This work is going to be divide in three part the first one is about the principles, how they are

going to be develop it, in my teaching practice, I am going to share in a charp,the second is, how I am going to design my teaching practice using , approaches, methodology, method, strategies and techniques, my desing willin volve all this step in oreder to give a good teching practice, the third is include how I am going to teachonline, the nowadays is being a good tool for people who lack of time to go at one university, those people who their worse eneymy is time are taking advantage of this tool

Teaching practice I

Self-reflexion of the principles a good teaching practice.

Elmer Jorge Guardado

Morena Lourdes Lemus posada

2014

Universidad Capitn General Gerardo Barrios

Self-reflexion of the principles a good teaching practice.

This work is going to be divide in three part the first one is about the principles, how they are going to be develop it, in my teaching practice, I am going to share in a charp, the second is, how I am going to design my teaching practice using , approaches, methodology, method, strategies and techniques, my design will involve all this step in order to give a good teaching practice, the third is include how I am going to teach online, the nowadays is being a good tool for people who lack of time to go at one university, those people who their worse enemy is time are taking advantage of this tool.

Seven principles of a good teaching practice Principle 1. Good practice encourages interaction between students and faculty. Concept Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students intellectual commitment and encourages them to think about their own values and future plans. Description Create Personal Interaction Explanation Assigning homework individually and Interact with check it one by Students in Class one personally, in order to students Encourage improve their students to put learning, and in their best effort the class try to ask and work hard in them about the class topic of the class ask question Help students directly. Finish with problems in the class 10 their activities. minutes before and stayed with Have a web site to student who they the students can dont pay get opinions and attention, try to suggestions about make them reflex the course. about their learning process. Creating a web site and interchanging opinions can help the teacher to improve the development of the course.

Self-reflexion of the principles a good teaching practice.

2. Good practice encourages interaction and collaboration between students.

Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing ones own ideas and responding to others reactions improves thinking and deepens understanding. Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.

Assign group presentations Have students participate in activities in order to get to know one another. Encourage online discussion groups that require interaction.

Making some activities the students can get together in that way they can interchange knowledge, and interact ones others. Try to make a dynamic class students can motivate to participate in classes. Make a reflexion at the beginning of the class and ask them about their English process and try to help them to improve in the skill that they are failing, get them to think in situation that they can analyze and make them to participate talking about the situation. In each class students will have 10 minutes to ask about the topic that have been developed , and I will ask directly about it. Also at the begging of the next class ask them about the last topic, with

3. Good practice uses active learning. Techniques.

Ask students to explain what they are learning to something in real life. In groups concrete, real-life situations to analyze.

4. Good Practices give prompt feedback.

Knowing what you know and dont know focuses learning. Students need appropriate feedback on performance to benefit from courses. In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for

Take five minute period for students to write down what they have learned in class. Discuss the results of class assignments and exams with the class and individual

Self-reflexion of the principles a good teaching practice.

improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

students. Provide informative comments that show the students' errors and give suggestions on how they can improve. Expect students to complete their assignments promptly. Help students set challenging goals for their own learning. Encourage students to prepare in advance for oral presentations

the purpose to make clear the topic. After of give the result of the grades give the correct answer in that way they will know their error and what they did good. The first thing that I have to know is the time of the whole class, in that way I will calculated the time for some activities, and to know if in that time the activities are well developed

5. Good practice emphasizes time on task.

Time plus energy equals learning. There is no substitute for time on task. Learning to use ones time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis for high performance for all. Expect more and you will get it. High expectations are important for everyone - for the poorly prepared, for those unwilling to exert themselves, and for the bright and well-motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations of themselves

6. Good practice communicates high expectations.

Motivate students to do their best instead of focusing on the grades. Publicly Acknowledge excellent student performance.

At the begging of the curse , I will let students know what are my expectation in the curse, and also I will ask students to let me know what are their expectation. This will help students to motive and pay attention in the curse. Tell the students when make a good performance, congratulate them

Self-reflexion of the principles a good teaching practice.

and make extra efforts. 7. Good practice respect diverse talents and ways of learning. There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in new ways that do not come so easily.
(center for teaching excellence)

for the effort.

Motivate students to ask when they do not understand. design activities related to the background of students. Respect the point of view of each student in class.

Making a activity in partners students and after that perform they will have the opportunity to express themselves ,and they will give their own point of view. Everyone point of view will be respected, if they need support an idea , I will support them. In order to students show their talents and ways of thinking.

Designing my teaching practice Im going to introduce in the way that, I will be working in my teaching practice the method that I will develop are community language learning and direct method , I will be focus in communication, get the students to speak English language. The approach will be communicative approach, I will use different methods and strategies in order to develop my classes in a better way, the methodology used on the class would be based on the approach I would use to help the students to get communication in the language on target. Community Language Learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counselor would be able to speak the learners L1. This methodology is not based on the usual methods by which languages are taught. Rather the approach is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages. Consequently, the learner is not thought of as a student but as a client. The native

Self-reflexion of the principles a good teaching practice.

instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors. (novaekasario09, 2011). In this method the teacher acts as a counselor , students can speak their native language to ask something to the teacher, and the teacher have to know how and when help students, also the teacher have to correct students when they were wrong, but in a polite way. The communicative approach: with this approach, i will achieve my goal which is the student speak the English language or manage, as this approach is focus on the developments of the competences, It will help to the students get communication. The method and methodology: it will help to created my methodology as an example, how i am going to starting the class, what i am going to do in the class , what is my goal, and how ,I am going to finish the class, it have to be created step by step, in order to have a sequence of what ,I am going to do in the who class. Strategies: I will work with some strategies that, I have seem, that are successful, as examples, group work, work individual. Technique: some examples of technique that I will work are: discussions, presentation. Teaching English online I will design a web page where I am going to teacher English , it will be a page that will have a test at the beginning, this will help me to know the level of every person, in that way I will not what is the level that I will be working with that person, also in the page will be a button where I can have physical contact with that person. And I will assign some homework according the level that the person have. E-learning is the use of technology to enable people to learn anything and anywhere. E-learning can include thraining, the delivery of just-in time information and guidance from experts.(e-learningconsulting, 2002). Work with e-learning brings some benefit, class work can be scheduled around personal and professional work, also reduce travel cost and time to go to schools or universities. What is blended learning? Blended learning is not the same as technology-rich instruction. It goes beyond oneto-one computers and high-tech gadgets. Blended learning involves leveraging the Internet to afford each student a more personalized learning experience, meaning increased student control over the time, place, path, and/or pace of his or her learning. (intitute, 2012)

Self-reflexion of the principles a good teaching practice.

Tentative Course Schedule [based on a graduate level course on college teaching that meets once a week for two hours and requires students to keep a journal]: (May change to accommodate guest presenters & student needs)

January 22 Topics/Major Concepts covered

[Text] Chapter #, additional readings from course packet, handouts

January 29 What is learning? What are learning outcomes?

[Text] Chapter #, additional readings from course packet, handouts

February 5 Motivating Students

[Text] Chapter #, additional readings from course packet, handouts

February 12 Effective Teaching Strategies

[Text] Chapter #, additional readings from course packet, handouts

February 19 Experiential and collaborative learning -Guest: Lecturer?

[Text] Chapter #, additional readings from course packet, handouts

Weekly electronic journals are a way to get student reactions and questions on course readings Weekly electronic journals are a way to get student reactions and questions on course readings Weekly electronic journals are a way to get student reactions and questions on course readings Weekly electronic journals are a way to get student reactions and questions on course readings Weekly electronic journals are a way to get student reactions and questions on course readings

Journal entry electronical ly submitted Journal entry electronical ly submitted Journal entry electronical ly submitted Journal entry electronical ly submitted Journal entry electronical ly submitted

February 26 Uses of technology Guest: ?

[Text] Chapter #, additional readings from course packet, handouts

Self-reflexion of the principles a good teaching practice.

March 5 Engaging Students Interactively

[Text] Chapter #, additional readings from course packet, handouts [Text] Chapter #, additional readings from course packet, handouts [Text] Chapter #, additional readings from course packet, handouts [Text] Chapter #, additional readings from course packet, handouts

March 12 How do you know they are learning? Tests, assignments, quizzes, etc. March 26 Working with todays diverse students

April 2 Evaluating Teaching & the Tenure System Guest: ? April 9 Course Design & Planning April 16 Case Study presentations April 23 Case Study presentations April 30 Presentations and Wrap-up

Journal entry electronical ly submitted Journal entry electronical ly submitted Journal entry electronical ly submitted Journal entry electronical ly submitted Due: Personal Theory Drafts Due: Portfolio Drafts Due: Case Study Drafts Final drafts due on assignment s: May 10

For example: I am going to choose a topic in order to make clear in what way, I am going to design my teaching practice, and how all the things, i had mentioned can be well organized. This is an example how I am going to use a methodology and strategy performing my teaching practice

Self-reflexion of the principles a good teaching practice. CONTENTS

CONCEPTs PROCEDI URES ACTITUDINA L METODOLOGHY RES ORC ES EVALUATION INDICADOR OF ACHIEVEME NT ESTRATEGI ES

Food pyramid Starting the class What did you eat yesterday? Vocabular y Juice, grains, vegetables, fruit, fats and oil, milk, beans, fish and nuts Useful Expressio ns What do you eat for breakfast? We eat fruit for dessert.

Writing Classifyi ng foods by categori es Readin g Recogni zing vocabul ary related to food Speakin g

Emphasizi ng the importance of nutrition and healthy habits to improve the quality of life.

the morning

greeting

good

Bod pap er Mar ker s Gre en boa rd pla ster .

- write a vocabulary in the green board. -pronounce word by word. - Students will repeat the word, in order the student catch the pronunciation. -the students will write in their notebook the vocabulary. - Students will work in groups of four to classify the food pyramid. - revise the classification of the food pyramid - Play an audio to hear how to use some word of the food pyramid. - Students will do a short conversation using words of the food pyramid.

Successful ly identifies vocabulary related to healthy food, good eating habits, exercising, and the practice of sports in oral input from teacher and peers. Draws and labels kinds of food in the food pyramid with creativity.

Oral test individual identifying the name of the fruit and stuff related to the food pyramid.

Pronoun cing the different words and telling the name of the different foods.

Bibliography center for teaching excellence. (s.f.). University of south Carolina. Recuperado el 24 de february de 2014, de University of south Carolina: http://www.sc.edu/../index.shtml

Self-reflexion of the principles a good teaching practice.

e-learningconsulting. (2002). e-learningconsulting. Recuperado el 23 de february de 2014, de e-learningconsulting: http://www.elearningconsulting.com/what/e-learnig.html intitute, c. c. (2012). clayton christense intitute. Recuperado el 24 de frebrury de 2014, de clayton christense intitute: http://www.christenseninstitute.org/blendedlearning-3/ novaekasario09. (12 de june de 2011). novaekasario09. Recuperado el 24 de february de 20114, de novaekasario09: http://novaekasari09.wordpress.com/2011/06/12/community-languagelearning-cll/