PRE- SERVICE TEACHERS’ POTFOLIO
UNIVERSITY OF TOLIMA FACULTY OF EDUCATION
PRE- SERVICE TEACHERS’ POTFOLIO
Yuliana Marley Arevalo Bernal Professor: Norma Duran
University of Tolima Practicum 2 2016
PRE- SERVICE TEACHERS’ POTFOLIO
This portfolio is a compilation of the work done in practicum two. In this course English preservice teachers were in charge of teaching English classes. Thus, teachers in training familiarize with the real context in public high schools around the city. In this portfolio will be found the following divisions. Teaching philosophy, samples of the work done that include students’ work, tests, feedback. Also, lesson and action plan, and finally official documents. Each part mentioned above, it is the evidence of how teacher candidates carried out English teaching. Furthermore, this portfolio is a tool to remember the significant work done in practicum two. During this period a huge emphasis was made in the strategies and principles to plan classes, in order to raise awareness and motivation not just towards English as a subject but also treating real life aspects that can be very useful for learners. Thus, students use English as a vehicle for communication not as the subject to be studied. Overall, this portfolio can be considered as the reference point in teacher candidate's preparation. It is because as a teacher I might come back to my first teaching experiences and assumptions and when time had gone by, I would find what has been improved and how the goals have been achieved. To sum up, pre-service teachers with the help of this portfolio can recognize what the weaknesses and strengths are for teaching English appropriately and efficiently, considering the real context and the theory for teaching English as a foreign language.
TEACHING PHILOSOPHY
TEACHING PHILOSOPHY
I want to be a teacher with a high level of commitment to my profession. Making use of a high critical thinking with the objective to be aware of social, economic and political issues where my students and I are involved; in this way not to reduce the classroom setting to an isolated room of real life. Likewise, I want to be an updated teacher to amaze students in the cognitive process. Plus, I want to be an effective educator, who can keep good rapport with students making a balance between a teacher who inspires respect and at the same time could be friendly. I consider that the role of the educator is crucial to foster and stimulate them to learn particular knowledge, if a teacher looks interested in the knowledge it impacts students who are receiving a message. Overall, I want to be an educator who actually loves the profession and do the best to improve according to the needs of the context.
Regarding to what was aforementioned, practicum two was a subject that provided me with the tools, topics, strategies and appropriately advices for dealing with how to amaze students or at least taking them out of the routine in each class. Certainly, I regard that learning is not a static and predictable activity and in general, it was what the development of this course helped me to go deeply. Since, this concept has been threated along the degree but I felt that I do not have the details to make my students reflect and really go beyond. Obviously, it is a complex and time- consuming process, but it is worthy. I also consider that the experience of making lesson plans using the divisions of pre-while-post activities it is very fruitful, because when I understood what must be done in each stage it is easily to enrich classes with several and new activities that foster students’ skills not just in the language management, but also in their critical, leadership, and interaction skills on others. The conceptions that I have mentioned affects the selection of the materials in the way that I like to take to the classroom topics that be very new, which show alternatives to deal with life without falling in trends or the common system of believes that people manage because they choose because it is easier to reach. Related to classroom management I found appealing the strategies for improving discipline in the classroom, according to the self-discipline approach, in which teachers should give responsibilities and choices to students, but they will experience the consequences of their choices. Also, teachers should help students to figure out the importance of the rules established at the point students can justify the rules. It has been my ideal but it is not easy to reach. Somehow, I try to give choices to students and not to impose my voice or my perspective. Despite of that, in some cases I had turned to the traditional
strategy of pushing learners with the concept of the grade and the official punishment that the school has stablished. But, it is actually what I want to come by. Therefore, I need to search and try more strategies about classroom management with the purpose to make students responsible of their conduct. And, they choose consciously how they behave in the classroom. During the practicum I carried out the classes considering students like dynamics with pictures, videos. Also, I try to avoid long explanations but showing them examples of the grammar structures. I implemented the warm up in the classes because I consider that this stage in the class plays an important role to motivate students and make them have some fun in the target language. Besides, I include in the classes questions, examples or situations that were related to students’ life. I consider students’ likes to choose the way of presenting the topics for example, using the Simpsons in daily routines. I admit that it is very difficult to work with material or character that I do not enjoy or like for example the Simpsons, but I do it for my students. To sum up, I consider in the practicum I have the opportunity to really practice what I have learned about English teaching very different and more efficiently than in my own experience at school. I recognized that it is easy, moreover it is so time-consuming, but it is worthy and the goals for the subject could be actually achieved.
