CONCLUSION

It is important to know that the schools observed in this report comes from very different social and economical realities. Liceo B-37 of Chiguayante is a public school who works with governments funding only. Kennedy School is partially financed by governments funding and the other part is provided by the monthly payment of the parents of the students. In the case of Liceo B-37 there is no payment required. The difference in the social reality of the students is exemplified learning that most of the parents of the students from Liceo B-37 did not achieve universitary education or whatsoever and most of them come from a vulnerable social content or somehow poorly educated. On the other side, Kennedy Schools parents and students come from a pushing working class that achieved universitary studies and as a majority they have higher prospects towards goals in life. The manner in which both school give education to their students have diametric focuses. Kennedy Schools aim is that students pursue a universitary career and give students the high level of education they need and the preparation that will help them in the future. In the case of Liceo B-37, the central aim is to give students a guide to continue some kind of studies. In this school students will opt for universitary careers based on a scientific-humanistic education and also could decide among different technical fields in order to become a secretary, accountant, or an electrician. The background information above leads to understand that Kennedy School has a grammatical focus towards English as they emphasize the knowledge of the language to stablish strong roots to make progress in the acquisition of the language. On the other side, Liceo B-37 is not focused in the acquisition of the language in a relevant way. In this school they give English a functional approach that is evidenced in the schedule of the subject within the curriculum. Only onehour-periods are regarded to English and this leads to a poor learning process and a low interest toward learning further than necessary.

Classroom management is not entirely achieved in these schools. Despite the origin of the students and the social realities in which the schools are situated, it takes more than willingness to learn and high expectations to carry out the learning process within the schools. In order to accomplish classroom management some points need to be improved by the teachers. It takes so much effort from both student and teacher to understand that learning is not a simple goal but a very hard to reach. The point seems to be focusing in the benefits of learning rather than getting stuck in the marks.