and expected something different. It doesn't mean that the teacher did it badly, but I think that it was because of my age, and because I was new in the school. That made me feel very good.
Teaching practice.
This is the most interesting part! When I had to take control of the class, the students did not change their respectful atittude. That made my work very easy, and the classroom environment was great.
The problem was the activities. As i mentioned before in other posts, the school has some problems owing to the lack of resources (books, dictionaries and technology). At the beginning, I prepared some things using power point or other things in my laptop, but no data available at that moment! For that reason, I really liked to work with a small group, because the all sat around the laptop and watched the presentations. That is something that it is not possible in a big group.
After that bloopers, I decided to create material done by me and support the content wit photocopies from the book that they had to use.
I think that it was hard at some moment, considering that students expected a class, but I was lucky for being creative.
The first days, I was absolutely sorprised due to the amount of students that I was working with. I think that just 9 students is as challenging as working with 45 because:
- The activities become very short
- It does represent the educational reality in public and semi public schools
- and to make a mistake can be very confusing, because students are listening and paying atenttion about what the teacher do.
The days that I was just observing, I thought about all this topics, but I took advantage of that, because I learned the name of the students and I could see that the just needed motivation. But, the problem was at the moment that I had to teach the class because the official teacher couldn't do it. I used my imagination and I can say that I was very nice, because just with a photocopy provided by the teacher and my enthusiasm, I realized that the students changed their atittude. It was a bit difficult considering that I was my third of fourth class observing, but finally it gave me an idea about what I had to do.
Team Teaching.
Fortunately, my students are very quiet and responsible. I believe that it is because their head teacher is always asking about their students, considering the mark and the student's opinion about the classes.
It was a very normal process, because half class was done by the teacher, and the other half by me. I saw that the student's atittude changed at moments. I feel that with me they were more confident and expected something different. It doesn't mean that the teacher did it badly, but I think that it was because of my age, and because I was new in the school. That made me feel very good.
Teaching practice.
This is the most interesting part! When I had to take control of the class, the students did not change their respectful atittude. That made my work very easy, and the classroom environment was great.
The problem was the activities. As i mentioned before in other posts, the school has some problems owing to the lack of resources (books, dictionaries and technology). At the beginning, I prepared some things using power point or other things in my laptop, but no data available at that moment! For that reason, I really liked to work with a small group, because the all sat around the laptop and watched the presentations. That is something that it is not possible in a big group.
After that bloopers, I decided to create material done by me and support the content wit photocopies from the book that they had to use.
I think that it was hard at some moment, considering that students expected a class, but I was lucky for being creative.
E. Pedagogical reflection I and II
Pedagogical reflection I
1.- Talk about a teacher who influenced you. What characteristics did he/she have?
My teacher when I was in Highschool. She is an excellent teacher and person, but unfortunately she is not working in Education now. Besides her great personality, she tought us several concepts that we studied at University, even that I am using for my classes.
2.- Why do you want to become a language teacher? And why English?
I always have been interested in teaching and language. Considering that my project of life was studying at university, I decided to study pedagogy, and related to English. It could be Spanish, but I think that is more useful to know other language. Linguistics is the same for any kind of language!
3.- What experiences and personal strengths do you bring to language teaching?
The experience of studying abroad, and to learn concepts that are not applied in Chile. To know other educational context and to have the possibility to compare the diferent realities.
4.- How do you see yourself in (please talk about your profesional life:
A.- 1 more year: Working in other school, or in the same that I am actually working, and trying to apply the concepts learnt in the process of becoming teacher.
B.- 15 more years: Having my master degree abroad, and working in a government instituion (ministry, university, etc)
C.- 30 more years: Teaching in "teacher training programs"
5.- What personal and profesional characteristics ahould a teacher of English have? Provide 3 of each.
One of the most important characteristics of a teacher of English is to be and expert in terms of language.
The other characterisctic is in relation to her/his vocation. That is important for the teacher, but also for those who receive the knowledge.
And the last one is connected to numbre 2. The motivation that teachers have, and how they motivate their students. But I think that it depends on the educational environment in which he/she is involved.
6.- What do you want to accomplish as a student teacher?
I would like that my students feel commited with their learning, specially English, and also involve the role of parents in the learning process of their children.
Pedagogical Reflection II
What do you think the cartoon provided below is illustrating? Why? Answer briefly.
It shows how close we are to the reality, and how we avoid those things that are happening around us. To watch TV for knowing the reality that is happening outside my house, is not to face bravely the real world and the complex situations that we (for example, as teachers) are involved in.
II. Reflective writing
• Taking into account the information you collected during the observation stage,
1. Reflect on the importance of the initial observation period in final practicum.
It is an important process in terms of knowing the environment in which we are going to work for a couple of months, but also is important for considering the different aspects that a school has, and the diversity of people that we are going to know. It is for taking into account the diversity and for realizing that we will have people in charge, that are waiting for our classes and in this period, I have realized that the decisions that I take can change the appreciation of the students for my subject.
