Reflection and Systematization of my

Teaching Process


2014
Cristina Guadalupe Amaya Cruz
TEACHING PRACTICE
Elmer Jorge Guardado MaT.
Sunday, June 15
th
2014
IX semester

During the teaching practice ss can face up new things of how to learn
English, in addition teachers learn to deal with different behaviors, manage
classrooms, and acquire lots of new ways to teach English. There are critical points
in your teaching that sometime you do not know how to control the situation but
that is way it is necessary to have a methodology in order to handle and deal with
that situations, moreover being a teacher is not too simple because teachers need to
be creative, dynamic, etc. So, this is my reflection and systematization of my
teaching practice.

Teaching Critical Reflection
Systematization of the Teaching Practice Process.
The e-portfolio approach including the new learning environment in the
ELT.
The use of technology in a classroom or a place to work; resources and
procedures

Explain and include a Teaching Critical Reflection in what you have been
through in you TP and in the course.
Critical reflection is the process by which adults identify the assumptions
governing their actions, locate the historical and cultural origins of the
assumptions, questions the meaning of the assumptions, and develop alternative
ways of acting (stein, 2000). Reflection of my teaching practice is not only write and
talk about good things in my practice, also it is reflect on bad things that happen
during these ones, even if I thing is not good, but in somehow that will me help to
improve the way I used to teach, even save experiences that I will live with. While
I was in my practice I have seen a lot of good and bad students but this does not
mean that bad students are going to continue being the same ones, there is a point
when teacher change this behavior, I have a student which behavior was awful
even though I did my best in order to catch his attention, and make him be
responsible of his homework, among other things that I wanted to accomplish.
On the other hand, I fought against the use of L2 because I did not use L2
with children, it was hard in some point to me teach because they did not allow me
to talk to them in English, in somehow they obligated me to talk in Spanish; but as
I teacher I looked for new strategies to teach to them, when I find out how to do
this became easy, some of them tell me I do not understand what you are saying
and things like that, I showed pictures in order to demonstrate what I was trying to
say. I started to read the direct method and then I received a training of that
method too, and it gave me lots of ideas that I can applied and do with my
students, so I did it and since that day everything has changed a lot because now I
talk to them in English and I use L1 only if merely they do not understand what I
am explaining.


Despite they are children, I have to talk to them in English as well because this is
the way they are going to learn something that I am teaching in every single
English class. In some point, I started to understand how children can manipulate
their environment in order to feel good, what they are learning however this was
not a trouble to overcome because there was the way how children can feel good. I
like when they understand simple things as match vocabulary with pictures of
topic which are new for them.
Fostering critical conversations about our teaching with trusted colleagues
(cf. critical friends) can yield useful insights. It helps break down the shroud of
silence in which our practice is wrapped. Their experiences will often be broadly
similar even while they differ from ours in detail. A sense of diversity will become
apparent that can only be helpful to us in exploring alternatives and opening new
ways of seeing and thinking about practice (Trevitt, 2007). A critical teaching
reflection is not only to write down beautiful things, this article suggests that a
good relation with colleagues help to see insights of what your teaching is. It is
necessary that someone else help you to see how it is our practice and give helpful
advices in which you can work and improve. I feel glad to have trusted colleagues
because they have told me, the way I use my techniques and strategies, or if I use it
in a wrong way, when you receive these kind of comments and advices, you do
your best to order to improve your teaching performing.

Explain step by step how you are going to do a systematization of the
Teaching Practice Process.
A systematization of my teaching practice, first of all I will mention you above the
different artifacts I made in order to have a good methodology. These artifacts
shows all the activities, topics and a detail schedule that I had to do it; within these
artifacts there are activities which involve teaching techniques and strategies which
I consider they are good to develop in a classroom with children, teenagers and
even adults. The teaching philosophy is the beginning of a big story of teaching
because there it is when teachers are aware of what insights of students I am going
to change, teaching is not only write down a topic on the board and vocabulary, it
is perform a class using constantly that vocabulary that they are learning or even
get in love in the knowledge that they are learning. the teaching philosophy is the
first point that a teacher has to be clear in order to grows up his/her students
mind, in this way they are going to change their mind in what they think about
English language.

In addition, it is important to mentions these others, which are:
Program
Syllabus
Outline
Planning

Lesson plans
The English curriculum presents and describes the sets of contents by each
grade providing an insightful view on how they are structured from the simple to
the complex (MINED, 2007).The program is one of the principal artifacts because
there, I find out the topics that I have to teach, and also there are a lot of contents
which are important, I would like to mention that while I started all this, one of the
requirements that I had to have is that I need to have the program in order to
develop and do the outline, planning and the lesson plans that I have to do to
every single class. It is easy to manipulate something that seem to be very easily to
understand, I mean simple contents are tough first and then become the hardest
one, to understand a complex topic I need two classes in order to have clear this
contents and students can easily understand and the most important to speak the
language.

Then I have the syllabus such as purpose is to have a clear identification of
the skills that students are going to develop during the class, this activities have to
be related with others bellow, the syllabus help to improve ss skills and the areas
which I want to work in. Moreover, that is why methodology is too important to
this section, the strategies are good to develop this skills on students, when they
are learning a language. Also, the outline define what kind of activity I am going
to do my students. There are lots of things which are good, do these function with
all students? Usually these do, but there is a point when it is necessary to change
these one for another which will serve a lot in order to demonstrate their process.

