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Michael Ruiz

Troncoso
Observation Period.
First Class:
September 12th, 2014.
Subjects:
Using present continuous to talk
about future plans
Attendance:
29 students
Mentor Teacher:
Jacqueline Aleuy M.
Class and Mentor teacher
Management:
Classroom:
This class started at 16:20hrs
with the teacher giving us the
opportunity to introduce ourselves and
explain to the students what was our
mission in this classroom. At 16:30hrs
we finished our presentation and we
started to watch the learning
environment in the classroom, while the
teacher was giving instruction for a
written task. Our role in this classroom
was monitoring the students, solving
their problems and helping them with
all that we could.
Reflection:
From this first practice I learnt
that is not possible to work with all the
strategies that we learnt in pedagogy,
because of the time and also because we
cannot know the different types of
problematic that may be originated at
the moment. That is to say, we as
monitors can help in subjects relative to
the Language but the context of the
students is unknown for us, so we do
not know why someone is not working
and we cannot blame him/her about
that, just motivated to do the activities
that he/she should do.

It was big and surrounded by


windows; it had space for the students
to move and feel relax. The classroom
had good illumination and also had a
structure that kept the noise out. It
contained all the instruments to carry
out a lesson without problems, (e.g. data
reflector to presentation such as videos
or power point, a white boar, and the
elementary: chairs, tables and a desk.).
The noise was not an
interruption in the lesson, but a ball
which hit a window was one, anyway
the teacher knew how to manage the
situation and make that the students
focus their attention on the class again.
Students:
The role of the students was very
active; they participated in all the
activities that the teacher exposed in the
class. Besides, they asked if they had
doubts about the subject and they
showed respect at every moment of the
lesson. Furthermore, the followed the
instruction appropriately, and if they
have to work in pairs or in groups, the
students showed a very active
interaction between themselves, helping
each other when they had doubts or
asking the teacher or us, if we were
close to them monitoring.

Michael Ruiz
Troncoso
Observation Period.
Second class:
September 26th, 2014.
Topic:
Test Evaluation
Subject:
Using present continuous to talk
about future plans
Attendance:
36 students
Mentor Teacher:
Jacqueline Aleuy M.
Class and Mentor teacher
Management:
This class started at 16:20hrs
with the teacher in the front giving
instruction relative to the sitting
arrangement. Once everyone was sat
appropriately (16:23hrs) the teacher
started to give the instruction of the test
for the students to understand what to
do and how to do it (16:31hrs).
Consequently, the test started with a
listening part at 16:33hrs repeating the
track 3 times and then, at 16.41hrs
started the written part of the
evaluation, finishing at 17:15hrs with
the students going outside after they
delivered their tests.
In this period of time we were
sat on our chairs at the end of the
classroom, watching at the teacher
while she was monitoring the process of
evaluation, and also at the students who
were focused on the test until they
finished it. The external noise was not
part of the class this time.

Reflection:
From this class I learnt about the
importance of the silence inside the
classroom for the students to be
concentrate on what they are doing,
even the teacher had to move quietly to
avoid any kind of interruption or they
would do anything, except being
concerned on the test.
Furthermore, a teacher must be
committed to their students to design a
test, because he/she should know what
the students have studied and learnt to
design an authentic test.
Classroom:
The classroom was always the
same; it was empty of external noisy
and good quality of the sound inside the
classroom; therefore, the instructions
could be listened carefully.
The classroom was most of the
time absented of sound, because the
students were in a writing evaluation, so
they did not make unappropriated
sounds.
Students:
The role of the students was very
active, even when they were part of a
writing evaluation. However, they only
make questions about doubts relative to
the instructions.

Michael Ruiz
Troncoso
Observation Period.
Once they delivered the test on
the desk of the teacher, they were
leaving the classroom respectively.