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 think that the main issue in the school is the lake of resources that can make harder the development of classes (computers, projectors, etc) in case that I have the idea of working with them. I know that in high school teachers have problems in terms of discipline, but I really don’t have real complex issues that have changed my expectations.
3. How did you feel? Provide one example you consider most relevant to support your answer.
I felt really well, because the teacher always included me in the classroom, and I have the advantage that my class is small, so is much easier to have a personalized treatment with the students. The another thing that made me feel very well was that the rest of teachers always let me participate in the official events of the school. That makes me feel part of the school and they have created a good environment for us (all the prospective teachers that are in the school)
1.- Talk about a teacher who influenced you. What characteristics did he/she have?
My teacher when I was in Highschool. She is an excellent teacher and person, but unfortunately she is not working in Education now. Besides her great personality, she tought us several concepts that we studied at University, even that I am using for my classes.
2.- Why do you want to become a language teacher? And why English?
I always have been interested in teaching and language. Considering that my project of life was studying at university, I decided to study pedagogy, and related to English. It could be Spanish, but I think that is more useful to know other language. Linguistics is the same for any kind of language!
3.- What experiences and personal strengths do you bring to language teaching?
The experience of studying abroad, and to learn concepts that are not applied in Chile. To know other educational context and to have the possibility to compare the diferent realities.
4.- How do you see yourself in (please talk about your profesional life:
A.- 1 more year: Working in other school, or in the same that I am actually working, and trying to apply the concepts learnt in the process of becoming teacher.
B.- 15 more years: Having my master degree abroad, and working in a government instituion (ministry, university, etc)
C.- 30 more years: Teaching in "teacher training programs"
5.- What personal and profesional characteristics ahould a teacher of English have? Provide 3 of each.
One of the most important characteristics of a teacher of English is to be and expert in terms of language.
The other characterisctic is in relation to her/his vocation. That is important for the teacher, but also for those who receive the knowledge.
And the last one is connected to numbre 2. The motivation that teachers have, and how they motivate their students. But I think that it depends on the educational environment in which he/she is involved.
6.- What do you want to accomplish as a student teacher?
I would like that my students feel commited with their learning, specially English, and also involve the role of parents in the learning process of their children.
Pedagogical Reflection II
What do you think the cartoon provided below is illustrating? Why? Answer briefly.
It shows how close we are to the reality, and how we avoid those things that are happening around us. To watch TV for knowing the reality that is happening outside my house, is not to face bravely the real world and the complex situations that we (for example, as teachers) are involved in.
II. Reflective writing
• Taking into account the information you collected during the observation stage,
1. Reflect on the importance of the initial observation period in final practicum.
It is an important process in terms of knowing the environment in which we are going to work for a couple of months, but also is important for considering the different aspects that a school has, and the diversity of people that we are going to know. It is for taking into account the diversity and for realizing that we will have people in charge, that are waiting for our classes and in this period, I have realized that the decisions that I take can change the appreciation of the students for my subject.
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 think that the main issue in the school is the lake of resources that can make harder the development of classes (computers, projectors, etc) in case that I have the idea of working with them. I know that in high school teachers have problems in terms of discipline, but I really don’t have real complex issues that have changed my expectations.
3. How did you feel? Provide one example you consider most relevant to support your answer.
I felt really well, because the teacher always included me in the classroom, and I have the advantage that my class is small, so is much easier to have a personalized treatment with the students. The another thing that made me feel very well was that the rest of teachers always let me participate in the official events of the school. That makes me feel part of the school and they have created a good environment for us (all the prospective teachers that are in the school)
F. School Information
Names: Felipe Eduardo
Surnames: Rodríguez González
E-mail: felipe.eduardo.rg@gmail.com
Telephone: 77918347
Kind of studies: Morning
II.- School’s information.
School: Colegio Niños Cantores de Viña del Mar
Address: San Pablo de la Cruz 401
City: Viña del Mar
School’s Phone number: 032- 2661283
Grade: 6th grade
Schedule: Monday 1st period 08:00 to 08:45 / Friday 6th and 7th Period 12:15 to 13:45
Guide Teacher’s Name: Beatriz Miranda Astudillo
Guide Teacher’s E-mail Address: beatrizmir@hotmail.com
Guide Teacher’s Phone Number:
Surnames: Rodríguez González
E-mail: felipe.eduardo.rg@gmail.com
Telephone: 77918347
Kind of studies: Morning
II.- School’s information.
School: Colegio Niños Cantores de Viña del Mar
Address: San Pablo de la Cruz 401
City: Viña del Mar
School’s Phone number: 032- 2661283
Grade: 6th grade
Schedule: Monday 1st period 08:00 to 08:45 / Friday 6th and 7th Period 12:15 to 13:45
Guide Teacher’s Name: Beatriz Miranda Astudillo
Guide Teacher’s E-mail Address: beatrizmir@hotmail.com
Guide Teacher’s Phone Number:
G. Observation, team-teaching, consejo de curso, reunión de apoderados, reunión de profesores reports
Teachers' meeting
1. Nombre del Establecimiento Educacional: Coiegio Niños Cantores de Viña del Mar
2. Profesor en Práctica: Felipe Rodríguez G.
3. Fecha: 28 de octubre 09
4. Tabla de la reunión:
- Certámenes coeficiente 2
- Exámenes de fin de año
- Matriculas 2009
- Concierto didáctico
- Despedida 4° medio. Licenciatura 4° medio, 8° y Kinder.
