Date of begining : 05/09/19 EXPERIENCES OF BEING TAUGHT Positive. Of all the positive experiences i can highlight from my student days, the most important is the following :
I remember with great affection my math teacher, because he was one of the few teachers who really pushed us to be better. He was very organized, each of his classes were divided between theory and practice and he always clarified the doubts we had, he wrote formulas on the board and then left exercises to apply each one. He had all students intervene and that is what we appreciated the most, he knew who learned more easily and those who needed reinforcement. He drove as to have goals and that is what we wanted to learn on our own. I think that is the main duty of a good teacher, and he fullfilled it.
Negative. Of all the positive experiences i can highlight from my student days, the most dissapinting are the following :
I could not understand classes where theachers spent their hours telling stories, jokes, ocurrences and so on. I am not saying it is wrong to have fun for a while and make the class more enjoyable, but i think everything has a time and a limit. A good teacher must take his job seriously and not make his students disrespect him, because there are some who really want to learn and not waste time.
I did not like classes where teacher came with bad moods, not desire to do anything, hiyterical, etc. His mood spread troughout and made student want to leave, as even the teacher seemed compelled to be there. It is normal to have a bad day, but that does not justify treating others badly and making sure no one understands what you say. If they do not fell fit to serve as teachers, they better be honest and let others who have the encouragement to guide students
WHAT ASPECTS OF TEACHING ARE YOU MOST LOOKING FORWARD TO? One of the fundamental aspects that i seek to develop in the area of lenguage teaching is the practice-based methodology. i seek to promote that the hours used in class for theory and practice are at the same level, because students learn more when they are the active agents and not just recipients of information. Another aspect that i intend to focus on is to create a good rapport with the students, so that there is a positive environment and students are free to express their opinion, their doubts,etc. this way i could identify the weak points and make them stronger using appropiate methods. WHAT ASPECTS OF TEACHING ARE YOU LEAST LOOKING FORWARD TO?
To begin with it, it is not that i consider as an unimportant aspect, but i think it has been given to much prominence as the basis of what it is to know how to be a good teacher. Having complete mastery of a subject is essential to impart knowledge, but it is not enough to lead a class. A very common asumption is that a good teacher must transmit a lot of informtion and students must pay attention, then they will be evaluated and according to that it will be known whether they are intelligent or not. It is here where that reference is made to the phrase: the best option should not always be choosen, but the most appropriate one, and that is why a good teacher must have at least a basic knowledge of what is methodology to be able to make his students understand him.
WHAT DO YOU EXPECT MOST OF YOUR TEACHING EDUCATION? I hope it will provide me with all the necessary tools to be able to develop as a teacher in the future. I am aware that there is not exist a correct way to teach, because everyday we will discover different situations with different problems. That is the reason why i wish that through this cycle of studies i can develop my own teaching technique and at the same time have other options to apply them when they are necessary, because if i am sure of something is that i should not change the goal, but find another way of how to get there.
WHAT DO YOU WANT MOST FROM YOUR TEACHER EDUCATION? I want the course to fulfill its main purpose, which is not only to train educators with english profiency, but also to create teachers who facilitate the learning process and that the results are reflected in the quality of students who will teach.
WHAT DO YOU THINK THAT YOUR TEACHER EDUCATORS EXPECT FROM YOU?
Having the commitment to finish the course being an efficient educator, with the basic qualities that a teacher must have: respect, vocation, emphaty and responsibility. Our teacher expect us to put a lot of effort into each class, to comply with the activities and above all: that we enjoy the course, that we do it because we feel happy learning and do not feel it as an obligation
HOW IMPORTANT DO YOU CONSIDER THE FOLLOWING FOR A LANGUAGE TEACHER?
What is your opinion of the self-assessment document?
The Continuing Professional Development (CPD) Framework for teachers isadocumentthat allowed metoevaluatetheprocessI'mgoingtohaveinmy careerasaneducatorofaforeignlanguage. It showed meindetailthe 12 professional practices thatIhavetofocusonanddevelopthroughoutmycareer, eachofthemhasseveralpointsthatIhavetofocusontoimprovethelearningprocessofmy students. Ithinkit'sagoodtoolformyprofession, asit'saguidethat contains the areas Ihavetoworkon.Imustemphasizethateverypointofprofessionalpracticehasalotof approaches thatIhavetoworkoneveryday,which gives me options fordevelopment methods.
How do you think the self-assessment can help your professional development?
It will serve as a basis for what I should develop throughout my career, because it contains all the essentials according to the approaches, for example, there is the area of managing a session, so it is necessary to control the space and time of activities. All this information is found in the document, which is why I consider it very important.
