ENGLISH PEDAGOGY

STUDENT TEACHING PRACTICE

OBSERVATION STAGE

Task 1: The School and Learning Environment

Name of student: …PATRICIA PALACIOS

FERRÉ………………………………………………………………..

Name of School: …NUEVO COLEGIO CHILENO-

BRITÁNICO…………………………………………………………………..

Number of students: 255…………………..

Date: April, 19th. 2010…………………………………. Class: …

8th. grade elementary – 2nd. Year of highschool.………………

Briefly describe the following aspects:

1. The school:
Describe the general background of the school including the physical
location, organisation, student population, philosophy and educational and
behavioural policies.

Background and philosophy

The school was founded on September 7th, 1951 by two remarkable teachers being its
principal Mrs. Winnie Baxton and English immigrant. Their main objective was to create
a school that focused on teaching the English language. Presently, the school has a
population of 255 students from pre-kinder to fourth year of high school, being a
Government subsidized institution. From pre-k to sixth grade, students attend classes
in the morning from ten to eight to ten past one, and from seventh grade to fourth year
of high school they do it in the afternoon period, from one thirty to seven fifty five in
the evening.
Its main characteristic continue being the emphasis on English teaching being a link
between Chilean and British culture.
The school philosophy is to be an efficient academic institution available to the
community, committed to help students to improve their academic abilities as well as
values in order to contribute to students whole development (cognitive and spiritual)
and to form high quality citizens. The school has as its aim that all members of Villa
Alemana and 5th region had the opportunity to access a fair, equitable and high quality
education.

Organization: the school is organized as follows:

Supporter and legal representative : Miss. Ernestina Lizama Manosalva.

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Principal : Miss. Patricia Oyarzún Legue
Pedagogical technical Unit : Mr. José Aranda Riveros
Chief Inspector : Mr. Patricio Araya Beiza
Second inspector in charge : Miss. Luisa González Otazo
Administratives : Mr. Hernán Madrid Valenzuela
Miss Rebeca Canales Vera

The school´s educational team consists of 32 teachers of various specialities among

them there are teachers trained to deal with students who have learning difficulties.
There is also a phsycologist, a librarian and cleaning staff.

Population : the school shelters a population of 255 students. 99 in the morning term
and 156 in the afternoon one.

Educational and behavioural policies

The school is a scientific-humanistic oriented institution which goal is to provide
students with the necessary scholastic background to later on be able to continue their
education at University or sort of.
Students are evaluated by means of different instruments previously approved by UTP.
All tests coefficient (2), sumative assessment must be scheduled at least ten days in
advance, clearly stating the contents to be tested and the aspects to be taken into
consideration. 85% attendance is compulsory for high school students in order to
move to the next grade since it is necessary two full years to comply with minimum
required objectives and contents.

The school pays special attention to personal appearance and behaviour.

Eventhough, according to the law it is not compulsory to wear uniform, the school in
agreement with, parents, students and teachers´council have decided its usage and
this is enforced to by school authorities.
Proper personal appearance of students as well as teachers is demanded. Good
vocabulary and manners are also enforced. Attendance and punctuality are remarked
all the time.

Pre-kinder and kinder students wear school sweatsuit, blue or white sneakers and
brown apron.
The rest of the grades wear:
Females: skirt and school blue shirt with embroidered insignia, white pinafore, blue
stockings and black shoes.
Males: grey pants, black shoes, grey stockings and school blue shirt with embroidered
insignia.
Students only wear their aprons and pinafores in art classes.

Physical location
The school main entrance is located at 272 Maturana street, Villa Alemana. Two blocks
south from Avda. Valparaíso, the city´s main street.
There are two buildings located in a vast property and divided by a huge yard where
students do excercises , play football and other games during gym class. It is also a
parking place for teachers and school workers. The whole school area is located
between Maturana and Cumming street.

Both buildings are old refurnished houses. The one assigned for classrooms, teachers´
room, inspector room, restrooms, and hall that leads to the classrooms are accessed
through Maturana street. The other building which access is through Cumming street is

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laid out to hold a computer room, musical and dancing activities room, besides
administrative offices.

