OBSERVATION WORK

LAS AYUDANTIAS ANTICIPANDO LA RESIDENCIA PEDAGOGICA.

TITLE: A real observation of a real class. INSTITUTION: I. E. S. N6 - EL CARMEN-. CAREER: Profesorado para el 3 ciclo de la
EGB 3 y la Educacin Polimodal en INGLES.

SUBJECTS: *Workshop III: Of Pedagogic

Intervention.

TEACHER: Reyes, Ernesto STUDENTS: Gomez, Jonatan Cristian.

Torres, Mnica Luciana.

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INDEX:

Index. Introduction. Institutions Information. The classroom environment: Context of knowledge. Classroom environment; The teacher. The student. The interaction of teaching and learning. Coursebook. Planning lesson. Learners. Learners (Cont.). Rapport; The four macro skills. Testing. Mistakes, slips, errors and attempts. Conclusion. Bibliography.

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INTRODUCTION:
Along the first three years we have a lot of Theoretical Pedagogical Subject about how teach our knowledge to the students of differents ages, level of attention and interest in certainly topic, lesson or subject. In our professional formation we have specials subject when we learn how to put in practice all the theoretical knowledge, this especial subject is called workshop. This project Las Ayudantias anticipando la Residencia Pedaggica present a correct way to observe and put in action in a real context years of knowledge in way that we learn how to teach properly in a real classroom with real students and real situations of learning and teaching in order to increase our teacher training formation. This activity result an exiting challenger for our capacity to interact with the object of our instruction: a class with different student, with his properly capacity to understand and learn all of his interest; then, this is the objective, we must learn how give them a class with a quality planification, dynamical, interesting and practical understanding for our future students and our future profession. In the develop of this project we have some difficult about find a teacher that we give us an authorization to observe an make some activity in his class, but in our second trying we obtain the authorization of a very nice woman that teach in a second year of the observed high school. The authorization of the school to make this project was easier to obtain thanks of the intermediation of our teacher Mr. Reyes Ernesto.

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Because of personals situations of both of us, we could not maintain the correct assistant of the observation in the specific dates and times, but we finished our observation at the end.

INSTITUTIONS INFORMATION:
The Technical Education School N1 - Ing. Luis Michaud is placed on Sarmiento and General Paz Streets in El Carmen City, Jujuy Province. Is represented by the headmistress Mrs. Patricia Chalabe de Prez, the viceheadmaster Segundo Humberto Camacho, the regent Antonio Callamullo and 1 secretary in charge of the schools administration. This school has about 1.100 - 1.200 students of middle-class and lowclass that have classes in the morning and the afternoon shifts with 4 education offers: Tcnico Mecnico, Tcnico en Administracin de Empresa y Tcnico en Automotores (specialities concluded in 6 years), Auxiliar Tcnico en Confeccin de Vestido (speciality concluded in 4 years). The institution gives support in free breakfasts and lunch for students that required this, and also a bus tickets for students that travels for the other cities. Inside the school consists of 1 headmistresss office, 1 regents Office, 1 secretarys office, 1 monitorys office, 1 teachers rooms. 25 courses distributed in both floors of the building. 6 restrooms (2 for teachers and the rest 4 are 2 for the female and 2 for male students) 2 computers rooms (equipped with news computers and his devices) one of Tcnico en Administracin de Empresa students and the another for Tcnico Mecanico, Tcnico Mecanico del Automotor students; 2 laboratories, 2 outdoor courtyard, 1 indoor courtyard, 1 technical drawing room, 1 library, 1 kitchen and 1 workshop area divide in mechanical, electricity, carpentry, foundry, soldering and tinware all of them

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equipped with mechanical tools for the students works and finally one special netbooks deposit room where the students of the superiors levels keep safe the netbooks give them by the special Project of the government. The school has 3 sports field of basqueball, volleyball and football beside the building. The teachers staffs are compounded by, at least 120 educators who works in the morning and/or the afternoon. The Technical education school represents a community with many interests required in a quality education for the next generations of teenagers with future success aspirations.

THE CLASSROOM ENVIRONMENT: CONTEXT OF KNOWLEDGE.