SAMPLES
LESSONS AND ACTION PLANS
LESSON PLAN FORM Date:
Teacher´s name:
Level/grade:
Time:
Yuliana Arevalo
8
1: 30 minutes
Topic: simple present: daily routines.
No of students: 40
Aim of the lesson Assumed prior knowledge/
By the end of the lesson, students will be able to use the simple present to talk about daily routines. Alphabet, verb to be (personal information), there is-there are
Relevant recent work: Language Functions Target vocabulary
Asking questions
Get up, get dressed, has breakfast, comb his hair, go to school, wash t.v. brush, ride, has dinner, have lunch, take a bath, cook, play, go to sleep, read, watch t.v. practice sports, always, usually, often, rarely never,
Problems anticipated in the lesson (possible linguistic/discipline issues that might come up in the classroom) Some students might be distracted or misbehave during the lesson Teacher might take a lot of time in an activity of the lesson: topic presentation
Possible solutions Use of commands to catch students’ attention: (Class, Class. Yes, yes; Hit, hit. Hurrah Be accurate and concise with the presentation of the topic and go straight to the point “if they understood well”
Materials: (List any worksheets or resources you use and pages from other books. Please include sources of all materials to be used) Worksheet, flashcards, printed words, sheet of papers, projector
STAGE
PROCEDURE
Students will be divided into two
AIM
Break the ice and
TIME
1. warm up
2. presentation
groups. Students will play a game called mimicking in order to introduce the daily routine actions.
involve students before the presentation of the topic
1. First, the teacher will introduce Bart’s daily routines just by showing the pictures without its meaning then the teacher will play the slices again but with its meaning. After that, teacher will ask questions about the topic like What does Bart do at night? What does Bart do in the morning? What do you do every day?
By the use of inductive approach, students will be able to work out the meaning, use and form of the target structure.
2. Now, Students will find some disorganized pictures on the board about Bart’s daily routines, so the teacher with the students’ help will have to put them in sequence e.g. (Bart gets up at 8:00 o’clock) then, he brush his…) next, the teacher will ask them questions like what do you do first in the morning?
3. Now, the teacher will introduce the adverbs of frequency by using a pyramid chart. Second, the teacher will stick on the board a big picture of Bart Simpson with sentences (daily routines) highlighting the adverbs of frequency. (Bart never studies)
Students will be able to recognize the most used verbs to form routines.
Students will be able to recognize the adverbs of frequency by using inductive approach.
10
10
10
10
What does the underline word indicate? When do we use it? What for
3. practice
1. Students will have to fil in the gaps with the corresponding verb. E.g. Bart __ for a walk every day. 2. Students have to unscramble the sentences and then they will have to organize whole sentence with the adverb of frequency. E.g. (Garfield always sleep late).
3. Students will have to fill a chart according to how often do students
Students will work in a controlled practice to further understand the form of the target structure
Students will work in a free practice activity.
Teacher will check if
20
do something. E.g. I never practice sports.
4. production
First, students will have to fill a chart according to their schedule and lifestyle. Also they will have to integrate the adverbs of frequency. E.g. On Monday morning, I always go to school.
Then, they will have to choose from the chart their favorite day in order to write what they normally do that day. E.g. On Saturday morning, I always have a delicious breakfast and go to gym. Then I have a lunch. In the afternoon‌.)
students understood the lesson.
Students will work in a free practice activity (30 minutes)
LESSON PLAN
Number of Students: 40 Aims of the lesson
Recognize some of the most common professions/occupations. Make some jobs descriptions. Use the present simple 3rd person.
Speaking, Listening. Students don’t recognize the professions/occupations.
ProblemsSolutions
8
By the end of the lesson learners will be able to:
Skills to be Developed
Grade:
Students will receive some flash cards with the profession
Practice entat mPres up War
TIME
AIM
Students will be asked about their parent’s profession at random, what does your father do? while ss answer the question, teacher will start postingquestions some the like images Teacher asks students different Whatand is
Students identify
40 minutes
Students listen to a song and define what are the professions and the activities they do, they also relate some common vocabulary with the job.
