I would love, at this stage of the carreer and after being done with my "student-teaching", to share with you some final reflections that will tell something of my feelings throughout this experience.
As you know, this was my last year at University and as part of it I had to do teaching practices for a subject named "Organización y Crítica pedagógica" -the last pedagogical subject we have in our carreer.
Before I started this student-teaching I did not have many expectations, as is my usual tendency. In fact, I tend to start and go little by little looking at and enjoying each thing I happen to discover. I try not to create big expectations neither to worry too much about new-born challenges. Also, I tend not to listen what others say about their experiences, either good or bad things. Though bad things tend to be spread more easily among people’s mouths. That’s why I do not pay much attention to comments but try to go about discovering and experiencing things by myself. I cannot deny that, in addition, many say that I am very optimistic. Everything I set up to do, I have the feeling that it will come out fine: problems are natural and they will inevitably arrive but, as everything else in this life, they will leave. “No storm has lasted one hundred years”. Therefore, I cannot say if my expectations were fulfilled because I did not have many. However, I’ve discovered many nice things in the process and experienced great satisfactions in terms of personal achievements and students’ progress.
Well I think that the difficulties I encountered were many and they are described in my previous reflections. But the ones my professor said I improved are:
*I acquiered a stronger position in front of the students and that made them have a more respectful attitude towards me than in my first teaching practices.
*I could include the whole group in my classes without focusing to one area of the class.
*I showed great energy and confidence when giving my classes and that contributed to a more favourable participation from all students.
What really called my attention is the degree of enthusiasm and compromise students can show and acquire when they are properly motivated: no matter what social class, age, interests, ways of behaving they have. When the teacher has found the correct way of motivating his or her students, it is incredible how they answer to that and feel completely involved in the tasks proposed. In this respect, Blas Parera students were so willing to learn and participate just because there was some visual aids and a good attitude from the teacher towards their personal and unique learning processes. When students felt they were able to do it, they just did it and felt deeply satisfied with their achievements.
I think that students are attention-seeking creatures, so, if they perceive they could get some from you, you are very likely to have won them in your favour. Therefore, learning to respect students in their particular abilities and ways of learning, knowing to appreciate multiple intelligences and highlighting the positive contributions of each student are some of the necessary points a teacher must acquire if he or she wants to be successful and grow...GROW not only as a professional but also as a human being willing to plant his or her own seed in the silent but constant labour of many for the creation of a better world.
Tuesday, November 17, 2009
Tuesday, November 10, 2009
Last class: Feedback from Miss Elvira.
I would like to publish the feedback Micaela and me received after our last class because I think it illustrates quite well our performance and provides another perspective different from our own.
Here you have it!
Hi Vanesa and Micaela!!
I really liked your class! You were very energetic and I loved the fact that you spoke tons of English!!! And sts understood you!!! And you made yourselves understood!
-I liked the poster as the visual aid you referred to in order to provide some orientation to the sts. Great resource! Just keep in mind that whenever you make a worksheet with pictures, it’s better to number the pics, so that whenever you want to refer back to them you say “number 3”, not “that one, over here”.
-As regards your choice of pictures for the making of sentences exercise, please make sure that the sentences you intend your sts to produce have MEANING, not say items just because. I honestly don’t believe that a sentence like “I like wearing shoes in the hot summer because they are big” is meaningful ----nor true!!!!
-I would like you to have some examples ready before you actually tell the sts to do the exercises. These examples should be similar to, but different sentences from the set of exercises you give the sts (otherwise you’d be depriving them of the oh so necessary practice!). This applies to all the exercises I saw you do today, including the game…
-Micaela: please, please PLEASE practice your handwriting on the board!!! You were very messy in the organisation of the information, and there were problems with size, font, grammar (the chart was difficult to interpret) and even spelling!! (“She liskes”?) . This is not a minor concern, remember that boards are almost surely your main resource when you teach!!!!!!!!!
-When you play jeopardy, or any games, on the board, please do not forget to add some references, especially if you want the sts to choose from a set of giant flashcards like today: you could have divided them into columns (a, b, c, d) and each column have a number (1,2,3) . The way that part of the game was conducted was not very good.
A B C D
1
2
3
4
-I liked that Vanesa decided to use the extra 5 min. to re-review the exercises she saw that didn’t work at the beginning of class. Nevertheless, Vanesa, you should try to make yourself understood using a lot more exemplification, not just repeat the same words over and over, or saying the sentences exactly as they are in the photocopy! Remember you cannot ask your sts to produce something unless you have provided them with a multitude of examples that will illustrate what you want them to do and how! Also, please Vanesa, try not to get too impatient with them. Sts are special at detecting and manipulating teachers!! They’ll love it if you show them impatience, and make you “suffer” more!