At its main entrance through Maturana, there are two metal front gates behind which
there is a small front yard and a paved pathway that leads to the main building. On
the left hand, we find the classrooms for pre-k and kinder, and next to them the
restrooms. On the right hand, there is a small room which is often used by former
principal, Ernestina Lizama Manosalva, presently school supporter, to hold meetings .
Out of this room there is a hallway where there are two rooms, facing one another, the
teachers´room and the chief inspector´s. Following the hallway there is a sitting room
where students can talk or rest. Sometimes, some editors exhibit their books in there.
That space has a sliding door that leads to the classrooms which are on both sides of a
paved air-open pathway. At the end of the classrooms, there is a fence that divides
them from the back yard and from the other mentioned building.

2. The classroom

Describe the atmosphere of the room and the levels of engagement in the
room. Make notes on seating, sight lines, space, air, light, whiteboard,
equipment, etc

8o. grade elementary.

The atmosphere of the room is a little noisy, it is pretty hard to keep students´
attention all the time as they sometimes stand up, talk, laugh, shout, etc. they cannot
tell break from class time. students do not get enough engaged with the contents and
tasks, as there are too many disruptions that impede the class to flow out. Up to now,
not all students submit their assignments in time, and most of them do not study, not
even when they have to take a quiz. Most of the time, They do not pay attention when
the teacher gives instructions, so they ask over and over about what they are supposed
to do, this is time consuming. It is important to bear in mind that we are dealing with
adolescents and it is not an easy task.

2nd. Grade of highschool

So far, I have had no significant discipline problems with them. Sometimes they are a
little noisy, but after a short speech they keep quiet. They are becoming more
motivated every class what is great to me. They are participating more and more, so
classes are turning to be better than expected. Some of them are very cooperative and
have great disposition to help me when I need to set up the data show and laptop, they
are even my assistants handling the slides while I am explaining them.

The classrooms are confortable and roomy enough for the amount of students they
hold.
Seatings are confortable, they consist of a desk and two chairs per pair of students.
Sight lines are appropriate, there is a fairly good view of the board from all over the
room.
The space is good in accordance to the number of students, specially the 8th grade
room. The 2nd year´s is a little more tighter as it holds more students.
Ventilation is provided by several windows located in back and on sides of the rooms
and when temperature is too high, the room door remains open.
Lightening is good, supplied by fluorescent tubes on the ceiling.

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The whiteboard is ample, placed on the front wall. The school is furnished with data
show – radio (CD player) – laptop – library with computers , others than the ones in the
computer room.
The main problem to me is that there are no free print outs for teachers´s worksheets
or other material so that, if we need students work with we have to afford the cost.

As I mentioned above, students are not very much motivated with the subject,
eventhough I think this is improving little by little.

3. The activities & resources

a) Make notes on the kind of activities used, the nature of student

involvement, balance of student doing things and teacher doing things

b) Describe the resources used and the materials available within the
school. How are the resources used in the classroom?
We try to apply all possible kinds of activities according to available resources. For
example:
Group work - pair work – individual work. Handouts – written and oral exercises –
games (tic tac toe, dominoes, competitions, role playing, etc) – listening – reading –
scrumbled sentences – fill in the gaps – matching. The students are constantly taught
with the help of power point presentations and they do as many listenings as possible.
Sometimes they are taken to the computer room, but not very often since I have
noticed they do not behave very well and the class is not as effective as expected.

Students´ pair or group work does not come out as desired. They talk too much and
the activity becomes a mess, besides, they take longer time than scheduled to do a
brief activity and most of the time, they do not finish it in the given time. Although,
there is a higher involvement when teacher asks questions to the group class. They
enjoy games and word search activities. The teacher performance is higher than the
students. There is no as much feedback from students as expected.

Task 2: Student´s learning

In this second observation task, you should focus on the things that help to
create conditions for effective learning and on the aspects that play a part in
preventing learning.

As I already stated, both grades are different and so is their motivation. The 8 th graders
are still very childish and it is hard to keep their attention for a long period of time. The
activities that work best with them are competitions, clozes, wordsearch, power point
presentations and listenings. Nevertheless, in my opinion they seem to take these
activities more as fun than as learning instances.
The big problem that prevents learning is their lack of study. They only remain with
class learning (which is not much) so that, it is difficult to go ahead with the contents.
They think that the class is enough and once the class is over they forget about it. The
teacher wastes too much time trying to keep discipline and repeating over and over
since when she is explaining students are talking or doing something else.

