University of Alacant

University of Alicante

Practicum I
Name Surname1 Surname2 12.345.678-H
Degree in Primary Education - 2014-2015
University of Alicante

Internship Tutor at the UA:

First name Last name1 Last name2
Internship tutor at the School Center:
First name Last name1 Last name2

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INDEX
0. INTRODUCTION...............................................................................p.3
1. OBSERVATION, ANALYSIS AND CRITICAL REFLECTION OF SCHOOL
REALITY......................................................................... pg.3
a. Description of the center................................................. page 3
b. Socioeconomic, environmental, cultural and sociolinguistic context of the
center...................................................................... pg.4
c. Organizational and academic description of the center....................pag.5
d. Analysis of the Center's Educational Project........................ page 6
e. Analysis of the Center's Language Project...................... page 6
f. Analysis of the Annual General Program....................... page 7
g. Analysis of the Internal Regulations ..................... page 10
h. Analysis of other documents........................................ p.12
i. Didactic programs (cycle)...........................................................p.15
j. Teaching coordination.................................................. pg.16
k. Relationship of the center with institutions and the educational
community................................................................. pg.16
2. OBSERVATION, ANALYSIS AND CRITICAL REFLECTION OF THE REALITY
OF THE CLASSROOM............................................................................... pg.17
a. Classroom organization and operation........................... pg.17
b. General and psycho-evolutionary characteristics of the group/class.
............................................................................... pg.18
c. Specific educational support needs...................pág.19
d. Didactic programming in the classroom................................... pg.20
e. Analytical and critical description of collaborative teaching and
organizational activities with the mentor
teacher......................................................................... pg.20
f. Tutoring...................................................................... page 21
g. Collaboration and coordination with families and/or institutions.
................................................................................. page 22
h. Theoretical-practical linkage............................................ page 23
3. OTHER ACTIVITIES PERFORMED...................................... page 23
4. CONCLUSIONS AND/OR PERSONAL REFLECTION........................ page 24
5. REFERENCES.................................................................................p.25
6. ANNEX............................................................................... page 25
0. INTRODUCTION
In this report I will give an account of the experience I have lived as a
future teacher. During the entire period covered by the Practicum I, from the date
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November 4, 2014 until December 22, 2014, I have delved into the reality of an
educational center in particular, I have acquired the role of teacher to study the
operation and organization of an educational center, in general, and specifically
within the classroom of 4th grade primary A. The place of practice is the Public
School of Infant and Primary Education "La Paloma" in Aspe (Alicante).
This report is divided into two large blocks: the first includes the points
where the analysis and critical reflection of the reality of the center and the
classroom is carried out, this involves the analysis of all the documents that
govern, organize and manage the school and the documents used by teachers
to organize their classes; and the second block is composed of: conclusions,
personal reflection, references and annexes.

1. OBSERVATION, ANALYSIS AND CRITICAL REFLECTION OF THE

SCHOOL REALITY
a. Description of the center.
The public kindergarten and primary school "La Paloma" is organized in
two buildings, located at a distance of 400 meters. One of the buildings is for
primary education and is located at 40 Virgen de Esperanza Street, the second
is for early childhood education and has a special education classroom and is
located at 47 Barítono Almodóvar Street. The main building, where I did my
internship, has two floors: en la planta baja hay un despacho para dirección,
jefatura de estudios y secretaría; un sala de archivo; una sala de reprografía; un
despacho habilitado para el Psicopedagogo, Trabajadora Social y junta del
AMPA; un aula de música; una sala de Informática room with 16 computers;
Physical Education teacher's office and two storage rooms for sports equipment;
Religion classroom; Therapeutic Pedagogy room; teachers' room; janitor's office;
a teachers' toilet; two toilets for students and AMPA's office.

With the code 030022664, it is a public center dependent on the

Department of Education and Culture of the Generalitat Valenciana. Therefore, it
is a publicly funded center. The school is maintained by the City Council. This
institution also subsidizes certain activities throughout the school year,
depending on its budgets and availability.
The current educational levels are: 4 units of kindergarten education; 7
units of primary education, distributed in one line per year except in 4th grade of

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primary education, where there is a split in this year; and 1 unit of special
education. The split that has occurred in 4th grade is due to the number of
students who once enrolled in 3rd grade, my tutor says that there were about 40
students; but in recent years, due to the emigration of parents in search of
greater possibility of finding work the ratio has decreased, it is thought that if
these students do not return next year the two lines will surely be joined next
year.
The teaching staff of the center consists of 16 teachers, 1 speech therapy
specialist, 1 psychopedagogist and two P.T. specialists. The non-teaching staff
consists of an educator, a physiotherapist, a social worker, two janitors and two
cleaners.

