Upla Final Practicum Portfolio 2.0

Universidad de Playa Ancha Ciencias de la Educación Facultad de Humanidades. Pedagogía en Inglés.

Final Practicum Portfolio

Name: Beatriz Olivares V. Teachers: Isabel Vásquez Rodrigo González Class: Final Practicum English Teaching. Date: August, 06th, 2009 Index

INTRODUCTION

READING ARTICLES and PEDAGOGICAL ARTIFACTS

REFLECTIVE WRITING

SCHOOL INFORMATION

UNIT AND LESSONS PLANS

LEARNING MATERIAL

Introduction

During all this practicum process I, as a prospective teacher of English, will experience several events while I carry out this final stage of my professional career; events which, fortunatelly, will strengthen my vocation and vision towards teaching. In the present portfolio different works will be presented in order to show how I lived my final practicum, through reflective writings, some reading articles related to teaching, teaching materials, etcetera. I hope you enjoy and go beyond the words so that you can be part of my process.

Reading Articles

Reflective writing SOBRE EL QUÉ, EL CÓMO Y EL POR QUÉ. Juan Mata Araya.

El artículo presenta tres interrogantes claves y esenciales que se deben realizar tanto los profesores en formación como aquellos que ya llevan años en el rubro. Qué enseñar, cómo enseñar y por qué enseñar. Estas interrogantes salen a luz debido a la gran preocupación existente por la calidad de la educación que los niños y los jóvenes estamos recibiendo; me incluyo puesto que se vive de igual manera en la universidad que en los colegios la falta de profesionalismo y vocación que tienen los docentes hacia la enseñanza. Educar es el proceso, sino el vital, pero el más importante en la formación de los seres humanos, somos educados por nuestros padres, abuelos, profesores, etc.; por lo tanto si se nos otorga una educación pobre nuestros estilos de vida serán pobres. La mayoría de los profesores se han hundido en lo que bien se conoce como rutina, se desmotivan con facilidad del sistema, por lo tanto se aburren con facilidad y finalmente se despreocupan de lo que realmente sus estudiantes necesitan aprender. Se les olvida preguntarse si acaso lo que enseñan es útil para la vida de sus educandos, o si acaso los alumnos realmente aprenden con lo que se les enseña. Se enfocan mucho en pasar materias y algunos, lamentablemente, de cumplir solamente. Como expresa el autor del texto, todas las acciones docentes derivan en los contenidos, los programas y los currículos, o bien, en los métodos, procedimientos; sin embargo lo que no despierta ningún tipo de discusión o análisis es el por qué enseñamos, que es lo que está de fondo a nuestra enseñanza, por qué hacemos lo que hacemos, qué es lo que queremos lograr con nuestros alumnos, qué es lo que queremos despertar en ellos. Como decía anteriormente, la monotonía ha vencido a muchos docentes, prohibiéndoles, incapacitándolos, para cuestionarse estas interrogantes que ciertamente y un poco utópicamente, puede salvar nuestra educación. Se envician en la justificación banal acerca de lo que pueden o no pueden lograr sus alumnos, como por ejemplo: “si ya están acostumbrados”, “si no van a aprender”, “porque siempre ha sido así”, “es que no va a resultar de esta manera”, etc. Estas son las ideas que más daño hacen al crecimiento de nuestra sociedad, además de la poca o inexistente reflexión personal sobre nuestro desempeño profesional, si es que está dando resultado, si es que los educandos están aprendiendo, etc.

Por otro lado, el pensar que uno tiene siempre la razón y que no se equivoca jamás en lo que está haciendo, el ser individualista y egoísta, provoca un deterioro implacable e infinito en el proceso de formación tanto de nuestros estudiantes como de nosotros. Ciertamente este tema no tiene fin, se abre a muchas lecturas más, por lo cual, no limitaré el cierre de tan trascendental interrogativa, para que así contribuir aunque sea de manera mínima a la resolución que tanto nos está aquejando últimamente; además no me atrevo a ser categórica frente a estas discusiones, puesto que me falta mucho aun por recorrer en este sendero tan largo y gratificante que es el de enseña.

