Documente Academic
Documente Profesional
Documente Cultură
INTRODUCTION....................................................................................1
READING ARTICLES............................................................................2
PEDAGOGICAL ARTIFACTS..............................................................3-10
SCHOOL INFORMATION....................................................................11
LEARNING MATERIALS.....................................................................26-38
CONCLUSION.........................................................................................39
INTRODUCTION
The following Report tries to show my process as a student teacher, process which was
very important, though stressing specially the days before the supervisor teacher`s visit.
I can not deny that I was scared at the moment of being evaluated for both teachers, the
guide teacher and the supervisor teacher, when I was doing my classes, but I also can
not deny the help and support they both gave me when we have our meetings. There I
could understand that the point of every Supervition was give us the chance to realize
about our mistakes at the moment of teaching and overcome the problems to correct
them. To become in the near future teachers of excellence.
I must point in this proces the support I had from my Guide Teacher , who was always
willing to help me with her pieces of advice.
As a second point, I think, I had excelent, smart and participative students, who made
this process for interesting, relaxedand positive in terms of student-teacher relationship
and in terms of the learning-teaching process.
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READING ARTICLES
LINK:
http://www.zoomrichmond.net/pdf/handbooks/teachingenglish/teach_child_es.pdf
2
PEDAGOGICAL ARTIFACTS
I. Observation stage.
I began the observation stage on March 30rd , my class is a fifth primary grade, at that
time there were 16 students, nowadays there are 13. I could observe , since that
moment, that they were an excellent class, very disciplined, very intelligent, creative,
they really like to participate, specially when they tried to speak in English. Besides the
students are very respectfull with their teachers and they like to help them at the
moment of delivery of material. In the first two weeks I did not see any problems of
behavior, or any struggle between them. I could observe that the teacher began her
classes with a greeting, then she asked what day is, and continued with a review of the
previous class, and she started with the new content .
.Most of the class did not have problems with English, except 3 students who are
"eximidos" from the class for order of “la profesora de diferencial”, for which the
English teacher evaluates them in a different way.
I think the stage of observation is very important because you can create an idea about
the students who you will teach , also when you observe how the guide teacher
theaches you can realize the best way of approaching the class at the time you teach,
in this stage you can see what the activities the students like and which you could use
as a future model. This way I could see that my students prefer very colorful images
activities, they like to speak in English, to do a performance in front of their classmates,
they are not ashamed.
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II. Team-teaching stage.
The guide teacher respected the observation time and team-teaching stage, only in this
stage I participated in the activities of the class. The guide teacher asked me for help to
check the student`s notebooks to see if the words she taught them where well written,
also, I prepared activities such as puzzles, letter soups and crossword as a complement
of the class. Besides I callled the roll, and the evaluation of oral reports along the guide
teacher, I worked specially with a student that was "eximido", and with another group
of studentss in a translation task of a text, while the teacher was working with another
group.
The relationship inside the classroom were very friendly and respectful about other
students opinions, and when the students had some doubts, there were no problems
when they asked, except in some occasions when the students told jokes, but that was
not a problem at the moment of teaching.
There was only a problem at the time of working in groups since most of the girls and
some boys did not want to work with one of their classmates,( the boy who was
“eximido”). That bothered me a bit, but I did not say anything to the students, I only
talked to one of the student and told her and what would happen if she was the one who
nobody wants to work with. For the same reason this student does not like to work in
groups, and isolated himself, and at the time of an oral presentation in pairs he asked
me to work with him.
This particular situation makes me think about how hard is to cope with certain
problems in the classroom, also how to be pendent to all the students you have, and the
way to solve problems between them, sometimes is a hard thing to do not to overprotect
a student when you realize that He or She is mistreated for the rest of the class.
For me both stages were important at the moment of doing my teaching, you can see
how the class works , and this is the model at the moment of planning and teaching a
content.
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Workshop Nº 2
Refer to the Teaching Stage you have already started and answer the following
questions:
1. Do you feel satisfied with your performance as a teacher so far? Take about the things
you like and about the ones you don´t like.
2. Guide teacher´s support: How effective has it been during this stage? Why?
The guide teacher`s support has been effective, significant, and I have felt very
confortable since I started my practical-teaching at school. She usually tells me positive
and negative aspects about my performance, suggestions, and what I am doing well or
wrong.
I think my students have enjoyed almost all the activities because I have presented a
variety of the ones they like, like flashcards, games, different materials, and listenings,
and I have tried to do them in a proper way.
I think, and taking into account the style of my students, a good teaching approach
is a creative style, many activities presented in a class in a short period of time, and
they have to be very colorful. I have to be very patience because they like to ask
everything, how you can say different words, or what you are going to do in the
class, I explain that when I start the class but they ask over and over again, but I
really enjoy teaching to my students, and I do not have any problem in explain
something that they need.
