If there is any problem with the posts, the portfolio is uploaded in Slideshare.com; follow this link to download it:
Friday
Practicum Portfolio
If there is any problem with the posts, the portfolio is uploaded in Slideshare.com; follow this link to download it:
Introduction
For the last few months of this semester I began one of the final steps for my teaching career; I put on my teacher’s shoes and I met a group of nine students who would turned out to be my first class as an English teacher.
This portfolio gathers information about this final step; personal and professional situations that occur while I was teaching at Pan American College in Viña del Mar; it contains reflections, evaluations and feedback about this process; and the work carried out during these three months of learning and teaching.
This is the final practicum of my career, but it is the beginning of my professional life.
1 General Content
1.2 Reading
Lessons Should Be Learner-Centered
“With English language learners, the temptation to have a teacher-centered classroom arises because the perception is that the teacher has the English proficiency the students nee. Therefore, all knowledge must come from the teacher. However, it is important to remember that English language learners are not deficient just because they do not speak English. They bring a rich and varied background of experiences and talent to the classroom. Teachers who follow principles for success find ways to use their students’ knowledge, including their first language and culture, even when the students do not speak English.”
This is an extract taking from the book “ESL/EFL Teaching. Principles for Success” chapter four, page 90. Authors Yvonne S. Freeman and David E. Freeman.
Watch and Learn videos: Weta Learning Media
Looking for spelling materials online, I found you tube videos called “Watch and Learn”. These videos are filmed inside the classroom and they captured effective techniques for English teaching.
One of these videos is:
http://www.youtube.com/watch?v=JqnhPwfVgKI&feature=channel
These videos are part of WETA Learning Media. Weta has created and sustained four award-winning educational multimedia services, such as Reading Rockets; Colorín Colorado; AdLit.org; LD Online.
In You Tube these videos are found in the following link:
http://www.youtube.com/user/wetalearningmedia
High Expectations
"When I talk about expectations with my students, they need to know it's not about a battle with me or a score on a math test; it's about the rest of their lives. Every little piece is a stepping stone to where they are going. Where will that turn out to be? The reality is that their options tomorrow will be determined by what they can take from school today.
Like it or not, they are taking everything I can give them."
This is an extract taking from the article “Creating a Culture of High Expectations” by the author Cynthia Farmer.
http://www.alliance.brown.edu/pubs/voices/1qtr2002/highexpect.shtml
Differentiated Instruction (DI)
“There are generally several students in any classroom who are working below or above grade level and these levels of readiness will vary between different subjects in school. It is important to offer students learning tasks that are appropriate to their learning needs rather than just to the grade and subject being taught. This means providing 3 or 4 different options for students in any given class (not 35 different options). Readiness (ability), learning styles and interest vary between students and even within an individual over time. In a differentiated classroom all students have equally engaging learning tasks.”
This is an extract taking from the website “Enhance Learning with Technology” by P. Theroux.
http://www.members.shaw.ca/priscillatheroux/differentiating.html
1.3 Pedagogical Artifacts / Reflective Writing
Observation stage
I. Introduction
• What do you think the cartoon provided below is illustrating? Why? Answer briefly.
Misinformation. People who prefers to receive information from TV and the media, and not check the reality of things by themselves. It is not necessary for them to look for information, these are people who doesn’t questions what happens outside walls; to me their opinion of things is not meaningful.
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 a very important stage; during this time we have the chance to meet the students, their interests, background, knowledge and personality. With this information we can create our lessons thinking about the students, and motivate them with matter of their interest.
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.
One important issue is that the administration of the school is not taking serious by the students. At one occasion three students arrived one hour late to class, and when asked for a pass they decided to stay out in the schoolyard. The school inspectors did not took matter in hands, and the students were allowed to stay out of class, hanging around in the schoolyard. The lack of authority in the school causes problems between the student and the teacher. For the teachers is not meaningful to call the roll or to annotate the students because there are not consequences for bad behavior. I think school administration is of importance to maintain order in the school.
3. How did you feel? Provide one example you consider most relevant to support your answer.
During my time as an observer I felt welcomed. The students were glad and excited for a change. They asked several times when I was starting as a teacher, I felt comfortable and eager to start with my classes and make them more interesting and motivating for them.
Team teaching stage
Teaching stage
I. Introduction
On the second week of November I arrived to school, signed my folder and walked to the class. On the schoolyard there is a stage that blocks the entrance to the English class, there are also numerous students outside their classrooms; I walked across the yard and enter the English class through a second entrance. In the class the students and the teacher stand in a circle talking. I enter the classroom to begin the lesson for the day but the teacher stops me. There is a strike in the school. The stage in the yard was to perform a goodbye ceremony to the students from 4th year of high school. An incident happened and the ceremony did not take place; the teachers decided not to teach and the students not to enter classes. The English class was in their classroom talking about the events and people who may cause the strike; this conversation lasted all 45 minutes. There were no classes that day.