“Vinculación Establecimientos Educacionales-Universidad: “Relacionándonos para ser mejores”. Departamento de Prácticas. Vicerrectoría Académica. Vicerrectoría de Desarrollo. Universidad de Playa Ancha.”

Beatriz Olivares Velasco. Pedagogía en Ingles 2009.

Pedagogical Artifacts WORKSHOP N°1

1. Post your reflection in the uplapracticum.blogspot. 2. - Refer about your own expectations, fears and commitment for this final practicum process. 3. - Also refer about your feelings you have socializing with other student teachers in the workshop. 4. - You have a full page (letter format) to write. Do not forget to attach this reflection into your own blog and share it with your peers. 5. - Use for writing: times New Roman, size 12. Although my wishes are a little bit uthopic, I really think that you can achieve them only if you are persistent and deeply believe that your goals are possible. Following this idea my biggest expectation is to change the whole view of education among my future students and also help them to aspire to something better for their lives, in other words, I would like them to see in education a way to be better persons. Relating to what I have written above, my fears refer to the failure of my dreams, not being able to achieve them; students will not get what I want them to attain, and also being unable to make them feel that studying is not boring and really leaves you important learnings. I guess that you can not commite yourself to things that you know you can not obtain, specially refering to your role as teacher, that is why, my commitment is giving the best of me in order to make things better, moreover, doing everything I can to do the best final practicum ever. The tactics that our teachers are trying to implement in this final practicum, I find them appropiate if the main goal is to make of this final process a more constructive one. Socializing with my classmates about the workshop helped me to understand that I can count on them for we are in the same level.

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? 3. Student´s level of engagement: Do your students enjoy the classroom learning activities presented? ; What do they say about them? 4. Planning and lesson preparation: What teaching approach do you consider appropriate to students ´learning style? Which one are you actually using with them? Why? 5. Lesson Timing: How much of the planned activities do you actually cover in each lesson? Is it what you expected? I truly believe that I did a great job. I could build strong bonds with my students throughout all these experience. Professionally speaking, I consider that I did everything that was in my power to do a good job as teacher, I never missed classes, I was always on time, I met the other subject teachers, I dedicate lot of my time preparing my classes, so that my students could have a great time, and also learn in a different way. My guide teacher was of great help. She never said no to any of my ideas. She let me be, regarding teaching. She was always there to give me her support; moreover, she always gave me feedback about my performances. I remember that the first time I had to do an activity, it was on the team teaching stage, and my students told me that they wanted classes as I did. They were funnier and learnt better. I cannot deny that there were times some activities did not like them, but they all did it. I never choose one approach to teach English, as I have 47 students who learn differently. I stimulate all the approaches needed regarding to learning a second language, that is to say, visual, listening, reading, writing. At the beginning I could not cover all the activities I had planned, but then, after reflectiving about it and after working on it, I could manage better the timing in order to include and cover all the activities I had planned. Reflection N° 2: Post- observation conference Instructions:

• •

Going back to the moment you were giving your lesson at school, what aspects do you identify as critical once you have finished the lesson? Refer about your own expectations, fears and resolutions. Also refer about feelings that came up when socializing the above issues with the supervisor from the university. I think that one of the critical aspects I identified once lessons were finished, were

some difficult situations I had to deal with in terms of violence inside the classroom. Most of the students’ realities are surrounded by violence and they behave in the same way they are treated at home; they perform what they see at home. It was very difficult to be calm when these situations happened, not only because they are in danger, but also you too. Hopefully, there are some clues I have learnt from different books I have read that helped me to get through with it, moreover, the confidence students have towards me. Another critical aspect I identified was how affected I was when something did not work as I hoped to. To recognize you were wrong on something is one of the hardest things that somebody has to face.

Reflection Nº3: Post- observation feedback. Instructions:

Taking into account the first lesson you received some feedback from your Guide Teacher, • What aspects do you identify as critical once you have finished the lesson? Refer about your own expectations, fears and resolutions. • Also refer about feelings that came up when socializing the above issues with him or her. My guide teacher always helped me in everything I needed, everytime I finished my classes she gave me feedback and advice me with some tips about material, and organizing lessons. We never had any trouble regarding to communication, I think that one of the things that helped us to communicate fluently was our minimum age gap; that really facilitate my experience during this final practicum, I truly believe, that my guide teacher is one of the best teachers I ever had during these past three teaching practicum.

