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.
Friday, June 5, 2009
My last day with level 10!
I'm going to miss them, definitely!
...They wrote to me:
Miss Vanesa :0) "Las clases estuvieron muy lindas porq' fueron muy didácticas y muy divertidas y aprendimos mucho. Muchas gracias. Besos! Suerte--Good Luck"
And this... they wrote to both of us: Mica and me:
..."Se les entiende bien cuando explican. Explican bien. Son divertidas las clases. Good Luck! Emilia" /
..."I had fun working with you. You will be great teachers one day. The best of lucks. Eleonora."
I will really miss them. But well, that's life..learning to cope with losses. However, Are they losses? Or rather temporary achievements that leave great satisfactions!
Today I got a deep feeling of satisfaction..I could see students doing their tests, enjoying to see ..appreciating how much they learned..how well they were doing!! That cannot but be a deep enchanting satisfaction!! TEACHING fills my heart with enchanting hope for human nature. Change is possible!! Gradually and with drops of effort in every little thing we communicate...
CHANGE will be brought about!
The possibility of change in students is what fills me with enchanting excitement and passion for the teaching profession!
...They wrote to me:
Miss Vanesa :0) "Las clases estuvieron muy lindas porq' fueron muy didácticas y muy divertidas y aprendimos mucho. Muchas gracias. Besos! Suerte--Good Luck"
And this... they wrote to both of us: Mica and me:
..."Se les entiende bien cuando explican. Explican bien. Son divertidas las clases. Good Luck! Emilia" /
..."I had fun working with you. You will be great teachers one day. The best of lucks. Eleonora."
I will really miss them. But well, that's life..learning to cope with losses. However, Are they losses? Or rather temporary achievements that leave great satisfactions!
Today I got a deep feeling of satisfaction..I could see students doing their tests, enjoying to see ..appreciating how much they learned..how well they were doing!! That cannot but be a deep enchanting satisfaction!! TEACHING fills my heart with enchanting hope for human nature. Change is possible!! Gradually and with drops of effort in every little thing we communicate...
CHANGE will be brought about!
The possibility of change in students is what fills me with enchanting excitement and passion for the teaching profession!
Thursday, June 4, 2009
A longing of my soul...
Dear Lord...
Touch the hearts of parents, so that with prompt charity, wise care, and loving devotion they be for their sons and daughters sure guides towards spiritual and eternal values.
Let it be so!
Wednesday, June 3, 2009
What a class today!
;0)
I can say today's class was a true accomplishment in that it was my last one and in that I tried to make the best of it! Micaela and me are undeniably tired...! You know..university classes, exams, interviews and teaching practicum..! This keeps on being a real challenge and will continue being so till Friday!
However, there are too many things positive worth considering. We achieved that students WORK in class and that they feel interested in the topic. Students showed themselves enthusiastically involved in the task "writing an e-mail to apply for a job position"...Teenagers getting involved in so boring a task??? Well..YES!! Our teachers provided us with great ideas to make students feel close to the task..a task that normally sounds really boring. The recipe was to provide students with job positions like..."cultural events organizer" or..."Trip planner"..among others. Positions that are common in a school setting and that will be found in a Students council.
There is one important thing I must keep on improving and that's ..my use of the blackboard. As I clearly understood today is "the task of the teacher is to facilitate student's learning". And learning how to manage with the blackboard in an organized way is going one step further towards that task!!
;0)
I can say today's class was a true accomplishment in that it was my last one and in that I tried to make the best of it! Micaela and me are undeniably tired...! You know..university classes, exams, interviews and teaching practicum..! This keeps on being a real challenge and will continue being so till Friday!
However, there are too many things positive worth considering. We achieved that students WORK in class and that they feel interested in the topic. Students showed themselves enthusiastically involved in the task "writing an e-mail to apply for a job position"...Teenagers getting involved in so boring a task??? Well..YES!! Our teachers provided us with great ideas to make students feel close to the task..a task that normally sounds really boring. The recipe was to provide students with job positions like..."cultural events organizer" or..."Trip planner"..among others. Positions that are common in a school setting and that will be found in a Students council.
