Formato de reuniones de Padres y Apoderados
I. Datos Generales:
1.Nombre del Establecimiento Educacional: Pan American College
2.Curso: 3º medio
3.Profesor jefe: Ricardo Fagestrom
4.Profesor en Práctica: Pilar Escalona Requena
5.Fecha: 06 de octubre
6.Hora: 18:00 – 19:30 hrs.
7.Tabla de la reunión: Entrega de Calificaciones Parciales; Rendimiento escolar; Uso de nuevo uniforme escolar.
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.
•El tema principal fue la entrega de notas parciales, esta es entregada a los apoderados. El problema principal de los alumnos es la asignatura de Física. Se considera la opción de tener un taller de Física con un profesor extra para que los alumnos puedan subir su rendimiento académico. También se hace hincapié en la asignatura de PSU Matemáticas cuyo profesor percibe poco interés y responsabilidad por parte de los alumnos. En cuanto a las otras asignaturas, los alumnos mantienen un promedio medio; por lo que se les pide a los padres más apoyo y responsabilidad.
•El rendimiento académico general de los alumnos es muy bajo. Estos dejan sus materiales escolares en el colegio por lo tanto no realizan sus tareas en casa, se han recibido quejas por parte de los auxiliares y profesores. Se pide nuevamente apoyo de los padres. Los padres sienten que es responsabilidad del establecimiento escolar. El profesor Fagestrom hace hincapié en el apoyo familiar. También se les habla a los padres sobre la asistencia de los alumnos, y se les pide que los alumnos no sean retirados de clases con tanta regularidad, solo en caso de emergencia.
•A partir del próximo año el colegio renovara el uniforme escolar. Las alumnas deberán usar Jumper, y los alumnos una chaqueta nueva, dejando los suéteres de lado. Quejas por parte de los padres ya que los alumnos y alumnas deberán hacer un gasto monetario solo por un año más de actividad escolar.
3.Comente sus impresiones de la reunión. Puede referirse a:
•Aquellos temas que estaban en Tabla y no fueron tratados.
Todos los temas fueron tratados.
•Conducción de la reunión por parte del profesor jefe
El profesor Fagestrom tiene mucha experiencia en trabajo de grupo, escribió los puntos claros de lo reunión y los abarco todos. Clarifico dudas y manejo cada discusión con profesionalidad.
•Intervenciones de los apoderados (presidente de curso, secretario (a), tesorero (a).
Las intervenciones se hicieron luego de cada punto de forma general. Los apoderados expresaban su opinión y buscaban soluciones a los problemas, principalmente al rendimiento general del curso.
•Clima de la reunión (participación de los apoderados, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)
La asistencia fue de un 50 %; hubo quejas por la compra del nuevo uniforme escolar y principalmente por el manejo de los alumnos dentro del recinto escolar. Los padres sienten que es responsabilidad del colegio hacerse cargo de sus hijos, pero el profesor pide mucho mas apoyo por parte de ellos.
•Tratamiento de los OFT del nivel en la reunión.
Responsabilidad y respeto. Se les pide a los padres durante toda la reunión atención y preocupación por las actividades escolares, tareas y pruebas; por el comportamiento y rendimiento escolar de sus hijos; apoyo y comunicación entre padre-alumno-profesor.
Saturday
TEAM TEACHING STAGE
Name of student: Pilar Escalona Requena
Name of School: Pan American College
Date: September 30 2009
Task Nº1: Collaboration activities
1. What kind of activity did you perform the first time you were asked for help? How long did it take?
I was asked to bring two worksheets about Relative Pronouns. I had to explain the use of who, which and whose. Later I explained the activities of each worksheet. After the students finished the activities I checked the answers, and help them clarify doubts and mistakes. These activities took one hour.
2. What were the students doing before you started helping out?
I started the class with these activities, thus the students were just arriving to the classroom.
3. How did the students react? Describe the atmosphere of the room and the levels of engagement in the room.
The students didn’t have a different reaction with me; they knew it was my time to help the teacher, thus the atmosphere did not change. They followed my instructions and completed the activity, asking me doubts along the process.
4. What other assignments were asked you to do? How often?
I was only asked to do a graded activity for the following class.
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, I wasn’t asked to work with technology.
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?
From the students´ workbook, I also did some research using the Internet, and I search for activities and worksheets online.
2. Did your guide teacher give you any suggestions for planning?
To follow the book.
3. How long did it take to you to prepare learning material for your first lesson?
It took me around 4 hours to create the learning material I needed for my first class.
Name of School: Pan American College
Date: September 30 2009
Task Nº1: Collaboration activities
1. What kind of activity did you perform the first time you were asked for help? How long did it take?
I was asked to bring two worksheets about Relative Pronouns. I had to explain the use of who, which and whose. Later I explained the activities of each worksheet. After the students finished the activities I checked the answers, and help them clarify doubts and mistakes. These activities took one hour.
2. What were the students doing before you started helping out?
I started the class with these activities, thus the students were just arriving to the classroom.
