UNIVERSIDAD SANTIAGO DE CALI

Class Observations



Sigrid Rios
Keidy Tatiana Murillo
Carlos Mauricio Arce



Teaching Afternoon




Teacher: Julio Montao




Santiago De Cali October 21, 2013


OBSERVATION ACTIVITIES
INTRODUCTION

This observation was realized the days 19, 26 of September and October 2 of 2013
in the block six (languages block) on the fifth floor, inside of the classroom of
Professor Victor Romero. The students were of 7
th
semester of foreign languages
(French). This observation was realized in order to know how these subjects were
given in the classroom: Attending to the learner, learner motivation, the learning
environment, managing classroom communication (patterns of interaction)

EXPECTATIONS
Our expectations with this field of observation are:
To find what are the negative factors that complicate the learning of a
second language.
To know which is the purpose of the students for learning a second
language.
To know which is the methodology of teaching used by the teacher ( Victor
Romero)
To know what are the classroom materials used by the teacher
To collect information realized in the classroom get close to the aspects
involved and the learning and teaching process
To improve the quality of teaching, it means, to keep in mind our
observation realized to select which elements or methodology of teaching
are more efficient at the moment of teaching a second language


OPINION ABOUT EDUCATION
Education is the process by which the human being learns inherent in the various
fields, we are taught from childhood in order to find the right way of how to act and
behave in a society.



2. INFORMATION ABOUT THE INSTITUTION
2.1 HISTORY
La historia del programa de Lenguas Extranjeras Ingls Francs, se remonta a
1962, cuando se cre la Facultad de Educacin en la Universidad Santiago de Cali
y en la que se ofreci la Licenciatura de Literatura e Idiomas, programa que form
maestros y maestra para la enseanza del espaol y el idioma extranjero durante
tres dcadas consecutivas.

Para finales de la dcada de los ochenta, el programa se reestructur en el marco
del decreto 080 de 1980 y se orient la formacin exclusivamente hacia las
lenguas extranjeras, como lo exiga la norma de ese entonces, en este periodo el
programa recibi el nombre de Licenciatura en Lenguas Modernas.

A mediados de los noventa se realiz una nueva reestructuracin y el programa
dimension una formacin con tres nfasis: en bilingismo, en traduccin y en
turismo; de ah que la denominacin del programa fue Licenciatura en Lenguas
Modernas con nfasis en Bilingismo, Traduccin y Turismo.

En el marco del decreto 272 de 1998, todas las facultades de educacin en el pas
se vieron llamadas a revisar los programas de formacin y en este periodo se
puso gran nfasis en la formacin pedaggica como el conocimiento fundamental
en la formacin de licenciados y licenciadas, razn por la cual, todos los
programas de educacin en Colombia se vieron obligados a presentar unas
condiciones mnimas para ser acreditados por el Ministerio de Educacin.

En ese proceso inicial de acreditacin, la facultad de educacin en la universidad
Santiago de Cali alcanz a acreditar en el ao 2000 siete programas, pero el
programa de Lenguas Extranjeras tuvo que esperar un tiempo para su
acreditacin.

Despus de dos aos y con la conformacin de un nuevo equipo de trabajo se
emprendi el diseo curricular del programa de Lenguas Extranjeras, el cual tuvo
como marco legal el decreto 2560 que reformaba al 272 y presentaba otros
criterios de flexibilizacin pedaggica.

Se puede afirmar entonces, que la licenciatura en Lenguas Extranjeras Ingls
Francs, surgi como un trabajo colectivo realizado durante dos aos en el que
participaron la directora, los docentes y eventualmente los egresados.

En el ao 2005 se realiz la visita de los pares acadmicos y en julio del mismo
ao se otorg el Registro Calificado por parte del MEN, cuya resolucin es 2678.

Habiendo recibido la notificacin el 29 de Julio, se procedi a ofertar el programa
y el 5 de septiembre abri sus aulas para primer semestre con 21 estudiantes
debidamente matriculados en le horario nocturno.


Una vez iniciado el programa se comenz la etapa de ejecucin del mismo. Al ao
siguiente y por demanda de la poblacin estudiantil se ofert en horario de la tarde
y se obtuvo una excelente respuesta.