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5.Lesson Timing: How much of the planned activities do you actually cover in each
lesson? Is it what you expected?
I have covered all the planed activities, but when the supervisor teacher went to evaluate
my performance I had a problem with the time. I had planned four activities but the
thirdone took more time than the one planned, and the students could not finish the
activity , and I could not finish the class in a proper way because I was not able to think
in another activity, and solve the problem.
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Formato de Consejo de Curso y Orientación
I.-Datos Generales
2. OFT Cubierto: Respeto por las opiniones de los demás, de los turnos para hablar.
3. Tabla del consejo de curso: No hay Tabla.
Al conversar con la Profesora jefe con anterioridad ella planteo que el Consejo de Curso
esta más enfocado a un curso de Orientación donde los temas principales tienen relación
con el Autocuidado, convivencia y los valores.
La reunión comienza con el acostumbrado saludo del profesor a los alumnos y alumnas,
aclarando mi participación en la reunión. Luego los niños comienzan a juntar las mesas
para tomar todos desayuno, te o café y pan, acordado en la reunión de Orientación
anterior.
Como no hay tabla la profesora propone el tema, el que se discute mientras toman
desayuno. La profesora pregunta a los niños que entienden por comida Saludable y
ejemplos de ella, también pregunta porque razón debemos comerla, cada niño tiene la
oportunidad de opinar, esto se hace en orden, levantando la mano. Al final de la reunión
la profesora jefe redondea el tema con una conclusión.
La clase dura solo una hora, el ambiente es muy acogedor, los alumnos y alumnas se
notan entretenidos con esta modalidad y participativos al momento de pedir opinión.
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Formato de Reuniones de Padres y Apoderados
I.-Datos Generales
II.-Tema Principal
III.- Comentario
Todos los temas propuestos en la tabla fueron tratados, pues la reunión fue convocada
con el fin de tratar estos temas en específico sin pérdida de tiempo en asuntos no
planteados por la profesora en la tabla.
La participación de los apoderados es activa, en un clima de respeto, y tranquilidad.
En esta reunión no hubo participación de la directiva del curso, salvo para proponer lo
de la fiesta de disfraces que los alumnos quieren como termino de semestre, en relación
sacar el dinero para la fiesta.
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Formato de reuniones de Profesores
I. Datos Generales
La Directora, que es quien dirige la reunión, comienza a hablar sin proponer los temas
a conversar, por lo cual no hay una tabla ni orden en los temas que se abordaran. Por lo
tanto al finalizar la reunión y analizando nuestros apuntes llegamos a determinar los
temas que se tomaron en el consejo.
El primer tema del consejo fue información sobre la jornada a la que asistió la Directora
y la jefa de UTP. A rasgos generales en esta jornada se hablo sobre:
El tercer tema se refirió a que profesora se haría cargo del Primero Básico el próximo
año.
Como cuarto tema se hablo del concurso de poema que se realizara a vuelta de
vacaciones.
Como finalización del consejo, los profesores fueron invitados por las Parvularias de
Kinder y Pre-kinder para que conocieran las actividades que se realizan en un día de
clases.
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III. Comentario:
10
SCHOOL INFORMATION
11
Lesson plan Model
Date: Monday, 18th, May, 2009 Level: 5th grade
Skill: Listening
Time Comments
Introduction 10`
Enumerate the places at The students will say, in English or Spanish, the places at
school. school, while the teacher will be sticking the pictures of
Use flash cards with places on the board, after that the students will repeat the
pictures and names. names of that school locations.
The students will have some flash cards with the names of
the school locations and will match them with the picture.
While-stage 20`
Answer a question. The students will answer orally, and write in their
notebook the question “What is your favourite place at
school?”, and “Why?”.
Post-stage 25`
Closing 10`
Recap main points. The students will share what they have learnt.
Learning. They will know what they will learn next class, and the
Future learning. needed materials.
13
Time Comments
Introduction 10`
The students will draw a map of the school, and they will
write the name of places at school in that map.
Post-stage
20`
“There is”, “there are”.
The students will work in groups and will enumerate the
school locations, using their own drawings, for that activity
they will use the grammatical structure “there is”, for the
singular sentences, and “there are” for plural sentences.
Closing
Skill: Reading-Writing
Expected Outcomes: Enumerate the objects in a specific place, using “there is” or “there are”
Resources: Pencil, eraser, colour pencils, sheet of paper, and the notebook.
Time Comments
Introduction 10`
Role calling The students will say “present” or “absent”
Date The students will answer about what day is today.
Review The students will remember the last class.
Learning The students will know the topic to teach.
Previuos knowledge
While-stage 25`
There is The students will enumerate the school locations using
There are their own drawing, for that activity thgey will use the
grammatical structure “there is”, for the singular sentences,
and “there are” for plural sentences.