Students show what they learnt
Prod
ACTIVITY´S DESCRIPTION
Juanes profession? What is Juan Manuel Santos’ profession? What is Gabo’s profession? What is james’ profession? Students will receive a paper with the letter of a song (Annex 2) and they will listen to a song about different jobs, as they listen to the song, they will fill in the paper the names of the professions. Then the song will be played again and students will check their answers. The song will be played 3 times maximum. After teacher will ask to the ss What professions do you find in the song? Do you know a doctor? Yes I do, no I don’t Do you know a farmer? Yes I do, no I don’t and so on Then, students will complete a second activity (ANNEX 3) using the song. They have to listen to it and to start putting in order the professions they listen to. After it they have to match the profession with the short description of the activity they do. (ANNEX 4) Finally on this part, they have to select the words that better fit on the profession. (ANNEX 5) Students have to draw a picture of what they want to be when they graduate. They have to write a sentence on the paper like this one:
ANNEX 1 FLASHCARDS.
NURSE
TAXI DRIVER
HOUSEWIFE
TEACHER
POLICE OFFICER
MILITARY
TRADER-BUSINESSMAN
MECHANIC
ELECTRICIAN
PLUMBER
DOCTOR
FIRE-FIGHTER
VETERINARY
FARMER
POLITICIAN
MUSICIAN
ARCHITECT
ANNEX 2 SONG WORKSHEET.
ANNEX 3 ACTIVITY 2
ANNEX 4 ACTIVITY 3
ANNEX 5 ACTIVITY 4
LESSON PLAN FORM
Date:
Pre- service teacher: Yuliana Arevalo
Topic: Grammar future tense
“
Level/grade: 8
Be going to”
Time: 2 hours No of students: 40
Aim of the lesson Sub aims
At the end of the lesson the students will be able to talk about their plans for their next vacations, using “Going to”. Students will be able to answer question about their and their partners´ plans. Students will be able to plan their next vacations.
Assumed prior knowledge/
It is assumed that students already know how to answer positive sentences in present simple in English.
Relevant recent work: Language Functions
Target vocabulary
“Be going to” is used to talk about our plans. It expresses the idea that a person has planned to do something in the near future. E.g. I am going to buy a car the next month.
Vacation `s vocabulary
Problems anticipated in the lesson (possible linguistic/discipline issues that might come up in the classroom) -Since some students tend to be talkative.
-Some students who have low level in listening, may not understand instructions in English.
Materials: Worksheets, video beam, pictures.
Possible solutions A possible solution could be to place them with other partners. Eye contact I ask those students who are good at listening, to explain the instructions to the rest of the class.
LESSON PLAN FORM Date:
Pre- service teacher: Yuliana Arevalo
Topic: Grammar future tense
“
Level/grade: 8
Be going to”
Time: 2 hours No of students: 40
Aim of the lesson Sub aims
At the end of the lesson the students will be able to talk about their plans for their next vacations, using “Going to”. Students will be able to answer question about their and their partners´ plans. Students will be able to plan their next vacations.
Assumed prior knowledge/
It is assumed that students already know how to answer positive sentences in present simple in English.
Relevant recent work: Language Functions
Target vocabulary
“Be going to” is used to talk about our plans. It expresses the idea that a person has planned to do something in the near future. E.g. I am going to buy a car the next month.
Vacation `s vocabulary
Problems anticipated in the lesson (possible linguistic/discipline issues that might come up in the classroom) -Since some students tend to be talkative.
-Some students who have low level in listening, may not understand instructions in English.
Materials: Worksheets, video beam, pictures.
Possible solutions A possible solution could be to place them with other partners. Eye contact I ask those students who are good at listening, to explain the instructions to the rest of the class.
STAGE
Warm up
Presentatio n
PROCEDURE
The teacher divides the group in two groups or lines then, each student of the line comes in front of the rest and takes out a piece of paper from a bag with a verb on it. The student should mimic the action of the same line to figure out what the action is. When the group guesses the word, the student who was mimicking, writes the word on the board. The group that figures out more actions wins the competition.
The teacher tells the students her plans for the next vacations (June) using a power point presentation.
AIM
1. To prepare 20 min students to the topic presentation.
2. To draw ss attention and team work abilities.
10 min To enable the students to infer when we use “Be going to “.
Practice 1. Practice
1. Students are given a worksheet for them to fill in the gaps with the right form of the verb (annex 1)
Practice 2.