Third Class:
October 3rd, 2014.
Subject:
Invitations, Offers, Requests
Attendance:
28 students
Mentor Teacher:
Jacqueline Aleuy M.
Class and Mentor teacher
Management:
This class started at 16:29hrs
with the teacher in the front of the
students, checking the last homework
about the subject that they were doing
the previous class. Then, at 16:40hrs the
students started to watch a short video
about dialogues of explicit examples of
Invitations, offers and requests in a
context (a restaurant in this case). The
video by itself gave instruction to the
students to repeat sentences and
internalized (drilling) useful vocabulary
for the next task. Therefore, the
interaction was focused on the students
(Ss Center). The watch the video twice
and at the second time, they have to
rescue some details, following the
instruction of the teacher at this time
who was interested in developing the
listening skill relative to the subject,
finishing at 16:55hrs.
Once the presentation was over,
the class was focus on the practice
stage, where the students, based on the
videos, had to create invitations, offers
and request (17:03). Here, the
production stage took place, because the
students had to go the front and write on
the board what they had written in their
notebooks. Being they monitoring by
the teacher and their classmates. At

17:11hrs the class was over and the


students heard about the tutorials from
us.

Reflection:
From this class I learnt about the
difficulties that can be present at the
moment of catching the interest of the
students. It means, a teacher cannot be
introducing a task for more than 5
minutes, because in my case, the
students are very active so they cannot
be sitting and listening to someone for
much time. That is what happened when
we talk to them about the tutorials, thus
we have to be objective and not beat
around the brush because the students
are not interested in long explanations.
Classroom:
This time the class was not
delivered properly, because the chairs
were not in the correct place, the white
board was full of exercises of another
subject, the desk of the teacher did not
have a chair at it; in short, the classroom
was a mess.
Consequently, the students had
to tidy up the mess, activity that took 9
minutes, and then they started the class
without any other problem.
Students:
The role of the students was very
active; they participated in all the
activities that the teacher exposed in the
class. Besides, they asked if they had
doubts about the subject and they
showed respect at every moment of the
lesson. Furthermore, the followed the
instruction appropriately, and if they
have to work in pairs or in groups, the
students showed a very active
interaction between themselves, helping
each other when they had doubts or
asking the teacher or us, if we were
close to them monitoring. Moreover,

Michael Ruiz
Troncoso
Observation Period.
they did not feel embarrassed of their
mistakes on the production stage,
instead of it, the laughed of themselves.

Fourth Class:
October 10th, 2014.
Subject:
Midterm about future plans and
general knowledge about vocabulary
and expressions related to a
restaurant.
Attendance:
37 Students
Mentor Teacher:
Jacqueline Aleuy M.
Class and Mentor teacher
Management:
The fourth class started at
16:22hrs and was not that difference if
it is compare with the second class that
Daniela and I observed. It means, both
were evaluation but for this one was
most important than the other, inasmuch
as this dealt with a higher level in the
percentage of the mark according to the
semester.
At the beginning the teacher
explained what they had to do and
checked if they had understood with the
use of ICQs which showed that they did
it. Then she handed out the tests and
they started with the listening part that
was interrupted for a noisy sound out of
the classroom. Therefore, the teacher
repeated the recording once more and
there was not any other intervention
along the test.
Reflection:
From this class I have learnt that
if you can avoid any kind of
intervention which may bother your

students, you have to do something in


order to avoid distractions.
Furthermore, I also learnt that
using ICQs teachers can avoid the
distractions, especially in a test, where a
distraction can influence the mark,
which is important at the moment of
passing a course.

Classroom:
On one hand, the classroom was
very clean and organized this time, so
the students had not problems similar to
the last week. Besides, they did not
waste time in the midterm executed that
day.
On the other hand, the external
noise was part of the classroom that
day; a noisy sound came from the
classroom next to ours. The students in
that class were dancing with a high
volume in their music. However, our
mentor teacher went to talk to them and
they understood, putting the volume
down, immediately.
Students:
The role of the students was very
active, this time they did not have
doubts about the instructions given;
however, the external noise was very
distractive for them.
Once they delivered the test on
the desk of the teacher, they asked for
the mark of their last evaluation in a low

Michael Ruiz
Troncoso
Observation Period.

volume to avoid distractions. Then they


were
leaving
the
classroom
respectively.

oral test, leaving it on Tuesday 18th.