II. Reflective writing
This event was highly uncommon, during my teaching stage and as an ex-student from this school I can say that this situation never happened before. A possible strike and a day without classes in the school reflect the changes that the establishment has gone through, and how different the students from these times differ from the students from 10 years ago. Situations do happen inside schools and classrooms, which may end up in a day without teaching.
The conversation that took place inside the English class reveals how the students feel about the school, its teachers and administrators. It was clear for me that they do not whish to study and that they do not feel respect for adults.
I was able to see the changes of the students and teachers and only in a period of 10 years. This event helped me realized that I am going to be a teacher of teenagers but they certainly do not think as I did when I was 16.
I. Introduction
• What do you think the cartoon provided below is illustrating? Why? Answer briefly.
Misinformation. People who prefers to receive information from TV and the media, and not check the reality of things by themselves. It is not necessary for them to look for information, these are people who doesn’t questions what happens outside walls; to me their opinion of things is not meaningful.
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 a very important stage; during this time we have the chance to meet the students, their interests, background, knowledge and personality. With this information we can create our lessons thinking about the students, and motivate them with matter of their interest.
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.
One important issue is that the administration of the school is not taking serious by the students. At one occasion three students arrived one hour late to class, and when asked for a pass they decided to stay out in the schoolyard. The school inspectors did not took matter in hands, and the students were allowed to stay out of class, hanging around in the schoolyard. The lack of authority in the school causes problems between the student and the teacher. For the teachers is not meaningful to call the roll or to annotate the students because there are not consequences for bad behavior. I think school administration is of importance to maintain order in the school.
3. How did you feel? Provide one example you consider most relevant to support your answer.
During my time as an observer I felt welcomed. The students were glad and excited for a change. They asked several times when I was starting as a teacher, I felt comfortable and eager to start with my classes and make them more interesting and motivating for them.
Team teaching stage
I. Introduction
I was asked to do a test and a graded activity for the students. The content of these activities was primarily grammar, and the students were learning it for only two classes. The students were highly challenged with the activities I created, even so, they worked individually and a few students worked together and they completed the activities with no major problems.
II. Reflective writing
For what I observed in the first stages of the practicum, the students of this class were not considered to be excellent students, due to they are in the lowest level of English. They were not challenged by their teacher and their classes were mostly daily life conversations. When I started doing my team teaching stage I informed the teacher about the activities I wanted to do in my teaching stage, but his answer was “that is too hard for these students, they will not able to do it”. With the first activities I created for the class I was able to see that the students can do it, they are just not challenged enough and they stay on a “lazy stage” through out the class.
For what I have red and seen in different educational websites, teachers need to develop academic language and literacy. Teachers need to be committed to high expectations and high standards for all students. Teachers need to show students how to face change; life; difficulties; education; and how to face success. Provide them opportunities for real academic language.
"No one rises to low expectations,"...
http://blog.dispatch.com/edblog/2008/11/students_need_high_expections_and_tlc.shtml
Teaching stage
I. Introduction
On the second week of November I arrived to school, signed my folder and walked to the class. On the schoolyard there is a stage that blocks the entrance to the English class, there are also numerous students outside their classrooms; I walked across the yard and enter the English class through a second entrance. In the class the students and the teacher stand in a circle talking. I enter the classroom to begin the lesson for the day but the teacher stops me. There is a strike in the school. The stage in the yard was to perform a goodbye ceremony to the students from 4th year of high school. An incident happened and the ceremony did not take place; the teachers decided not to teach and the students not to enter classes. The English class was in their classroom talking about the events and people who may cause the strike; this conversation lasted all 45 minutes. There were no classes that day.
II. Reflective writing
This event was highly uncommon, during my teaching stage and as an ex-student from this school I can say that this situation never happened before. A possible strike and a day without classes in the school reflect the changes that the establishment has gone through, and how different the students from these times differ from the students from 10 years ago. Situations do happen inside schools and classrooms, which may end up in a day without teaching.
The conversation that took place inside the English class reveals how the students feel about the school, its teachers and administrators. It was clear for me that they do not whish to study and that they do not feel respect for adults.
I was able to see the changes of the students and teachers and only in a period of 10 years. This event helped me realized that I am going to be a teacher of teenagers but they certainly do not think as I did when I was 16.