3. How did the students react? Describe the atmosphere of the room and the levels of engagement in the room.
The students didn’t have a different reaction with me; they knew it was my time to help the teacher, thus the atmosphere did not change. They followed my instructions and completed the activity, asking me doubts along the process.
4. What other assignments were asked you to do? How often?
I was only asked to do a graded activity for the following class.
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, I wasn’t asked to work with technology.
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?
From the students´ workbook, I also did some research using the Internet, and I search for activities and worksheets online.
2. Did your guide teacher give you any suggestions for planning?
To follow the book.
3. How long did it take to you to prepare learning material for your first lesson?
It took me around 4 hours to create the learning material I needed for my first class.
OBSERVATION STAGE REPORT
Task 1: The School and Learning Environment
Name of student: Pilar Escalona Requena
Name of School: Pan American College
Number of students: 9
Date: September 30, 2009
Class: 3º m
1. The school:
Pan American College is located in 1 North Avenue # 2065, Viña del Mar. Their founders are Mr. Hector Soazo and Madam Nelda Rojas de Soazo. The school starts its educational activities in the year 1960. In 1969, the first generation of students graduates from the school, marking an important step in the history of the school. Until this date, twenty six generations of students have graduated from the school.
The school offers students incorporation since kindergarten up to high school. Students that want to be a member of the school have to take a Language test, an English test, and a Math test. They also have to give a personal interview, and have a general annual grade of 5,5 or more.
The general formation of the students is to:
• Develop artistic, scientific and sporty abilities and aptitudes.
• Orientate their values towards respect, responsibility, honesty, tolerance and solidarity.
• Develop their self-esteem, creativity and capacity to solve everyday issues and troubles.
The school offers extracurricular activities, such as swimming, basketball, soccer, choir, instrumental music, catechism and psycho-pedagogy.
Pan American College is an English school, therefore, English is taught since kindergarten. Since 11 grade, English is divided into three levels, being level one the lowest; according to their grades, the students are placed in each level. In elementary school the students have fours hours of English peer week; and in high school the students have six hours of English peer week.
In the year 2002, the school incorporates itself to the Jornada Escolar Completa Diurna (JECD); and in 2003 it adopts a subsidize modality.
The organization of the school includes a supporter; finances; the principal; administration and secretary; inspector; UTP; teachers; orientation; assistants; representatives; parents; CCPP; CCAA; and students.
Pan American College seeks to form children and youngsters with proper academic preparation and with solid ethic and moral values which allows them to be creative and autonomous, with a positive self-esteem ables to incorporate themselves into superior studies and ables to successfully manage themselves in our society.
2. The classroom
The classroom is located in the oldest building of the school. It is used for English class (level 1) and for extracurricular activities. The classroom remains looked after class; the English teacher and the inspector have the key, and are the only ones who are allowed to open it. Since it is an old classroom, it is not impeccable; it has a broken window, holes on the wall, and a cracked whiteboard. The students seat on individual chairs and usually around the teacher’s table. It is poorly equipped; it does not have a clock or a whiteboard eraser.
The students do not feel engaged, they do not take their English book with them to the class, they rarely bring classroom materials, such as pencils, erasers and paper; they rarely write on their notebooks. They do not study for tests; they are always late for class.
3. The activities & resources
a) The teacher uses the English book for every activity. He usually explains an activity of the book for the students to complete; or he writes and activity from the teacher’s book on the whiteboard, and the students have to complete it on their notebooks. After completing the activity the students give their notebooks to the teacher and he checks the answers. The book used for this class is Blockbuster US 3 by Express Publishing. Usually one activity covers the entire hour.
b) The resources the school has are English dictionaries, a datashow, a computer lab, TV, DVD and a radio. At this moment the datashow is not working. When I asked about technology usage for English teaching, my guide teacher told me that the computer lab it is not in its best conditions, therefore it is not advisable to use. Paper is also an issue, due to it is only for tests and not for activities, therefore my guide teacher only uses the whiteboard and the English book for classroom activities.
Task 2: Student´s learning
1. The learners
The students are in the lowest level of English, therefore it is not a meaningful subject for them; they do not feel motivated because for them English I is a relaxing time in their schedule. The students have to be explained several times a subject or an activity because they don’t pay attention, thus they prefer the teacher to do most of their work asking him to do the exercises as examples.
2. Behaviour during classroom activities
There are not any students with special needs. The students are encouraged only when there is an extra point for a test, or a grade involved. For managing issues and motivating the students, the teacher talks to them regularly about respect, responsibility and their future studies at the university and the importance their school grades has for their next studies.
3. Discuss the learning styles and levels of English in the classroom.
Observation scale:
Observations clear & well informed: not observed
Demonstrates understanding of social and educational factors: medium
Objective & factual information: Not observed
Evidence of active search of information:low
Use of English expression clear:low
Name of student: Pilar Escalona Requena
Name of School: Pan American College
Number of students: 9
Date: September 30, 2009
Class: 3º m
1. The school:
Pan American College is located in 1 North Avenue # 2065, Viña del Mar. Their founders are Mr. Hector Soazo and Madam Nelda Rojas de Soazo. The school starts its educational activities in the year 1960. In 1969, the first generation of students graduates from the school, marking an important step in the history of the school. Until this date, twenty six generations of students have graduated from the school.