TIME & INTERAC TION PATTERN
15 min To stimulate students writing skill through controlled activities
20 min Teacher asks the students to write on a sheet of paper their own plans for next vacation using some of the verbs seen in the class. (At least five sentences per student). Production
1. The teacher asks the students to work in groups of three people. The students have to ask each other what they are going to do the next weekend using the following question: What are you going to do next weekend? Then they have to complete a chart on a worksheet with their partner`s answer. When the students finish the chart, the teacher at random asks to some students what they and their partners are going to do next weekend. E.g. what is Camila going to do the next weekend? The student has to answer: Camila/she is going to travel to …. And so on (annex 1).
To have students internalize the correct use of “Be going to”. 20 min To allow the students to develop their writing skills using “going to”.
LESSON PLAN FORM Date:
Teacher´s name: Yuliana Arevalo
Level/grade: 8Âş
Topic: Connectors of sequence Aim of the lesson Sub aims
Assumed prior knowledge/ Relevant recent work: Language Functions
Target vocabulary
Time: 1:40 minutes No of students: 40
By the end of the lesson, students will have understood how to use connectors to link ideas by writing a recipe Students will use connectors to link instructions in recipes Students will recognize vocabulary related to connectors of sequence Simple present, simple past, daily routines, cardinal and ordinal numbers, quantifiers (some and any)
Giving instructions
Connectors of sequence: First, second, then, next, and, finally Food and verbs related to cooking
Problems anticipated in the lesson (possible linguistic/discipline issues that might come up in the classroom)
Possible solutions
Some students might be distracted or misbehave during the lesson
Use of commands to catch students’ attention: (Class, Class. Yes, yes; Hit, hit. Hurra, hurra)
Teacher might take a lot of time in an activity of the lesson: topic presentation
Be accurate and concise with the presentation of the activity topic and go straight to the point.
Materials: (List any worksheets or resources you use and pages from other books. Please include sources of all materials to be used) Worksheet, flashcards, printed words, sheet of papers, projector
STAGE
1. warm up
2. presentation
PROCEDURE
First, Students will be divided in teams of five. Second, they will play a game called hanged man. Then, in their teams, they will have to guess a word, if they fail, (they will have three possibilities) they miss the turn and the other team will have the turn. The team who guess the whole word get a point. E.g. If any member of a group knows or can anticipate the answer, the point will be given to that group. Finally, the team with more fails will be the loser and hanged man. The teacher will tell learners about a recipe that he is going to cook on weekend... E.g. I invited some friends to a dinner party on Saturday. I am going to cook…. This is the recipe that I am going to follow. Teacher will stick on the board the sentences mentioned in the recipe in a disorganized way. Then, learners will have to organize them according to the connectors of sequence (first, second…) Teacher will ask students questions about the emphasized words (first, second, then…) e.g. What word do you think make the difference in this sentence.? ... And Where do we place the connectors of sequencing? Teacher will illustrate with pictures some verbs and foods related to recipes in order for them to discuss the vocabulary. Then, The students with the teacher’ help will match the vocabulary and the verbs related to food recipes. Next, students will build sentences
AIM
Break the ice Involve students before the presentation of the topic and recycle vocabulary
TIME & INTERAC TION PATTERN 10 min
10 min By the use of inductive approach, students will be able to recognize what teacher intended to present. Students will be cognitively involved. Students will be able to recognize and identify the use of connectors of sequence in a sentence.
Teacher will verify if students understood the topic.
10 min
5 min
15 min
by using the vocabulary previously mentioned. E.g.
cut two slices of tomatoes…. chop mix boil slice
Chicken Tomatoes Onions Water (
3. practice -
-
4. production
Some sheets of papers are given to students in order for them to fill in gaps with the corresponding connectors of sequence explained before. Some sheet of papers are given to students in order for them to fill gaps with the corresponding verbs related to food. (Boil, mix, chop...)
Based on the topic presented before, students will create a poster about their favorite dish. by using the connectors of sequence
Students will work in a controlled practice
10 min
15 min Teacher will assess students’ speaking regarding to lesson topic
Students will stick their poster around the room, then, Students in their groups will present their poster to the other classmates. (30 minutes) The best poster will be given a prize
Explanation I have invited some friends to a dinner party this weekend. I am going to cook…. This is the recipe that I am going to follow: First, you have to boil water in a kettle second, you warm the teapot with boiling water then, put some tea (Earl Grey if possible) into the teapot. After that, leave it for 2-4 minutes, depending on the tea. Next, pour the tea into the cup. Finally, you can put some milk into the cup, and your “cuppa” is ready! Enjoy! (How to make an English cup of tea” First, you have to boil water in a kettle
After that, leave it for 2-4 minutes, depending on the tea.