1.5 Unit plans and lesson plans
The lesson and unit plans are already uploaded in this blog, follow the link to go to the proper post.
Some of the lesson plans are not uploaded correctly on Scrib.com, it is recommendable to download them as a word document to read them without problems.
Lesson plans from September 30th to October 8th
http://teacherpracticum.blogspot.com/2009/12/lesson-plans-from-september-30th-to.html
Lesson plans from October 13th to October 28th
http://teacherpracticum.blogspot.com/2009/12/lesson-plans-from-october-13th-to.html
Lesson plans from October 29th to November 4th
http://teacherpracticum.blogspot.com/2009/12/lesson-plans-from-october-29th-to.html
Lesson plans from November 5th to November 26th
http://teacherpracticum.blogspot.com/2009/12/llesson-plans-from-november-5th-to.html
Unit plans
http://teacherpracticum.blogspot.com/2009/12/unit-lessons.html
Some of the lesson plans are not uploaded correctly on Scrib.com, it is recommendable to download them as a word document to read them without problems.
Lesson plans from September 30th to October 8th
http://teacherpracticum.blogspot.com/2009/12/lesson-plans-from-september-30th-to.html
Lesson plans from October 13th to October 28th
http://teacherpracticum.blogspot.com/2009/12/lesson-plans-from-october-13th-to.html
Lesson plans from October 29th to November 4th
http://teacherpracticum.blogspot.com/2009/12/lesson-plans-from-october-29th-to.html
Lesson plans from November 5th to November 26th
http://teacherpracticum.blogspot.com/2009/12/llesson-plans-from-november-5th-to.html
Unit plans
http://teacherpracticum.blogspot.com/2009/12/unit-lessons.html
1.6 Learning Material
For this class, a blog was made to provide students with information regarding tests, grades, subjects and activities practiced in English class, level 1. This blog contains videos, audios, worksheets and power point presentations.
Due to numerous activities were created for this class, I recommend you to follow the following link to get to the learning material.
2. Evaluation
1.2 Teacher Evaluation
These evaluations are delivered in paper.
1.3 Self evaluation
| | 1 | 2 | 3 | 4 |
| Number of Blog Entries | | | | X |
| Technology | | | | X |
| Organization and Presentation | | | | X |
| Quality of Reflective Writing | | | X | |
| Evidence of Growth and Understanding | | | X | |
| Professionalism | | | | X |
1.2 Peer evaluation
I made a comment in Sandra’s blog. She posted the learning material she used for her classes. I found the power point presentation very appealing and motivating for her students. I also recommended her a website called ESL Printables in which she will find numerous activities to download.
Here is the comment:
Thursday
Friday
Saturday
Blogging
This is the blog I created for my students.
http://english1pac.blogspot.com/
In it they will find all of the activities, videos and audios we see at school. They can also find their grades, tests and homework information.
They find it very useful because they can still keep up with the class even if they can go to school.
http://english1pac.blogspot.com/
In it they will find all of the activities, videos and audios we see at school. They can also find their grades, tests and homework information.
They find it very useful because they can still keep up with the class even if they can go to school.
"Consejo de curso y orientación" y "Consejo de Profesores" reports
Formato de Consejo de Curso y Orientación
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
5. Fecha: 26 octubre
6. Hora: 11:00-11:45
II.- Desarrollo del consejo de curso
1. Tema de Orientación: Se discute principalmente el tema de Puertas Abiertas para el viernes 30 de octubre. Esta es una oportunidad para que los alumnos que tengan baja nota en un ramo tengan la posibilidad de subirla. Los alumnos pueden elegir una asignatura de elección y realizar un trabajo que será expuesto el día viernes. Este trabajo es con nota y es una ayuda extra para subir su promedio. El profesor destaca la responsabilidad que deben tomar los expositores, y el respeto que deben tener los demás alumnos para sus compañeros; el espera que los estudiantes no solo tomen oportunidades como esta para preocuparse de sus notas, sino que deberían hacerlo siempre, ya que es de gran importancia para su futuro universitario.
Luego de Puertas Abiertas, el profesor les da la sala a los alumnos para que conversen sobre su viaje de estudio para este verano y el dinero que tienen colectado como curso, y para que finalicen los detalles para el desayuno que deben ofrecer a 4º medio como despedida del colegio.
