VISE II

Practicum Portfolio

Name: Camila Trujillo Quevedo

Carreer: Pedagogía en Inglés
VISE II made in: Joaquin Edwards Bello
 Introduction

When I started VISE I it was the first time I ever introduced myself to a classroom, I didn’t
expect finding myself dealing with it and accomplishing certain activities with the students.
But this VISE II was totally different to me, because I was able to teach students in a
matter of minutes and they had a great response. I can define this VISE II as unexpected.

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 Index

Introduction ................................................................................................ 2

Index ................................................................................................ 3

Course program ................................................................................................ 4-6

School Information ............................................................................................ 7

Reports and Reflections ................................................................................... 8-11

Assignments ................................................................................................ 12-15

Reference Material and Web Pages and links consulted ............................... 16

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 Course program

VISE II

“Descubriendo la relación entre la Teoría y la Práctica”

IDENTIFICACIÓN DE LA ASIGNATURA

Nombre de la asignatura: VISE II

Profesor: Prof. Isabel Vásquez Vicencio / Rodrigo González Salinas.

Carrera: Pedagogía en Inglés

Pre- requisitos: VISE I

DESCRIPCIÓN DE LA ASIGNATURA

Curso de modalidad de taller el cual está centrado en la “búsqueda de respuestas sobre

actitudes y comportamientos en las interacciones humanas; en su necesidad de teorizar”.
Esta práctica, junto con la práctica I (Vise I) deben ayudar al alumno, de manera efectiva,
a desarrollar el eje sólido y férreo entre la Universidad, los establecimientos
educacionales y la comunidad.
Luego de las primeras observaciones en el establecimiento educacional, se pretende que
a través de este taller los estudiantes logren encontrar explicaciones teóricas y prácticas
acerca de lo que observan.
Se solicitará a los alumnos que practiquen un comportamiento libre de prejuicios y
estereotipos, que se planteen valóricamente con relación a las interacciones
interpersonales, que reflexionen sobre su cultura personal y se abran a su
enriquecimiento.
Este es el segundo paso del acercamiento gradual y creciente, que deberá hacer todo
alumno de pedagogía, a la realidad de los establecimientos educacionales, a su entorno y
aula mediante la realización de trabajos prácticos en el desarrollo del currículum.
Esta asignatura precede a las metodologías y es la base sobre la cual cada alumno
construirá su propia teoría de la enseñanza.

OBJETIVO GENERAL

Ayudar a que los estudiantes en práctica crean en sí mismos y en sus potencialidades

para ser exitosos y así poder tomar decisiones, socializar, llevarse bien con los demás,
trabajar en equipo, negociar honesta y hábilmente, asumir liderazgo y compromiso con los
conocimientos logrados.

OBJETIVOS ESPECIFICOS

1. Desarrollar la capacidad de reconocer errores, de reconocerse como modelos para los

alumnos y de afianzar la vocación de profesor.

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2. Reconocer y fundamentar teóricamente que la afectividad es uno de los principales
factores en el logro de los aprendizajes.
3. Apreciar el conocimiento como fuente del desarrollo personal y profesional.
4. Fundamentar teóricamente una cultura de aprendizaje y un ambiente educativo
respetuoso y libre de peligros y amenazas.

UNIDADES TEMÁTICAS

Unidad temática Nº1

“Los errores como fuentes del conocimiento: desarrollo personal y profesional. “

Contenidos:

1. Los errores como fuente de conocimiento.

2. El conocimiento como fuente de desarrollo personal y profesional.
3. Vocación de profesor dentro de una sociedad globalizada.

Actividades:

Al nivel de Talleres Vises y Escuela

· Relatos de experiencias vividas en la VISE I y las que se vivirán en la VISE II, asociarlas
con errores vividos u observados..
· Análisis conceptual, bibliográfico y de comparación.
· Análisis de situaciones relacionadas con la teoría y la práctica.
· Utilización de matrices para identificar errores, proponer soluciones y estrategias de lo
observado en la escuela.
· Lecturas individuales y/o grupales.