5. Hora (inicio y término): 14.30 a 16.30
II. Instrucciones:
1. Complete la información que encontrará en el punto “I. Datos Generales”
2. Escriba los temas propuestos en la tabla de la reunión, destacando el tema principal que la convocó.
• Certámenes coeficiente 2: Por ser una modalidad del establecimiento el hecho de relacionar asignaturas para tomar las pruebas coeficiente dos, se trataron los temas relacionados al tiempo que debe durar cada certamen (que son grupales), así como la conformación de la mesa de evaluación de estas pruebas. Además, se presentaron las rúbricas para evaluar el contenido de las diferentes asignaturas.
• Exámenes de fin de año: Se establecieron las fechas a realizar los exámenes de fin de año, que irán desde el 27 de noviembre hasta el 9 de diciembre, pero solamente desde 7° a 4° medio.
Se solicitó a los profesores de cada asignatura enviar a UTP los contenidos de los exámenes, que tienen que abarcar contenidos de todo el año.
La modalidad de exámenes es libre, depende de cada profesor (Prueba escrita, oral, trabajo escrito, disertación, etc.)
• Matrículas 2009: Se analizó desde kínder hasta 3° medio los alumnos que NO pueden seguir en el establecimiento por razones conductuales, además de discutir también la condicionalidad de otros. Todos los profesores tuvieron la posibilidad de opinar, y dar las razones por las cual un alumno puede o no puede seguir en el establecimiento.
• Concierto didáctico: Este es un acto oficial del colegio, por lo cual se solicitó a todos los profesores participar de este, así como preparar números. Es una actividad en la cual se integra a la familia, así como también a toda la comunidad. Se estableció la fecha oficial (2 de diciembre), y también las comisiones de trabajo.
• Se recordaron las fechas de las licenciaturas de 4° medio, 8° básico y kínder. Además, se establecieron los lugares en que se realizaran.
Se crearon comisiones de ornamentación, libretos y los diferentes actos que se presentaran para hacer solemne esta actividad.
3. Comente sus impresiones de la reunión. Puede referirse a:
• Aquellos temas que estaban en Tabla y no fueron tratados: Se trataron todos los temas de la tabla con detalle, puesto que se encontraban todos los profesores. Se comentó lo difícil que es juntar a todo el cuerpo docente, por lo cual se establecieron todas las comisiones de trabajo
• Modalidad de la reunión. ¿Quién la conduce? La directora es quien propone los temas, pero todos los profesores tienen la oportunidad de opinar, así como de establecer temas a tratar.
• Modalidad de Intervención de los profesores: Todos los profesores intervienen. Pueden opinar, así como expresar su parecer frente a una situación. La molestia por algunos temas es abiertamente expresara, para así compensar la situación que pueda incomodad o afectar a algún docente (ya sea por intervenir en su tiempo, asignatura, etc)
• Clima de la reunión (frecuencia de participación de los profesores, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.): Según lo conversado, no hay tiempo exacto de consejo de profesores. Puede que duren 1 hora o 5 horas, dependiendo de los temas a tratar.
TODOS los profesores participaron, dando opiniones u ofreciendo ayuda para las actividades planteadas.
En relación a la atmósfera, en ciertos momentos hubo conversaciones álgidas, puesto que hubo discrepancia en ciertos aspectos de evaluación de los certámenes. Esto también puede ser tomado como una situación inesperada, ya que el tema había sido anteriormente plantado (en el consejo de profesores anterior), por lo cual tomo de sorpresa a las personas que realizan los horarios de evaluación.
Consejo de curso y orientación
I. Datos Generales:
1.Nombre del Establecimiento Educacional: Colegio Niños Cantores de Viña del Mar
2.Curso: 6° básico
3.Profesor jefe: Jeannette Navarro Pérez
4.Profesor en Práctica: Felipe Rodríguez González
5.Fecha: 10 de noviembre de 2009
6.Hora: Martes de 9:30 a 10.10 am.
II.- Desarrollo del consejo de curso
1.Tema de Orientación:
El tema central del consejo fue en relación a la conducta de algunos alumnos, que está trayendo problemas con otros profesores, además de estar afectando a ciertas situaciones interpersonales. El curso es pequeño, por lo cual la relación entre compañeros es mucho más estrecha, y los conflictos entre compañeros son notorios. La profesora habló sobre el comportamiento adecuado en la sala de clases, así como en cualquier otro lugar del colegio, he incluso afuera, ya sea por actividades del colegio o extracurriculares. Se conversó con los alumnos y todos ellos tuvieron la chance de poder opinar frente al tema y hacer compromisos de conducta.