In our first class, the teacher did an activity called: Getting to know your teacher, whose objective is to know more about him through images and that students participate trying to guess.
He showed us the book that we are going to use: Learning Teaching, the essential guide language teaching /Jim Scrivener.
He informed us about the EPOSTL, European Portfolio for Student Teachers of Languages, that is going to be like our file throughout the six months.
SECOND CLASS
04/09/2019
What we should do the first day of class?
Introduce yourself
Classroom rules
Objectives / aims
Scoring evaluation
Memorize your students names
How we can teach the english alphabet?
For children, it is necessary to capture the attention of the child, this can be given though songs or using posters with the letters, each letter with diferents colours so that the child can diferentiate each one, also you can put basic words as an examples.
Apart from recognizing the letters, they need to know the pronunciation, so a good way to teach this is separating each letter according to their sound, for example: A-H-J-K have the sound in common EI; B-C-D-E-G-P-T-V, the sound I; F-L-M-N-S-X, the sound E; I-Y, the sound AI; Q-U-W, the sound IU,O sounds like OU and R like AR, they have any sound in common. Then, you can make your students repeat the letters which are easier to confuse.
Warm up activities. they are songs, games, jockes, which do not necessarily have to be related to the class, but serves to create a good atmosphere.
Tic Tac Toe to/ irregular verbs. The student who remember the correct conjugation of the verb will have more chances to win.
12 english verb tenses.
The English language has 12 different verb tenses:
Time simple: Present simple, Simple past and simple future
Progressive (continuous) times: Past progressive, present progressive and future progressive.
Perfect times: Perfect present,perfect past and perfect future.
Perfect progressive times:Present perfect progressive, past perfect progressive and future perfest progressive.
THIRD CLASS
06/09/2019
The Learning Cycle. This cycle involves the process of daily learning through 5 steps
Doing something
Recalling what happened
Reflecting on that
Drawing conclusions
Using this conclusions to inform and prepare for future practical experiences
Throughout
this cicle, the learner can recieve counselling, tips, feedbacks support of the teacher, family, Friends and
so on, but the most importan is tha the essential learning experience is doing the thing yourself.
Teaching is not the same as learning
teaching is not equal as learning. The fact that the first is happening
does not ensure that the other must occur. A teacher can make her class
very enterteining, he can give his students excellent theory books, but who
ensure that the students are really understanding or they even have the will to
open the book? There is a surprisingly
widespread expectetion that only listening ang paying attention is enough. It is
true, a person can not learn something for anyone else, it have to be done for
your own persona effort, but, what
can i do to create a condition in which they might be able to learn? This could
be by responding to some of the student complains above, for exampre: by
envolving them, by enabling them to work at their own speed, not giving long explanations,
by encouraging them to participate, talk, interact, etc.
Systems and skills
Language Systems
Areas of study that analyze the same word but with differents approaches
Phonology. The basic sound units of language, help us to improve the pronunciation.
Lexis or Vocabulary. Knowledge of words and their meanings.
Grammar. How the words interact with each others within the sentence
Function. The use to wich the words are put in particular situations.
Language skills
A set of four capabilities that allow an individual to comprenhed and produce spoken language.
Receptive. The reader or listener receives information but does not produce it. These are reading and listening.
Productive. the student produce the information. These are speaking and writing
Skills are commonly used interactively and in combination rather than in isolation, for example: speaking and writing
My getting to know
FOURTH CLASS
09/09/10
Three dimensions of grammar.
A brief introduction. How to teach grammar?
Master de 12 verb tenses
Having knowledge of the form, use and meaning of each verb tense
Form. structure, how i form it? how i make the grammar?
Activity that helps us remember the past form of verbs whether irregular or regular.
According to the lyrics of the song /Teacher /Student
I told you not to do it but you did it again
I'm sorry, I'm sorry
I told you not to do it but you did it again
I'm sorry, I'm sorry
"______" You broke it
No, I didn't break it
You can change the past verb and the student responds with the correct form of the present verb.
Organization of an English class
Presentation
Inductive teaching involves giving the students examples of language and working with them to come up with grammatical rules. It is a morestudent centeredapproach to learning.
Deductive teaching begins by giving students the rules and working with them to produce language. This is more teacher centered.
Practiced. Guided
Production. Independent work
Introduction to the route map
Warm up Activity. activity that should not be related to the topic that will be analyzed in the day, but that serves to create a good learning environment.
Lead In. Activity that presents the topic of the day and helps the student to create an idea or concept through it of what is going to be studied.