I must say that I was really delighted at your class, though! You are very resourceful, and you keep sts busy in engaging activities, encouraging them along the way, and paying attention to them all. I really liked your energy and the way you made sure noone was left out!
Well done, girls! (and btw, Happy Birthday, Vanesa!)
E.
Here you have it!
Hi Vanesa and Micaela!!
I really liked your class! You were very energetic and I loved the fact that you spoke tons of English!!! And sts understood you!!! And you made yourselves understood!
-I liked the poster as the visual aid you referred to in order to provide some orientation to the sts. Great resource! Just keep in mind that whenever you make a worksheet with pictures, it’s better to number the pics, so that whenever you want to refer back to them you say “number 3”, not “that one, over here”.
-As regards your choice of pictures for the making of sentences exercise, please make sure that the sentences you intend your sts to produce have MEANING, not say items just because. I honestly don’t believe that a sentence like “I like wearing shoes in the hot summer because they are big” is meaningful ----nor true!!!!
-I would like you to have some examples ready before you actually tell the sts to do the exercises. These examples should be similar to, but different sentences from the set of exercises you give the sts (otherwise you’d be depriving them of the oh so necessary practice!). This applies to all the exercises I saw you do today, including the game…
-Micaela: please, please PLEASE practice your handwriting on the board!!! You were very messy in the organisation of the information, and there were problems with size, font, grammar (the chart was difficult to interpret) and even spelling!! (“She liskes”?) . This is not a minor concern, remember that boards are almost surely your main resource when you teach!!!!!!!!!
-When you play jeopardy, or any games, on the board, please do not forget to add some references, especially if you want the sts to choose from a set of giant flashcards like today: you could have divided them into columns (a, b, c, d) and each column have a number (1,2,3) . The way that part of the game was conducted was not very good.
A B C D
1
2
3
4
-I liked that Vanesa decided to use the extra 5 min. to re-review the exercises she saw that didn’t work at the beginning of class. Nevertheless, Vanesa, you should try to make yourself understood using a lot more exemplification, not just repeat the same words over and over, or saying the sentences exactly as they are in the photocopy! Remember you cannot ask your sts to produce something unless you have provided them with a multitude of examples that will illustrate what you want them to do and how! Also, please Vanesa, try not to get too impatient with them. Sts are special at detecting and manipulating teachers!! They’ll love it if you show them impatience, and make you “suffer” more!
I must say that I was really delighted at your class, though! You are very resourceful, and you keep sts busy in engaging activities, encouraging them along the way, and paying attention to them all. I really liked your energy and the way you made sure noone was left out!
Well done, girls! (and btw, Happy Birthday, Vanesa!)
E.
Wednesday, November 4, 2009
Lessons 6 and 7: Blas Parera school.
Reflections class 6: Wednesday, November 4th.
* Sts have arrived late from the break because there was no electricity in the school and, therefore, no bell.
* However, sts have took considerable advantage of the time working and participating a lot.
* T has felt comfortable and mostly satisfied with sts’ general performance.
* However, there are some points she was made to be aware of that will help her improve her performance greatly: like making sts aware of the rhythm of utterances in real life instead of making them repeat word by word.
Objectives class 7: Thursday, November 5th.
* To revise contents seen so far for the test.
* To continue working in pairs (sts seem to be adapting gradually to these new way of working).
* To make sts pronounce utterances with correct rhythm.
* To continue with the same energy in the class trying to include “all” sts in the class and to achieve a global attention and participation.
* Sts have arrived late from the break because there was no electricity in the school and, therefore, no bell.
* However, sts have took considerable advantage of the time working and participating a lot.
* T has felt comfortable and mostly satisfied with sts’ general performance.
* However, there are some points she was made to be aware of that will help her improve her performance greatly: like making sts aware of the rhythm of utterances in real life instead of making them repeat word by word.
Objectives class 7: Thursday, November 5th.
* To revise contents seen so far for the test.
* To continue working in pairs (sts seem to be adapting gradually to these new way of working).
* To make sts pronounce utterances with correct rhythm.
* To continue with the same energy in the class trying to include “all” sts in the class and to achieve a global attention and participation.
Tuesday, October 27, 2009
Our fourth class: last Thursday 22nd October.