The two classrooms that we have the opportunity to observe are full of the teenagers energy and his particular sense of humor, his talks; physically both are very modest, the 2nd 1st basic cycle classroom is bigger than the 1st 2nd superior cycle classroom.

2nd 1st basic cycle classroom desks organization:

1st 2nd superior cycle classroom desks organization:

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I. E. S. N 6 - EL CARMEN ORDELY ROWS (1) (1) Ho to teach English Jeremy Hammer, 2007. ORDELY TWO-ROUDS (1)

Both have good ventilation and his window makes a good use of the daylight in the morning, The First resource that the class use with a bilingual dictionary are the photocopiers that the teacher gives to his students in the 2 nd 1st basic cycle classroom and the photocopiers of the course book Whats up? 2 of the 1st 2nd superior cycle.

THE TEACHER:
We observed in two different classrooms; in both cases the teacher are women, two person polite, active, with enthusiasm and certainty of his work and how make this, at this point they are the same professional but one of them are a practicing teacher, our college - mate Luciana Agustina Carattoni. In the observation of his class we meet the professional inside of herself, an interesting, dynamic and funny teacher that try to have a good rapport with her students. The way that she explain and how modifies, make examples of use to any word with his respective phonetic pronunciation is enough to understand why she is an excellent student of our profesorado. The other teacher is Mrs. Ana Valeria Llanes is a person with good manner, smiling, and very consider about or situation like students and observers of her class, she give us authorization and free liberty to see or write in our observation how is she and how she teaches her class. Her rapport with her students is respectful and considerate about the different levels, interests, opinions and examples that students give her when she explain a topics class.

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A teacher is prepare in a way to give solution to a variety or problems of difficulties in relation of his students and his class, for that reason the teacher management his classroom with a correct proximity, aproppriacy, movement, awareness, sing his voice (that must be audible, with variety, in a good care and conservation) to talk with his students and giving instruction in a way that the student and the teachers talks in a interacting communication using the L1 (mother tongue) after explain the topic or the activity or creative lesson stages in the L2 (in this case English) (2).

THE STUDENTS:
All them are boys and girls of different social classes that interact in the same environment: the classroom. We can observe that much of they have and use the uniform in a appropriate way, According to intellectual level they are like a common of they partners at first sing. In both classes we can find at least one or two students that are a focus of distraction for other students with they bad manners and another bad attitude that a good teacher can modify gradually with his pedagogical knowledge. Apart from that there are at the same level and interest about the topic.

THE INTERACTION OF TEACHING AND LEARNING:

The essential interactions in both concepts are present in the acquisition and learning a new language, the different times and different methods of teach and learn have in account:

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Grammar-translation: Present short grammar rules and word list, compare parts of the foreight language with our mother tongue.
(2) Ho to teach English Jeremy Hammer, 2007.

Audio-lingualism: A Behaviourist theory of language, performing the correct response to a stimulus means that a reward is given. PPP (Presentation, Practice and Production): Controlled practice and pronunciation especially for teaching simple language in at lower levels. Communicative Language Teaching (CLT): Involves Language function using a variety of language exponents. Task-Based Learning (TBL): The sequence starts with a Pre-Task (introduced to the topic and the task activity) followed by a Task Cycle (a production of a writing or oral performance of the task) and in the final Language Focus phase (when analyze the language used of the task) (3) Elements for successful language learning (ESA): Almost exist an interaction between three concepts in a mix of sequence, they are: Engage (E): Element that result attractive in a presentation of a new activity or topic, game, music, discussion, stimulating picture, dramatic stories, amusing anecdotes, etc. Study (S): Study activities are those where the students are asked to focus on the construction of something such a discovery activities. Activate (S): Describes exercises and activities which are designed to get students using language as freely and communicatively as they can. Personalizations provide a bridge between the studies and activate stages (4).

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ESA lesson sequence: There are an interesting variable of an elements sequences, they are: ESA straight arrow sequence: Engage Study Activate.
(3) (4) Ho to teach English Jeremy Hammer, 2007.

EAS (A) boomerang sequence: Engage Activate Study Activate. EAASASEA (etc) patchwork sequence: Engage Activate Activate Study Activate Study Engage Activate. In our observation we can identify a PPP and a task based learning as a method uses in the classs activities and ESA straight arrow sequence as a ESA lesson sequence use in both classes (5).