En 2008 A se abri el programa de Lenguas Extranjeras por homologacin, de
manera que se atendiera a los docentes en ejercicio en una fuerte formacin en
pedagoga e investigacin y alcanzara sus estudios en cuatro semestres

Hoy en da se reconocen dos jornadas que van de primero a dcimo y dos
semestres del programa por homologacin.

En el subsistema de proyectos de la facultad, el programa present en el ao 2008
una propuesta formativa atendiendo a la convocatoria pblica que realizara la
escuela de aviacin Marco Fidel Suarez Emavi y result seleccionada para
atender a la formacin en ingls de los cadetes que hacen sus carreras
profesionales. El xito del trabajo fue reconocido en la renovacin del contrato en
2009 y algunos estudiantes del programa fueron vinculados en esta contratacin
como docentes.

El programa de Lenguas Extranjeras Ingls Francs, se ha caracterizado desde
sus inicios por la calidad en la formacin, razn por la cual, desde primer semestre
se forma en investigacin, se atiende a una formacin pedaggica coherente y se
ha implementado la lengua extranjera en cursos de pedagoga y de lingstica,
adems de los cursos de ingls y de francs, de manera que haya mayor
exposicin y uso de stas.

El desarrollo del programa se revisa semestre a semestre y se implementan los
ajustes que son necesarios y posibles, de manera que a medida que crece el
programa evoluciona con las exigencias y las propuestas de quienes lo
constituyen.



2.2 MISSION

El Instituto de Idiomas es una unidad acadmica que:
Favorece el aprendizaje de idiomas extranjeros mediante la oferta de cursos,
eventos, asesoras y publicaciones que contribuyen a la actualizacin de
conocimiento de la comunidad para facilitar el acceso a los nuevos paradigmas del
conocimiento y a la modernizacin tecnolgica.
Promueve el desarrollo de una cultura investigativa entre los docentes que permite
la conformacin de una comunidad acadmica que trabaja creativamente en
equipo, se mantiene en estado de actualizacin permanente y genera estrategias
didcticas innovadoras.
Contribuye a la formacin integral de todas las personas vinculadas al Instituto a
travs de estrategias que propician el desarrollo de actitudes, valores y principios
en concordancia con el PEI, de la Universidad.

2.3 VISION

Ser una Unidad Acadmica dedicada a la investigacin de problemas relacionados
con la enseanza y aprendizaje de los idiomas extranjeros, a la oferta de
asesoras, cursos, eventos y publicaciones acadmicas que favorezcan la
educacin permanente, y a la bsqueda constante de estrategias que permitan
contribuir al proceso de formacin integral de todas las personas vinculadas al
Instituto.
3. GROUP OBSERVED

TEACHER: Victor Rivera
CLASSROOM: 6531
SUBJECT: French
SEMESTER: VII semester.
3.1 ABOUT THE CLASSROOM
The classroom is located in the block 6 (fifth floor)
The space is big and the climate in the classroom is windy
The objects that there are in the classroom: One ventilator, one TV, one
recorder, one blackboard, chairs, one table, and some pictures in English,
one air conditioning ( but this one doesnt work)

Graphic about the classroom



















STUDENTS DISTRIBUITION IN CLASS
We saw the students were sitting down in a corner of the classroom forming a little
group of 5 persons (4 women and 1 man), they were sitting down very close to
each other. The rest of the classroom was empty.

Blackboard Tv
Stereo
Table
chairs
Pictures
View lateral of the
classroom


COMFORT ABILITY AND CONVENIENCY
is considered to be a living comfortable in the sense that there are few
students in the learning process, therefore, there is so much noise, students
are more attentive, better understood and the teacher facilitates better
interact with each.

http://maristas.org.mx/portal/sites/default/files/la_observacion_aula.pdf

3.2 ABOUT THE CLASS ITSELF
METHOD / APPROACH OBSERVED IN CLASS
The approach observed in class is the lexical approach because of the learner
during the class has to be a discover of the learning and analyze the information
given by the teacher (Victor Rivera)
View lateral right of the classroom
How the graphic can show, the students are
sitting down in the corner of the classroom
The Professor Victor Romero have a fairly complex teaching method, his style in
the development of the class is slightly oriented towards the conductive method,
behaviorism and constructivism method.