The students will say the sentences that they will write to
the class.
Post-stage 15`
Worsheet Nº 2 The students will work in the worksheet Nº 2 about
“There is” and “There are”.
Closing 10`
Recap main points. The students will share what they have learnt.
Learning. They will know what they will learn next class, and the
Future learning needed materials.
Date: Monday, 1st, June, 2009 Level: 5th grade
Skill: Reading-Writing
Expected Outcomes: Enumerate places at school.Ask and answer about quantity of objects,
using the question “How many ....?”
Resources: Images of places at school.book, notebook, pencil, eraser.
Time Comments
Introduction 10`
Role calling The students will say “present” or “absent”
Date The students will answer about what day is today.
Review The students will remember the last class.
Learning The students will know the topic to teach.
While-stage 25` The students will learn to ask and answer about amount of
How many....is there in places at school, they will use the question How many
your school? ......... is there in your school?.
They will see the difference between singular and plural
answer. For that activity they will use the collage.
They will ask to another classmates the question.
Skill: Reading-Speaking
Time Comments
Introduction 10`
Role calling The students will say “present” or “absent”
Date The students will answer about what day is today.
Review The students will remember the last class.
Learning The students will know the topic to teach.
While-stage
Student Book 30` The students will work in their book.(pag.29-30, activities
nº 8-9, and progress check.)
The students will review the answer, orally.
Post-stage
Worksheet 20` The students will answer the worsheet.
Closing 10`
Recap main points. The students will share what they have learnt.They will
Learning. know what they will learn next class, and the needed
Future learning. materials.
Date: Friday, 12th, June, 2009 Level: 5th grade
Expected Outcomes: Listen and comprehend the instructions related to the test.
Use of vocabulary about places at school, and numbers
Use of structure “thereis- there are”
Answer the question “What is your favourite place at school?”
Resources: Sheet of paper with the test, pencil, colour pencils. Eraser, and marker.
Time Comments
Introduction 10`
Role calling The students will say “present” or “absent”
Date The students will answer about what day is today.
While-stage 50`
Test The students will take the test.
Post-stage 10`
Review the test The students will review the answers of the test.
Closing 10`
Recap main points. The students will share what they have learnt.
Learning. They will know what they will learn next class, and the
Future learning. needed materials.
Skill: Listening
Expected Outcomes:Name the days of the week and the school subjects.
Ask and answer about what day the students have any school
subjects.
Listen and comprehend a dialogue about a Timetable.
Resources: Flashcards with images of the school subjects, sheet of paper with images of the
school subjects, sheet of paper with a timetable, Radio, CD with the dialogue, sheet of paper
with questions about the dialogue, marker, pencil, glue, and eraser.
Time Comments
Introduction 10`
Role calling The students will say “present” or “absent”
Date The students will answer about what day is today.
Review The students will remember the last class.
Learning The students will know the topic to teach.
Previuos knowledge
While-stage 25`
Days The students will write a Timetable, and they will write
“When do you have...?” the name of the days on it.
The students will learn the question “When do you have
...?”, and they will that using vocabulary related to school
subjects and days. After that they will write in the
Timetable when they have some subjects, they will work in
pairs.
Post-stage
Listening 20`
The students will listen a dialogue, and in a sheet of paper
they will circle the correct answer related to the dialogue.
( That activity will be evaluated)
Closing
Recap main points. 10`
Learning. The students will share what they have learnt.
Future learning. They will know what they will learn next class, and the
needed materials: color pencils and glue.
21
Lesson plan Model
Date: Monday, 22nd, June, 2009 Level: 5th grade
Skill: Speaking
Time Comments
Introduction
Role calling The students will say “present” or “absent”
Date The students will answer about what day is today.
Review The students will remember the last class.
Learning The students will know the topic to teach.
Pre-stage 15`
Vocabulary about school The students will work in a letter soup about school
subjects subjects.
While-stage 20`
Favourites survey The students will work in pairs. They will ask and answer
-What is your the favourites sursvey.They will write their own
favourite...? preferences on a sheet of paper .
-Who is your The students will know that the structure What is your
favourite...? favourite...? is used to ask about things, and the structure
Who is your favourite ...? is used to ask about people.
Post-stage 35` The students will ask and answer the favourites survey in
Speaking front of the class. (the speaking activity will be evaluated)
Friday, 3rd6,thJuly,
Date: Monday, , July,2009
2009 Level: 5th grade
Skill: Reading
Listeningcomprehension
- Speaking
Time Comments
Time Comments
Introduction 10`
Introduction
Role calling 10` The students will say “present” or “absent”
Role
Date calling The
The students
students will
will say “present”
answer or “absent”
about what day is today.
Date
Review The students will answer about what day is today.
The students will remember the last class.