b. Socioeconomic, environmental, cultural and sociolinguistic

context of the center.
The school "La Paloma" is a center located in the south of Aspe
(Alicante), a town of about 21,000 inhabitants, in the so-called Vistahermosa
neighborhood. The predominant type of housing in the area is first floor houses
and blocks of subsidized housing. Access to the center is mainly on foot and
there is no school transportation.
In terms of services, the neighborhood has two green areas:
"Vistahermosa" and "Colorines" parks; sports areas of nearby schools (IES La
Nía, named for being located in a place with the same name, IES Valle de Aspe
and CEIP Vistahermosa); cultural areas such as the Wagner Theater, and other
services such as Mercadona supermarket, a pharmacy, small stores (bakeries,
haberdasheries, greengrocers, bars,...).

The economic level of the families is medium-low. Generally speaking,

the families have low professional qualifications and a medium-low sociocultural
level. Most of the families are Spanish-speaking. Among the most representative
occupations are marble worker, plastic worker, farmer, shoe worker and grape
harvester (during the grape season).

c. Organic and academic description of the center.

The information on the organic and academic description of the center is
detailed in the document "Reglamento de Régimen Interno" (Internal

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Regulations of the Educational Center). This document will be analyzed later; for
this point I will only select the information necessary to complete the
organizational and academic description of the center.
As can be seen in the organization chart, the maximum representative
both inside and outside the School Center would be the Director, together with
the Head of Studies and the Secretary, forming the Unipersonal Governing
Body. Next would be the Teaching Coordination Body composed of the Special
Education tutor, the Therapeutic Pedagogy specialist and the coordinators of
each cycle, in which my tutor would be included. On the other hand, although it
is not stated in the organization chart, there would be the Pedagogical
Coordination Commission composed of the Director, the Head of Studies and
the coordinators of each cycle, if we add to them the two specialists of the
center, we would have the Staff. In addition to all these collegiate governing
bodies, the center has other non-collegiate bodies that make up the
complementary or service personnel, such as: the janitor, canteen monitors, etc.
The functions of each governing body, as well as the different
committees, will be detailed in the analysis of the Internal Regulations.
d. Analysis of the Educational Project of the Center.
According to the Resolution of July 15, 2014, the document "Proyecto de
Centro" includes the rest of the relevant documents for the correct functioning of
the school. The center where I have done my internship is in transition period
and still works with the Educational Project of the Center, therefore, it has all the
documents for a correct functioning of the center outside the PEC, such as: the
Coexistence Plan, Reading Promotion Plan, Internal Regulations of the center,...
that we will analyze in the following points.
We begin the analysis of the Center's Educational Project with a brief
definition: it is a document that materializes the decision-making process that
defines the identity of a center and the stages or teachings that take place in it.
One of the first points of the PEC refers to the general principles that the
school sets for itself, pointing out the following as the main ones: to be a
pluralistic, secular, democratic and cooperative school, for which it sets
objectives such as: to respect the evolutionary age of the child, to form children
open to change, critical, creative, cooperative, autonomous, active and curious,
to value the environment, to achieve a close collaboration with parents, to keep

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in mind the equality of sexes, cultures and languages, to have continuity and
coherence of all the stages of the educational system, to establish objective
conditions for the evaluation of the processes of the students,......

e. Analysis of the Center's Linguistic Project.

The school, as mentioned above, is located in a town declared a
Spanish-speaking town by the Law on the Use and Teaching of Valencian. In
order to comply with Decree 127/2012, of August 3, of the Consell, a basic
linguistic plan, where English and Valencian language were reduced to the
corresponding linguistic areas, is abandoned for a Plurilingual Program
d'Ensenyament en Castellà (PPEC) in the 2012-2013 school year. According to
this decree, multilingualism must currently be established in the infant stage and
in later years, gradually, in the primary stage as well. In the center there is a
Center Linguistic Project that already contemplates this situation. This project
contemplates objectives that promote the progressive introduction of the use of
Valencian and English language in non-linguistic areas to promote its social use,
for example, Valencian language is used for Physical Education classes and
subjects that include the area of artistic education and music in English
language.

The actions that appear in this project concern the administrative field:
elaboration of some documents; in the field of management and pedagogical
planning: games, songs, murals, posters, cards; and in the area of interrelation
with the family environment of the center: elaboration of activities in Valencian
language and participation in the celebration of festivities typical of our
community and of the English traditions. He does not comment on the rest of the
areas.

f. Analysis of the Annual General Program.

