ENGLISH PEDAGOGY

STUDENT TEACHING PRACTICE

OBSERVATION STAGE

Task 1: The School and Learning Environment

Name of student: Claudia Zuñiga Alarcón
Name of School: “Juan Luis Vives”
Number of students: 42
Date: April 20, 2010 Class: 1 Nivel Medio F

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.

The school’s name l is Juan Luis Vives and is focused in education for working adults
or students that are completing his studies; this is located in Blanco 992, Valparaiso.
Your principal is Mrs. Sonia Alvarez, his chief of UTP is Juan Carlos Cid and his
inspector is Fernando Avila, also has 3 secretaries and 2 assistants.
The school has registered 396 students in secondary education and 48 students in
basic education. Students do not wear uniforms and the school is flexible compared to
traditional school.
The school has an internal regulation, a mission and a vision.
My class has registered 45 students but the attendance is about 30 or 35 students.

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

the atmosphere of the room is good, there is an good communication between the
english teacher and class, students participating in the class and work, but must check
constant murmur of conversation between students, the use of cell phones, mp3 and
laughter.
the classroom is small. there are about 35 university chairs. the blackboard is located
in the front the university chairs at side of the gateway. it has enough light. there are
not equipment in the classroom only chairs and a blackboard; the school has texts,
dictionaries, computer room, radio and data. show.

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
The teacher uses readings and activities as crosswords and games. she uses to explain
or writes instructions on the blackboars, she is walking around the classroom cheking
that the students work.

b) Describe the resources used and the materials available within the
school. How are the resources used in the classroom?

The resources used for the guide teacher are entertainment sentences, games and
examples of common situations or real situations. She uses photocopies, books, the
blackboard and the voice.
The school’s resources are computers rooms, books, dictionaries, radio and data.

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.

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?

The students are motivated when the guide teacher introduces the topic of the class.
She uses common situation or real situations, usually the students participate of the
activity in pairs and in this situations they taking part in their own learning. The
students are working at day and study at the night, usually they are tired and study
only to test.

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?

The students participate in class or the activity, IT IS simple, using common

situations, games and readings. The students are persons that prefer to study in a
flexible system and they want a certificate usually they do not study more.

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

classroom.

The guide teacher uses different learning styles, for example when the students work
in pairs, review or short summaries is for active learners. For sensing learners the
guide teacher uses common or real situations. For Visual learners she uses games,
readings or crosswords, and for verbal learners she uses her voice.
The level of English in the classroom is basic; usually they do not understand English
and they do not speak English.

TEAM TEACHING STAGE

Name of student: Claudia Zuñiga Alarcón
Name of School: Juan Luis Vives.
Date: April 21, 2010

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?

In the second class I collaborated answers doubts about the activity or explain
structures.

2. What were the students doing before you started helping out?

The students are sitting and need a person that checking your work
Because they have mistakes or doubts about the activity, structure or vocabulary.

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

They was working and I answered if someone needed helped. They did react good and
they call me for to do questions about yours doubts. The atmosphere was very calm
and nice.

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

Usually the guide teacher has prepared the class or activity

.
5. 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, because the guide teachers has prepared the class or activity.

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?

Plans and Programs for adults students.

2. Did your guide teacher give you any suggestions for planning?

Yes, the guide teacher’s suggestions that I use the computers use flash cart, games and
readings.

3. How long did it take to you to prepare learning material for your first?
lesson?

Two days but in the night because i am working at day..

Práctica Profesional
Pedagogía en Inglés
2010.

Formato de Consejo de Curso y Orientación

I. Datos Generales:
1. Nombre del Establecimiento Educacional: Colegio “Juan Luis Vives”

2. Curso: 1º Nivel Medio “F”

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

En este colegio no hay horario para consejo de curso, si se da la instancia es en 2ª

nivel medio ya que necesitan organizarse para su graduación pero depende de la
voluntad del profesor jefe quien cede parte de su hora pedagógica para esta actividad,
en los otros niveles no se realiza.
Práctica Profesional
Pedagogía en Inglés
2010.

Formato de reuniones de Profesores

I. Datos Generales:

1. Nombre del Establecimiento Educacional: Colegio Juan Luis Vives.

2. Profesor en Práctica: Claudia Zúñiga Alarcón
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

Por motivos de tiempo no pude asistir a ningún consejo de profesores en este

establecimiento, si tengo el formato del consejo, Se que asiste la directora y todos los
profesores involucrados se ven casos puntuales conductuales y se toman decisiones u
acuerdos, se planifican actividades y se aceptas sugerencias, nunca comienzan a la
hora ni terminan a la hora acordada, no hay puntualidad:

Colegio de Adultos
“Juan Luis Vives”
Valparaíso

Temas a trabajar en el consejo de profesores

1.- Evaluación general:

Califico el desarrollo de las actividades escolares como:

Opiniones:

2.- Análisis de casos por cursos( solo casos más relevantes desde el punto de vista
conductual).

Sugerencias:

3.-Actividades a desarrollar en los meses de Mayo y Junio

a) Reuniones de padres y apoderados.
b) Consejos escolares ( contenidos)
c) Rol de las directivas de cursos de los alumnos
d) Planificación de salidas a terreno
Sugerencias de lugares y objetivos ¿Cómo lo financiamos?

e) Premiación de fin de semestre a alumnos destacados

4.- Seguridad Escolar

a) Pase escolar.
b) Ensayos ante eventuales sismos u otros.

5.- Sedes: Centros penales e Infantería de Marina.

Interacción con ellas, cooperación hacia ellas.
6.- Comentarios y reflexiones personales:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Práctica Profesional
Pedagogía en Inglés
2010.

Formato de reuniones de Padres y Apoderados

I. Datos Generales:
1. Nombre del Establecimiento Educacional: Colegio Juan Luis Vives

2. Curso:1 nivel medio “F”

3. Profesor jefe: Sandra Núñez V.
4. Profesor en Práctica: Claudia Zúñiga Alarcón
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:
Aquéllos 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.

En este colegio no se realizan reuniones de Padres y Apoderados en la jornada de

vespertino ya que esta jornada está enfocada a adultos, sin embargo cada alumno es
responsable de su conducta y responde por si mismo, si hay algún problema
conductual el jefe de U.T.P. conversa con el alumno y se trata de hacer reflexionar
para cambiar su conducta, Si comete errores de consumir o traficar drogas y/o
consumir alcohol en el establecimiento y es sorprendidito es expulsado de inmediato,
pero por cualquier otra situación conductual solo se hace un seguimiento por escrito y
se amonesta las veces que sea necesario, se dan muchas oportunidades porque puede
ser que estos alumnos no tengan otra opción de educación en ningún establecimiento
formal. Por lo demás las inasistencias reiteradas y sin justificación son comunes y
ellos solo deben ponerse al día en las pruebas y si no lo hace se llama y se le explica
que esta repitiendo por inasistencia y puede retirarse para no reprobar o intentar
ponerse al día, depende del alumno y sus prioridades.
El Colegio recibe todo tipo de alumnos, existiendo mucha diversidad etaria, social,
cognitiva y emocional, los une el deseo de estudiar y terminar su educación media.