This class was supposed to be given by both of us. Howerver, I started and the activities I was in charge of giving took more time than expected. Therefore, I ended up giving the whole class.
This felt really good!! because when I looked at the watch, the bell was about to ring, almost 80 minutes had passes and I hadn't realized it. I got really trapped in the activities and students showed motivated and enthusiastic about the proposed tasks.
They made questions and "all" of them worked.
What Micaela and I got really fascianted at was that at the end of the class 4 students volunteered to read their written productions.
That was marvellous!! especially because they put up with their fear of misspronouncing and dared to enter into the risk of being laughed at and of feeling embarrased. That's why I took advantage of the situation to encourage students to participate telling them that the only way to learn is by making mistakes and accepting them as a natural part of the learning process. At the same time, I told them that laughing at their classmates' mistakes doesn't help for the learning process of the whole group and that, besides, and most importantly, showing respect and concern for my partner was a good attitude worth to be taken and exercised.
As a whole, the class was entertaining and active in that each member of it with its particular qualities, moods and possibilities contributed to a more relaxed environment and a friendly atmosphere!
This felt really good!! because when I looked at the watch, the bell was about to ring, almost 80 minutes had passes and I hadn't realized it. I got really trapped in the activities and students showed motivated and enthusiastic about the proposed tasks.
They made questions and "all" of them worked.
What Micaela and I got really fascianted at was that at the end of the class 4 students volunteered to read their written productions.
That was marvellous!! especially because they put up with their fear of misspronouncing and dared to enter into the risk of being laughed at and of feeling embarrased. That's why I took advantage of the situation to encourage students to participate telling them that the only way to learn is by making mistakes and accepting them as a natural part of the learning process. At the same time, I told them that laughing at their classmates' mistakes doesn't help for the learning process of the whole group and that, besides, and most importantly, showing respect and concern for my partner was a good attitude worth to be taken and exercised.
As a whole, the class was entertaining and active in that each member of it with its particular qualities, moods and possibilities contributed to a more relaxed environment and a friendly atmosphere!
Wednesday, October 21, 2009
Our second lesson but my first one!
Ok! Today was my first lesson in the sense that I was the one in charge of giving it!
I can say that it was an awesome experience! I felt completely relaxed though I was being observed by my University professor. I was grinning from ear to ear to see that students were all ears! I think, as a teacher, you will always rejoice in seeing students-favourable-answers. Maybe they are not the answers you expected but they are answers after all. Each boy, each girl, in their own particular way...that is what I feel delighted at because there is where I can see the miracle of each particular life with its unique personality and experiences of the world.
I felt confident and willing to do my best and that was certainly felt by the students. I saw them laughing, showing astonishment, showing a shy attitude and a not so shy one, trying to speak in English running the risk of being laughed at and laughing themselves at their own mistakes. Actually, expressing themselves as they wanted and feeling comfortable in their own seats (not wanting to escape from the class at the first chance they found).
The strategy used at the beginning of the class of giving students sweets served as a motivator at the same time that made them practice one of the grammatical structures learned. In fact, what I noticed they liked a lot was that they were given the candies one by one and they "were named and asked what sweet they prefered: a lollipop or a chewing gum". The sole action of calling them by their names, I think, was novel and catchy for them. I believe that learning the names of our students is quite a good strategy if we want to reach closer to them and make them feel comfortable and actively involved in the class.
Well, there are many other points I could refer at but I prefer leaving them for later when I had reflected deeper about them. As time passes by, the perception of events and of the persons involved in them becomes broader and richer.
I can say that it was an awesome experience! I felt completely relaxed though I was being observed by my University professor. I was grinning from ear to ear to see that students were all ears! I think, as a teacher, you will always rejoice in seeing students-favourable-answers. Maybe they are not the answers you expected but they are answers after all. Each boy, each girl, in their own particular way...that is what I feel delighted at because there is where I can see the miracle of each particular life with its unique personality and experiences of the world.
I felt confident and willing to do my best and that was certainly felt by the students. I saw them laughing, showing astonishment, showing a shy attitude and a not so shy one, trying to speak in English running the risk of being laughed at and laughing themselves at their own mistakes. Actually, expressing themselves as they wanted and feeling comfortable in their own seats (not wanting to escape from the class at the first chance they found).