The school offers students incorporation since kindergarten up to high school. Students that want to be a member of the school have to take a Language test, an English test, and a Math test. They also have to give a personal interview, and have a general annual grade of 5,5 or more.
The general formation of the students is to:
• Develop artistic, scientific and sporty abilities and aptitudes.
• Orientate their values towards respect, responsibility, honesty, tolerance and solidarity.
• Develop their self-esteem, creativity and capacity to solve everyday issues and troubles.
The school offers extracurricular activities, such as swimming, basketball, soccer, choir, instrumental music, catechism and psycho-pedagogy.
Pan American College is an English school, therefore, English is taught since kindergarten. Since 11 grade, English is divided into three levels, being level one the lowest; according to their grades, the students are placed in each level. In elementary school the students have fours hours of English peer week; and in high school the students have six hours of English peer week.
In the year 2002, the school incorporates itself to the Jornada Escolar Completa Diurna (JECD); and in 2003 it adopts a subsidize modality.
The organization of the school includes a supporter; finances; the principal; administration and secretary; inspector; UTP; teachers; orientation; assistants; representatives; parents; CCPP; CCAA; and students.
Pan American College seeks to form children and youngsters with proper academic preparation and with solid ethic and moral values which allows them to be creative and autonomous, with a positive self-esteem ables to incorporate themselves into superior studies and ables to successfully manage themselves in our society.
2. The classroom
The classroom is located in the oldest building of the school. It is used for English class (level 1) and for extracurricular activities. The classroom remains looked after class; the English teacher and the inspector have the key, and are the only ones who are allowed to open it. Since it is an old classroom, it is not impeccable; it has a broken window, holes on the wall, and a cracked whiteboard. The students seat on individual chairs and usually around the teacher’s table. It is poorly equipped; it does not have a clock or a whiteboard eraser.
The students do not feel engaged, they do not take their English book with them to the class, they rarely bring classroom materials, such as pencils, erasers and paper; they rarely write on their notebooks. They do not study for tests; they are always late for class.
3. The activities & resources
a) The teacher uses the English book for every activity. He usually explains an activity of the book for the students to complete; or he writes and activity from the teacher’s book on the whiteboard, and the students have to complete it on their notebooks. After completing the activity the students give their notebooks to the teacher and he checks the answers. The book used for this class is Blockbuster US 3 by Express Publishing. Usually one activity covers the entire hour.
b) The resources the school has are English dictionaries, a datashow, a computer lab, TV, DVD and a radio. At this moment the datashow is not working. When I asked about technology usage for English teaching, my guide teacher told me that the computer lab it is not in its best conditions, therefore it is not advisable to use. Paper is also an issue, due to it is only for tests and not for activities, therefore my guide teacher only uses the whiteboard and the English book for classroom activities.
Task 2: Student´s learning
1. The learners
The students are in the lowest level of English, therefore it is not a meaningful subject for them; they do not feel motivated because for them English I is a relaxing time in their schedule. The students have to be explained several times a subject or an activity because they don’t pay attention, thus they prefer the teacher to do most of their work asking him to do the exercises as examples.
2. Behaviour during classroom activities
There are not any students with special needs. The students are encouraged only when there is an extra point for a test, or a grade involved. For managing issues and motivating the students, the teacher talks to them regularly about respect, responsibility and their future studies at the university and the importance their school grades has for their next studies.
3. Discuss the learning styles and levels of English in the classroom.
Observation scale:
Observations clear & well informed: not observed
Demonstrates understanding of social and educational factors: medium
Objective & factual information: Not observed
Evidence of active search of information:low
Use of English expression clear:low
Registration Sheet
REGISTRATION SHEET
I.- Personal Information.
Names: Pilar Eugenia
Surnames: Escalona Requena
E-mail: pylyer@gmail.com
Telephone: 9-7827086
Kind of studies: Evening class.
II.- School’s information.
School: Pan American College
Address: Avenida 1 norte #2065
City: Viña del Mar
School’s Phone number: 2670275
Grade: 3º m.
Schedule: Monday: 12:00 - 12:45
Tuesday: 15:15 - 16:00
Wednesday: 12:45 - 13:30 / 13:30 - 14:15
Thursday: 11:00 - 11:45
Friday: 10:15 - 11:00
Guide Teacher’s Name: Fernando Pizarro
Guide Teacher’s E-mail Address: calledesenganio21@hotmail.com
Friday
Mapa colegio
PAN AMERICAN COLLEGEAvenida 1 norte # 2065, Viña del Mar (cerca de la plaza Miraflores)
Entrada por calle Los Pinos #45
Subscribe to:
Posts (Atom)