Instructions. What the students are going to do?
Running the activity. The student identifies the topic and deduces the structure for it through the activity presented, once this is done, he can explain the topic by himself.
Wrapping up/closing the activity. The teacher affirms or corrects the structure of the topic worked, giving new contributions or feedbacks.
Follow up/Post activity. The students show what they have learned through homework.
SIXHT CLASS 13/09/19
What is a task?
I t is something thata students are asked to do in class with an specific outcome in mind.
What is an activity?
It is anything that student can do in class in relation to what is being covered. It can involved the four skills: reading, listening, writing and speaking.
What is formed if we combine both concepts?
A task or activity is something that learners do to involves them using or working with language to achieve an specific outcome. this outcome can reflect a real-world outcome (to be prepare for a debate) or a purely for-the-purposes-of-learning outcome (do a grammar exercise)
Methods and approache
Communicative Language Teaching
It is one of the main methods that has a complete focus on the development of communication between students, in order to improve the fluency and accuracy of the spoken language. This can be done through activities that encourage students to participate as exercises, role plays or recreation of daily life situations. In addition, vocabulary and grammar can be developed in an active way. In conclusion, it is based on beliefs that learnes will learn best if they participate in meaningful communication.
The nature of Aprroaches and Methods in Language Teaching
According to the theory language learning, an approach refers to psycholinguistic and cognitive processes which desing objectives, a syllabus model, roles of instruction materials, teacher roles, learners roles and activities, all to achieve a process-product-oriented.
Syllabus. Content choice and organization of the subject matter, of what to talk about and how to talk about.
Learning-teaching activities. They are used for different groups, through dialogues, responding to commands, group-problem solving, information and drills.
Learners roles. In contribution to the learning process, students are responsible for what they do in the classroom and to monitor and evaluate their own progress.
Teacher roles. Teachers are a model of learning, a colsuntant, a source of knowledge and direction.
Instructional materials. Define or suggest the intensity of coverage for syllabus items, also they imply day-to-day learning objectives that collectivelly constitute the goals of syllabus.
APPROACHES, METHODS AND TECHNIQUES
Approach. It refers to theories about the nature and teaching of a given language, it also describes how people acquire their knowledge of the language and makes statements about the conditions which will promote succesful language learning.
Methods. It is considered the practical realization of the approach. It is understood as a group of procedures, a system that clearly explains how to teach a language.
Technique. It is each specific strategy that we use in classrooom to obtein an immediate result. These techniques must be coherent with the methhod, and in harmony with the approach.
SEVENTH CLASS
16/09/19
How to group students.
We can group students usins song, quotes, names of famous people, movies, novels, etc.
For example, we write in different papers names of bands, and in other names of their best known songs. The person who have the name of a specific band will make a group with who has the role of the band.
Drawing as a practical resource for teaching.
We can use the board to make drawings related to the topic. From them, students can create a story or write sentences using grammar or vocabulary learned.
ROUTE MAP
It is a plan for running simple activity
Before the lesson. Familiarise yourself with the materials and the activity, prepare any material or text you need, arrange seating, to think through any potential problem you will have in the procedures.
Lead in/Preparation. Raise motivation or interest , focus on language items that might be useful in the activities. For example: write up a sentence stating a viewpoint, show a picture connected to the topic, ask students if they have ever been/seen/done,etc.
Setting up the activity. Organise the students and give clear instructions, also you have to check back that tha instructions have been understood.
Running the activity. Monitor at the start of the activy to chack that they have understood. Allow the students to work on the task without too much further interference.
Closing the activity. Allow the activity to close properly, rather than suddenly stopping it at a eandom point, give a time warming.
Post-activity. Give feedback, correect students answers, compare answers with the book,etc
EXPLOITING AN ACTIVITY
To carry out an activity, you must take into account the following:
Language content. Language systems and skills.
Other content. Other purposes apart from getting students to practice grammar.
Preparation. Any specail material or visual aid.
Steps. What are the steps in the task?
Instructions. What students have to do?
Organisation. Arrangements.
EIGHTH CLASS
18/09/19
What is classroom management?
The skill of creating and managing a successful class in which learning can take place. An impostant part of this is to do with your attitude, intentions and personality, combined with certain organisational skills.
Areas:
Activities.
Grouping and seatings.
Authority.
Critical moments
Tools and techniques
Working with people.
A good teacher must know how to make decisions that favor both students participation and his participation. also he must carry out the most relevant actions in each class.
We have: Teachers Talk Time (TTT) and Students Talk Time (STT). It should be a minimum of 50%/50% and as high as 90%/10% in favor of STT.