According to the Decree 233/1997 of September 2, 1997 of the Valencian
Government, in article 93, the Annual General Programming will be constituted
by the set of actions derived from the decisions adopted in the educational
project of the center and in the curricular projects, which will be carried out each
academic year.
Next, I will analyze the document, which initially presents the pedagogical

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criteria chosen for the elaboration of the students' timetable, of which, I would
highlight the following for primary school: the time distribution has been made
respecting the time proportion between the different areas, marked by the
Resolution of July 15, 2014; the available hours of the teachers have been
distributed in such a way as to ensure direct attention to all students and it has
been ensured that the instrumental subjects coincide with the hours of higher
student performance.
The following that appears in the PGA is an annex of extracurricular and
complementary activities, not the educational project of the center or its
modifications, nor the curricular project of the stage or its possible modifications,
these documents are outside the PGA (attached activities in annex 26). I will not
talk about all the extracurricular activities, but only about those presented for the
level in which I did my internship, fourth grade, and those that coincided in my
internship period, but together with the City Council, Red Cross, Provincial
Council and other entities and organizations, there were more scheduled for the
whole school year.
The first was November 27, 2014, the students of the Day Center "El
Puente", a center for people with disabilities in a situation of dependence,
attended the school for the Art Education session to paint, jointly with the
students of the school, umbrellas in order to decorate them.
Another activity was on December 3, although it was proposed for the
months of October or November by the Provincial Energy Agency of Alicante,
but finally that date was chosen. It consisted of a 45-minute talk on awareness
and the rational use of energy in the home, aimed at raising awareness among
students to minimize energy consumption in society in order to reduce
environmental impacts through improved energy efficiency, energy savings and
the promotion of renewable energies in the province.The aim was to raise
awareness among students to minimize energy consumption in society in order
to reduce environmental impacts through improved energy efficiency, energy
saving and the promotion of renewable energies in the province.
And finally, to end the quarter, on December 22 from 9:00 to 13:00 is
scheduled an outing to see the Bethlehem of the town hall of Aspe and the
decorations of the surrounding streets.
In the following pages of the PGA I find information such as: the total

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number of students in the school is 130, of which 34 belong to the two lines of
fourth grade and in the linguistic programs they are in, which in my case are all
belonging to a PPEC; the general schedule of the center is in the morning from
09:00 to 13:30 and in the afternoon from 15:00 to 16:30:00 to 13:30 and in the
afternoons from 15:00 to 16:30; it has dining room service from 12:30 to 15:00;
and the programming for fourth grade is based on the books of the Santillana
publishing house, except for foreign language that uses Oxford and for religion
that uses Bruño.
The following is a list of the center's teachers, with their personal
schedules and a summary of the total weekly hours they work and how they are
distributed to meet the 37 hours and 30 minutes established.

To finish with the analysis of the PGA, it shows us two calendars, the first
one offers a calendar with the dates of the evaluations and delivery of this
information to the parents (attached in Annex 27); during my internship period it
coincided with the first evaluation on December 9 and with its publication on
December 17. The second calendar shows the meetings of the school's
governing bodies (see appendix 28 for this information): the faculty, in the first
days of the term meets once a week, but once the routine begins it meets every
3 or 4 weeks; the school council, also meets every week during the first weeks
and then every month; and finally the pedagogical coordination, had two
meetings, one on October 22 and the other on December 17. And now, to
conclude, I would like to write down some of the functions that I consider most
relevant for each of the bodies; if we are talking about the staff, I would highlight
the following: formulate proposals addressed to the management team for the
elaboration of the educational project and the annual general program, establish
the criteria for the elaboration of the stage curricular projects, approve them,
evaluate them and decide on their possible subsequent modifications in
accordance with the educational project, approve the teaching aspects of the
annual general program, in accordance with the educational project, and report
on it before its approval.The Committee shall approve the teaching aspects of
the annual general program, in accordance with the educational project and
report on it prior to its presentation to the school board, as well as the end-of-
year report, coordinate the functions related to guidance, tutoring, evaluation and