Reflection N° 4 •

Talk about the latest events regarding the “Teachers ´strike” and say how

they have affected the final practicum process you are now. Refer to your expectations, fears and resolutions for this final stage. The strike began almost a month ago; teachers belonging to the public schools should have been paid a bond which it is set whithin the national layws. The above mentioned bond was never paid and the strike was initiated. There were several demonstrations both here in Valparaíso and in Santiago, where teachers were struggling for their rights; moreover, there were different meetings which main goal was to find out a solution to this dilemma. Owing to this strike students started to lose classes and most of their parents began to speak their minds towards this acward situation they were living; they wanted their children to be at schools, and they demanded teachers to come back to their classrooms. Nevertheless, teachers would not surrend against the right of receiving something which was legal and by the way they deserved it. Teachers ofently state that their job is seen as something which is not essential to the development of the society and that is why they feel abandoned particularly from the government but also from their country. They strongly believe

they are being pushed away, and one of the possible justification for this sensation is their salaries; in other words, how much they are being paid is the clear proof of how inapreciably their profession is nowdays. This past Monday they agreed on a common solution so as to come back to their schools; teachers now have to organize among schools how they are going to retake the loss of classes. As a student in my Final English Teaching Practicum this strike does not have that important effect on the development of this subject, as I could not even start the observation stage, however, I guess that in this time of the year students do not want to come back to classes, so it will be difficult to deal with their attitudes towards both studying and the prescence of the head teacher´s assistant. One of my biggest expectations is to succeed in this important challenge as a prospective teacher, I know that it will be difficult, but I will try to do my best so that this final process can have a deep effect on my future student’s studying a second language perception. If you ask about my fears, honestly I do not think education as something you have to have fear of, teaching is such an important factor in your life that it can not be sensed as a terrible test to pass. Furthermore, being part of the education of somebody else is just a rewarding sensation that you can not feel vulnerable, otherwise you will never prosper.

School Information

School Principal City Address School’s phone number Grade Schedule Guide Teacher’s name Guide Teacher’s email address

Liceo Politécnico Computacional A-23 Sr. Luis Pereira Vásquez Valparaíso, Chile. Errázuriz S/N 2281231 1st grade secondary students Mondays 09.30-10.15,Thursdays 08.00 – 10.15, and Fridays 08.00-08.45 Jimena Campos Padilla [email protected]

Formato Consejo de Curso I.- Nombre del establecimiento educacional: Liceo Politécnico Computacional A-23 Curso: 1° medio B Profesor Jefe: Jimena Campos Padilla

Profesor en práctica: Beatriz Olivares Velasco Fecha: 25-06-09 Hora Inicio: 09.30 am Hora Término: 10.15 am II.- Desarrollo Consejo de Curso. Tema en discusión: Violencia y Bullying. OFT cubierto: formación social de los alumnos, aprendizajes habilidades sociales. Tabla Consejo de curso: los alumnos presentan sus trabajos sobre violencia y Bullying y abren el debate. Formato de reuniones de Profesores I.- Nombre del Establecimiento Educacional: Liceo Politécnico Computacional A23. Profesor en Práctica: Beatriz Olivares Velasco. Hora de Inicio: 16:00 Hora de Termino: 17:30 II.- Tabla: Discusión sobre la evaluación docente. Discusión sobre la evaluación de la parte práctica de las carreras técnicas impartidas en el liceo. No enfocarse tanto en la teoría, sino también en la práctica. Discusión rol del profesorado para con los alumnos, falta de compromiso de algunos. III.- Comentario: Fue bastante grato ir al consejo de curso y darse cuenta de cómo trabajan los docentes dentro de un establecimiento, ver cuál es su posición frente a las problemáticas que afectan a los alumnos, que piensas de ellos. Además, fue muy interesante la discusión que se dio frente al tema de si que valía más si enseñar teoría que la práctica. Fue una discusión bastante acalorada. Fue muy interesante.