THINK ALOUD ACTIVITY
Activity that develops reading comprehension through giving your opinion to tha class as you read.
INNER AND OUTER CIRCLES
This activity is used for each student to say something about him to other, it implies a lot of movement and make the class more entertained. It can be used for basic levels students.
Each students has to write three fact about them and a classmate has to guess which are true and which is a lie. This activity can be used for intermeadiate and advanced students.
What can we see in the class on our first day teaching?
The number of students
the male and female ratio
The seating arrangement
The age
Student´s motivation
What characteristics do each students have?
Different learning strategies
Different types of intelligence
Different motivation
Different personalities: they can be introvert or extrovert
SECOND CLASS 04/10/19
Motivation
The reasons why learnes want to study, these can be external (to enter university to get a promotion, etc) or internal (setting oneself a personal challenge). In either case, the strength of the motivation will be a factor in determining how seriously they approach the work and how turned in students are during the lessons.
Multiple Intelligence Theory
The idea was developed to document the fact that human beings have very different kinds of intelectual strentghs, which are important in how kids learn and how people represent things in their minds and they use it to show what they have understood. Some people are good at thinking language, others are very logical, others need to do hands'on, they need to explore actively. that is why we have to realize that education which treats everybody in the same way is unfair because it picks out only one kind of mind, it is like they say that you have to think in this way, but there are others who think in another way. As teachers, we can provide materials and resources in a way in which child will find it interesting and will be able to use his o her intelligence productively and to show their understanding.EVERYTHING CAN BE TAUGHT IN MORE THAT ONE WAY.
Multiple intellugences
Unfortunately, nowdays teachers arre tempting to view a class as a fairly homogenous group with a single level and similar behaviour,, preferences and interests. In the reality, the only thing that everyone have in common is that they are in a language-learning class, there always will be significant differences between people. People can have seven intelligences:
Linguistic
Visual
Musical
Logical/mathematical
Bodily/feeling
Interpersonal (contact with other people)
Intrapersonal (understanding oneself)
What level are my students?
The assingnment generally is in three parts (you can interview students and record it, also get some writing to identify some mistakes) :
Background information. Not very personal information, just things that impacted in the language learning, like the first language, the age, previous learning experiences, motivation, study skills, etc.
Identify students errors. The fluency, pronunciation, listening skills, grammar, vocabulary.
How to help atudents? suggesting some remedial actions: is the problem for a class or for only a student?, which problems do you need to prioritise?, think about the material and interests of students.
Learner trainig (1 minute presentation)
It means eaising students awareness about how they are learning ad to help them to find more effective ways of working effeciently and usefully, it includes: work on study skills and the student examination of the process of learning.
THIRD CLASS 07/10/19
The zone of proximal development.
Described by Lev Vygotsky as the range of tasks that a child can perfom with the help ang guidance of others but cannot yet perform independently. in another words, the task are the things we can almost do ourselves but still need help from others to accomplish, after their help, we should be able to do the task on our own.
PADLET
We started using the app Padlet to record our opinion on the following video:
Oher videos
FIFTH CLASS
11/10/19
Language Analysis
First of all, it is essential that you understand
it well, you need to consider the following things:
1.Select the grammar item i want to teach.
2.Be sure you have clear about precisely what is/is
not include.
3.List situations in which the language is used.
4.Think about sentences that are typically used
everyday.
5.Select one as a target sentence.
6.Analyse the form, meaning, pronunciation, probably
problems and what I hope learners could achieve.
FOURTH CLASS 09/10/19
Kinesthetic activity.
We present a class of the use of modal verbs through the activity called: the doctor, for which we did a role play in which one student was going to be the patient and the other the doctor.
SIXTH CLASS
14/10/19
Teachers language analysis/ My language analysis (present perfect)
SEVENTH CLASS 16/10/19
Class for kids - Fruits
Activity aimed at children from six to eight years, we show them the names of the most common fruits and how to express whether they like it or not.
s
Route map - Fruits
Puzzle - Fruits
METHODOLOGY 3
First class
30/10/19
What is grammar?
Rules about sentence formation, tenses, verb patterns,etc. It help us to speak and write the language correctly.
What is deductive grammar?
It starts with the presentation of the rules and iw followed by examples in which the rule is applied.
What is inductive grammar?
the students detect and notice, pattern the rules for themselves before they practice the language.
How I can teach grammar?
Following the next steps:
Learners need to be exposed. To a lot of languge while reading/listening above the apparent current language level os learners.
Notice specific items when they are being used, for example: in text that are specifically written for learners )containig different examples of a target language).