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remedial teaching.n, tutoría, evaluación y recuperación de los alumnos, analizar
y valorar los resultados de la evaluación que del centro realice la Administración
Educativa o cualquier información referente a la marcha del mismo, analizar y
evaluar los aspectos docentes del proyecto educativo y la programacióTo
participate in the planning of the center's teacher training and to elect its
representatives in the teachers and resources center, to approve the general
planning of the evaluation sessions. If we talk about the school council I would
highlight: formulate proposals to the management team on the annual
programming of the center and approve the educational project, without
prejudice to the competences of the teaching staff, in relation to the planning and
organization of teaching, participate in the process of admission of students and
ensure that it is carried out subject to the provisions of this Law and the
provisions that develop it, approve the internal regulations of the center, approve
the internal regime of the center, and approve the educational project.The
following would be highlighted: to make proposals to the management team on
the annual program of the center and to approve the educational project, without
prejudice to the competencies of the teaching staff, in relation to the planning
and organization of teaching, to participate in the process of admission of
students and to ensure that it is carried out in accordance with the provisions of
this Law and the provisions that develop it, to approve the internal regulations of
the center, to know the resolution of disciplinary conflicts and the imposition of
disciplinary sanctions.The Committee shall be responsible for the resolution of
disciplinary conflicts and the imposition of sanctions and ensure that these
comply with the regulations in force, promote the conservation and renovation of
the school facilities and equipment, propose the guidelines for the collaboration,
for educational and cultural purposes, of the school, and propose the guidelines
for the collaboration between the school and the community, in accordance with
the regulations in force.To analyze and evaluate the general functioning of the
center, the evolution of school performance and the results of the evaluation of
the center carried out by the Educational Administration.
g. Analysis of the Internal Regulations.
The Internal Regulations are an instrument that regulates the operation of the
Center and makes possible the exercise of the rights, which the current
legislation recognizes, to the different members of the school community. At the

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same time, it guarantees the necessary control and the requirement in the
fulfillment of the functions of each person or body of the institution. The
document begins by listing the legal bases, i.e., laws, organic laws, royal
decrees, decrees, orders and projects for the correct functioning of the center
and all its bodies; at the same time it guarantees the participation of all members
of the educational community, guaranteeing ideological freedom and freedom of
conscience, as well as the faculty to express their opinions and develop their
personality with no other requirements than respect for others, the limits derived
from the requirement of coexistence and a normal working environment, and
submission to the rules contained in the regulations of the center.It also
guarantees the participation of all members of the educational community,
guaranteeing freedom of ideology and conscience, as well as the faculty to
express their opinions and develop their personality with no other requirements
than respect for others, the limits derived from the requirement of coexistence
and normal working environment and subjection to the rules contained in the
coexistence plan and in the current regulations.
In reference to the timetable, which has already been discussed for the
most part in the point of Analysis of General Classroom Programming and will
not be discussed again, it should be noted that although it is only mandatory to
apply the LOMCE in odd courses, the 45-minute sessions established by the
new law apply to all levels, due to the complexity of maintaining two different
timetables in the school.
To conclude with the analysis of the document, I will list the human
resources of the center, already mentioned briefly in the points of Description of
the Center and Organic and academic description of the center, but now I will do
it in more detail and including some of the most relevant functions of the director,
head of studies and secretary. The staff of the center is divided between
teaching and non-teaching personnel. Of the teaching personnel, there are 4
Early Childhood Education teachers, 7 Primary Education teachers, 1 Music
Education teacher, 1 Physical Education teacher, 1 English Language teacher, 1
Therapeutic Pedagogy teacher, 1 part-time Religion teacher, 1 Logistics
specialist and 1 specialist in Logistics and 1 specialist in Education.Among the
teaching staff there are 4 Infant Education teachers, 7 Primary Education
teachers, 1 Music Education teacher, 1 Physical Education teacher, 1 English

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Language teacher, 1 Therapeutic Pedagogy teacher, 1 part-time Religion
teacher, 1 Speech Therapy specialist and 1 Psychopedagogy specialist. Of the
non-teaching staff we can find 1 special education educator, 1 physiotherapist
who comes through the City Council of Aspe, a social worker of the S.P.E., 2
janitors of the City Council of Aspe, one for the main building and another for the
children's building as well as two cleaners of the company SELESA. Among all
the staff there are three important figures: the director, whose main functions
are: representing the school, directing and coordinating all the activities of the
school, exercising the pedagogical direction, ensuring compliance with the law,
heading all the staff assigned to the school, organizing the daily work system,
and organizing the school's activities.The principal's main functions are:
representing the school, directing and coordinating all school activities,
exercising the pedagogical direction, ensuring compliance with the law,
exercising the leadership of all staff assigned to the school, organizing the daily
and ordinary work system of staff subject to labor law, promoting coexistence in
the school, promoting collaboration with families, promoting internal evaluation
processes of the school, convening and presiding over academic events and
meetings of the School Council, and organizing the school's internal evaluation
processes.The School Council and the School Board, authorize expenses in
accordance with the school's budget, order payments and endorse the school's
certifications and official documents, propose to the Regional Ministry of
Education the appointment and dismissal of the Head of the School, the
appointment and dismissal of the Head of the School, and the appointment and
dismissal of the Head of the School.The Head of Studies, whose main functions
are: to inform the Collegiate Bodies of the school and the School Council of the
general calendar of teaching and non-teaching activities, as well as the
timetables of the teaching staff and students, in accordance with the planning of
the teaching and the educational project; the Head of Studies, whose main
functions are: to inform the Collegiate Bodies of the school and the School
Council of the general calendar of teaching and non-teaching activities, as well
as the timetables of the teaching staff and students, in accordance with the
planning of the teaching and the educational project: to inform the Collegiate
Bodies and the management on the analysis of school results in each evaluation
and, thus, on the degree of success/failure achieved by the students, to