Review
Learning The
The students
students will
will remember the last
know the topic class.
to teach.
Learning The students will
Previuos knowledgeknow the topic to teach.
Previuos knowledge
Core
Core of
of the
the class
class
Pre-stage
Pre-stage 20`
20`
Prepositions
Student bookof places The
The students
students will
will look
workupin in thebooks.(pag.
their dictionary some
36, activities nº
prepositions.(in,
2 and nº 3) on, between, behind, in front of, next to,
and under)
While-stage
While-stage 25`
15` The studens will work in pairs.
Reading
Bingo Thestudents
The studentswill
willchoose
read and comprehend
nine thevocabulary
words of the Reading called
“Ana`s bedroom”
related to places at school, subjects, days of the week, and
They will underline
they will create theirthe prepositions that will appear in the
Bingo.
text.
The students will use the dictionary when they do not or
understand a word or sentence.
Post-stage 35`
Post-stage
Listen and say the 25` The students will listen the words and they will cross them
Answer
words. the questions The students
if they willwords.
have the answer the questions about the text.
The students will say the word for the Bingo.
Closing 10`
Review
Closing 10` The students will review the answers.
Recap main points. The students will share what they have learnt.
Learning. They will know what they will learn next class, and the
Future learning. needed materials.
25
LEARNING MATERIALS
26
Class Survey
Time table
Days
Hours
1
Break B R E A K
Break B R E A K
Lunch L A U N CH
7
27
Guía de Trabajo Nº1
Listening Transcription
Boy: Hello?
Grandpa: Hi, Alvaro.How is everything going in Valdivia?
Boy: Grandpa! Hi! Everything`s fine here.
Grandpa: Excellent, excellent.Tell me about your new school.
Boy: Oh, it`s very big.There are two big libraries and a great computer room. There is a
science lab and a big dining room where we all have lunch.
Grandpa: So how many students are there in your class?
Boy: There are forty two students: 30 boys and only 12 girls.
Grandpa: Oh, so there are plenty of bouys for a football match
Boy: Yes,! We all play football.
Grandpa: Oh! That`s good. So there is a football field...
Boy: No, there isn`t.But there`s a playground. We play there every break.
Grandpa: So you`re having a good time there.
Boy: Yes.But I do miss you and grandma a lot.
Grandpa: I miss you too. I`ll call you again soon, OK?
Boy: OK, grandpa.Bye.
Grandpa: Bye.
Name: __________________________________
Date: __________________________________
Grade: ___________________________
30
Worksheet Nº 3
Listening Transcription
Activity:
1.-Listen the Dialogue carefully, and answer the following questions. Circle the correct
letter.
a) Maths
b) Natural Science
c) English
a) Tuesday
b) Monday
c) Thursday
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Worksheet nº 4
1.- Read the text carefully, and translate it. Use the dictionary.
Ana`s Bedroom
Ana lives in a flat. There are seven rooms in her flat, a kitchen, a living, a dining room,
a bathroom, and three bedrooms. Her bedroom is very confortable, there is a lamp and a
clock on the night table.There are rings and necklaces in the box. There is a television
on the table. There is a rug under the bed. There are two shoes between the bed and the
closet.There is a door in front of the bed. There is a teddy bear next to the pillow. There
are two dolls on the bed. There is a window behind the bed.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
33
TEST UNIT 3
NAME: _________________________________
DATE: _________________________________
GRADE: _________________________________
Example:
a) 49
b) 59
c) 68
A.-How many pesos do you have in your backpack ?
a) 72
b) 56
c) 92
35
a) 87
b) 77
c) 43
a) 64
b) 54
c) 90
36
3.- Look at the picture. Read the following sentences. Decide if they are True or False.
Write a CROSS (X) in the correct answer. Correct the false sentences. (8 points)
TRUE FALSE
____________________________________
______________________________
_______________________________
My _______________________________________________________________
38
CONCLUSION
I must conclude after this process of student teacher that I really chose the right course
of studies, I really enjoy teaching boys and girls, I feel very comfortable in front them. I
think I have plenty of patience and dedication, but I would like to teching in
preparatory, because I believe it is easier to teach them and work with them because
they are more motivated and they like to work in the given activities.
Among the Reports we had during this process I think the meetings in which we share
and talk about our experiences were really helpful, because we realized that we were not
the only one who had certain problems, beside we learnt from our classmates problems
related to teaching or controling the class.
Also the meetings with Supervisor teachers were really positive, specially after their
visits, the feed back they gave, made me feel better at the moment of another visit,
because I had the chance to correct the previous mistakes and prepared in a better way
the class.
As a final conclusion I must say and made reference about the importance that the
Lesson Plans had, they were of big help at the moment of preparing classes, they guide
you, and help you have a more clear and assorted class to our students. I think they are
really necessary.
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