There is one important thing I must keep on improving and that's ..my use of the blackboard. As I clearly understood today is "the task of the teacher is to facilitate student's learning". And learning how to manage with the blackboard in an organized way is going one step further towards that task!!
;0)
Saturday, May 30, 2009
Our third and fourth class
Class number 3 was given by Micaela. So, I will talk of class 4 since that was given by me.
Ok! I felt much more confident than in my first class. Not so nervous!
The first thing I did was ordering sts according to their birth date and from that, 2 groups were formed following the order achieved. It was a new way of getting sts out of their chairs and moving them to new places. That meant breaking with the canons (as regards the way the commonly sit) and creating a more-active atmosphere.
Then, sts played a game "guess the adjective" from definitions and examples I gave. I found out that it would be better to make this in the written form next time and to contextualize examples. Sts would be more likely remember the adjectives if they read the options instead of just hearing at them and if examples were closer to their every day lives. That is, if they could find a relation between the meaning of the adjectives and their own lives.
I also thought that next time I decide to give any kind of gift to the winner team (I gave candies to the winner team) , it would be much better if the looser team also got somethig. Or I could choose to give candies to all sts as a reward for their enthusiasm and participation. Otherwise, the other team doesn't feel motivated to go on working the rest of the class.
I realized that answer keys in teacher's books are not always correct. So, I should not trust on them. Rather I should carefully check the answers before giving the class. At the same time, new ways of handling a given exercise (text book exercises) can be found. And I will look for them and think about them so that I take more advantage of the material at my disposal.
Ok! I only know I'll never finish learning. But as Professor J.R. Tolkien says "It's a job that's never started that takes the longest to finish", I prefer to start learning from others now and, in doing so, be open to critics and comments from my teachers and colleagues. That openness will surely give me unending benefits in my teaching carreer.
Ok! I felt much more confident than in my first class. Not so nervous!
The first thing I did was ordering sts according to their birth date and from that, 2 groups were formed following the order achieved. It was a new way of getting sts out of their chairs and moving them to new places. That meant breaking with the canons (as regards the way the commonly sit) and creating a more-active atmosphere.
Then, sts played a game "guess the adjective" from definitions and examples I gave. I found out that it would be better to make this in the written form next time and to contextualize examples. Sts would be more likely remember the adjectives if they read the options instead of just hearing at them and if examples were closer to their every day lives. That is, if they could find a relation between the meaning of the adjectives and their own lives.
I also thought that next time I decide to give any kind of gift to the winner team (I gave candies to the winner team) , it would be much better if the looser team also got somethig. Or I could choose to give candies to all sts as a reward for their enthusiasm and participation. Otherwise, the other team doesn't feel motivated to go on working the rest of the class.
I realized that answer keys in teacher's books are not always correct. So, I should not trust on them. Rather I should carefully check the answers before giving the class. At the same time, new ways of handling a given exercise (text book exercises) can be found. And I will look for them and think about them so that I take more advantage of the material at my disposal.
Ok! I only know I'll never finish learning. But as Professor J.R. Tolkien says "It's a job that's never started that takes the longest to finish", I prefer to start learning from others now and, in doing so, be open to critics and comments from my teachers and colleagues. That openness will surely give me unending benefits in my teaching carreer.
Wednesday, May 27, 2009
Our second class..
I think I couldn't have felt more nervous this morning! And you will probably want to know why. Well, there are some reasons I was reflecting upon: It was my first class in that group, I was being observed and, as the headmistress of the English department at the school said to Micaela and me once, "they are certainly an apathic group"
Though my performance was not as good as I expected, I do not feel dissapointed about it.