Unidad Temática Nº 2

“Las relaciones afectivas positivas: Condiciones necesarias para un ambiente de

aprendizaje”

Contenidos:
1. Relaciones afectivas positivas.
2. Ambiente de Aprendizaje.

Actividades:

Al nivel de talleres:
· Orientaciones para trabajar objetivos transversales.
· Elaboración de una propuesta para la realización de actividades en el aula sobre la base
de los OFT presentes en el programa de curso correspondiente al nivel.
· Registro, presentación y discusión de eventos pedagógicos relevantes en la escuela.
(Portafolio). Énfasis en las relaciones interpersonales.
· Análisis de variables o factores que inciden en el ambiente de aprendizaje.
Al nivel de Escuela:
· Selección de un OFT y desarrollo de un programa que se pueda ejecutar en la
ACLES (actividades curriculares de libre elección), de acuerdo a lo planificado en el
establecimiento.

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· Elaboración de estrategias para mantener, y mejorar las relaciones afectivas y el
ambiente de aprendizaje.
· Observación, recolección de información y participación en las actividades al interior de
la escuela.

Unidad Temática Nº3

“Competencias que debe desarrollar el Profesor (a) “

Contenidos:

1. Capacidad de asumir la formación ética de los alumnos de los establecimientos

educacionales.
2. Capacidad de creer en la persona y en su potencial desarrollo.
3. Capacidad de apreciar el conocimiento como motor de desarrollo personal.
4. Capacidad de comportarse de manera solidaria con los demás, ( alumnos, compañeros
de trabajo, y diversos actores del ambiente educacional)

Actividades:

Al nivel de talleres

· Discusión socializada
· Trabajo en grupo cooperativo
· Demostraciones
· Simulaciones
· Análisis de contenidos
Al nivel de Escuela
· Observación participante
· Entrevistas
· Elaboración de cuestionario.

METODOLOGÍA

El curso será entregado de manera teórica-práctica, a través de la modalidad de Taller.

En general se trabajará de la siguiente forma:

· Análisis crítico y comprensivo de las experiencias vividas y observadas.

· Registro de eventos pedagógicos de acuerdo a cada una de las Unidades
temáticas del Programa de Curso. (Portafolio)
· Confección de un Portafolio pedagógico destinado a la recopilación,
presentación, y análisis de las experiencias pedagógicas durante el período de
práctica.
· Lecturas obligatorias y discusión socializada.

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 School Information

Joaquin Edwards Bello is a mixed primary school which is located in Rodelillo Avenue
4110. The school counts with a normal size sport field and large halls that lead to the
classrooms. Every course has twenty eight students proximally and it is divided by sex
excepting for some courses which are mixed or include two or five students’ men or
women as a minority.
Most of their students have a violent or bad behavior with its classmates or teachers,
probably due to family problems. That’s why the school’s gold is to teach them good
manners and values as much as possible.

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 Reports and Reflections

A.Observation stage.

a)Pedagogical event Nº1

I was with an 8º grade class, from the 28 students, 2 are male and so, when the teacher
comes in saying hi “Good morning….” She says “Good morning girls, which I found a little
disrespectful and I said instead, “Good morning students”. After that I notice she referred
to their students very informal such as: “Cariño tienes que hacer esto, etc.” But the results
were surprising, because the students felt warm with her and they felt they could be
themselves which sometimes tended to make them cross the line, but she instantly
stopped them showing them who is the authority of the class.
Another incident that I found interesting is that while I was assisting some students which
called me for help, one of the girls got mad because I wasn’t there immediately, instead I
told her to wait while I was busy, by the time I was there to assist her, she ignored me like I
wasn’t even talking to her. The teacher realized and she called her out of the class, she
spoke with her in such way that when she came back to the classroom, her attitude was
completely changed and she opened herself to my assistance.

b) Reflection Nº1

I think that her attitude was a little bit informal, but then I learned that it shouldn’t be a
problem when you are treating students with respect and at the same time making them
feeling warm so they can cooperate with you.
It is important to make them feel that we are not there teaching because of money but
because we love what we do, despite of the stress and hard work.
In the matter of that student that ignored me, I thought it was a great management of the
situation in order to apply it in the future because, when you call a students’ attention in
front of the class, they will feel embarrassed and frustrated but If you tell them they are
wrong, privately, you are giving them a chance to improve without putting them in an
awkward moment.