2.OFT cubierto:
Las buenas relaciones interpersonales, el respecto por los demás y la fraternidad que debe haber en un curso, especialmente cuando es tan pequeño. Implícitamente se tocaron estos temas, ya que como mencioné anteriormente, se ha hecho un compromiso entre compañeros de tener mejores relaciones, comportarse mejor en clases, para poder así realizar las actividades de fin de año tranquilamente con su profesora jefe, quién los deja, ya que los estudiantes deben pasar a manos de UTP de enseñanza media.
3.Tabla del Consejo de Curso:
- Comportamiento
- Paseo a Zapallar
- Notas coeficiente 1 y 2
Parents' meeting
I. Datos Generales:
1. Nombre del Establecimiento Educacional: Niños Cantores de Viña del Mar
2. Curso: 6to Básico
3. Profesor jefe: Jeannette Naverro
4. Profesor en Práctica: Felipe Rodríguez González
5. Fecha: 6 de octubre de 2009
6. Hora inicio: 19 hrs. / Hora Término: 20:00 hrs.
7. Tabla de la reunión:
• Estado de pago de los aranceles
• Disciplina
• Impuntualidad y falta de materiales requeridos para el desarrollo de las asignaturas.
• Entrega notas parciales
• Otros.
II. Instrucciones:
1. Complete la información que encontrará a continuación.
2. Escriba sucintamente los temas propuestos en la tabla de la reunión, destacando el tema principal que la convocó.
• A raíz de que es un colegio particular, se ha dado realce al pago de los aranceles, puesto que es la única fuente de ingresos que tiene el colegio, por lo cual el pago por parte de los apoderados es fundamental para el funcionamiento y pago de los docentes.
• La disciplina de algunos alumnos está dando quehacer a la profesora jefe y a los profesores de otras asignaturas, tales como música y educación física, por lo cual se le pidió a los apoderados conversar con sus hijos para que estas actitudes cambien, para así no tomar medidas mayores tales como la suspensión o la cancelación del paseo de fin de año.
• Se conversó sobre la impuntualidad de los alumnos al ingreso diario, que es a las 8 am, así como la impuntualidad a la llegada de los recreos. Se les pidió a los apoderados conversar con sus hijos para asi evitar este problema, además de corregir las constantes ausencias, puesto que con el 85% de inasistencia los alumnos repiten el curso. Además, se informó sobre la escasez de materiales en el colegio, por lo cual era primordial que los apoderados enviaran los materiales solicitados para asignaturas tales como artes, educación tecnológica y educación física.
• Se entregó el informe de notas, destacando el buen rendimiento de los alumnos, y conversando los casos de bajo en algunas asignaturas, mas que todo por falta de estudio que por capacidad. Se les pide a los apoderados que tengan un rol mas protagónico en el desempeño escolar de los niños.
• Otros se refiere a la intervención del centro de apoderados, recolección de dinero para paseos y las posibles salidas que los niños tengan desde ese momento a fin de año.
3. Comente sus impresiones de la reunión. Puede referirse a:
• Aquellos temas que estaban en Tabla y no fueron tratados.
El curso es bastante pequeño, por lo cual la reunión es rápida y todos los temas se tocan, puesto que los apoderados muestran la disposición. Todos los temas fueron tratados
.
• Conducción de la reunión por parte del profesor jefe
Como dije anteriormente, el grupo de apoderados es muy pequeño, por lo cual es fácil llevas una conversa amena y fluida. Se presenta el diálogo entre la profesora y los apoderados. A pesar de ser muy joven, la profesora demuestra un muy buen manejo con los apoderados, y no puedo dejar de decir también que con los alumnos.
• Intervenciones de los apoderados (presidente de curso, secretario (a), tesorero (a).
La directiva solo participó para hablar respecto a las actividades de fin de año, y como sería el modo de financiamiento de estas.
• Clima de la reunión (participación de los apoderados, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)
Como situación inesperada, puedo comentar el retraso de los apoderados a la reunión. La profesora a pesar de estar molesta, supo llevar la conversación hasta puntos de poder analizar los datos del libro y poder conversar con los apoderados respecto a los temas que se pueden mejorar, así como destacar el buen rendimiento y las buenas cualidades de los alumnos respecto al compañerismo y la participación de estos a nivel escolar.
• Tratamiento de los OFT del nivel en la reunión.
La profesora enfatizó la responsabilidad que le cabe a los apoderados para con sus pupilos, ya que se encuentran a pasos de tener diferentes profesores, por lo cual será más fácil tener conflictos con las calificaciones, así como también en el trato y responsabilidades que los alumnos tendrán a partir del próximo año. Además, se converso mucho respecto al rol que ellos tienen en el hogar para motivar a los alumnos a tener una conducta ejemplar, y calificaciones estimables.
Team teaching... How can I help in my class?
Name of student: Felipe Rodríguez G.
Name of School: Niños Cantores de Viña del Mar
Date: Class on September 25th
Task Nº1: Collaboration activities
For the following questions describe as accurately as you can how 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?