I'm convinced that with the help and guide of my Proffesors I can improve my teaching task.
It's a big challenge taking into account that students as, I said before, do not appear to feel enthusiastic about the subject. I hope we can encounter with better prospects as time passes by and that we get to know the students a bit more. It's quite a different thing to be as passive observers and to be standing in the front having to deal with the whole class.
I will try to feel more relaxed next time and I believe that in that way students will answer in a more satisfactory way!
Though my performance was not as good as I expected, I do not feel dissapointed about it.
I'm convinced that with the help and guide of my Proffesors I can improve my teaching task.
It's a big challenge taking into account that students as, I said before, do not appear to feel enthusiastic about the subject. I hope we can encounter with better prospects as time passes by and that we get to know the students a bit more. It's quite a different thing to be as passive observers and to be standing in the front having to deal with the whole class.
I will try to feel more relaxed next time and I believe that in that way students will answer in a more satisfactory way!
Tuesday, May 26, 2009
Our First Class...
Though I call this post "our" first class, it was Micaela who gave it and I was in the role of an observer. So, I will comment on what I could perceive.
The focus of today's class was mainly grammar and it is not necessary to enlarge about how much students get bored with it. We had thought about this beforehand and now we realize that it would be much better for students to learn grammar playing. A game would definitely change the climate of the class and the mere desire to win would make learners have a more positive attitude towards the subject in question.
The class started with an activity to move students from their places and sit with new classmates. At first students didn't like the idea much, but the final results were amazing! This meant not only a redistribution of the students but also a possibility for them to interact with new partners.
Another point that we talked about with Micaela was the importance of checking students understanding by asking them to produce something from what they commonly and quickly say: "Yes, we understood!"
As students are learning polite requests and formal ways of communication, we notice that they are mainly aqcuainted with an informal register of the English language. In that sense, we will try to make learners appreciate the importance of polite and formal language in varied ways of interaction.
Ok!...Tomorrow is my turn. I'll see how I do!
The focus of today's class was mainly grammar and it is not necessary to enlarge about how much students get bored with it. We had thought about this beforehand and now we realize that it would be much better for students to learn grammar playing. A game would definitely change the climate of the class and the mere desire to win would make learners have a more positive attitude towards the subject in question.
The class started with an activity to move students from their places and sit with new classmates. At first students didn't like the idea much, but the final results were amazing! This meant not only a redistribution of the students but also a possibility for them to interact with new partners.
Another point that we talked about with Micaela was the importance of checking students understanding by asking them to produce something from what they commonly and quickly say: "Yes, we understood!"
As students are learning polite requests and formal ways of communication, we notice that they are mainly aqcuainted with an informal register of the English language. In that sense, we will try to make learners appreciate the importance of polite and formal language in varied ways of interaction.
Ok!...Tomorrow is my turn. I'll see how I do!
Friday, May 22, 2009
Observing Classes with Micaela.
The group we happen to be observing during these last two weeks is a very special one. In fact, all groups can be said to be specially characterized by unique traits. However, from my experience in the teaching field, this 13 students' English course is particularly interesting.
The kind of English students are required to learn in this course is Business English. The reason for this is the school's business orientation. Unfortunately, these learners are evidently not in the least interested in the subject. They can't find any significant point in increasing their knowledge in terms of Customer Service, Customer support, Call Centres. And this is due to one obvious fact: "they are teenagers". Adolescents are constantly longing for effective ways of solving their imminent psyco-physical conflicts. They couldn't care less about business. Their thirst for feeling part of a widely accepted and acknowledged group and their not-always-evident need of a clear guide tend to deviate them from other matters. Therefore, it's a complete challenge for the teacher to give a class. It's not unusual to listen her complain for the lack of active participation or awakened interest in the tasks she sets to fulfill. Classes can be really tedious.
Though it will certainly be a challenge for Micaela and for me, we expect to find some business aspects that learners will feel closer to. Working with companies they feel at home with: Fast foods, clothes shops may be one alternative.
