Professional Documents
Culture Documents
3.4.2
I believe that my behaviour mostly helped the students. Firstly, I was on the room 20 minutes
before the class to prove all the technological elements and to offer them an excellent
environment, so they could notice that I was worried for every single aspect to develop the
class. The explanations were clear due to the use of ccqs and the extra slide on the PPT to
show the instruction of the activity again. The modeling part is always effectively, because I
could give concrete examples to my students, and finally the organization of the activities
was timed, so it was a control of the time.
The students responded in the way that I have been predicted, again. In this class, the
lesson plan was developed through a PPP lesson, so they had the 3 stages very
punctuated, I could see they responses and learning at the production stage, where the
atmosphere of the game activity was conducted very thoroughly.
Motivation: I should mention that in this case I had a plus point, owing to the fact that the
topic that I was teaching was related to their next test, so students showed an interest during
the whole class, perhaps because they felt comfortably knowing that is a pre teacher who is
doing the class and in somehow, (at least in my case) I was not stricted or cranky when they
asked, because that was what I wanted, to see and listen every doubt, question, comment or
opinion.
Management: The management of this class was different from the first one; sometimes I
used excess of hesitations and that is somethings that students can notice easily; moreover,
as I said before the class was punctuated in each stage.
Understanding of instructions: Even though this time I did not copy the instructions on a
PPT slide, the students developed all the activities given, so the voice instructions were
clear.
Complexity of the task: The task was a game task, and I played with them. The students
did it very well, but the complexity of this task was more difficult than the other one, because
I can notice that when I gave them 30 or 40 seconds to answer, they usually asked me for
more time because they were elaborating the answer yet.
3.2 Adjustments for Lesson 2: For another PPP lesson I would check and control the time
better, because I had to eliminate one activity on the practice stage, this activity developed
the writing students skill, instead I had to change it to an speaking to make it faster and
move it to the production stage. Likewise, instead of eliminate the activity I would adjustment
the activity in this case, I would give them the erased activity as a homework. I believe that
these adjustment will improve the students learning due to the fact that they will be practicing
at home what they saw on class with no time pressures.
3.3.1 Whole Class: The final activity was a game. When the students listened that in order
to practice we were going to play, they showed very enthusiastic, what is more when they
saw the dices, so authentic or innovator material was the key again. Every student
accomplished the task, they had to move forward through charts on a square board,
depending of the number that the dices thrown, most of the boxes had questions about how
to compare and describe people and the students build very creative questions or sentences
to describe related with the topic.
3.3.2 Individuals: In this point I can clearly notice a difference, one student had the facility to
create immediately a sentence using comparative or superlative forms, with alternatives
adjectives and diverse topics, the time required for this student to built any sentence was
around 15 and 25 seconds. On the contrary, another student required about 1 on each
question to make a sentence or to express a brief idea. Nevertheless, I should highlight that
the learning goal was reached for each student, no matter the delay time.
3.4.2 I believe that the more you involved with your students on their task they more they
learn, in this case I played the game with them on the production stage, so I was modeling
and at the same time construction sentences with them. On the other hand, in the
presentation stage I used some personal experiences to exemplify, like the rooster that
wakes me up in the morning is the biggest rooster of the house, the use of personification is
very effective to remind some information and in this case I wanted them to remind the
superlative adjective by using a personal example. The students responded very well in
each stage, in this class it was not necessary to repeat the instructions of the activities,
because I made sure to modeling at least 2 times before to begin.
to everyone can see how many time they have to finish the activity and to not to ask an
extremely extra time bonus when I have to continue with the next activity.
MDD 6
MDD 6: REFLECTION AND SELF EVALUATION
The teacher candidate identifies the main things learned in this practicum and ways in
which this learning has informed their professional development needs, reflecting on the
meaning, values, and purposes that will orient his or her professional life.
4.1
Teaching Practice I has been a really challenging course for me. At the beginning I thought
that it was so difficult, and I still think how difficult this education road it is, but not as difficult
as I thought when I began the course. The design of lesson plans, the issue of working with
a partner during this course, the preparation of material, the observations and the general
tasks were quite a challenge for me, because I realized that I can test my English from
another point of view, not from an use of English or reading tests view, but for the practice
one. The most important thing for me, is that I understand how important are those huge
details that I thought were little, such as one final sound on one word or one different manner
of articulation in another word, because at this point you turn into a model for your students,
and this teaching practice I was the initial spark to be even more aware that our proficiency
level as future teachers should never decrease,and that every single subject has to be seen
with an equal value because every course is helping us to become teachers, because if not
would not be on the curriculum major.
4.2 Regarding to the professional growth areas I would like to mention, modeling and
planning, that were the 2 areas where I tried to put more my attention.
I was very conscious about the modeling area because that is that we are for out future
students; models. The instructional strategy in which I demonstrate a new concept or
approach to learning and students learn by observing.
Every action that we do, they will copy it, so instead of repeat over and over again the
instructions of an activity for example, I focused on the praxis; model and show them how it
was a certain activity and also to expose them how they could modify that, in order that
students can feel that they have the freedom to modify some aspects, and that I am not
asking them to do something identical as I did, it is just a guidance.
Planning: I think that the planning stage was the most important for me, with this powerful
tool I could organize properly I could have a plan B, and I could notice how organize things
are when you have everything planned. This tool helped me a lot to improve my English,
because I had everything planned, then I just had it to complement what I planned with other
sources. To plan a lesson gave me a detailed description about what should I do or how
should I do it, and the most significant is that I developed, organized, adapted, modified and
stated the purpose to help my students in achieving intended learning outcomes.