The strategy used at the beginning of the class of giving students sweets served as a motivator at the same time that made them practice one of the grammatical structures learned. In fact, what I noticed they liked a lot was that they were given the candies one by one and they "were named and asked what sweet they prefered: a lollipop or a chewing gum". The sole action of calling them by their names, I think, was novel and catchy for them. I believe that learning the names of our students is quite a good strategy if we want to reach closer to them and make them feel comfortable and actively involved in the class.
Well, there are many other points I could refer at but I prefer leaving them for later when I had reflected deeper about them. As time passes by, the perception of events and of the persons involved in them becomes broader and richer.
Friday, October 16, 2009
Our first class: Blas Parera School
And finally..our first class at the school has arrived. It was last Thursday. And though Micaela gave it, I payed careful attention to the students and the teacher in order to comment something about it.
Ok!...students got really enthusiastic with all the visual material we took to the class, posters and flashcards, and they said to their teacher... "Miss, you never teach us this way"..we didn't know where to hide with Micaela because the truth is that the classes given by their teacher are very poor in terms of material and motivation.
Micaela felt really comfortable and students showed truly helpful.
There was a group of girls which appeared to be really shy. I think it will be one of the challenges for us: "to make them participate by making them feel they are able to do it as all the others!"
Boys are not shy at all, in general.
The class is balanced between boys and girls and they are thirty students. What I did notice is that they are not the same age. There are many who are repeating this 8th year at school and not for the first time. Their ages are between 13 and 17 years old. So, that is also challenging for us who will have to answer to the interests of a wide age span.
Let's see how we manage! I'm very optimistic and trustful about the students abilities and open attitudes to us and the subject itself.
I hope that time will confirm my positive feelings.
Ok!...students got really enthusiastic with all the visual material we took to the class, posters and flashcards, and they said to their teacher... "Miss, you never teach us this way"..we didn't know where to hide with Micaela because the truth is that the classes given by their teacher are very poor in terms of material and motivation.
Micaela felt really comfortable and students showed truly helpful.
There was a group of girls which appeared to be really shy. I think it will be one of the challenges for us: "to make them participate by making them feel they are able to do it as all the others!"
Boys are not shy at all, in general.
The class is balanced between boys and girls and they are thirty students. What I did notice is that they are not the same age. There are many who are repeating this 8th year at school and not for the first time. Their ages are between 13 and 17 years old. So, that is also challenging for us who will have to answer to the interests of a wide age span.
Let's see how we manage! I'm very optimistic and trustful about the students abilities and open attitudes to us and the subject itself.
I hope that time will confirm my positive feelings.
Friday, September 11, 2009
Two activities Mica and me used in our first "prácticas" and worked succesfully...
Mica and Vane.
Activity one
Name of the Institution: Colegio Suizo.
Age of the students: 14 to 16
Level: 10 (there are 12 levels of English in the Institution).
Language focus: reading comprehension.
Aim: Through group interaction, sts should be able to recognize which written piece goes with each picture and, therefore, revise grammar needed to give instructions.
Type of activity: Game. How to replace ink carridges.
Time (i.e. how much time the activity takes) 15 minutes.
Preparation (i.e. instructions about the elements to be considered and ready before the activity is performed) the elements needed for the activity are: 4 sets of pictures and instructions for each of the groups assigned for the game.
Activity: the class is divided into four groups. T delivers four sets of pictures and instructions corresponding to each of the pictures and tells sts to match pictures and instructions. The first group to achieve this has to shout “done”. T and rest of the class check if the group’s work is correct. If this is not the case, the results of the other groups are checked and the ones who did it OK! Wins points.
Variations (suggestions about how this activity can be adapted to other contexts/situations) This can be adapted to many other contexts and situations according to the vocab and grammar input they have received and the set of instructions the T wants sts to learn.
Mica and Vane.
Activity two
Name of the Institution: Colegio Suizo.
Age of the students: 14 to 16
Level: 10 (there are 12 levels of English in the Institution)
Language focus: oral practice.
Aim: Sts should use their oral skill and the vocabulary they received as input in order to produce the utterances needed for this task.
Type of activity: Game: Guess the product!
Time (i.e. how much time the activity takes) 10 minutes.
Preparation (i.e. instructions about the elements to be considered and ready before the activity is performed) the elements needed for the activity are: grammar knowledge about how to make yes/no questions. Vocabulary about different different products.
Activity: the class is divided into two. The T has a product in mind and sts have to make questions in order to guess it. For example: is it expensive? Has it a screen? Does it come in different colours?
Variations (suggestions about how this activity can be adapted to other contexts/situations) This can be adapted to many other contexts and situations according to the vocab and grammar input they have received.
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