We'll see how we deal with this and will be commenting on the experience!
The kind of English students are required to learn in this course is Business English. The reason for this is the school's business orientation. Unfortunately, these learners are evidently not in the least interested in the subject. They can't find any significant point in increasing their knowledge in terms of Customer Service, Customer support, Call Centres. And this is due to one obvious fact: "they are teenagers". Adolescents are constantly longing for effective ways of solving their imminent psyco-physical conflicts. They couldn't care less about business. Their thirst for feeling part of a widely accepted and acknowledged group and their not-always-evident need of a clear guide tend to deviate them from other matters. Therefore, it's a complete challenge for the teacher to give a class. It's not unusual to listen her complain for the lack of active participation or awakened interest in the tasks she sets to fulfill. Classes can be really tedious.
Though it will certainly be a challenge for Micaela and for me, we expect to find some business aspects that learners will feel closer to. Working with companies they feel at home with: Fast foods, clothes shops may be one alternative.
We'll see how we deal with this and will be commenting on the experience!
Sunday, April 26, 2009
Becoming transformative intellectuals.
Why is it important for teachers to become transformative intellectuals? Are all teachers willing to become so? Well, certainly there are many personal and social factors that should be taken into consideration to answer those previous questions.
From what I perceive, commitment and optimism towards the teaching profession are two essential elements in the process of becoming transformative intellectuals. Being committed educators will assuredly lead to students who feel committed to their learning experience. Teachers should be capable of engendering enthusiasm for any task or educational project. But in order to achieve such an ability they should primarily believe in their own and in their students' competence to fulfil any set goal. And this has inevitably to do with optimism. Whenever you believe that something can be possible in spite of the apparent difficulties, you are being an optimist. I truly think that teachers with an upbeat view are more able to succeed in their teaching aims and are even more able to increase those aims as time passes by.
According to Larry Cuban, Trasformative educators should have as primordial aims "the creation and implementation of forms of knowledge that are relevant to the student's specific contexts and to construct curricula and syllabi around their own and their students' needs, wants and situations. Such a task, he adds, makes it imperative for them to maximize sociopolitical awareness among their learners using conciousness raising, problem-posing activities". This makes reference to the necessity that teachers become well-informed practitioners not only in relevant social and political matters but also in effective ways to catch their students' attention provoking a feeling of curiosity and a need to look at those matters with a critical eye.
Finally, for teachers to become transformative practitioners, it is essential that they become "concerned with the affective dimension of human beings". This side of the teaching task cannot be neglected due to the inevitable fact that students are human beings with emotional and affective needs and they expect that the teacher satisfy those needs in any possible way. They many times may do things that might seem irrational and this is mainly becuase of their natural thirst for attention and affection. This aspect of transformative teaching should not be left aside, though it certainly may make the teaching task even more demanding.
Maybe this is time to ask ourselves what type of teacher we would like to become? And how can we prepare ourselves to face the different challenges of everyday teaching? Again, optimism seems to me the clue for more promising and satisfactory teaching results.
From what I perceive, commitment and optimism towards the teaching profession are two essential elements in the process of becoming transformative intellectuals. Being committed educators will assuredly lead to students who feel committed to their learning experience. Teachers should be capable of engendering enthusiasm for any task or educational project. But in order to achieve such an ability they should primarily believe in their own and in their students' competence to fulfil any set goal. And this has inevitably to do with optimism. Whenever you believe that something can be possible in spite of the apparent difficulties, you are being an optimist. I truly think that teachers with an upbeat view are more able to succeed in their teaching aims and are even more able to increase those aims as time passes by.