Formato Reunión de apoderados

I.-Nombre del establecimiento educacional: Liceo Politécnico Computacional A-23 Curso: 1° medio B

Profesor Jefe: Jimena Campos Padilla Profesor en práctica: Beatriz Olivares Velasco Hora Inicio: 17.00 Hora termino: 19.00 II.- Tabla de Reunión: Comportamiento general. Organización Directiva. Presentación notas pupilos. III.- Comentario: La reunión fue una gran instancia para conocer a los apoderados de mis alumnos e interiorizarme con sus realidades. Los apoderados conversaron conmigo sobre sus hijos, sobre sus problemas. Esta experiencia fue una de las mejores, puesto que me pude conectar de otra manera con mis alumnos.

Unit and Lesson Plans Planificación Unidad Didáctica Sector: Lenguaje y Comunicación Sub-sector: Idioma Extranjero Inglés Unidad (Núcleo) de Aprendizaje: My Family and Friends Curso: 1º Medio B 16 hrs.

Tiempo:

Objetivo Fundamental: Escribir oraciones sintácticamente correctas y comunicativamente apropiadas. Aprendizajes Esperados: Desarrollar la comprensión escrita de los alumnos, completando y redactando oraciones para demostrar comprensión del texto. Objetivo de Aprendizaje de la Unidad: Los alumnos serán capaces de completar y redactar oraciones, así como resolver ejercicios para demostrar comprensión del texto. Contenidos del Aprendizaje Conceptuales

Procedimentales

Expressions related to family

Completar frases, oraciones, puzzles,

Comprender las ideas presentadas y respetar la diversidad de

members;

diálogos.

planteamiento, sentimientos y valores expresados en textos escritos

Redactar oraciones simples en forma

y orales en la Lengua Extranjera.

Vocabulary;

relationships;

Family

Possessive

case;

Actitudinales

Verb To Be; Questions words;

afirmativa, negativa e interrogativa.

Nouns; Plural forms of some

Responder

nouns; Possessive adjectives and

utilizando fórmulas ya aprendidas.

Present Continuous.

Modelar el diálogo con el profesor/a o

o

formular

preguntas,

con otro estudiante. Practicar

el

diálogo

con

otro

compañero.

Actividades

Recursos

Evaluación

-Matching

-Flashcards

1) Summative:

-Filling the gaps

-Power Point Presentations

-Quizzes

-Wordsearching

-Cd’s

-Final Test Coef.2 ( Units 2 and 3)

-Answering questions

-Handouts

-Oral Presentations

-Completing sentences

-Radio

2) Formative:

-Laptop

-Oral interrogations -Group and pair work -Training assessment

Lesson Plan

Lesson Plan Date: Thursday, July 2nd

Level: MB1

Skill: writing and pronunciation Expected Outcomes: students will have to apply the knowledge learnt about countries and nationalities during the past classes by answering a handout; filling in the blanks and read the exercises outloud. Resources: Handout Time Introduction 5 mins

Core of the class Pre-stage

Comments Greet my students : Good morning class! How are you today? How was your weekend? Did you go out or stayed at home? Did you study and do your homeworks? Call the role

10 mins

Talk about the different artists they know. Ask them if they know where they come from. What kind of music do they play? Students recieve a handout to be completed. The teacher will explain the expected outcomes and the instructions.

While-stage

15 mins

Students will develop the handout. The teacher will walk around the classroom checking their works and theirs doubts.

Post-stage

10mins The teacher will correct the handout outloud with the students participation.

Closing

5 mins

Check some mistakes, which are already written on the whiteboard and go over the contents learnt in classes: countries and nationalities; and pronunciation.

Date: July, Thursday 9th.

Level: NMB1

Skill: Speaking (pronunciation) and Writing. Expected Outcomes: Students will be able to recognize the members of a family, specifically the Simpsons Family. They students will go over the VERB TO BE: its affirmative form. The students will be able to identify and define the use of adjectives. Resources: Laptop, power point presentation, and a handout.