The first time I was asked for help was in relation to a hand-out, about the use of DO/DOES. It was a short reading about an invitation for a party. The teacher asked me to give the feedback orally, and that was the first time that I was in charge of the class. It did not take too much time (10 minutes), but I could interact with the class.
2. What were the students doing before you started helping out?
Students were trying to understand the content of the hand-out, and they were asking about the meaning of some work. As a result of these questions, the teacher let me remember them some concepts like the numbers, time, days of the week, etc. It was a collaborative work.
3. How did the students react? Describe the atmosphere of the room and the levels of engagement in the room.
They paid attention to my explanation and especially to mi graphic examples of pronunciation. They got /Ѳ/ sound, and those who did not have the answer of the questions were helped by the students and by me. Another point was that students wanted to give the answers and participate in the class at the moments of my intervention.
4. What other assignments were asked you to do? How often?
Some assignments are: correct homework and help students with the activities that the teacher prepares for the class. It was since the second class, until the end of my observation.
5. Were you asked to prepare any kind of special audio visual material learning material for the students? Were they used? How effective were they?
No, because the school does not have radio or speakers.
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 am using the book that the teacher uses: Project 2, content and work book. She gave me as a piece of advice that I should follow the content of these books, because of the content that have been studied throughout this year.
2. Did your guide teacher give you any suggestions for planning?
Just follow the content and work book used in class.
3. How long did it take to you to prepare learning material for your first lesson?
My first class will be on September 28th or October 2nd according to the instructions that the teacher will give me, but printing flashcards (15), looking for the animals on internet and looking for an appropriate reading a to the level of English of the students, no more than 1 h 30 m.
Observation of my first classes as a prospective teacher
OBSERVATION STAGE
Task 1: The School and Learning Environment
Name of student: Felipe Rodríguez G.
Name of School: Colegio Niños Cantores de Viña del Mar
Number of students: 9
Date: September 25th Class: NB4 (6° elementary school)
Briefly and objectively describe the following aspects:
1. The school: Describe the general background of the school including the physical location, organisation, student population, philosophy and educational and behavioural policies.
NIños Cantores School was founded in 1985, with the purpose of develop academic and art skills in students. Since the beginning, it has been located in Agua Santa, Viña del Mar.
The organisation is divided into 2: Administrative and Pedagogical. Administrative is related to salaries, fees and legal papers and pedagogical is about classroom and direct contact with parents and students.
In educational and behavioural field, this school is different. Students are allowed to wear normal clothes, because it is more comfortable considering the workshops and extra classes related to music and arts that students are required to take, and in terms of behaviour is dealing with the role of parents and the enthusiasm of the students for going to school.
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
The atmosphere in the classroom is interesting, because there are just 9 students; it is enough space for developing a class. They have to make a circle during all the classes throughout the week, and the English class is not the exception. The equipment is basic: just whiteboard, but there is a special classroom in which there are available a TV, DVD, and there is a data show for all the school. Computer lab has just 2 or 3 computers correctly working.
3. The activities & resources
a) Make notes on the kind of activities used, the nature of student involvement, balance of student doing things and teacher doing things
The activities for students are typical: The use of hand-outs is frequent because of the copy machine available at school. The students’ involvement is highly motivated by the teachers in all aspects: behaviour and academic performance.
b) Describe the resources used and the materials available within the school. How are the resources used in the classroom?
As I said before, the resources are limited. There is one data show for all the teachers and the computer lab does not have enough computers for all the students. The library does not have books in English and there is not a whiteboard on it.
There is also a copy machine, in which teachers have to use paper brought by them.
Task 2: Student´s learning
In this second observation task, you should focus on the things that help to create conditions for effective learning and on the aspects that play a part in preventing learning.
1. The learners
How motivated are the learners? Why? To what extent are they taking part in their own learning? To what extent are they expecting the teacher to do the work for them?
I consider that students are motivated. Despite of the few resources that the school has, they participate in class and follow the instructions that the teacher gives them to develop the activities for the class. I think they are motivated because of the chance they have for interacting with English outside the classroom: TV, movies and specially music (many questions of the students are related to lyrics)
They expect more of the teacher instruction and teaching than their own learning. They always say that they do not know anything of English (what is not true!). Homework activities are not allowed, for instance the only chance they have for studying English is at school, but they try to improve their knowledge participating in class, asking in case of doubt and many times helping each other.
2. Behaviour during classroom activities
Describe the ways students are encouraged to participate in activities. Are there any particular strategies for managing issues and motivating students? Are there any students with special needs?
Most of the students feel ashamed of peaking English or in case of mistake. During the class they participate, but always they are helped by the teacher or by me. At the beginning of my observation time, I made them know that they will not be punished in case of mistake, and they got the idea of participating in class, Also, all the mistakes are gently corrected by the teacher. The teacher gives them time for questions and the sessions are related to work in pairs or all the class together (considering the small group of students).