According to Larry Cuban, Trasformative educators should have as primordial aims "the creation and implementation of forms of knowledge that are relevant to the student's specific contexts and to construct curricula and syllabi around their own and their students' needs, wants and situations. Such a task, he adds, makes it imperative for them to maximize sociopolitical awareness among their learners using conciousness raising, problem-posing activities". This makes reference to the necessity that teachers become well-informed practitioners not only in relevant social and political matters but also in effective ways to catch their students' attention provoking a feeling of curiosity and a need to look at those matters with a critical eye.
Finally, for teachers to become transformative practitioners, it is essential that they become "concerned with the affective dimension of human beings". This side of the teaching task cannot be neglected due to the inevitable fact that students are human beings with emotional and affective needs and they expect that the teacher satisfy those needs in any possible way. They many times may do things that might seem irrational and this is mainly becuase of their natural thirst for attention and affection. This aspect of transformative teaching should not be left aside, though it certainly may make the teaching task even more demanding.
Maybe this is time to ask ourselves what type of teacher we would like to become? And how can we prepare ourselves to face the different challenges of everyday teaching? Again, optimism seems to me the clue for more promising and satisfactory teaching results.
Saturday, April 25, 2009
Teachers as reflective practitioners
I was recently thinking on the possible obstacles teachers will have to overcome in their attempt to become reflective practitioners. And the first thing that came to my mind is the fact that teachers are human beings with vices and virtues that might limit their capacity as reflective educators. I believe that not all of us are trained to examine carefully our actions and also to be aware of others' ways of behaving. Besides most of us carry so many things in our minds and have so many responsiblities that we tend to act instinctively in many occasions.And here arises unavoidably one of the main barriers for becoming reflective teachers: "Time". Teachers run out of time. Tasks increase but the day still has 24 hours. However, learning to organize ourselves should be an indispensable prerequisite for reflective teaching. As teachers we should devote time to train our reflective capacities and that may eventually lead to numerous advantages. I'm almost sure that our teaching task will become much more satisfactory for ourselves and for our students in the sense that we will become aware of the teaching context and of the students' particular needs. Awareness is inevitably accompanied by a determination to change aspects that were considered inappropriate. Awareness is the first step towards improvement and transformation.
Saturday, April 18, 2009
Strawberry cultivated Yoghurt!
There is one word that has called my attention ever since I have memory. This word is "cultivated". The sole experience of naming it cheers me up!
All I recollect from my childhood is that mum used to buy me a kind of cultivated pot of milk or yoghurt. I don't really know if that exists but well, I remember it was delicious and nurturing! Maybe from that moment on I started liking the word. The truth is that today, Saturday 18th April 2009, I was reading an article called "conceptualizing teaching acts" by Larry Cuban and I found my word there. It says that transformative teachers should be dedicated to the cultivation of situated participants promoting student discussion in class by situating the class in the words, concerns and experience of the students. So I decided to look this word -cultivated- up. Longman dictionary provided me with three definitions, from which I will pick two.
1 someone who is cultivated is intelligent and knows a lot about music, art, literature etc.
2 cultivated land is land that is used for growing crops or plants.
Now I find out why I like this word so much!! I would like my students to become cultivated persons and to grow solidly in the grounds they happen to be settled. I hope to serve such a purpose efficiently but always heartily!
All I recollect from my childhood is that mum used to buy me a kind of cultivated pot of milk or yoghurt. I don't really know if that exists but well, I remember it was delicious and nurturing! Maybe from that moment on I started liking the word. The truth is that today, Saturday 18th April 2009, I was reading an article called "conceptualizing teaching acts" by Larry Cuban and I found my word there. It says that transformative teachers should be dedicated to the cultivation of situated participants promoting student discussion in class by situating the class in the words, concerns and experience of the students. So I decided to look this word -cultivated- up. Longman dictionary provided me with three definitions, from which I will pick two.
1 someone who is cultivated is intelligent and knows a lot about music, art, literature etc.
2 cultivated land is land that is used for growing crops or plants.