2nd. Year is much more motivated and I guess more conscious of English importance.
They started being very aloof, but now their attitude has changed a hundred percent.
They participate, sometimes braking discipline, but enthusiastically. Sometimes they
learn pretty fast, although they do not study much either. I have great expectations

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with them. They enjoy listenings, doing exercises on the board, reading activities,
worksheets and power points.

1. The learners
How motivated are the learners? Why? To what extent are they taking
part in their own learning? To what extent are they expecting the
teacher to do the work for them?

In general, students are not very much motivated. I believe the reason is that
the contents taught require that students bear a better grammar background.
Their knowledge is too limited that unables them to understand or internalize
what is being taught. Due to this fact, they are all messed up and cannot
produce orally or written. I have realized that Government Plans and Programs
are too advanced for the level of our students. I guess, it would be better to
teach little by little instead of too much at a time. Students get bored and lack
of motivation and this is the reason why they do not take part in their learning.
On the other hand, I have noticed that those students who have a better
language background are more enthusiastic and better behaved.

Generally talking , students do not like working or studying. Everything that

represents an effort to them is avoided or half done. They do expect the teacher
had all the work done for them. They are not used to study and in fact they do
not do it, therefore , it´s difficult to go on with the lessons as planned. They do
not like to look up in the dictionary, search for information, or so. Most of them
do not comply with homeworks assigned and once the class is over, the
learning is too.

2. Behaviour during classroom activities

Describe the ways students are encouraged to participate in activities.
Are there any particular strategies for managing issues and motivating
students? Are there any students with special needs?
As far as I know, there is not any student with special needs. (except one from
3rd. year of highschool who attends my reinforcement classes) some are more
proficient or faster than others, but within the normal range. I do not know if we
can talk about particular strategies, but we try different things, (they compete
in teams or individually doing different kinds of excercises, being rewarded with
candy or accumulating points which later on become a grade) so that, they do
not fall in an only and maybe boring routine. There is always a lot of feedback
such as:
!well done! !excellent! !very good!, etc. The teacher also is constantly telling
them how intelligent they are, and remarking how well they do when they try to
succeed.

3. Discuss the learning styles and levels of English in the

classroom.

In general both classes´ English level is very law due to the reasons explained above,
besides the lack of reviewing/studying and excercising at home.
As far as I have noticed in both my classes, students are visual /aureal learners, being
students of 2nd. Year better than 8th graders. They respond well to PPP, showing a good
short-time memory, they also understand faily well general ideas from listenings.

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Although, I cannot tell much about their styles yet. I think, more time is needed to have
such a diagnosis.

Note: If you want to clarify what it is requested in this task, read “Steps
to Writing an Observation Paper” by Nick Pell.

IVV/RGS
2010

TEAM TEACHING STAGE

Name of student: …PATRICIA PALACIOS

FERRÉ………………………………………………………………..

Name of School: …NUEVO COLEGIO CHILENO

BRITANICO…………………………………………………………………..

Date: …APRIL 19TH. 2010………………………..

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Task Nº1: Collaboration activities

For the following questions describe as accurately as you can

how you have collaborated in school assigned:

1. What kind of activity did you perform the first time you were asked for help? How
long did it take?
First I asked them questions regarding national or international celebrations they knew
as an introduction to the unit to be studied
Then I show students a PPP on Christmas to show them what culture and cultural
elements are.
I encouraged students to comment on the presentation, whether or not they liked this
celebration, how do they celebrate it, what they like most about it, their knowledge
regarding other celebrations, places where they take place at, etc. This activity took a
whole class period (45 minutes)

2. What were the students doing before you started helping out?
They were listening to teacher´s explanation about culture. She tested their previous
knowledge on the topic. She made them think about things made by men and things
made by nature. She made questions for them to grasp the concept of culture and the
ways different peoples manifest it.

3. How did the students react? Describe the atmosphere of the room
and the levels of engagement in the room.

They reacted pretty well. They seemed to have enjoyed the PPP as were enthusiastic when I
asked them some questions regarding contents on the slides. Later on, reviewing the
contents of PPP, most of them correctly associated the images with the elements shown. I
think as PPP was about Christmas everybody knew a lot and, besides it was a topic they all
enjoy.