Most of his class is based in Grammar translation method, which is to learn
grammar rules, to memorize vocabulary, verb conjugations, translation of texts and
written exercises. Also Oral approach and situational language teaching
because the teacher presents the information and content, then practice and
finally it is intended to produce what makes the class focused on the professor And
lexical approach.

The Teacher Victor Romero works mainly with material that it creates for the class.
The professor makes the class fast and dynamic, quite the blackboard used to
explain the contents of class and focuses on the important details of grammatical
content, always use basic examples going its difficulty in accordance with the
themes of class.

During the class the teacher speaks in Spanish, also he puts work in class and he
evaluates the participation, his work is based on the observation and the cultural
comparison.


TEXT USED, DIVISION OF UNITS, USES
The teacher used during his classes guides, and also he used the alter ego book,
the students were studying le plus que parfait .
So the text used in class is the alter ego:
Acquire sufficient knowledge to be able to maintain and understand any
conversation between different people.
Describing feelings give advice and share professional experiences.
Know and convey the culture of a country and its inhabitants.
NDICE:
Dossier 1: J 'ai des relations!
Leon 1: Relations amicales
Leon 2: Relations de voisinage
Leon 3: Recontres amoureuses
Dossier 2: Tout travail mrite salaire
Leon 1: Recherche d'emploi et presentation en situation professionnelle
Leon 2: Conseils pour les entretiens d'embauche
Leon 3: Expriences de stages en entreprise
Dossier 3: Vous avez dit France?
Leon 1: Strotypes: les Franais vus d'ailleurs
Leon 2: Tourisme vert et tourisme insolite
Leon 3: Qualit de vie Paris/province
Dossier 4: Mdiamania
Leon 1: Presse crite et autres mdias
Leon 2: Faits divers dans la presse et la radio, tmoignages
Leon 3: Critiques de film et festival de cinema
Dossier 5: Le monde est nous!
Leon 1: Souhaits et aspirations pour demain
Leon 2: Projet de vie: l'humanitaire
Leon 3: Ralisation d'un rve
Dossier 6: Alternatives
Leon 1: Changement de vie, de voie professionnelle.
Leon 2: Exploits et russites
Leon 3: Choix de vie
Dossier 7: (duc)actions
Leon 1: Sensibilisation l'environnement et l'opration Dfi pour la Terre
Leon 2: Lecture et culture, Lire en fte
Leon 3: Parit, Journe de la femme
Dossier 8: attitudes urbaines
Leon 1: Nuisances: le bruit, la fumme
Leon 2: Comportements dlictueux et ractions
Leon 3: Vivre dans son quartier: polmiques et civismo
Dossier 9: Ego.com
Leon 1: Gnration Internet
Leon 2: Innovations technologiques
Leon 3: Ateliers d'criture: les Franais et la passion d'crire

PATTERNS OF INTERACTION
We observed the class of the teacher is very focused in the topics, the teacher
doesnt involve topics of the other things (personal life or why do you came late,
etc) he only centers his class in explaining his topics.
He sometimes put the students to think because he doesnt explain all (sometimes
he speaks in Spanish). Sometimes when he is speaking he writes on the
blackboard too.
He makes questions all the time about each topic that hes teaching. Also there is
much interaction between the students and the teacher; he usually asks questions
like these:
Teacher: Esta claro?
Teacher: a va?
The teacher Victor also maintains close to the students but he the most of times is
centered in the students that are learning and participating ( he is centered in two
students particularly )















EXTRA CURRICULAR ACTIVITIES
Smile U questions E
Eye contact O hand movement
U
U
U
The teacher smiles when the students are
learning. Symbol U
O
The teacher makes visual
contact all the time in the
classroom. Symbol O
O
O
The teacher asks questions to know if the
students are learning. Symbol E
E
E
The teacher moves the hands all the time
in the class (questions). Symbol

Material content:
Student Book: ALTER EGO A2 (theory, exercises and CD)
Book of exercises: CAHIER dactivites (exercises)
Support book: French grammar in Spanish.
CD with hearings of class Solucionario (in PDF) of ALTER EGO.