B. Team-teaching stage.

a) Pedagogical event Nº2

In the beginning of June, I asked the teacher when could I make an activity by myself and
she immediately propose me to do it next week, she gave me her e-mail address so I
could mail it to her and she could print it at school and also to assist me, then we postpone
it one week more because her students were taking a test.
By the time I had to bring it, we couldn’t do it because of the world cup and she told me to
give it to her that she would definitely use it the next time.
The subject was “Present Simple” and “How much/How many”, I planned It this way

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First I was going to explain the meaning of cryptology so they could understand the game,
and I was going to use it with the purpose of hooking them to next assignments, the
hidden message was “Have fun at learning!” and then we would work with the present
simple. After that I planned to explain with a little more content about the how much and
how many but doing some short exercises, changing some words trying to make it a bit
funny.

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b) Reflection Nº2. “Interactions in the classroom”

I did a lot of things during VISE II, such as correcting tests, checking hand outs, assisting
students, giving instructions, etc. It was a great experience because If there was any
difficulty presented, I was able to handle it and the teacher always stood there supporting
me, never quitting her role.
The students were sociable and they tended to help me while I was also helping them.
It was unfortunate not being able to performance the activity myself but the teacher
managed to accomplish it.

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 Assignments

Assignment Nº1

The most shocking factor of observation in the classroom was to see the lack of resources
to performance a class, the students were kind of violent and their appearance didn’t
always look clean. The teachers’ frustration is huge because of the students’ personal
problems, and the lack of resources, etc. Still they try to do their best at teaching them and
encourage them to learn.

Assignment Nº2

Name of student: Camila Trujillo Quevedo

Name of School: Joaquin Edwards Bello School
Number of Students: 28 and 33
Grades: 8th and 5th grade

Task 1:
The School:
Joaquin Edwards Bello is a mixed primary school which is located in Rodelillo Avenue
4110. The school counts with a normal size sport field and large halls that lead to the
classrooms. Every course has twenty eight students approximally and it is divided by sex
excepting for some courses which are mixed or include two or five students’ men or
women as a minority.
Most of their students have a violent or bad behavior with its classmates or teachers,
probably due to family problems. That’s why the school’s gold is to teach them good
manners and values as much as possible.

The classroom:
The classroom size is adequate for its 28 students, they have enough space. The light is
favorable, the whiteboard is précised and the classroom has furniture on the back, I’m not
sure whether the students use it or not.
The students are quite respectful with their teacher and me. Despite they tend to be unquiet,
they listen and obey to the teacher’s orders.

The activities & resources:

a) In this three classes I’ve been in, the teachers has worked by writing on the whiteboard
and assigning different exercises to the students such as: Completing sentences, asking
questions, translating, etc. The last time they were evaluated while doing a dialogue.
They tend to ask a lot since they are not enough engaged to the subject but still they work
on what they must and achieve the targets.
b) The resources the teacher uses come from the government book (just like all students)
and her own researches.
The school counts with a library where the students can find magazines, newspapers and
some history books. The class hasn’t used so many resources from the school, more than
the book and some handouts at least in one of the three classes I have assisted to.

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Task 2:
1.- The learners
Most of learners aren’t motivated in the language learning. They don’t take part in their
own learning. I could find from one to five students who really study for the tests and show
interest in English. The rest of the class, most of them expect the teacher do most of the
things. Most of them are very lazy and careless about grades but highlighting that the
teachers threats them or makes them consider their irresponsibility, they act on this by
completing the tasks.