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coordinate proposals for the general evaluation of the Center, both in its general
and specific aspects, as well as in the evaluation of the school's
performance.The Director, the competent body or the Administration shall be
informed of the teachers' absences and the reasons for them. In addition, he/she
will post the monthly absences of teachers on the bulletin board in the teachers'
room and organize academic events; and the secretary, whose main functions
are: to take minutes, to keep the administrative regime of the school, that is,
everything that has to do with the school books, files and student records, and to
issue the school certificates: grades, certificates of attendance.... is responsible
for the economic regime of the school, i.e. he/she prepares the budgets and
keeps the accounts and is responsible for the material, equipment and furniture.

h. Analysis of other documents.

h.1. Analysis of the Coexistence Plan document.

In the school there is a document called "Plan de Convivencia"

(Coexistence Plan), it begins with the comment that the main behavioral
problems that students show in class can probably be explained by the changes
that our society, at all levels, has undergone in recent years. The main
educators: fathers, mothers and tutors, due, above all, to work involvement, have
been delegating their educational functions and the behavioral models,
therefore, are misaligned, taking as such those presented, for example, in the
media. Therefore, since the school is a place of coexistence where the
conflictive situations of society are reproduced, what better way than to be the
school that model, where children grow and mature together in an environment
of good coexistence, being able to respect, dialogue and coexist.
Therefore, the primary objective of this document is to achieve a climate
of coexistence based on respect among all members of the educational
community, for this the teaching team considers it essential that students acquire
skills that help them improve their social competence and school performance,
develop strategies for learning and applying knowledge in an effective way, learn
to live together (cooperating, respecting the rules, listening, sharing,
participating, being supportive, ...) and help in the formation of self-concept,
promoting self-esteem....) and help in the formation of self-concept, promoting
self-esteem.

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 For the implementation, revision and updating, there is a coexistence
commission composed of: the director, two teachers (one of them is the
secretary) and two parents. Their function is to ensure that there is an
atmosphere of coexistence, discipline and respect in the school, urgently study
any problems that may arise, coordinate the school coexistence plan and
develop initiatives to promote the integration of all students and inform the full
School Council of the actions and results obtained. The Coexistence
Commission will meet at least once a trimester and whenever necessary,
preparing a report where the incidents, actions to be carried out and the final
results are recorded.
One of the last points of the document cites actions for both teachers and
students to prevent and achieve an appropriate climate in the Center, some of
which are: lack of punctuality of teachers at the beginning of classes, forming a
line at the entrance and exit of the school by students, avoiding aggressive
games, speaking in inappropriate tones, etc...
Finally, the document discusses the actions to be taken in the event of a
minor or serious behavioral problem, possible bullying or intimidation,...

h.2. Analysis of the Improvement Plan document.

In the school there is a document called "Improvement Plan", according to
my tutor it is not a strange document to find in schools even though it is not
mandatory. The objective of this document is, initially, to identify the contents in
which, as a general rule, students have more difficulties when learning, in order
to subsequently create lines of action to improve these contents. This document
was not a new implementation and therefore the action paths were already clear
during my internship period. The following is a description of the improvements
being made:
• The first consisted of having a reading corner in the classroom, with a
library and a large table. The objective of this action is to enhance reading
comprehension, awaken and increase the students' interest in reading,
increase vocabulary, acquire reading fluency and promote the daily use of
the library among the students. The implementation of this action is
carried out when the student had finished the tasks proposed in each
session, waiting for the next session to begin, the student went to the

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 reading corner, took his book and continued reading, at the end of the
book he had to fill out a form with the name of the book, author and a
short summary.
• The second action, which was included in the mathematics area, simply
consisted of doing the problems by adding a part to include the data, thus
ensuring that the student had read the problem well, another part where
the necessary calculations were made and finally a last part for the final
solution.