Why is it important to have a planning? Well, because planning is one of
the artifact that every teacher have to have into account because I can see when I
am going to develop certain topic, and study this topic to be prepare to students
questions, it is necessary that students comprehend what they learn, how they
learn, in order to accomplish this questions I have to be prepare to each topic and
give the corresponding class in the correct day, sometimes this can vary, not all the
time you can accomplish what you have plan for the future, even though teachers
have to do their best to accomplish it. On the other hand, a class cannot be possible
if I do not write down the lesson plans, because a class has to prepare, under one
methodology that the teacher have to have since the beginning of her/his practice.
A teacher has to be prepare to, many changes during the class, if it is necessary to
do this changes; otherwise I have to continue what I have for the class. In addition,
it is important to make a systematization of the things under I have been working
on it, because it is a rational way to review what I have been doing these classes in
my teaching practice, an improvement of the artifacts happens when I have seen
which of the strategies or if the methodology fixed in my classes.




Explain and describe how you are going to apply the e-portfolio approach
including the new learning environment in the ELT.
What is ELT? The practice and theory of learning and teaching English for the
benefit of people whose first language is not English. (Dewey, 2010) Well, in the e-
portfolio there are some of the resources, materials and assessment that I do to my
students, it supposes that a teacher is up to date to the new ways to teach the
language, the e-portfolio is one of the tool that demonstrate that a teacher has to be
updating his/her knowledge in order to teach better. The ELT is like the different
ways of how a teacher can teach the language. There are a lot purpose, lets see
these: the distribution of English around the world is described in relation to three
main groups of users: those who speak English as a native language, speakers of
English as a second language ESL; and speakers of English as a foreign language
EFL (Dewey, 2010). For each of these items or learning environments teacher have
to aware of the things they are going to teach, I need to do some changes in the
approach under I am working, or probably only change some methods that will
not be useful to develop speaking and listening skill in students or writing and
reading skills, too.
Besides, I have to do some changes, or first do an evaluation to students in
order to know and be sure what I am going to teach, what kind of people they are,
or what they want about English, there are many people who just desire speak the
language with a foreigner, or travel around countries which speak the language.
The e-portfolio will help me to display the things that I want to accomplish.
Technology, resources, realia and many other items will become this true, however
not everything is easy to obtain, an e-portfolio can help to recall or have an idea of
the methodology or strategies that I can use with people who like English but it is
focused just in one single goal. A further issue that needs to be clear is our
understanding of what counts as foreign. When we describe something as
foreign we generally understand this to mean that its origins lie in another country
and /or community with different social and cultural traditions and practices.
(Dewey, 2010) This demonstrate that people who live in other country do not
require help to speak the language, teachers have to shows that English is related
his/her cultural traditions, also the learners have to know about the cultural
traditions of the language and the country.

Explain how you are going to deal if you want to use technology in a school or place
of work but there is not Tech in the classroom. What are you going to do? How are
you going to solve the problem? Provide resources that you will use and the
procedures
Every teacher knows the situation of our country even though it is not an
excuse to be a good teachers, we do not need so many things in order to

teach in public schools without tech, in these school there are two or three
computers, and if I have the outline and planning already, I just need to
reserve a computer to certain date and put them things to watch videos or
web pages that help to them to improve their language. Nowadays, in
majority of urban schools there are computer centers, being secure of the
planning I take some students and go the computer center and enroll them
that on the net, they can find out interesting pages to learn English,
moreover, I can do interactive power point presentations that students can
do during they are in the computer center. If a teacher loves what he/she
does, there will not anything which stop him/her to teach.

In addition, direct method give you techniques that very useful, I like
drawing pictures on the board, this strategy help me with students which
do not know what the mean of a word, then I show them with a drawing
and they quickly reflect on the picture that is on the board. Besides,
flashcard are very useful tools when they are in a new unit, so these are
some of the things that I would be like to do if I do not have technology in
my classroom. Also, work in pairs and write an e-mail, but the e-mail will
not be written in a simple page, they are going to write down the e-mail, in
a format of an e-mail account in order to feel and have the sensation of write
on a chat. Those are some of the different ways I can teach students without
technology in the classroom. I sometimes feel that I need to be more
creative, enthusiastic, have imagination and have more sense of humor in
order to catch the attention of the students during the class, because I feel
that there is missing something when I finish a class, at the end of the day, I
just wonder whether I did good or not, I make a review of the strategies that
function and those one that do not, and for the next class I am conscious of
the strategies that well function in the class.

On the other hand, I know that we are living now in an age of technology
and every human being know how to use a computer and devices that help
to every person who want to learn other language. If my classroom do not
have the tools, I will take the tools with me, how? Well, there are a lot of
different ways to teach, activities, pictures, realia, and creativity in each
class









References
Dewey, M. (9 de may de 2010). Obtenido de
http://www.gse.upenn.edu/sites/gse.upenn.edu.wpel/files/archives/v25/Dewey&Leung.p
df
MINED. (June de 2007). Mined. Recuperado el 14 de June de 2014, de Mined:
http://www.mined.gob.sv/jdownloads/Nuevos%20Programas%20de%20Estudio/Program
a%20de%20Estudio%20de%20Educacion%20Media/ingles_educacion_media.pdf
stein, D. (12 de june de 2000). teaching critical reflection. Recuperado el 13 de june de 2014, de
teaching critical reflection: http://www.calpro-online.org/eric/docs/mr00024.pdf
Trevitt, C. (7 de march de 2007). Oxford Learning Institute. Recuperado el 14 de June de 2014, de
Oxford Learning Institute:
https://www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsites/oxfordlearningi
nstitute/documents/supportresources/lecturersteachingstaff/resources/resources/Critical
lyReflectiveTeaching.pdf