Introduction

Core of the class Pre-stage

Time

Comments

5 mins

The teacher will greet students asking them: How are you?, also ask them about the test they took on Monday. How was it? Difficult? , Easy? Etc. Call the role. Motivate them by telling them we are going to do something fun today.

25 mins

Students will be shown a slide of the Simpsons´ Family and they will be asked “Who are they?” “Who is the father of the family? “Which is his name?”, and so on so far. Then the teacher will show them the Family Tree of the Simpsons, their family relationships: brother and sister, husband and wife, etc. Students will have to pronunciate what it is shown on the slides. After that, there will be slides where adjectives will be presented, all together related to the Simpsons. Students will identify them once the teacher asks if they know the adjectives in English, and if they can identify them on the slides.

25 mins

Once finished the power point presentation, we will check again the affirmative form for the VERB TO BE writing some examples on the board. The teacher will give the grammar structure for it. After that, the students will be given a handout about adjectives. There will be a brief explanation of the use of them and exercises which be developed together with the teacher. Feedback will be provided every time is needed.

25 mins

The students will be asked to come to the board to write the answers of the exercises, so that they can check them altogether and learn better. The IV part of the handout will be checked orally.

10 mins

The slides will be shown once again and the teacher will ask: Who are they? How are the members of the Simpsons’ family? How can you describe Bart, or Lisa, or Maggie, or Marge, or Homer?

While-stage

Post-stage

Closing

Lesson Plan (supervised)

Date: Monday July, 20th

Level: NM1

Skill: writing and comprehension Expected Outcomes: students will be able to internalize, the use of VERB TO BE and ADJECTIVES, putting in practice their knowledge about the contents named before. Resources: Laptop, power point presentations and teacher’s voice. Time Introduction 5 mins

Core of the class Pre-stage 10 mins

Comments The prospective teacher will greet the students and ask how they are, how their vacations were, if they had a great time; and will introduce the teacher who is going to evaluate the prospective teacher’s performance.

The teacher will ask students if they like watching T.V., moreover, who their favourite artists are. Then the teacher will review the use of verb to be and the adjectives, showing them several slides with its content. Then, the teacher will tell students they are going to do some exercises in order to reinforce the contents studied.

While-stage 15 mins

The students will be chosen, randomly, in order to come to the board and do the exercises which will be projected from the slides. Each of the exercises will be corrected by both, the teacher and students.

Post-stage

10 mins

In order to close the activity the students will have to choose a famous person they admire and describe him/her, using the correct form for verb to be and adjectives.

Closing

5 mins

The teacher will ask students to summarize the use of adjectives, their purpose. Moreover, the teacher will ask students if they liked and enjoyed the class and what they learnt. Lesson Plan (Supervised)

Date: July, 23rd

Level: NM1

Skill: writing, speaking, and listening. Expected Outcomes: students will be able to recognize the present continuous tense and apply it developing writing, listening and speaking activities. Resources: magazine, mobile phone, cd player, mp4 device, laptop, colour cards, ppt presentations, and teacher’s voice. Time

Comments

5 mins

Greet my students; introduce the teacher who is going to evaluate the prospective teacher. Call the role.

Introduction Core of the class Pre-stage 20 mins While-stage

35 mins

Post-stage

Closing

The prospective teacher will ask students what they are doing at that moment, she will perform some actions in order to direct the class and motive them. The teacher will show them some slides where the use of present progressive is include, implicitly. The slides include some of the pictures I took some classes ago, so that the process of learning will be more real and put in into context. Then the prospective teacher will show them some flashcards. She will begin by saying what they are doing and after some examples; she will give the opportunity to students to say what the flashcards show, to put into practice the knowledge. Once the do these exercises students will hear an audio material about actions in progress.

20 mins

Students will be given a handout in order to develop it. It is going to be corrected by the prospective teacher, with the students’ participation too.

5 mins

The prospective teacher will check what we did in class, if students enjoyed it. Learning Material

Flash Cards: Countries and Nationalities

…….To see more of my learning material, please go to Scribd website and take a look. Thank You.

Evaluations 1. - Teacher Evaluation 2. - Self Evaluation (for each teaching and practice stage)

3. - Peer Evaluation (at least once instance)