After that the class finished at 17:17hrs.

Fifth Class:
November 7th, 2014.
Subject:
Using simple past to talk about past
events
Attendance:
34 students
Mentor Teacher:
Jacqueline Aleuy M.
Class and Mentor teacher
Management:
The fifth class, that my partner
Daniela and I had to observe, was
focused on the use of past events and
how to talk about them. The class
started at 16:31hrs with the teacher, in
the front of the class, introducing the
aims of the lesson that day.
Consequently, 3 minutes later the
teacher showed a power point
presentation with some questions
relative to the use of did, verbs in a past
form and the next title What did you
do that would indicate on what the
students have to work. During 32
minutes the students were using the
questions given in concordance to the
grammatical form of the tense. The
teacher was monitoring and helping the
students on this stage, and then she
corrected
their
mistakes
of
pronunciation and syntax that the
students had.
Once the activity was over, the
teacher gave them the opportunity to
decide democratically the date of their

Reflection:
From this class I have learnt that
the most difficult purpose that a teacher
may reach is to believe in your students.
That is to say, you as a teacher cannot
trust blindly that they are working,
when you turn your back on them.
Consequently, you can monitor one by
one, or group by group to make it easier
for them as well as for you. However,
you cannot know if they are going to
work once you have left them.
Classroom:
That they the classroom did not
present any kind of interruption; it was
very appropriate to carry out a normal
class, and so it was.
The day was cloudy and windy
outside; therefore, the environment
inside was fresh and quite.
Students:
The role of the students was very
active; they participated in all the

Michael Ruiz
Troncoso
Observation Period.
activities that the teacher exposed in the
class. Besides, they asked to the teacher,
Daniela or me, if they had doubts about
the subject.
Moreover,
the
showed
determination and collaboration at the
moment of getting an arrangement,
about the date of their oral test, which
was chosen democratically.

Once the class was over, we


talked to her about our decision of
leaving the observation period, where
she showed very gentile and offered us
any kind of help in our teaching
practice.

Sixth Class:
November 14th, 2014.
Subject:
Strategies for the speaking test.
Attendance:
36 students
Mentor Teacher:
Jacqueline Aleuy M
Class and Mentor teacher
Management:
This was the sixth and also the
last class that Daniela and I had to
observe. The class was focus on
strategies to success in the speaking test
that students are going to have on
Tuesday 25th. The first 10 minutes of
the class were giving to organize the
order in which students are going to
attend the oral test, it started at 16:23hrs
and this activity finished at 16:33hrs.
Then the teacher elicited previous
knowledge
asking
ICQs
and
consequently CCQs, to help them in the
description of pictures and characters.
Furthermore, she provided them
question that possibly will appear in the
test, so they have some kind of support.
Besides, the teacher asked some
students to perform a short role play
contextualized in a restaurant, giving
advice according as they were playing
and also feedback, for them to apply in
the real test.

Reflection:
From this class I learnt that
CCQs can help us as teachers to see if
the students understand, but it also can
help students to remember what they
had studied before, eliciting previous
knowledge.
Besides, when a language is
being taught, a teacher is dealing with
communication;
therefore,
the
theoretical area is important, but the
practice is what makes students users of
the language.
Classroom:
The classroom was full of sound
that they, because the whole class were
practicing their speaking skill in order
to success in their oral test.
The external noise was not part
of the class, and if it was, nobody
listened to this, because as I said, all of
them were concerned of what they were
doing.

Michael Ruiz
Troncoso
Observation Period.
Students:
They were very active and
committed to the lesson that day,
because they very worried about the
oral test.