sábado, 7 de noviembre de 2009
2nd PRACTICE
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
PIAGET'S THEORY
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.
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.
PIAGET'S THEORY AND MY OWN EXPERIENCE
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.
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.
ESSAY OF MY ECPERIENCE
ESSAY OF MY EXPERINCE
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”.
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”.
FIRST PRACTICE
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.
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.
sábado, 24 de octubre de 2009
MY FIRST PRACTICE AS A TEACHER
I had my fisrt practice in the secondary school "Venustiano Carranza" wich is located in 25pte. and 17 sur col. Volcanes.
My parteners and I arrived at 1:30 pm and classes starts at 2:00 pm, we start observing one group of 1º, we entered to the classrooms in pairs, my partner were Eric Coronel, he and I start observing the class of typing i could notice that some students weren't paying attention at what her teachers was saying, the second class that we observe was mathematics and english, after that students had their recess.
My parteners and I arrived at 1:30 pm and classes starts at 2:00 pm, we start observing one group of 1º, we entered to the classrooms in pairs, my partner were Eric Coronel, he and I start observing the class of typing i could notice that some students weren't paying attention at what her teachers was saying, the second class that we observe was mathematics and english, after that students had their recess.
sábado, 19 de septiembre de 2009
METHODOLOGY: AN APPROACH FOR THE TEACHING OF ENGLISH IN SECONDARY EDUCATION
AFTER CLASS
I coould understand that a teacher of english in secondary school has to introduce to the students to the learning of the language, that means guide, conduct and maybe present basic concepts that could allow the student a basic manage of a second language
________________________________________________________________
METHODOLOGY: AN APPROACH FOR THE TEACHING OF ENGLISH IN SECONDARY SCHOOL
The role of teachers (What's the teachers do?): Teacher is in charge of create conditions to approach language and of guiding process, of stablish dialogues about and troguh texts
I coould understand that a teacher of english in secondary school has to introduce to the students to the learning of the language, that means guide, conduct and maybe present basic concepts that could allow the student a basic manage of a second language
________________________________________________________________
METHODOLOGY: AN APPROACH FOR THE TEACHING OF ENGLISH IN SECONDARY SCHOOL
The role of teachers (What's the teachers do?): Teacher is in charge of create conditions to approach language and of guiding process, of stablish dialogues about and troguh texts
PURPOSE
AFTER CLASS
About the level of english language of teacher and student I just have a concept,
-Teachers has to have an excelent level of english that able manage a knowledge required for give their class.
-Students present the knowledge of language acquired in previous levels of their education or transmitted outside of school
____________________________________________________________________
-LEVEL OF ENGLISH LANGUAGE OF TEACHER
B1 Level threshold that will represent their first only contact with on English speaker
-LEVEL OF ENGLISH LANGUAGE OF THE STUDENT AT THE END OF THE COURSE
A2 waystage: students can understand sentences and used expressions, they can communicate in single and routine task exchanging information
-THE AIM MAIN OF THE PROGRAMME
Participate in certain social practices of language, oral and written, in other words, trough the production and interpretation of a variety of spoken and written text of a quotidian, academic and literary nature.
Students will be able to satisfy basic communication needs in a range of familiar situations
About the level of english language of teacher and student I just have a concept,
-Teachers has to have an excelent level of english that able manage a knowledge required for give their class.
-Students present the knowledge of language acquired in previous levels of their education or transmitted outside of school
____________________________________________________________________
-LEVEL OF ENGLISH LANGUAGE OF TEACHER
B1 Level threshold that will represent their first only contact with on English speaker
-LEVEL OF ENGLISH LANGUAGE OF THE STUDENT AT THE END OF THE COURSE
A2 waystage: students can understand sentences and used expressions, they can communicate in single and routine task exchanging information
-THE AIM MAIN OF THE PROGRAMME
Participate in certain social practices of language, oral and written, in other words, trough the production and interpretation of a variety of spoken and written text of a quotidian, academic and literary nature.
Students will be able to satisfy basic communication needs in a range of familiar situations
martes, 1 de septiembre de 2009
BACKGROUND OF THE PROGRAMME
Before yesterday class, I don't realy knowed anything about this topic, actually I never took me thee bother read it or investigate something about it
During the class I could learn more about the topic, well, In fact I learn about the topic 'cause I didn't know everything, I could learn that now a days the programme has present changes for example, before the programme used to emphasize in the knowledge of the teacher as if just the teacher has the knowledge, now a days, teacher is a guide. the program infer that students has some knowledge and he has to develop it with practice ans using the four skills: reading, listening, writting and speaking.
ACTIVITY DURING THE CLASS
-What are the main changes in education?
An important change we could see reflected in the practice this beacause before this change, student couldn’t speak in english and rarely they developed another language skills
-What do you understand by social practice of english?
As the practice of these foreign language by speaking with other people by chats face to face, reading louder, translating and making list of vocabulary
-Do you know what are the four skills? Writte them
Speaking
Reading
writting
Listening
During the class I could learn more about the topic, well, In fact I learn about the topic 'cause I didn't know everything, I could learn that now a days the programme has present changes for example, before the programme used to emphasize in the knowledge of the teacher as if just the teacher has the knowledge, now a days, teacher is a guide. the program infer that students has some knowledge and he has to develop it with practice ans using the four skills: reading, listening, writting and speaking.
ACTIVITY DURING THE CLASS
-What are the main changes in education?
An important change we could see reflected in the practice this beacause before this change, student couldn’t speak in english and rarely they developed another language skills
-What do you understand by social practice of english?
As the practice of these foreign language by speaking with other people by chats face to face, reading louder, translating and making list of vocabulary
-Do you know what are the four skills? Writte them
Speaking
Reading
writting
Listening
lunes, 31 de agosto de 2009
GUIDE OF PRACTICE
Week Degree Observation Practises
1ra.
1er. I observe a group PractiCE in a group
during the whole week. In a meeting class.
Time that i destiny to the
activity: 1 hour.
2da.
1er. It Is Observed in two gupos is Practice in two group
2nd. One is the same of the first day
3er. Previous. It is remained in shift sequences of class are
applied I complete in the group time that destinys the one
that is practice. Activity: 5, 6 hours.
1ra.
1er. I observe a group PractiCE in a group
during the whole week. In a meeting class.
Time that i destiny to the
activity: 1 hour.
2da.
1er. It Is Observed in two gupos is Practice in two group
2nd. One is the same of the first day
3er. Previous. It is remained in shift sequences of class are
applied I complete in the group time that destinys the one
that is practice. Activity: 5, 6 hours.
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