• The third and last improvement consisted of working on a series of words

that are very common in the school and in society, these words are
usually written with letters such as h, b/v, g/j,.... The objective is to learn
common words in a playful way. There were two types of action, the first
was that the words designated in a cycle meeting, which can attend and
that later I will talk about it, would be printed on a computer, laminated
and placed on the walls of the classroom and the second type of action
was to create a dictionary for each student called "Palabrejas" where they
would write down the words that were coming out in class and did not
know their meaning.The second way of action was to create a dictionary
for each student called "Palabrejas" where they would write down the
words that were coming out in class and that they did not know their
meaning, the student would order them alphabetically, look up their
meaning and write a sentence with each one of them.

i. Didactic programs (cycle).

Before starting with this point, it should be clarified that the didactic programs
intended to cover odd courses are based on the LOMCE but for even courses
the LOE is used and, until now, the Decree 111/2007, of July 20, of the Consell,
which establishes the curriculum of Primary Education in the Comunitat
Valenciana. In my case, practices carried out in the fourth year of primary
school, the document Programación didáctica is still used in previous school
years.
I begin the analysis by commenting that the first thing we find in the
document are the objectives, both stage and area objectives, the second cycle
contents for each area and the basic competencies. Next, it talks about the

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methodology used, focusing on an evaluation of the educational process, an
active methodology, autonomy in learning and attention to diversity. The next
thing we encounter at this point is evaluation, which is defined as the analysis of
learner reproduction that is systematically observed and verified by oral or
written exchanges with learners.
To conclude, the functions of the tutor are discussed, the most relevant of
which seem to me to be the following: the programming and teaching of the
areas, subjects and modules entrusted to him/her, the evaluation of the student's
learning process, the tutoring of the students, the direction and guidance of their
learning, the promotion, organization and participation in the complementary
activities, the contribution to the activities of the center and the periodical
information of the students.The most relevant to me are: the programming and
teaching of the areas, subjects and modules entrusted to them, the evaluation of
the student's learning process, the tutoring of the students, the direction and
guidance of their learning, the promotion, organization and participation in the
complementary activities, the contribution to the activities of the center and the
periodic information to the families about the learning process of their children.

j. Teaching coordination.
As I have detailed in the section on the Analysis of the PGA, there are
faculty meetings every 3 or 4 weeks, the school council meets once a month and
the pedagogical coordination meets twice a trimester. Although at first it may
seem that there are few meetings and that there is poor teaching coordination, it
turns out to be the opposite, according to my tutor, these meetings are
mandatory appointments, but the entire teaching team is aware that at any time
and depending on the needs, meetings can be held to solve any eventuality and
not to wait for the mandatory meetings. For the meetings of non-evaluative
school activities such as decorating the school for the Christmas event, which I
will discuss later, the teachers are very participative and help each other in order
to make the event a great success.

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 k. Relationship of the center with institutions and the
educational community.
The center has good coordination with different entities, among which we
can find the City Council, Red Cross, Provincial Council and other entities
reflected in the activities and excursions that take place throughout the school
year: cultural visits to local museums, a visit to the headquarters of the Red
Cross in Aspe, a talk on environmental impacts by the Provincial Energy Agency
of Alicante and the visit of the students of the Day Center "El Puente", a center
for people with disabilities in a situation of dependence. Both the talk and the
visit of the students of the "El Puente" Day Care Center will be discussed later,
since it coincided with my stay at the center.
Regarding the relationship with some publishers, in this school we work
most of the areas with the Santillana publishing house, which on many
occasions provides material for teachers free of charge. However, the rest of the
publishers send sales representatives to offer their products.

2. OBSERVATION, ANALYSIS AND CRITICAL REFLECTION OF THE

CLASSROOM REALITY
a. Classroom organization and operation.
The resources I found in the classroom were fairly traditional, scarce and
what little was available was dilapidated. Both the students and the teacher have
two green boards for white chalk, a table for the teacher and twenty-four smaller
tables for the students with their corresponding chairs, three shelves with
shelves: the first one had lockers to organize the students' material (notebooks,
index cards,...), the second one was used as a library with their corresponding
books adapted to their ages and the third one was used to keep the teacher's
material.), the second was used as a library with the corresponding books
adapted to their ages and the third was to house the teacher's material, also the
classroom had various materials for daily operation: pens of various colors,
graphite and colored pencils, pencil sharpeners, markers, rulers, white corrector,
tweezers to hang on threads scattered around the classroom the drawings that
the students were doing,...
In reference to the organization of the classroom, my tutor told me that at
the beginning he arranged the students individually, in order to detect possible