1. Nombre del Establecimiento Educacional: Coiegio Niños Cantores de Viña del Mar
2. Profesor en Práctica: Felipe Rodríguez G.
3. Fecha: 28 de octubre 09
4. Tabla de la reunión:
- Certámenes coeficiente 2
- Exámenes de fin de año
- Matriculas 2009
- Concierto didáctico
- Despedida 4° medio. Licenciatura 4° medio, 8° y Kinder.
5. Hora (inicio y término): 14.30 a 16.30
II. Instrucciones:
1. Complete la información que encontrará en el punto “I. Datos Generales”
2. Escriba los temas propuestos en la tabla de la reunión, destacando el tema principal que la convocó.
• Certámenes coeficiente 2: Por ser una modalidad del establecimiento el hecho de relacionar asignaturas para tomar las pruebas coeficiente dos, se trataron los temas relacionados al tiempo que debe durar cada certamen (que son grupales), así como la conformación de la mesa de evaluación de estas pruebas. Además, se presentaron las rúbricas para evaluar el contenido de las diferentes asignaturas.
• Exámenes de fin de año: Se establecieron las fechas a realizar los exámenes de fin de año, que irán desde el 27 de noviembre hasta el 9 de diciembre, pero solamente desde 7° a 4° medio.
Se solicitó a los profesores de cada asignatura enviar a UTP los contenidos de los exámenes, que tienen que abarcar contenidos de todo el año.
La modalidad de exámenes es libre, depende de cada profesor (Prueba escrita, oral, trabajo escrito, disertación, etc.)
• Matrículas 2009: Se analizó desde kínder hasta 3° medio los alumnos que NO pueden seguir en el establecimiento por razones conductuales, además de discutir también la condicionalidad de otros. Todos los profesores tuvieron la posibilidad de opinar, y dar las razones por las cual un alumno puede o no puede seguir en el establecimiento.
• Concierto didáctico: Este es un acto oficial del colegio, por lo cual se solicitó a todos los profesores participar de este, así como preparar números. Es una actividad en la cual se integra a la familia, así como también a toda la comunidad. Se estableció la fecha oficial (2 de diciembre), y también las comisiones de trabajo.
• Se recordaron las fechas de las licenciaturas de 4° medio, 8° básico y kínder. Además, se establecieron los lugares en que se realizaran.
Se crearon comisiones de ornamentación, libretos y los diferentes actos que se presentaran para hacer solemne esta actividad.
3. Comente sus impresiones de la reunión. Puede referirse a:
• Aquellos temas que estaban en Tabla y no fueron tratados: Se trataron todos los temas de la tabla con detalle, puesto que se encontraban todos los profesores. Se comentó lo difícil que es juntar a todo el cuerpo docente, por lo cual se establecieron todas las comisiones de trabajo
• Modalidad de la reunión. ¿Quién la conduce? La directora es quien propone los temas, pero todos los profesores tienen la oportunidad de opinar, así como de establecer temas a tratar.
• Modalidad de Intervención de los profesores: Todos los profesores intervienen. Pueden opinar, así como expresar su parecer frente a una situación. La molestia por algunos temas es abiertamente expresara, para así compensar la situación que pueda incomodad o afectar a algún docente (ya sea por intervenir en su tiempo, asignatura, etc)
• Clima de la reunión (frecuencia de participación de los profesores, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.): Según lo conversado, no hay tiempo exacto de consejo de profesores. Puede que duren 1 hora o 5 horas, dependiendo de los temas a tratar.
TODOS los profesores participaron, dando opiniones u ofreciendo ayuda para las actividades planteadas.
En relación a la atmósfera, en ciertos momentos hubo conversaciones álgidas, puesto que hubo discrepancia en ciertos aspectos de evaluación de los certámenes. Esto también puede ser tomado como una situación inesperada, ya que el tema había sido anteriormente plantado (en el consejo de profesores anterior), por lo cual tomo de sorpresa a las personas que realizan los horarios de evaluación.
Consejo de curso y orientación
I. Datos Generales:
1.Nombre del Establecimiento Educacional: Colegio Niños Cantores de Viña del Mar
2.Curso: 6° básico
3.Profesor jefe: Jeannette Navarro Pérez
4.Profesor en Práctica: Felipe Rodríguez González
5.Fecha: 10 de noviembre de 2009
6.Hora: Martes de 9:30 a 10.10 am.
II.- Desarrollo del consejo de curso
1.Tema de Orientación:
El tema central del consejo fue en relación a la conducta de algunos alumnos, que está trayendo problemas con otros profesores, además de estar afectando a ciertas situaciones interpersonales. El curso es pequeño, por lo cual la relación entre compañeros es mucho más estrecha, y los conflictos entre compañeros son notorios. La profesora habló sobre el comportamiento adecuado en la sala de clases, así como en cualquier otro lugar del colegio, he incluso afuera, ya sea por actividades del colegio o extracurriculares. Se conversó con los alumnos y todos ellos tuvieron la chance de poder opinar frente al tema y hacer compromisos de conducta.