On several occasions the teacher Victor Wednesday afternoon and uses his
personal time to give extra classes to the students for explain different topics to
clarify them.
The teacher victor all the time orders cards to the e-mail which must realize in the
house based on the book. The cards focus in the oral comprehension, written
comprehension and reading compression.
this work for the house is essential, since in these cards it is that the whole
following class was based; forcing the students to the making(preparation) of these
like requisite to be focused in the class.

3.3 ABOUT THE THEACHER
BIO INFORMATION AND EDUCATIONAL BACKGROUND
The teacher Victor Romero realized its university studies in modern languages in
the Valle University. It is there where it began and called licentiate in modern
languages finished the career, also a didactics Master realized for the foreign
languages education in Paris France and later also a master in pedagogic
commission the same way in Paris France. Finally he adds to its studies a big
variety of workshops and courses which the ha realized so much in Quebec,
Montreal and Alberta Canada as also in Colombia

POINTS OF VIEW ABOUT EDUCATION
He thinks that the impact of education is something that is measured in the
medium term or long-term and he is going to see when it is in front of one of their
students and try to find or remove information to know what it is, thereby moving a
little to that French culture that we don't have.

Since that has exercised his profession as a teacher, normally searches out book
because it can be very boring, and use this teaching strategy in order that we can
learn through them a bit of their culture, as they are and how they think and say
that etc. An authentic document there to prepare it, didactic and useful document
So that we may learn something.

Professor Victor for the role of educational materials within the classroom is that
they present a cultural aspect and socio-cultural of that language, and thanks to
them we learn to seek information. All authentic document is a pretext so that we
may learn something.

Finally the adds that we should be teaching to learn in order, that is to say, one
should dispense. The teaching material is fundamental because it reflects a little of
that life that is in that country and it is used as a pretext to learn a topic or
something.


OPINIONS FOR STUDENTS WITH ACADEMIC DIFICULTIES esto es el punto
que sigue en la parte de abajo fijate
3.4 ABOUT THE STUDENTS
Mostly the students of the teacher victor answer that the main reason of being in
class of French is for pleasure and some others say that is by requirement of the
university.

The opinion about teacher Victor Romero is diverse although most of students
think that the teacher Victor is very good and explains the topics very well. Other
students speak badly about the work of the teacher Victor but alone sound few
ones and there are those who have had problems with the style of the class or of
personal nature. And the opinion about the class itself, students say that they work
with the book and also they do activities of listening and they feel good because
the teacher makes them to think so they see the class like a feedback class.

3.5 TIME MANAGEMENT
The time is not distributed in an arbitrary way. In every class it is different;
everything depends on the understanding of the students in accordance with the
topic, the class advances depending on the topics, the cards of study and the
behavior and development of the class





4. CONCLUSIONS
PARALLEL BETWEEN EXPECTATIONS AND WHAT WAS FOUND
To find what are the negative factors that complicate the learning of a
second language.
To know which is the purpose of the students for learning a second
language.
To know which is the methodology of teaching used by the teacher ( Victor
Romero)
To know what are the classroom materials used by the teacher
To collect information realized in the classroom get close to the aspects
involved and the learning and teaching process
To improve the quality of teaching, it means, to keep in mind our
observation realized to select which elements or methodology of teaching
are more efficient at the moment of teaching a second language
Found that some of the things that complicate the learning process of a second
language, is the listening and writting in the classroom, the teacher has a recorder
but didnt use it during our time of observation, it is only use for the final test, the
purpose for some students in the process of learning a second language is to get a
job as a teacher, translator etc. or traveling to other country to live and work there,
the teacher uses some materials like books, workshops (chips) that send to the
students E-mail with the recorder,
IMPRESSIONS ABOUT OBSERVATION
We can observed that the teacher uses good materials for the teaching process of
a second language and some students enjoy it, when the professor puts them to
discover for themselves.
SUGGESTIONS FOR THE TEACHER
Victor is a good teacher, he tries to explain the topics in the best way that his
students can understand him; he tries to put them in a test series leaving that they
learn through themselves. We think that is a good strategy in this process of
learning/ teaching. But we suggest that he should try to use more the recorder
during his lessons, because is a really important skill in this process.



5. THANKS TO
We are very grateful with the teacher Victor Rivera; he is not only an excellent
teacher if not an excellent person, so we are very grateful with him for giving us the
opportunity for realizing this work of observation.
Also we are grateful with the students for giving us their time and opinions about
the class itself and about the teacher.