Second, you warm the teapot with boiling water
Then, put some tea (Earl Grey if possible) into the teapot
Next, pour the tea into the cup.
Finally, you can put some milk into the cup, and your “cuppa” is ready! Enjoy! (How to make an English cup of tea”
3. Elicitation Questions 1. Were these words (pointing at the different connectors) necessary to organize the sentences?? 2. What is the purpose of them in the sentence? , What do we use them for? 3. Do they indicate an order? A sequence?
Matching exercise: Match the pictures with the sentences
Spread butter on one slice of the toast
Mix the butter with the sugar
Beat the eggs
Chop the onion into small pieces
Grate the cheese
Boiled the water
Add some salt
Cook pastamilk in a big pot.the Put the some into
cup Cut tomatoes into slices
(The teacher will stick these images on the board and students will have to match the picture with the verbs related to recipes. Then, teacher and students will build sentences by using the given vocabulary. E, g. First, cut two slices of tomatoes. (The teacher makes gestures with his hands to reinforce the message) Prictice 1
Fill in the gaps with the corresponding connector shown below First
second
then
after that
next
How to make a ham sandwich
finally
First toast the bread in a toaster. Second, spread butter on one slice of the toast. Then, place three thin tomato slices, on the slice on which you spread the butter. After that put a lot of large romaine lettuce leaves over the tomatoes. Next place the two slices of ham over the lettuce. Finally, place a slice of your favorite cheese over the ham. Your ham sandwich is completed.
Practice 2
Fill in the gaps with the corresponding verb Pasta with bacon and tomato sauce
Cook (2)
heat
cut
add
serve
First, cut the onion, red peppers and bacon into small pieces second, heat some olive oil in a pan and fry the onion, red peppers and bacon. Add oregano, garlic,
tomatoes and water and cook for 20 minutes. Cook the pasta in a big pot of boiling water. Serve the pasta with the sauce, and enjoy!
Production -
Students will organize in groups of five They will create a poster about their favorite food. Students are given specific vocabulary related to food Students will stick their poster around the room Students in their groups will present their poster to the other classmates. Below students will find vocabulary related to the activity.
MORE IS NOT NECESSARILY BETTER From the moment we’re born, we’re told to buy more. Advertisements on television, radio, newspapers, magazines, and websites scream to us daily that more is better. As a result, we work hard hours so that we can spend countless pesos buying the biggest homes, fanciest cars, trendiest fashions, most popular toys, and coolest technologies.
But it is not true. Happiness cannot be bought at a department store. More is not necessarily better. We have heard the lie so many times we begin to believe it.
As we know, many people are insecure and a bit lazy. That’s why the media, the advertising industry and most of the private firms that sell beauty or lifestyle products may abuse those people by creating the perception that they can feel special by buying specific products. They basically say, “If you buy our product, you will be popular, goodlooking and happy.” In economic terms, this is what is called “manufactured demand.” They will do this by scaring us in our everyday life, seducing us with pictures of a perfect life and then misleading us by telling us what to buy. This is what consumerism is all about: creating a niche in the market and then making a profit. A serious reflection on what being happy is; could show the way we spend our time, our energy, and our money can change where we focus our attention and our
minds. Overall, it can change the foundation of our lives. And it would free us to buy the things in life that we most value. In other words, it would be a life-changing. That truth is that the idea of intentionally living life with less possessions would change almost everything about us.