2.OFT cubierto:
Las buenas relaciones interpersonales, el respecto por los demás y la fraternidad que debe haber en un curso, especialmente cuando es tan pequeño. Implícitamente se tocaron estos temas, ya que como mencioné anteriormente, se ha hecho un compromiso entre compañeros de tener mejores relaciones, comportarse mejor en clases, para poder así realizar las actividades de fin de año tranquilamente con su profesora jefe, quién los deja, ya que los estudiantes deben pasar a manos de UTP de enseñanza media.
3.Tabla del Consejo de Curso:
- Comportamiento
- Paseo a Zapallar
- Notas coeficiente 1 y 2
Parents' meeting
I. Datos Generales:
1. Nombre del Establecimiento Educacional: Niños Cantores de Viña del Mar
2. Curso: 6to Básico
3. Profesor jefe: Jeannette Naverro
4. Profesor en Práctica: Felipe Rodríguez González
5. Fecha: 6 de octubre de 2009
6. Hora inicio: 19 hrs. / Hora Término: 20:00 hrs.
7. Tabla de la reunión:
• Estado de pago de los aranceles
• Disciplina
• Impuntualidad y falta de materiales requeridos para el desarrollo de las asignaturas.
• Entrega notas parciales
• Otros.
II. Instrucciones:
1. Complete la información que encontrará a continuación.
2. Escriba sucintamente los temas propuestos en la tabla de la reunión, destacando el tema principal que la convocó.
• A raíz de que es un colegio particular, se ha dado realce al pago de los aranceles, puesto que es la única fuente de ingresos que tiene el colegio, por lo cual el pago por parte de los apoderados es fundamental para el funcionamiento y pago de los docentes.
• La disciplina de algunos alumnos está dando quehacer a la profesora jefe y a los profesores de otras asignaturas, tales como música y educación física, por lo cual se le pidió a los apoderados conversar con sus hijos para que estas actitudes cambien, para así no tomar medidas mayores tales como la suspensión o la cancelación del paseo de fin de año.
• Se conversó sobre la impuntualidad de los alumnos al ingreso diario, que es a las 8 am, así como la impuntualidad a la llegada de los recreos. Se les pidió a los apoderados conversar con sus hijos para asi evitar este problema, además de corregir las constantes ausencias, puesto que con el 85% de inasistencia los alumnos repiten el curso. Además, se informó sobre la escasez de materiales en el colegio, por lo cual era primordial que los apoderados enviaran los materiales solicitados para asignaturas tales como artes, educación tecnológica y educación física.
• Se entregó el informe de notas, destacando el buen rendimiento de los alumnos, y conversando los casos de bajo en algunas asignaturas, mas que todo por falta de estudio que por capacidad. Se les pide a los apoderados que tengan un rol mas protagónico en el desempeño escolar de los niños.
• Otros se refiere a la intervención del centro de apoderados, recolección de dinero para paseos y las posibles salidas que los niños tengan desde ese momento a fin de año.
3. Comente sus impresiones de la reunión. Puede referirse a:
• Aquellos temas que estaban en Tabla y no fueron tratados.
El curso es bastante pequeño, por lo cual la reunión es rápida y todos los temas se tocan, puesto que los apoderados muestran la disposición. Todos los temas fueron tratados
.
• Conducción de la reunión por parte del profesor jefe
Como dije anteriormente, el grupo de apoderados es muy pequeño, por lo cual es fácil llevas una conversa amena y fluida. Se presenta el diálogo entre la profesora y los apoderados. A pesar de ser muy joven, la profesora demuestra un muy buen manejo con los apoderados, y no puedo dejar de decir también que con los alumnos.
• Intervenciones de los apoderados (presidente de curso, secretario (a), tesorero (a).
La directiva solo participó para hablar respecto a las actividades de fin de año, y como sería el modo de financiamiento de estas.
• Clima de la reunión (participación de los apoderados, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)
Como situación inesperada, puedo comentar el retraso de los apoderados a la reunión. La profesora a pesar de estar molesta, supo llevar la conversación hasta puntos de poder analizar los datos del libro y poder conversar con los apoderados respecto a los temas que se pueden mejorar, así como destacar el buen rendimiento y las buenas cualidades de los alumnos respecto al compañerismo y la participación de estos a nivel escolar.
• Tratamiento de los OFT del nivel en la reunión.
La profesora enfatizó la responsabilidad que le cabe a los apoderados para con sus pupilos, ya que se encuentran a pasos de tener diferentes profesores, por lo cual será más fácil tener conflictos con las calificaciones, así como también en el trato y responsabilidades que los alumnos tendrán a partir del próximo año. Además, se converso mucho respecto al rol que ellos tienen en el hogar para motivar a los alumnos a tener una conducta ejemplar, y calificaciones estimables.
Team teaching... How can I help in my class?
Name of student: Felipe Rodríguez G.
Name of School: Niños Cantores de Viña del Mar
Date: Class on September 25th
Task Nº1: Collaboration activities
For the following questions describe as accurately as you can how 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?
The first time I was asked for help was in relation to a hand-out, about the use of DO/DOES. It was a short reading about an invitation for a party. The teacher asked me to give the feedback orally, and that was the first time that I was in charge of the class. It did not take too much time (10 minutes), but I could interact with the class.