What other assignments were asked you to do? How often?

Every class, I was supposed to take materials and/or activities. For example preparing
excercises for them to do on the board/copybook. Asking them questions related to a
reading, writing cues on the board for them to guess about a new topic, etc.

4. Were you asked to prepare any kind of special audio visual

material learning material for the students? Were they
used? How effective were they?
No, I wasn´t, but I made them to complement the class.
• Power Point Presentations.
• Transcripts of listenings for students be able to listen again whereas they
read the transcript.

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 • Strings of paper containing the whole dialogue in disorder for students to
lay them out in correct order.
• Tic tac toe game.
• Readings, others than the ones in the textbook,
• Exercises worksheets.

All materials prepared have been used effectively. Students enjoy listening much more
if they know that later on they will have the chance to listen and read at the same time.
They feel more confident and understand almost everything. I think this is a more
effective learning way.

Task 2: Lesson Planning

Answer the following questions and explain how you planned the learning activities
for your students. Be as precise as you can.

1. How did you get the information for planning the lessons for your students?

I planned the activities based on Government plans and programs, teacher´s book,
students´textbook and material from other sources such as internet and English
activities books. I have also paid attention to the way the guide teacher deals with
contents, the English level of students and their learning styles.

2. Did your guide teacher give you any suggestions for

planning?
Yes, we discuss the kinds of things we believe are of students´interest and also based
on their needs and capabilities.

3. How long did it take to you to prepare learning material for

your first lesson?
I cannot tell exactly, but it took me a long time. I needed to read the books, listen to the
tapes, looking at the excercises, and readings, in order to select the best possible
complementary material adapated to their level and displayed in an attractive way so as
to provoke an effective learning.

IVV/RGS
2010

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Práctica Profesional
Pedagogía en Inglés
2010.

Formato de Consejo de Curso y Orientación

I. Datos Generales:

1. Nombre del Establecimiento Educacional:

2. Curso:
3. Profesor jefe:
4. Profesor en Práctica:
5. Fecha:
6. Hora (inicio y término)

II.- Desarrollo del consejo de curso

1. Tema de Orientación:
2. OFT cubierto:
3. Tabla del Consejo de Curso:

AIVV/RAGS
2010

Práctica Profesional

9
Pedagogía en Inglés
2010.

Formato de reuniones de Profesores

I. Datos Generales:

1. Nombre del Establecimiento Educacional:

2. Profesor en Práctica:
3. Fecha:
4. Tabla de la reunión:
5. Hora (inicio y término)

II. Instrucciones:

1. Complete la información que encontrará en el punto “I. Datos Generales”

2. Escriba los temas propuestos en la tabla de la reunión, destacando el tema principal
que la convocó.
3. Comente sus impresiones de la reunión. Puede referirse a:
• Aquellos temas que estaban en Tabla y no fueron tratados.
• Modalidad de la reunión. ¿Quién la conduce?
• Modalidad de Intervención de los profesores.
• Clima de la reunión (frecuencia de participación de los profesores,
situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)
• Varios (aspectos y /o comentarios en torno a temas educativos generales,
tanto a nivel del establecimiento como nivel regional educacional)

AIVV/RAGS
2010

Práctica Profesional
Pedagogía en Inglés
2010.

Formato de reuniones de Padres y Apoderados

I. Datos Generales:

1. Nombre del Establecimiento Educacional:

2. Curso:
3. Profesor jefe:

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 4. Profesor en Práctica:
5. Fecha:
6. Hora (inicio y término)
7. Tabla de la reunión:

II. Instrucciones:

1. Complete la información que encontrará a continuación.

2. Escriba sucintamente los temas propuestos en la tabla de la reunión, destacando el
tema principal que la convocó.
3. Comente sus impresiones de la reunión. Puede referirse a:
• Aquellos temas que estaban en Tabla y no fueron tratados.
• Conducción de la reunión por parte del profesor jefe
• Intervenciones de los apoderados (presidente de curso, secretario (a),
tesorero (a).
• Clima de la reunión (participación de los apoderados, situaciones
inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)
• Tratamiento de los OFT del nivel en la reunión.

AIVV/RAGS
2010

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