Lesson Plan Date: May / 2016 School: Leonidas Rubio Villegas Grade: 8 Number of students: 42 In-service teacher: Yuliana Arevalo ▪ Title (Unit): More is not necessarily better ▪ Grade (Level): 8 ▪ Lesson Focus: Reading and Speaking ▪ Objectives (vocabulary goals, grammar goals, communicative goals) Terminal Objective: By the end of the lesson students will be able to reflect about the text. Enabling objective: -Students will be able to develop skimming and scanning subskills -Students will be able to identify main and specific ideas about the topic -Students will be able to express their point of view about the topic of the text orally. ▪ Key Expressions: Students will focus on using the following language: I think that ... I consider… From my point of view … I regard By contrast, I disagree with I agree with ▪ Materials: pictures markers video beam
Procedure
PREREADING[ND2] (Time:20')
Details First, teacher will introduce the vocabulary. The teacher will ask the students to make two groups, two people of each group pass to the board. One opposite the board the other behind, the teacher will show the word to the students who are behind the ones who are opposite the board, then the students will write with their finger on the back of the other student the word given by the teacher and the students who are opposite the board write the word according to what they feel on their backs, the first student who writes the right word wins a point. After that, teacher shows the image for each word to make the students guess the meaning of the unknown words. Finally, teacher puts the image and the word on the wall. The teacher focuses on the pronunciation meaning of each word.
and clarification of the
After that, teacher hand in the text. Students will skim the text to make predictions about what it is about. Teacher asks students to look at the title, pictures, first line of each paragraph and words in bold. Students’ ideas will be written on a mind map on the board. UNKNOWN WORDSTELL - TOLD ADVERTISEMENT SCREAM COUNTLESS LIE TRENDY MISLEAD PROFIT
Procedure
WHILEREADING (Time:20')
Details
Then, teacher will inform students that they will read to get the general idea of the text. Also, they will compare their predictions on the mind map with what they read about the text. The ideas that match between the predictions and the text will receive a tick. Later, students will read the text again to find the main idea of the text. Students will share their ideas with the class. Then, teacher will show three sentences as the options for the main idea of the text, students will choose in groups what the right option is. The exercise of finding the main idea and the following will be on slides,students choose the right option for the group. When they have chosen their right options. Teacher presents the slides again and provides feedback Finally, students look at the picture in each question. What does the picture represent, according to the text? Mark the correct letter A, B or C on the notebooks
A. you buy to be happy B. you do not need money C. you always want more
A. you buy it to be popular B. you need it C. you are happy because you buy he cellphone
A. you do not use all things you have B. you use all things you have C. you can live happily with less stuff
A. a coke is happiness B. you can buy happiness C. happiness is priceless what is different if we
POST READING
A. the way we spend time and energy B. we can travel more C. you save money
What is the lie? A. We buy the things that we most value. B. If you buy more you are more special C. You cannot buy happiness
POSTThe teacher will introduce the following key expressions to READING facilitate students express their points of view (Time:20')
I consider… From my point of view … I regard By contrast, I disagree with
I agree with Students will do a round table. Teacher will pick up a question or an image from a bag and students share their answers and interpretations of the questions and images Each student will have to take notes on the following table. By this way they will need to pay attention to their classmates opinions and points of views. At the end, learners hand in their tables to get extra points. Teacher gives the first example of how to fill the table. The questions on the bag will be: Do you feel identified with some comments about this topic? What does the title mean for you? Do you think you are important because what you are or what you buy? Can you live with less things? If you cannot eliminate shopping, how can you reduce it? What does it mean?”We have heard the lie so many times we begin to believe it”. What did I learn from this reading? Images:
ANNEX
Table:
Your opinion Question 1 Question 2 Question 3 Question 4 Question 5 Question 6
Question 7 Image 1 Image 2 Image 3
you agree with
you disagree with
Conclusion
SELF OBSERVATION REPORT
The class was developed in three main parts. The first one was the warm up. Students understood the dynamic, I used body language to explain and clarify what they were expected to do. In the game of the warm up I recognized that the sense of competence catches students’ attention easily. After each round I made emphasis on the meaning of the word, I showed pictures for making the word memorable, I reinforced the concepts through translation so I explain most of the unknown words in English and Spanish, in some cases, students got the idea of the word because they have seen it a lot of times I did not clarify the meaning. After meaning clarification, I did some drilling for the pronunciation. I felt in some parts of the instructions they do not understand, for that reason I translated. At the end, I made a general review of the vocabulary. The next part was about handing the text. I handed it but they should not read. Later, I explain that they will skim the text to make predictions about what the text is about. I clarify instruction in Spanish and I checked understanding I asked what we will do. They had to look at the title, pictures, first line of each paragraph and words in bold. I gave some minutes to do that while I drew a mind map on the board. Then, I asked students to write their predictions on the mind map, they were sitting in round tables, for that I asked a person per table came to the board, they wrote main words, I helped them to