6. ANEXES
6.1 QUESTIONS TO THE TEACHER





UNIVERSIDAD SANTIAGO DE CALI

SURVEY ADRESSED TO THE TEACHER

Querido profesor;
La encuesta que usted tiene en sus manos esta desarrollada con el fin de saber cuales
son los factores que usted tiene en cuenta para ensear y como ve usted la motivacin de
los alumnos por aprender una lengua extranjera en este caso del francs.

1. Me reno peridicamente con los docentes del mismo grado y/o asignatura para
comparar con otros centros y proponer mejoras a nuestras prcticas pedaggicas?

o Frecuentemente
o Siempre
Casi siempre
o Nunca
o Casi nunca

2. Tomo en cuenta la opinin de mis alumnos para mejorar mi prctica pedaggica?

o Frecuentemente
o Siempre
Casi siempre
o Nunca
o Casi nunca

3. Cree usted que los estudiantes estn motivados por aprender?

o Frecuentemente
Siempre
o Casi siempre
o Nunca
o Casi nunca

4. Apr eci an mi s al umnos mi desempeo docent e?
Si
o No
Porque? Lo muestran en el inters por los temas que se presentan





6.2 QUESTIONS TO THE STUDENTS







SANTIAGO DE CALI UNIVERSITY

SURVEY ADRESSED TO THE TEACHER

Querido estudiante;
La encuesta que usted tiene en sus manos esta desarrollada con el fin de saber cmo es
el desempeo del profesor en clase frente a la enseanza de una lengua extranjera, en
este caso el francs.
1. Cree usted que el profesor est motivado por ensear?
o muy satisfactorio
o satisfactorio
o normal
o poco satisfactorio
o insatisfactorio

2. Considera usted que el profesor responde con claridad las preguntas que los
estudiantes le hacen en clase sobre la materia?
o muy satisfactorio
o satisfactorio
o normal
o poco satisfactorio
o insatisfactorio

3. La metodologa y la actuacin del profesor te parecen?
o muy satisfactorio
o satisfactorio
o normal
o poco satisfactorio
o insatisfactorio

4. Este profesor procura saber si los estudiantes entienden lo que explica?
o muy satisfactorio
o satisfactorio
o normal
o poco satisfactorio
o insatisfactorio





Questions Answers



1. Cree usted que el profesor esta
motivado por ensear?

Student 1: Muy satisfactorio
Student 2: Muy satisfactorio
Student 3:Muy satisfactorio
Student 4:Muy satisfactorio





2. Considera usted que el profesor
responde con claridad las preguntas que
los estudiantes le hacen en clase sobre la
materia?


Student 1: Satisfactorio
Student 2: Muy satisfactorio
Student 3:Satisfactorio
Student 4:Muy satisfactorio


3. La metodologa y la actuacin del
profesor te parecen?


Student 1: normal
Student 2: Muy satisfactorio
Student 3: Muy satisfactorio
Student 4: Muy satisfactorio


4. Este profesor procura saber si los
estudiantes entienden lo que explica?

Student 1: Satisfactorio
Student 2: Muy satisfactorio
Student 3: Muy satisfactorio
Student 4: Muy satisfactorio


ANALYSIS OF THE ANSWERS (students survey)
1. Cree usted que el profesor est motivado por ensear?








Muy
satisfactorio
Satisfactorio
normal
poco
satisfactorio
insatisfactorio


2. Considera usted que el profesor responde con claridad las preguntas que
los estudiantes le hacen en clase sobre la materia?








3. La metodologa y la actuacin del profesor te parecen?









4. Este profesor procura saber si los estudiantes entienden lo que explica?




Muy satisfactorio
Satisfactorio
Normal
Poco satifactorio
insatisfactorio
Muy satisfactorio
satisfactorio
normal
poco satisfactorio
insatisfactorio
Muy satisfactorio
satisfactorio
normal
poco satisfactorio
insatisfactorio

6.3 PICTURES


PICTURES INSIDE OF
THE CLASSROOM
THE TEACHER AND
THE CLASSROOM
THE TEACHER
EXPLAINNING A TOPIC