COURSEBOOK:
The use of a correct coursebook in the class increases or decreases our possibility of success in our commitment with the students. The coursebook or course material is selected by the educational authorities and the teachers can not change this selected coursebook by another for your own affinity with another coursebook. The teacher must adding, adapt, replace or omit a topic of the coursebook if consider that topic irrelevant or not appropriate We can observe in both observations that not all of the students have the material, in an interesting point: the teacher gives the photocopies to his students in the 2nd 1st basic cycle classroom and the 1st 2nd superior cycle use photocopies of the original coursebook Whats up? 2.

PLANNING LESSONS:
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Some teachers with experience seem to have an ability to think on their feet, and this allows them to believe that lesson planning is unnecessary. However, most teachers do not share this view and prepare their lesson. The
(5) Ho to teach English Jeremy Hammer, 2007.

resulting lesson plan range from the very formal and elaborate to a few hurried notes. But even the notes are still a plan of kind. A proposal action is necessary to anticipate what learning outcomes with a different supposed situation of the planning process (advantage,

disadvantages, results, variation, etc). Good teachers need to be flexible enough to cope with unforeseen event and problems for make a good class or activity that contain a blend of coherence and variety (6). Planning questions: In the anticipation of what is going to happen when the activity starts and how the students are motivated for this, there are necessary a reflexion of the following questions: Who exactly are the students for this activity? What to do we want to do and why? How long will it take? How does it work? What will be needed? What might go wrong? How will it fit in with what comes before and after it? (7) Planning format: When teachers making plans are very specific and exactly written of what they gone to do or what the students are going to say, some of them put 10

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random note explain any part of the activitys process. But in fact the necessary information of the activity must include: Description of the students. Aims and objectives.
(6) (7) Ho to teach English Jeremy Hammer, 2007.

Procedures. Anticipated problems. Extra activities/material (just in case). Material to be use in the lesson. After finish the actual lesson planning with the correct questions and the correct format we may planning a sequence of lessons and take in account the feedback from students after the lesson (and before the next) (8). The teachers that we observed in our investigation surely have a planning lesson of the topic that give to hers students, because they are prepare with the currently material for his exposition, photocopies and the developed activity for check and revise the answers.

LEARNERS:
All around the world, students of all ages are learning to speak English, but their reasons for waiting to study English can differ greatly. Some student of course, only learns English because it is on the curriculum at primary or secondary level, but for others, studying the language reflects some kind of choice (9).

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Obviously in this case the students do not have choice to learn English like part of the secondary level curriculum, in other institution students take part in an aleatory selection of a language that they have to learn: English or French. Inside learn context we have difference according to:

(8) Ho to teach English Jeremy Hammer, 2007. (9) Ho to teach English Jeremy Hammer, 2007.

AGE AND LEVEL: Divide the learners according to ages: children, young learners, adolescents, young adults or adults all according to his biological and physical evolution; and levels: beginners, false, beginners, elementary, pre intermediate, intermediate, upper

intermediate and finally advance all according of theorist an practice knowledges level of the topic. EDUCATIONAL AND CULTURAL BACKGROUND: Parameter

according to home formation of the students calls educational culture where we can learn by rote (memorizing fact and figures) or learn by doing (project works and experimentation in order to arrive at knowledge). STUDENTS MOTIVATION: A variety of factors that create the desire to learn. It can be personals, socials, familiars divide into extrinsic motivation (the students bring it into the classroom to outside) and intrinsic motivation (is generated by what happens inside the classroom). Another variation of that kind of motivation is sustaining (the students become bored or may find the subject more difficult that they thought it was going to be).

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Its important to the teacher adjust the level of challenges topic and consider how affect this to the students and finally give them agency (power of opinion o suggestion about develop of the subject) (10). In the classroom observed the students are teenagers with preintermediate level of knowledge; their educational a cultural background are humble and commonly learn by rote and their motivation are intrinsic because,
(10) Ho to teach English Jeremy Hammer, 2007.

maybe, the teacher in her class is the only person that simulate her English Language knowledge.