write sentences, they use Spanish in some ideas. Next, they read for a second time to find the main idea of the text. I gave the instruction and I said I will give three minutes to read, then we will talk about the main idea of the text, but they understood I said they had to find three ideas from the text. When I asked for their answers anybody participated, they did not feel sure about what the main idea was. Thus, I showed some slides with options to find the main idea in the text, they participated choosing one of the options, I clarify the correct option. After that, in while reading too, I tried to check students’ comprehension about the details and concepts the text presented. I showed slides with pictures and options to relate to the text, the whole class was doing the activity, some students participated others stayed silent I clarify why the answer was correct and I found support going to the text and showing them what the text said. Students had to write the correct options on their notebooks. Students understood very well the images and related them with the text. The last part was about the discussion or round table. I presented the class the key expression they could use to express themselves easily, I clarify the meaning and I did some drilling for the pronunciation. I explained that they could mix English and Spanish without problem, but they had to start their participation using one of the key expressions. I explained in detailed the questions because they were confused with them, they found the vocabulary of the question very complex for that I used Spanish and some classmates explained the questions to the whole class in Spanish as well. I gave opportunity to participate in the first question and
nobody wanted to do it, in that situation, I pressured students and said to them the importance of the grade in that activity. I began to use the attendance list to make students participate, I asked one of them and he said I did not understand anything, I asked other questions to him, but he said “ I did not understand”, I observed they did not want to express their opinion, so I said “check the reading and in the next question you will tell us your opinion” he received the message with a good attitude and started to pay more attention to the activity. I made a big effort to explain the question, the vocabulary and structure were complex for students. The question went on and they participated more each time, they were more enthusiastic to express their opinions because they understood the questions. Learners’ participation was very superficial for that reason I tried to ask for examples when students were talking, some of them gave real life examples, great association with the topic and real life. Overall, discussion flowed, but they were most of the time focus on the same aspects, they expressed their opinions mostly in Spanish and I had to encourage them for using the key expressions at the beginning of their participations. Finally, students filled the chart considering their own and classmates’ opinions. On the chart they did the same they mixed English and Spanish and used key expressions, some of them wrote everything in Spanish, and I consider the chart was long for them. I consider myself provide students with opportunities to face the story with several useful elements such as vocabulary, general idea about what the reading is about. And the moments for them to go through the story step by step. By contrast, I observed that during the round table topics were discussed in a superficial way due to the fact that learners in most questions fell in almost the same conclusions. The questions did not help to direct the discussion deeply. In the development of the subskills students worked pretty well skimming the text, getting the main aspects of the reading just considering the pictures, title, first and last lines of the paragraph. Conversely, problems with scanning subskill were evidenced in the detailed questions they did not know how to go through the text and look for specific information. When they tried to do it, they got lost, so they lost motivation to check the text because they felt they just understand a few parts of the reading. Students practiced English in chunks they used the key expressions and some parts of the sentence in English and others in Spanish. About the alternatives for teaching the lesson, I consider that the warm up should need to have a part when students express their tendency for brands, so the class in general recognized the advertisements that make them feel need of things they probably do not need. Students were so focused on the title, they use the sentence of the title to express their ideas, probably not show the title at the beginning and ask them to put a title after skimming the text. In addition, the questions need to rethink, even though questions are not similar students got almost the same answers for them probably the questions should be directed to real life examples and from them are observing students' reactions, also including hypothetical situations such as how would the world be if money did not exist. Furthermore, I was not very organized with the mind map on the board so it was not clear for students, I should give more attention to manage the board.
In conclusion, I regard that the topic was appealing for them, students show enthusiasm through the reading, also the warm up where they were in movement caught their attention and made most of the vocabulary memorable during the class, although the unknown words were many and despite of the game they got distracted in the last ones. Students’ opinions showed they understood the topic and most students agreed with the different perspective brought to the class. Another aspect to take into account is that the flow of the class was affected by students’ noise, and chatting, for that I need to keep working on classroom management strategies.
Self - Assessment of teaching: Reading
School: Leonidas Rubio
Grade: 8 th
Date: _____________
Time : ____________
Reading Title: More is not necessarily better Class aim: By the end of the lesson students will be able to reflect about the text
Reading Lesson
Lesson Planning Aim (s) were complete and clearly stated ( Who? What? How?) Anticipated problems and ways of overcoming them.