2.- Behavior during class activities

The teacher makes them work on many different activities but not quite motivating them.
Once they are showing they aren’t interest, the teacher talks to them changing their minds
by making them feel comfortable, being funny or warning them.
When issues come up, for instance, when a student’s is turning violent or disrespectful, the
teacher goes for a first warning, if the student doesn’t listen, the teacher calls her/him
outside of the classroom to talk to them, she gives them the opportunity to change their
attitude and they come inside with a different and calm air.
Some female students are very complicated in terms of managing violence or anger. They
need to be treated by making them understand the reality of the situation and sometimes be
talked with a strong and respectful voice.

3.- Discuss the learning styles and levels of English in the classroom.
The styles of English in the classroom are very simple because they have a basic level of
English. As many of them present difficulty in the subject, little by little they need to learn
a short quantity of information with specific targets. So, they go straight to what they are
going to be asked, more than what they could learn about English itself.

Assignment N°3

Name of student: Camila Trujillo Quevedo

Name of School: Colegio Joaquin Edwards Bello
Date: June 9th, 2010.

Task Nº1: Collaboration activities

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1.- Since I started going to School, I have been able to work as the teacher assistant. The
first day I just observed the classroom atmosphere but from then, I have assisted the
students while the teacher gives an activity and also to keep the order between them. The
last two classes the teacher has given me the opportunity of taking her place by giving
instructions of some task or other purpose of attending, assisting and helping me when I
was in her position.

2.- The classroom atmosphere is passive. The students pay attention when we direct
ourselves towards them. They show respect to me as I to them. Sometimes, some of them
don’t focus on the task I’m giving or they are distracted which intercedes with the
classroom’s learning. In that case, I call their attention. For instance, I make them focus on
me by insisting an answer to what the task consisted on.
During this process, she has had the caring of following me with that most of them are girls
and two boys. They have shown once or twice some conflicts between them. I have
perceived that because of personal problems they have a complex attitude and therefore a
complicated reaction to difficulties, between them while we are teaching them. In this case,
the teacher talks to them personally and they effectively respond to it.

Task Nº2: Reflection

Since the very beginning, each day that passes has made me realize that I like the classroom
atmosphere. While I assist the students and also the teacher, I feel useful in terms of
educating and accomplishing that one or more students may understand the English
teaching when they aren’t even fond of it.
It is complicated to make students focus on something they may don’t like and then you
tend to look for your own ways of getting an answer from them and when you realize you
can be able to achieve this, it is a great satisfaction. Maybe they won’t retain the English as
a matter itself but they may remember the situation or context where they learned
something about it, as a game for example.
Another aspect that I liked about assistance is that you can actually start evaluating yourself
at interaction with students; you can distinguish your performance by the answers you get
at dealing with all kinds of personalities and ages. So then, in the future, you will know
what kind of audience you may be able to manage yourself better. In my personal
experience, I still don’t know, but I do enjoy the challenge of dealing with 5º and 8º grade.

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Assignment N° 4

OFT: Persona y su Entorno referidos a hábitos de trabajo: aplicación de criterio s de

sentido, calidad, productividad, responsabilidad, y actitudes respecto al mismo,
perseverancia, rigor, creatividad.

This activity will be applied to an 8th grade. Since the last subject we saw in classes was
the present simple. Students will work in pairs. Each pair will get a handout with cartoons
where they will have to create a dialogue by using Present; this activity is totally under
their control l because they will get the opportunity to create a situation. They will have 15
minutes to decide what they are going to talk about and then 15 minutes more to check the
sentences with me. After, they are ready; I will ask them to perform the dialogue in front of
the class. This way, we can help them to start trusting in their partners and also the rest of
the class because they will have to listen to them. In the development of this activity they
will practice, their pronunciation and their confidence. We will give them the chance of also
criticize their classmates by saying what they think about the performances, with respect,
in order to make them feel encouraged to improve and lose the fear of accepting advices
and criticism to themselves an d their classmates.

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Reference Material and Web Pages and links consulted

http://www.scribd.com/doc/17547686/Pedagogical-Artifacts

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