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leaders, students motivated and not to perform the tasks, students who go below
the class average, .... For example, there are two very hard-working students
who sit together with a student who is below average, both students help him
and observe that he performs the tasks correctly.
Finally, I would like to comment on an operation that seemed to me to be
very correct; the tutor, during tutoring hours, emphasized the rules and good
behavior in the classroom and in the playground. When there was a behavior
problem, I would use those hours to raise the misbehavior again with the
students and have them reflect on it. All of this generated a very appropriate and
favorable climate for the children's positive learning.

b. General and psycho-evolutionary characteristics of the

group/class.
The general and psycho-evolutionary characteristics of the group/class
and in common for the students of the second cycle of Primary Education,
whose ages are between 8 and 10 years old, are a continued development of
the previous cycle. If we stop to think about their psychomotor development, it is
worth noting, briefly, that the basic knowledge of the body is already surpassed,
there are hardly any structural changes in the body, which makes it possible for
movements to be more efficient and economical, improving coordination, and in
terms of time perception, they are able to make associations and reproduce
known rhythmic structures. In cognitive development, it should be noted the
continuation in the stage of concrete operations which forces them to manipulate
(objects, language...) to reach the proposed concepts.) to reach the concepts
that they propose, they handle with ease the symbols in substitution of things
(drawings, graphs...), which facilitates and allows them to de-develop their
learning.), which facilitates and allows them to develop their learning, they begin
to make systematic reflections on the activities they carry out, so they try to
order, classify and compare, they are able to form, progressively, more and more
abstract concepts of number, space, time or speed, on their way to formal
operations as such. They use, in many occasions, more memory than
intelligence to learn. In relation to their language development, it should be noted
that they distribute and order words and sentences in space-time quite well, but
they still have many spelling doubts, they have considerably expanded their
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vocabulary, thus building more complex sentences than in the previous cycle,
there are still problems with gender and number agreement and with some
conjugations. There are still problems with gender and number concordance and
with some conjugations. As for reading, they tend to read with a certain fluency,
although they may present some stumbling blocks. That is why it is essential to
work on reading comprehension. In social development, they have a great
vitality: they play, fight, talk all at once, get excited, compete... Finally, they have
a moral development acquiring a certain flexibility in their moral criteria, they
begin to abandon family morals for the morals of their peer group, which can
generate certain aggressiveness towards adults.
c. Specific educational support needs.
The group/class where I have done my internship, 4th grade of Primary
Education, started with 16 students (one of them was a repeater of 4th grade)
but during my internship period the group/class was reduced to 15, since one
student had to move to another town where the father had found a job.
In general terms, despite not having any student in the group/class with
diagnosed specific educational support needs, we do find students who need
some SEN. We are going to talk about 3 students in particular:
• First student: she is a girl who does not have any SEN, she simply has
problems in the area of mathematics, at the level of calculation in
multiplications with factors of several figures, so the support teacher on
duty, two math sessions a week, takes her to a classroom and gives her
more individualized attention to try to get her to catch up with the average
rhythm of her class. Once that average pace is reached, according to my
tutor, no such attention will be necessary.
• Second student: he is a child that my tutor told me from the beginning that
he had family problems, he lived in a family where his parents were
divorced, the father was not involved in his child's education and the
mother was taking care of her. What has happened with this student is
that he does not focus on my tutor's explanations, does not usually
complete the tasks he is given, either inside or outside the classroom,
and, as a general rule, disturbs the rest of the students. In order to try to
keep up with his classmates, he also attends two sessions of math and
two sessions of language with the support teacher on duty.

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• Third student: he is a child that my tutor told me from the beginning that
he also had family problems, but in this case they were economic
problems and, therefore, he did not have the books and he was using the
books he was going to buy.

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 I used books from classmates or photocopies that my tutor gave him of
the topics in the books. In spite of the circumstances mentioned above,
from the first days of my internship, I could observe that the student had
problems in reading, reading comprehension, calculation,... With this first
impression, I asked the tutor about the student's situation within the
school, and he told me that he did not have a diagnosis, which surprised
me, but that he was waiting for the school psychologist to make a
diagnosis. In the meantime, this student goes out to support just like the
other two students but also has one-on-one sessions with the hearing
and language specialist to correct the student's reading and
comprehension problems.

d. Didactic programming in the classroom.