2. OFT cubierto: Responsabilidad y respeto. Al igual que en la reunión de apoderados, el profesor hace énfasis en la falta de responsabilidad que demuestran como alumnos del colegio. Las horas de retiro de clases, la falta de interés en estas, la no entrega de tareas y la falta de estudio sobre todo para las pruebas. El profesor les habla sobre la importancia de la responsabilidad, sobre todo para su futuro profesional que se aproxima en un año más; y la importancia que tiene el colegio como antesala a la universidad. También les habla sobre el respeto entre alumnos-as y entre alumnos-profesor. Como ejemplo les pide a los alumnos que no deciden participar en Puertas abiertas, que asistan como apoyo y respeto a sus otros compañeros, y que no vean toda oportunidad de no clases para faltar al colegio.
3. Tabla del Consejo de Curso: Puertas Abiertas; Viaje de estudio; Desayuno 4º medio.
Consejo de Profesores Report
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
5. Fecha: 26 octubre
6. Hora: 11:00-11:45
II.- Desarrollo del consejo de curso
1. Tema de Orientación: Se discute principalmente el tema de Puertas Abiertas para el viernes 30 de octubre. Esta es una oportunidad para que los alumnos que tengan baja nota en un ramo tengan la posibilidad de subirla. Los alumnos pueden elegir una asignatura de elección y realizar un trabajo que será expuesto el día viernes. Este trabajo es con nota y es una ayuda extra para subir su promedio. El profesor destaca la responsabilidad que deben tomar los expositores, y el respeto que deben tener los demás alumnos para sus compañeros; el espera que los estudiantes no solo tomen oportunidades como esta para preocuparse de sus notas, sino que deberían hacerlo siempre, ya que es de gran importancia para su futuro universitario.
Luego de Puertas Abiertas, el profesor les da la sala a los alumnos para que conversen sobre su viaje de estudio para este verano y el dinero que tienen colectado como curso, y para que finalicen los detalles para el desayuno que deben ofrecer a 4º medio como despedida del colegio.
2. OFT cubierto: Responsabilidad y respeto. Al igual que en la reunión de apoderados, el profesor hace énfasis en la falta de responsabilidad que demuestran como alumnos del colegio. Las horas de retiro de clases, la falta de interés en estas, la no entrega de tareas y la falta de estudio sobre todo para las pruebas. El profesor les habla sobre la importancia de la responsabilidad, sobre todo para su futuro profesional que se aproxima en un año más; y la importancia que tiene el colegio como antesala a la universidad. También les habla sobre el respeto entre alumnos-as y entre alumnos-profesor. Como ejemplo les pide a los alumnos que no deciden participar en Puertas abiertas, que asistan como apoyo y respeto a sus otros compañeros, y que no vean toda oportunidad de no clases para faltar al colegio.
3. Tabla del Consejo de Curso: Puertas Abiertas; Viaje de estudio; Desayuno 4º medio.
Consejo de Profesores Report
I. Datos Generales:
1. Nombre del Establecimiento Educacional: Pan American College
2. Profesor en Práctica: Pilar Escalona Requena
3. Fecha: 07 de octubre
4. Tabla de la reunión: Promedios, alumnos practicantes, niveles.
5. Hora: 11:00 – 12:00
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.
3. Comente sus impresiones de la reunión. Puede referirse a:
· Aquellos temas que estaban en Tabla y no fueron tratados.
En si, no hubo una tabla. El profesor jefe del departamento de inglés condujo la reunión. Estas reuniones se realizan una vez a la semana, así que el profesor encargado solicitaba a los otros profesores la entrega de los temas hablados en la reunion anterior; estos eran las notas y promedios de los cursos de enseñanza media; la diferencia necesaria que debe existir entre un nivel y el otro; y la inclusión de cuatro alumnos practicantes al colegio.
· Modalidad de la reunión. ¿Quién la conduce?
La conduce el jefe del departamento de inglés, el señor Agustin Castillo.
· Modalidad de Intervención de los profesores.
Los profesores solo intervenían si les hacían preguntas o si debían entregar notas y reportes.
· Clima de la reunión (frecuencia de participación de los profesores, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)
La reunión fue muy seria, duro exactamente una hora, no hubo situaciones inesperadas. La gran participación fue por parte del profesor Castillo, y hubo pequeñas intervenciones por parte de los profesores y los alumnos en práctica.
· Varios (aspectos y /o comentarios en torno a temas educativos generales, tanto a nivel del establecimiento como nivel regional educacional)
A nivel del departamento de inglés hay mucha seriedad e importancia por parte del colegio, debido a que hay tres niveles diferenciales de ingles, y a los futuros alumnos se les pide una prueba de conocimiento del idioma para ingresar al colegio. Aun con esta seriedad e importancia debo decir que el nivel de inglés de los alumnos es muy bajo; la dirección del colegio no hace evaluaciones a los profesores de esta asignatura; los alumnos no están motivados ni reconocen que este colegio es bilingüe.
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