Now I find out why I like this word so much!! I would like my students to become cultivated persons and to grow solidly in the grounds they happen to be settled. I hope to serve such a purpose efficiently but always heartily!
Thursday, April 9, 2009
"What kind of teacher I would like to become"
As a student, I have had different kinds of teachers. Some have been very demanding while others more relaxed, some others enthusiastic while the unenthusiastic ones were not at all absent. However, the ones who have produced a deeper impact on my trajectory as a student are the more demanding ones. I believe that the bulk of teachers I've had belong to that group. Here, I can not avoid referring to my first teacher at primary school. She had a daunting appearance that made me feel less confident and afraid. This, together with the fact that when you are a child everything seems bigger and greater, made her a true nightmare in this period of my life. I felt I couldn't express myself freely or make any mistakes. Mistakes were seen as unforgivable sins. This educator produced in me a long-lasting effect; she made of me a truly self-demanding student to such an extent that this attitude wouldn't let me enjoy my learning experiences completely. Some time passed till I could recover from the unpleasant concept of learning I had acquired. The later presence of kind enthusiastic teachers greatly contributed to that end.
Well, fortunately, not all teachers have had a daunting effect on me! As I said before, the positive influence of some helped me a lot. I could rebuild my concepts of the teacher's figure throughout time to the point of wanting to become a teacher myself. I can say that what I once could have evaluated as a negative experience, nowadays has turned out to be more positive than negative. I've realized how I definitely wouldn't like to behave as a teacher and, at the same time, I've learned to value and appreciate the good qualities of other teachers. In a few words, I could contrast different teaching images and reach to my own conclusions.
As a teacher of English, I've already gained some experience and though it was for scarcely 3 years, I consider it was varied and enriching. I've had the opportunity of working at all levels and in a private school as well as in an English Academy and a Kindergarten. From those trainings, I could observe different traits in me as a teacher. Mainly, I like having my plannings at hand but it's clear that I give big importance to whatever might pop up at each particular moment. I like reacting spontaneously to different situations in class and providing with sufficient time for each student to express him/herself freely and comfortably. However, I tend to perceive their intentions and from what I read in their tones of voice and gestures, I make my personal judgments. I also consider myself a clown teacher that enjoys taking the role of a student in some occasions. I like to mix up with students and let them be the teacher some times. I tend to play with them and negotiate. I want them to feel comfortable keeping in mind that there are certain set limits that should be respected by all for the well-being of the whole class. I try to explain myself as clearly as I can and keep my word in whatever I promise.
I am convinced that there is not a definite kind of teacher I would like to become. Instead, I see myself as an open and flexible educator whose ultimate purpose is to improve the quality of her teaching and the academic as well as attitudinal performance of her students.
Wednesday, April 8, 2009
"Why teach"
The reasons why I decided to become a teacher are numerous and, amazingly, I keep on discovering more as time passes by.
As regards my own personality, there are many traits in it that are clear indicators of a teaching profession. On the one hand, I love children! They provoke unique sensations in me. They fill me with joy and I feel fully alive with their sole presence. On the other hand, I experience the constant need of communicating what I think and how I feel about things in life. But not only that. I see that I am continually open to what the other communicates and that I like to reflect upon the real message the other wants to transmit. I consider each person that I happen to meet as a necessary piece in the puzzle of my life. In that sense, students become enriching beings that make meaningful my every day existence and provide me with enormous contributions in the discovery of my own identity.
There are also certain social aspects that led me to choose the teaching profession. It is essential for society that citizens are well-educated and well-prepared to face new challenges. And when I say challenges, I'm not only referring to technological or scientific challenges but also to attitudinal challenges. Citizens need to be taught to respect the other, to take care of nature, to be clean and organized, to value what they already have and fight for what they still haven't, to believe themselves capable of fulfilling their dreams in life, to have faith in their own abilities and never lose hope. In this respect, teachers can become powerful social agents promoting the development of strong personalities and instilling essential values in their students.
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