Y N Comment o √
The aims were thought from a communicative focus. The stages of the lesson connect well considering X their purpose
√
Stages of the lesson were clear and connected Teaching Practice Learners were prepared for the √
The warming up allowed to introduce or check vocabulary necessary for the reading text
reading with key language and X Students were very talkative and noisy
creating expectations about the
reading. Students were engaged with the √ topic of the reading and the
activities developed. Students were given opportunities to predict and anticipate content of the reading from photographs,
title, headlines to get into the text. Students were given a real and clear purpose to read during the
√ √ √
Students made prediction based on title, picture, bold, 1st, last line. They participated actively in this activity Why didn´t students have a main idea???? What did you do about it? Why didn´t you record the part in which you were to discuss the three options with them?
X Apparently at the planning stage, the reading did not seem to be difficult, but what happened in the lesson. √ lesson showed something different The reading was chosen X according to the students age, The two activities developed were challenging (too
level interests and preferences. Activities were imaginative and √
challenging???)
challenging
The tasks were: introducing vocabulary, predicting, identifying main ideas, reading for detailed information and a round table. Not all the activities were usefully exploited
enough
for
the
learners. The reading tasks and questions were varied and
appropriate for
before, during and after reading
stages. The activities for the three stages
were usefully exploited. The reading was integrated into an
√
The teacher offered the possibility for students to react to the text and some were interested in participating. However, the sound did not allow to hear students opinions very well
interesting lesson sequence using the topic for discussion or further tasks where the students react to the text to bring the content of the
reading to life. There is clear evidence that the aim of the class was successfully accomplished.( students general
I think the aim was achieved. Skimming strategies were implemented, prediction as well. Reading for specific understanding was not evidenced in the video, but discussed in the feedback with the student. As it was not possible to hear very well what students said in the post reading activity, it is difficult to establish a level of reflection, they were certainly giving their opinions
and specific comprehension of the text
by
using
effectively
the
intended strategies.) Classroom management.
Realistic timing of the activities Seats arrangement Classroom language Grouping techniques Classroom atmosphere ( rapport ) Setting up activities ( ss previous knowledge, elicitation techniques ) Instructions Checking understanding Monitoring of students´ practice Tasks and materials designed and presented with professional appearance
It is difficult to talk about time, as the video was edited, but one part of the lesson did not happen The arrangement of the room was appropriate for the activities Instructions are fine, but it is evident that it is very difficult to get students started The reading text was adapted and beautifully organized
Some students were expressing their opinions but there was no feedback from the teacher
You don´t know your student´s names????? You are still using Spanish a lot in class
Closing activities
Display of the students work and feedback
Homework
Teacher´s use of English Use of clear, generally accurate and appropriate language in all aspects of classroom teaching.
Grammar
Pronunciation
Set an action plan for language improvement
√
Language is clear and accurate
Teachers´grade 4,0
ACTION PLAN
From the short experience I had in English teaching, some relevant points were identified at the moment of creating an action plan to enhance my practicum in next semesters and in my professional development as a teacher. The great aspect to highlight is I really feel comfortable with teaching, I need to get lots of experience and improvement, but I am certain it is what I want to do for a living. In this action plan, I consider the points that require a change, and probably that change is not likely to come up from the first implementation of new strategies. Hence, I want to trace strategies and resources to generate transformations, where small changes count as transformations. The crucial aspect which I want to refer is discipline management. I identified discipline as the main weakness in my practicum. For that reason. I am reading consciously to seek for effective strategies that allow me to improve students’ behaviors in classroom, but
avoiding punishments as the main tool. In order to achieve that point I must read and select key points to implement in classes. I found appealing the strategies for improving discipline in the classroom, according to the selfdiscipline approach, in which teachers should give responsibilities and choices to students, but they will experience the consequences of their choices. Also, teachers should help students to figure out the importance of the rules established at the point students can justify the rules. It sounds beautifully but in the practice I regard it can take several years to reach it. But, I am concerned in this point because I prepare great things bit I take much time listening to my students’ complains because their classmates did something, or because they are so talkative. About the content of the teaching, I will keep working in the implementation of critical materials because this job open horizons to the type of activities and principles that can be applied to foster students’ learning and make them reflect about real life situations and topics. Also, I need to explore more resources and tools for preparing the while stage of classes, because it is the part for checking understanding and it requires to be well planned for facilitating students understand if they have not comprehended at this stage or to check and they can experience success in their activities.
OFFICIAL DOCUMENTS