RAPPORT:
In both class observed we can see the good rapport between the teacher and the student, the relationship that the student have with the teacher and vice versa shows mutual respect. Both teachers have the skills, the personality, the adaptability and the correct attitude of his teacher roles when listening and respecting her students being even-handed and being reliable with them. The develop of the topics activity has interest, involve and stimulate to enjoy the class shows the relevance of the useful knowledge.

THE FOUR MACRO SKILLS:

A good teacher must learn how to uses the four abilities in order to getting better his students level and getting better his own level as a teacher an a foreight student language. The macro skills necessary for a good understanding learning level are:

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READING SKILLS: The Students needs to read very well in a way that they be able to scan the text to particular information and skim a text too in a systematical way. WRITING SKILLS: Then students learn how to read properly and be able to learn how to write properly in a sequence that have in account planning drafting, reviewing and finally editing the text producing a satisfactory final to the process. SPEAKING SKILLS: After years of practice, repetition, and much pronunciations mistakes teachers learns how to speak properly, this ability translate to a ordinary student consist in always give to the students a gentle correction and the opportunity to reformulate they oral answer of a question, the incentive of participation even they commits mistakes one and another time, we think that this point is the key of how learn to speak properly one foreight language. LISTENING SKILLS: Students must learn a differentiate, they be able to recognize paralinguistic clues as intonation to understand mood an meaning, they also need to be able to listen for specific information for increase their general understanding of the genres there are working it. In our observation we can see that the teachers make a mix of these macro skills for learn, stimulate and put in practice students abilities (11).

TESTING:
At various stages during their learning, students may need or want to be tested on their abilities in the English Language. The purpose of the test is to find out not only what students know but also what they do not know. The
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teacher uses continuous assessment to measure students progress as it is happening

(12).

During our observation we appreciated this kind of test twice in

both opportunities, the teacher evaluated the student alter presenting and practicing a new topic.

(11) Ho to teach English Jeremy Hammer, 2007. (12) Ho to teach English Jeremy Hammer, 2007.

MISTAKES, SLIPS, ERRORS AND ATTEMPTS:

Students will not always use correct English. They will make mistakes, too, when writhing or speaking more freely. We can divide mistakes into three categories: Slips: Are mistakes which students can correct themselves, one the mistake has been pointed out to them. Errors: Are mistakes which they can not correct themselves - and which, therefore, needs explanation. Attempts: Are mistakes that students make when they try to say something but do not yet knows how to say it. (13) The way we give them feedback and correct such mistakes will be heavily influenced by which type we think the students are making. In our observation we can heard see and understand an mistakes like: 2nd 1st basic cycle: How to read 200 in letters?, some students knows how to read 1 hundred but thinks that writing different another hundred numbers while another make the oral correction witt the correct way (Slips example). 1st 2nd superior cycle:
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Pronunciation mistakes, are very common, for that reason the practicing teacher give them to read the pronunciation in ordinary characters of one short composition about the film topic (attempts example).

(13) Ho to teach English Jeremy Hammer, 2007.

CONCLUSION:
At the end of the current Observation Work we make an interesting and exiting incursion in that will be our future profession, now, with a real and practice notion about how to teach English as a foreight language in a correct and useful way. The project application is an excellent way to put in practice and compare with another Observation Works the context situation in nearest classrooms of our city and what is necessary to do when we have part of the learning progress as new teachers in a very delicate generation of teenagers that are so different to our teenagers generations. Our experience in the classroom gives us a reflexive point of discussion and itself reflexion of what we need as a future teacher and what we have to give for teach learn and make for the future profession a better way to inspire, content and make our best effort to getting better our educational context. Only rest to say thank you teacher for your consideration and for this original, unforgettable and unique experience.

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Gomez, Jonatan Cristian.

_____________ Torrez, Luciana Mnica.

BIBLIOGRAPHY:
How to teach English - New edition with DVD; Jeremy Hammer. Pearson Longman. Second Edition 2007. Planning; Sheila Estaire and Javier Zanon. Macmillan Publishers limited 1994. Longman Active studying dictionary NEW EDITION, Pearson Longman 2009.

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