2. What were the students doing before you started helping out?
Students were trying to understand the content of the hand-out, and they were asking about the meaning of some work. As a result of these questions, the teacher let me remember them some concepts like the numbers, time, days of the week, etc. It was a collaborative work.
3. How did the students react? Describe the atmosphere of the room and the levels of engagement in the room.
They paid attention to my explanation and especially to mi graphic examples of pronunciation. They got /Ѳ/ sound, and those who did not have the answer of the questions were helped by the students and by me. Another point was that students wanted to give the answers and participate in the class at the moments of my intervention.
4. What other assignments were asked you to do? How often?
Some assignments are: correct homework and help students with the activities that the teacher prepares for the class. It was since the second class, until the end of my observation.
5. Were you asked to prepare any kind of special audio visual material learning material for the students? Were they used? How effective were they?
No, because the school does not have radio or speakers.
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 am using the book that the teacher uses: Project 2, content and work book. She gave me as a piece of advice that I should follow the content of these books, because of the content that have been studied throughout this year.
2. Did your guide teacher give you any suggestions for planning?
Just follow the content and work book used in class.
3. How long did it take to you to prepare learning material for your first lesson?
My first class will be on September 28th or October 2nd according to the instructions that the teacher will give me, but printing flashcards (15), looking for the animals on internet and looking for an appropriate reading a to the level of English of the students, no more than 1 h 30 m.
Observation of my first classes as a prospective teacher
OBSERVATION STAGE
Task 1: The School and Learning Environment
Name of student: Felipe Rodríguez G.
Name of School: Colegio Niños Cantores de Viña del Mar
Number of students: 9
Date: September 25th Class: NB4 (6° elementary school)
Briefly and objectively describe the following aspects:
1. The school: Describe the general background of the school including the physical location, organisation, student population, philosophy and educational and behavioural policies.
NIños Cantores School was founded in 1985, with the purpose of develop academic and art skills in students. Since the beginning, it has been located in Agua Santa, Viña del Mar.
The organisation is divided into 2: Administrative and Pedagogical. Administrative is related to salaries, fees and legal papers and pedagogical is about classroom and direct contact with parents and students.
In educational and behavioural field, this school is different. Students are allowed to wear normal clothes, because it is more comfortable considering the workshops and extra classes related to music and arts that students are required to take, and in terms of behaviour is dealing with the role of parents and the enthusiasm of the students for going to school.
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
The atmosphere in the classroom is interesting, because there are just 9 students; it is enough space for developing a class. They have to make a circle during all the classes throughout the week, and the English class is not the exception. The equipment is basic: just whiteboard, but there is a special classroom in which there are available a TV, DVD, and there is a data show for all the school. Computer lab has just 2 or 3 computers correctly working.
3. The activities & resources
a) Make notes on the kind of activities used, the nature of student involvement, balance of student doing things and teacher doing things
The activities for students are typical: The use of hand-outs is frequent because of the copy machine available at school. The students’ involvement is highly motivated by the teachers in all aspects: behaviour and academic performance.
b) Describe the resources used and the materials available within the school. How are the resources used in the classroom?
As I said before, the resources are limited. There is one data show for all the teachers and the computer lab does not have enough computers for all the students. The library does not have books in English and there is not a whiteboard on it.
There is also a copy machine, in which teachers have to use paper brought by them.
Task 2: Student´s learning
In this second observation task, you should focus on the things that help to create conditions for effective learning and on the aspects that play a part in preventing learning.
1. The learners
How motivated are the learners? Why? To what extent are they taking part in their own learning? To what extent are they expecting the teacher to do the work for them?
I consider that students are motivated. Despite of the few resources that the school has, they participate in class and follow the instructions that the teacher gives them to develop the activities for the class. I think they are motivated because of the chance they have for interacting with English outside the classroom: TV, movies and specially music (many questions of the students are related to lyrics)
They expect more of the teacher instruction and teaching than their own learning. They always say that they do not know anything of English (what is not true!). Homework activities are not allowed, for instance the only chance they have for studying English is at school, but they try to improve their knowledge participating in class, asking in case of doubt and many times helping each other.
2. Behaviour during classroom activities
Describe the ways students are encouraged to participate in activities. Are there any particular strategies for managing issues and motivating students? Are there any students with special needs?
Most of the students feel ashamed of peaking English or in case of mistake. During the class they participate, but always they are helped by the teacher or by me. At the beginning of my observation time, I made them know that they will not be punished in case of mistake, and they got the idea of participating in class, Also, all the mistakes are gently corrected by the teacher. The teacher gives them time for questions and the sessions are related to work in pairs or all the class together (considering the small group of students).
J. Evaluations
Test Unit 1
View more documents from feliperg2009.
Test Coef 2 6°
View more documents from feliperg2009.
These are written evaluations. As it is said in the unit plans, everyclass the activities were checked and feedback was provided to the students as part of the assessment process.
Besides, there were posters created by the students, that unfortunately I don't have, because I decided to give all of them to the students at the moment they finished.
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