Fundamentos II

Teacher’s name: Brittney Frekranus

Class: English 10º
Number of students: 19
• The BC program grew out of a partnership between the Colegio Canadiense and
School District 34 Abbotsford in British Columbia. Under the auspices of the
Abbotsford School District Business Company, the Colegio Canadiense established
a relationship with the BC Ministry of Education.
• The BC Program not only seeks a student with communicative competences in a
second language, English. The BC Program wants to strengthen their integral
education as world citizens, allowing students success in their universities in and
out of the country.
Communication competency
Thinking Competency
Personal and cultural Identity Competency
Personal awareness and responsibility competency
Social responsibility competency
• The BC Curriculum must be deliver by a BC certified teacher, so teachers who
belong to our program come to Colombia and sign their contracts for a year.
• Students in the BC program have to write a test to be admitted and they need to
complete 80 credits to graduate with the Dogwood Diploma.
•During their English class, students read an specific book (The Hunger Games) and
they are focus on the communicative, analytical, critical thinking competences.
• In my first observation, students were working in the classroom sharing their
thoughts about the book. The teacher was giving feedback as they spoke and at
the end she gave a general observation of the reading.
• During my second observation, the students worked on their project. They
needed to create a Facebook profile of one of their favorite character in the book.
They worked individually but also they were sharing ideas about the profile or
about the character, and also they could chose to work inside or outside the
classroom.
 Routine observed
Brittney comes 2 minutes early to
organize the classroom.
The students come into the classroom
and say hello and sat in their desks.
The teacher asked them if they read
the book at home.
Students started sharing their
experiences, ideas, thoughts.
Brittney takes notes about their
appreciation and let them speak and
shared their ideas.
Analysis
The teacher want to receive them with
a good attitude to transmitted it.
The students are very respectful and
most of them come on time.
The teacher checked the homework
and received a good response.
The teacher can check their
understanding about the book and
encourage them to speak more.
She takes notes to give feedback later,
taking into account pronunciation,
grammar and use of the language.
 Seating arrangement Analysis

In my first observation, the The teacher can see everyone’s

students were sitting around the face and also monitor better the
room and the teacher was a class.
moderator of the conversation
Despite some of them were
During the second observation, working outside, the teacher
they sat in the regular lines while could handle both groups.
the teacher gave the instructions, Students shared their ideas but
after that, they chose where to also they were aware that the
work. Some students rather stay Project is an individual grade.
in the classroom, some others They gained autonomy and
went to work outside. responsibility for their time and
work.
 Description of the interactions observed
Teacher/Student Brittney only speaks in English.
s She is very kind, polite, and
gives clear instructions about
what are the goals of the class.
She encourage the students to
speak and read more. She
brings new activities to
maintain motivation high.
Student/student They are very kind, talk with
manners, they try to pay
attention to the instruction as
much as possible, so when
someone is speaking they try to
make them shut up.
Effects in the class
The students love her
class, they seem very
interested during the
class and participate a
lot. Students are more
interested in reading and
write.
I saw students willing to
pay attention and with
desire to learn, so the
good attitude is
transmitted to those who
are distracted.
 What was the mainly used language? English

Uses for English Spanish Analysis

Give instructions - Teacher gives instructions only in English. She
checks the understanding by asking some
questions.
Give feedback - She gave feedback individually and also general
when is needed.
Ask Questions - Students ask questions to clarify instructions and
the development of their work.
Call attention - Teacher call students attention when it’s needed
and talk to them to solve the issue.

Ask for - Students asked for permission every time they

permissions need to go to the bathroom, or when they want
to work outside or inside the classroom.
 Strategy Analysis

Written Feedback Written feedback allows direct error correction of a

student’s work and allows them to have an example for
future assignments.
Individual Error Teacher can talk with the students individually, while they
Correction are working in class, or during a class discussion,
acknowledge the answer, be positive about the student’s
contribution and emphasize the correct answer. Cultivate
an area where a student isn’t afraid to contribute answers.
Group Error When more than one or several students are making the
Correction same error, it is important to take it up in class (for
example, taking up the answers to a quiz or review specific
grammar rules). Ensure clarity of the error.
 Problem Strategy Language Effects

Misbehavior 1) Ask student to stop English 1) Student will hopefully

the behavior, using a stop their behavior but if
voice that is firm but it continues a talk outside
not yelling. of the classroom or away
from their friends may be
2) Proximity- walk
necessary.
around the student or
tap their desk, 2) Student is reminded that
something to grab their behavior is not going
their attention. unnoticed. This strategy
allows the teacher to
address the behavior
without interrupting the
class.
 Problem Strategy Language Effects

Negative A positive attitude given by the English Speaking with the student
attitudes teacher and an excitement of may give you insight into
the topic by the teacher helps to something that is going on in
lessen negative attitudes. If their lives. Negativity stems
negative attitudes continue- ask from somewhere.
student to stop talking, look at
the positive and while students
are working have a quick check-
in to see why the student feels
so negative.
Lack of Teacher can move closer to the English Being apart from their peers
concentration student and quietly encourage or closer to the teacher allows
them to focus. the student to focus on their
work alone.
She uses music to keep them
focus.
Problem Strategy
Lack of Teacher continually walks around to
task observe how students are doing with
fulfillment an assigned task. Depending on why
the student hasn’t fulfilled their task
the teacher may need to ask them to
move and sit on their own to focus,
or if it becomes a habit, sit the
student near the teacher and/ or
have a one on one conversation.
Disrespect Directly address the disrespect,
remind students about rules and how
respect goes both ways (teacher to
students and students to teacher). If
necessary, talk with student one on
one and further punishment may be
necessary.
Language Effects
English The student is aware that the
teacher knows of their lack of
effort or high level of
distraction. It can allow the
student to take the initiative
themselves to move or focus
but if not, the teacher should
do it. When they moved, they
started to work better.
English Creates a presedent that
disrespect is not welcome or
tolerated within the
classroom.
Teacher’s beliefs: the teacher should have a positive attitude and in that
attitude will be transmitted to the students, so the students can work more
effectively and confidents.
The teacher is more a guide, she gave them an instruction and an objective
and the students had the freedom to develop their Project as they wanted.
I noticed the use of different principles:
1. Cognitive principles: Automaticity, intrinsic motivation, autonomy and
meaningful learning.
2. Socio affective Principle: Willingness to communicate, language-culture
connection.
3. Linguistic Principle: The native language effect and communicative
competence.
Approaches:
The use of eclectic approaches was noticeable
Communicative language teaching was the most used, but also a mix of
cooperative and interactive learning.