Videos of my Practices



-Background to the programme

-Theorical fundations
*the object of study
*tthe notion of learning

*general purpose of language teaching in basic education
*Purpose of teaching english in secundary education

-Methodology: an approach for teaching of english in secundary education

-Rol of tachers and learners

-Methodology framework
*habitual and engoing activities

Rol of the materials
Evaluation of learning
Evaluation of teaching
Organization of content
Themaic units

Rúbrica de Educación

10 - 9
Aplica diferentes actividades didácticas y el modelo edúcativo eficazmente, usa la observación para mejorar la práctica enseñanza aprendizaje (E-A), plantea el uso del cuaderno de trabajo y la libreta de los alumnos para mejorar la practica educativa, conoce y realiza adecuaciones a los planes y programas para mejorar la tarea de E-A, emplea el formato de plan de clase y reconoce el llenado de los mismos y lo hace eficientemente, propone formas de mejorar el contenidode los programas para mejorar la E-A.

8 - 7
Aplica diferentes actividades didácticas y el modelo educativo en la enseñanza del ingles, observa y reproduce lo observado en los cuadernos de trabajo y libretas de los alumnos y plantea su uso para la evaluación, conoce los planes y programas, conoce el llenado de los formatos de planeación y lo hace correctamente.

miércoles, 30 de junio de 2010

My Experience in the practices

When I start the class I began with a text of different jobs that explain their activities using present simple and the students start making questions about vocabulary, then we read the text the whole group and then we start talking about our daily activities and finally we made and schedule of our daily activities and made exercises of present simple


My experience in the second practice week was in the secondary school Venustiano Carranza, I had to teach to students of first grade of secondary, The students had English class three days a week the first day I had to observe and record to my partner class Victoria ,she taught Frequency adverbs, for the second day I had to give my class and it was Simple present, and finally on the third day my partner Eric had to give their class and it was a review of the two last topics.

sábado, 7 de noviembre de 2009


My second practice was on November 3 rd it begans with the practice of my partner Eric Coronel, he taught "clothes" and "colors", his class was interesting and he maintain to the students very attentive to his class, he used bond paper and made a dinamic class, i just record it , the nexte day was my turn, I taught "verb to be" and "ing" , i start introducing by miself with students and after that became an interaction Teacher <--> Student and also a the same time i start teaching "verb to be" I made activities in wich students interacts each others and with the board, finishing that activity I began teaching the uses of "ing" I gave to students the structure, some uses, examples and I ask to students to began structuring somo words with "ing" form time was not enough for me i think that I need a little bit more but at the end I get my goals.

domingo, 25 de octubre de 2009


The theory of Piaget talk about cognitive development (Discontinuous process involving distinct stages which are characterised by qualitative differences in behaviour).
Piaget divided the stage in 4 primary structures:

The Sensorimotor Stage. In this stage, infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical, motoric actions.

The Preoperational stage.Towards the end of the second year, a qualitatively new kind of psychological functioning occurs.

The Concrete operational stage. This stage, which follows the Preoperational stage, occurs between the ages of 7 and 12 years and is characterized by the appropriate use of logic.

The formal operational period. This stage,commences at around 13 years of age (puberty) and continues into adulthood.In this stage, individuals move beyond concrete experiences and begin to think abstractly, reason logically and draw conclusions from the information available, as well as apply all these processes to hypothetical situations.


Why is 2nd language acquisition fundamentally different from 1st language acquisition?

In first language acquisition you're involved in a culture that begins from yourparents and all the society that surrounds your enviroment, for that reason is easiest learn first language 'cause all your community speaks that language.
With second language is fundamentally different because we as second language learning aren't involved in the culture of the language we're trying to acquire and usually commites errors because we usually relate our first language with second language expressions as if they were first language expressions.

When a child begins to learn language, at what age does it begins?

A child begins to learn language when their body is capable to do it and produce it, when the brain starts to copy the sounds that parent use to repeat and repeat to the children, the child are coying and instead producing, the age vary on each one.


Checking the content or the main aim of the major “bachelor in secondary school” I noticed that we are learning how to be a teacher, studying different methods to transmit knowledge to different people, so, that’s the purpose of why I’m studying this major, I want to be a teacher, objectively an English teacher, so, this activities in which we have to go to differents secondary schools help to us as soon teachers to improve teaching skills and also to start practicing the methods and skills that we’ve been learning.
When I was in the classroom where I have my first “Observation” I could notice that the environment wasn’t the appropriate for the students,” The classroom management often presents a challenge for teachers, in a time when classrooms become increasingly diverse. The ability of a teacher to manage their classrooms effectively and efficiently can greatly improve the quality of the educational experience of all students.”(Ramos, M. CIAE 1997)
Of my experience in this first “Teaching practices” I could learn lots of new things and putting in practice all the knowledge acquired in this 3 semesters, like performing some dialogues and rolls of daily life I put in practice the Montessori method which students learn how to develop in the real life (“most of the children needed to learn to function in daily life.”, Montessori, M.) I lived an a great experience with students of first year, I could notice the main characteristics of their behavior, all the ideas and environment that surround their society and also how can I attract their attention, and also the different stage of their age like the stage proposed by Erik Erikson “Psychosocial theory”, with this theory I could understand the search of the students identity:
“Search for identity is experienced and a crisis of identity, which revive the conflicts in each of the previous stages, the parents of adolescents will be facing new situations that will be a new challenge to its guiding mission.” ( Erikson, E. 1950)
However, another point that I can take into account is that in this “Teaching practices” I pay attention to all the skills that teachers use to control students, to attract the attention, how they can equal the attention for participative students and for student who are always distracted.
I can describe this first “Teaching practices” experience as an enriching experience because I acquired new knowledge, put into practice all the methods and techniques that I’ve been learning and also improved it, in this manner I can define my “teaching experiences”.


All the period of practice begans on Monday 21 st and on Tuesday my partner Eric Coronel has his first practice so I just recordered what he was doing, the next day ( Wednesday) I have my practice, I start presenting who I am, where does I come from, my age and whre am I studying, after that I presented what was going to be my methodology in the class and what kind of activities we were going to do.
The topics that I had to teach were "Months of the year", "Days of the week ans weekend" and "Vocabulary in the classroom", I began teaching the first two topics that I already mentioned and make some activities of repeating one by one until students learned each one and the last topic were "Vocabulary in the classroom" in wich as activity We make an a Roll play and students were puting in practice what They had been learning.
In my opinion I can say that was a good experience and I understand in a closer way the methodology and all the process that occurs in a class when We students starts practicing as a soon Teachers.