Understad the form (how the pieces fit together), meaning and use )typical situations in which it might be used) of item.
Give opportunities to practice new language.
Use the new language when speaking and writing to comunicate in different contexts.
Remember items. Return to items again and again with revision tasks.
SECOND CLASS
01/11/19
Example - teaching the past perfect
Tips on presenting grammar
How to teach grammar - PPP model
METHODOLOGY 4
PRODUCTIVE (SPEAKING / WRITING) AND RECEPTIVE SKILLS (LISTENING AND READING)
WHY DO WE SPEAK TO EACH OTHER?
We need something, we want something or we have a desire.
ACCURACY VS FLUENCY
Accuracy: correct usage of grammar
Fluency: ability to continue speak without stopping to think
HOW SHOULD AN ACTIVITY BE?
Controlled, guided and creative
How do I do an effective activity? Create a need or desire, make sure students have the language knowledge, use pairs to allow interactions and reduce stress.
ENGAGE PHASE
Before the lesson:
Set aims. what do you what students to do?
Pre teaching. what do they already know?
Prepare materials.
STUDY PHASE
Pre teeach. grammar and vocabulary
Study activities to check understanding.
Corrrect
ACTIVATE PHASE
Main speaking activity, Communicative activities
ACTIVATE PHASE
With communicative activities:
Think pair share
The teacher asks the class a question and the students think individually of an answer, Then you make a group with a partner and share your answer, finally your partner shares your answer with the whole class.
Round Robin
The teacher places questions at different tables in the classroom, then the students form groups and go through all the tables answering the questions, in the end all the students must have answered all the questions.
4-3-2 or 3-2-1
A student expounds on a subject, then his partner makes a summary of what his partner spoke in less time and so on with the next partner. His activity improves fluency-
Four corners
This activity can be used to remember vocabulary. To do this, the teacher must place images or phrases in the corners of the room and students should approach the side where they feel most comfortable
Role plays
The teacher distributes letters and the students must act according to the character they have. This activity develops fluency and appropriateness when facing everyday situations.
SPEAKING SUB-SKILLS
WHAT IS A COMMUNICATIVE ACTIVITY?
Are those in which learners use the language they are learning to interact in realistic and meaningful ways, usually involving exchanges of information or opinion. For example: Giving a prepared speech or giving structions.
HOW TO GET A GOOD DISCUSSION?
Frame the discussion well. It usually helps to find ways to lead in at the beginning and ways to close at the end.
Preparation time. Students need some quite time before the speaking activity to look up vocabulary or to think through their thoughts.
Don´t interrupt the flow. Avoid classroom management techniques that interfere with the natural flow of conversation.
Specific problems are more productive than general issues..
Role cards. Giving students brief cards sometime helps, it can often be easier to speak in someone else´s character that in your own.
Buzz groups. Divide the class into small groups. Ask them to summarise the discussion so far, particularly considering if they agree wiith whaat different people have said., after that ask them to think of comments or questions that would be interesting to share. Do this if the discussion seems to be dying.
Break the rules. If it is necessary.
THIRD CLASS
02/12/19
BAD TEACHING HABITS
Too much teacher talking time.
Echoing (repeat exactly what students say)
Not admitting your mistakes.
Completing students sentences.
Talk to the board/ unorganized board.
Not checkimg understanding,
MY DEMO CLASS
In the near future /speaking
ccccc
HOW TO APPROACH WRITTING?
through the process:
pre-writing
making an outline
writing the last draft
first correction
write the second draft
teacher feedback
editiry and proofreading
writing the final copy
HOE STUDENTS LEVEL EVOLVES:
Sentence level
paragraph level
multiparagrpt level
essays
PRE-WRITINING/ HOW TO PRODUCE IDEAS FOR WRITING?
Brainstorming techniques :
listing
quick writing
free writing
free writing
graphic organizers
Listing:
studets make a list of words, phrases and sentences related to the topic
them, they choose the four most important ideas, reaons, argument,
graphic organizer
TEACHING RECEPTIVE SKILLS
Extensive reading. reading what you like
Intensive reading. reading what you are asked to read.
Scanning. Look for specific information
Skimming. Get the main idea
It is importat to note that it involves not only to setting a sequence of tasks and checking wheter they can do it, but also replaying the recording again and again
GUIDELINES FOR LISTENING SKILLS WORK IN CLASS
Keep the recording short ( 2 minutes)
Play the recording sufficient number of times (give enough opportunities)
Let students compare their answers (perhaps in pairs)
Do not immediately acknowledge correct answers with words or facial expressions.