Classroom didactic programming is the last level of curricular concretion
and depends exclusively on the tutor, which helps to eliminate chance and
improvisation, allows for the completion of work plans, sequencing and timing,
avoids wasting time, and must be flexible to leave room for creativity and
possible adjustments. In the particular case of my tutor, I had templates in the
form of a table with two entries: timetable of sessions and days of the week,
which I filled in from week to week, since, as he told me, it would be impossible
to make a didactic classroom program for the whole school year because then it
would not be open to flexibility.

e. Analytical and critical description of collaborative teaching

and organizational activities with the mentor teacher.
Practicum I corresponds to the first contact that the student of the
Teaching Degree has with his/her professional future, but in spite of this, it is not
so practical, since the practical tasks have been left for Practicum II and III. The
tasks requested for this Practicum I were observation and familiarization with the
school environment, with the classroom and with the existing documentation in
the schools for the proper functioning of these. Despite this, I have seen myself
on occasions, for 19
I was involved in teaching duties, for example, with my own will and with the
permission of my tutor:

• Helping children with their doubts in both exercises and exams in the
different areas.
• Correct the exercises proposed in the previous sessions and supervise
who had done them.
• Watch in the playground at recess time.
• And, finally and closer to pure teaching, the tutor let me teach on some
days all the sessions, obviously following the didactic programming of the
classroom, with this I realized how difficult it is to match the duration of
the sessions with what is taught in each session.

f. Tutoring.
In Primary Education there is one session a week for tutoring, the
objective of this weekly session is to: support the processes of personal
maturity, development of one's own identity and value system, as well as the
progressive school and professional decision making, contribute to the
interaction between the different members of the educational structure,
assuming the negotiation when problems arise between the different members,
support and promote any factor that contributes to a better education,...
In the case of my tutor, as I have already mentioned in a previous
section, the tutoring sessions were used to recall the bad behavior that the
students had had in the previous days, they commented on what had happened,
asked them what their bad actions had been and, finally, what would have been
the correct ones. In the event that there was no misbehavior to comment on or
the misbehavior was commented on before the end of the session, the tutor
takes advantage of these sessions to reinforce the content seen in the areas of
Spanish language and mathematics. For example, they practiced two types of
exercises: the first corresponded to the area of Spanish language, the tutor put a
series of words on the blackboard, the students had to order them alphabetically
and look up their meaning in the dictionary; the second corresponded to the area
of mathematics, it was a bingo where the numbered balls were replaced by
cards with multiplications that the teacher was showing, the student had to

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calculate the value of the mental multiplication of the words.The second
corresponded to the area of mathematics, it was a bingo where the numbered
balls were replaced by cards with multiplications that the teacher showed, the
student had to calculate the value of the multiplication mentally and look for the
result on the card.

g. Collaboration and coordination with families and/or

institutions.
The relationship with parents can be done in two possible ways. The first
is the general meetings held to discuss common issues, usually at the beginning
of the school year, where the functioning or behavior that students should have
in the classroom and the school is described. In this type of meeting it is not
possible to deal with specific issues that concern the students, therefore there is
the possibility of meetings with the tutor by appointment and during the hours of
12:30 to 13:30 and 16:30 to 17:30. This type of more specific meeting is usually
about solving problems with the student, whether behavioral or knowledge
acquisition.
If we talk about the collaboration and coordination between tutor-parents
and school-parents, I have to say that it is of vital importance for the work from
the school to be as effective as possible.For example, checking at home that the
students do their homework, helping them if necessary, asking them about the
lesson for the exams, checking the agenda, since this is a very good tool for the
communication between tutor and parents.

h. Theoretical-practical linkage.
-Adjustment between the Educational Project of the
Center, the Annual General Programming and the practice in
the classroom-school.
After analyzing all the center's documents, I must say that they fully
comply with the functions for which they were designed and are the way for the
correct functioning of the center at all levels. In spite of having studied them in

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some subjects of the Primary Education Teaching Degree, there had been no
direct access to them and even less to see them reflected in practice. It has
been very interesting to observe how, once the documents were read, they were
reflected in the school and the classroom.
-Adjustment between the learning acquired during the
Teacher's Degree and the reality in the classroom-school.
At this point, in my opinion, rather than speaking of the fit between
learning and the reality of the classroom-school, I would speak more of
complementarity of the two. That is to say, the university has a much more
theoretical framework where we are taught, among other things, the existing
methodologies, the psychological causes of the main specific needs, ways of
action,..... however, the reality of the classroom-school center moves much more
in the field of practice, where you can observe the reality of schools. Therefore,
one cannot be conceived without the other and has its specific function, it could
be added that the practice in a school should, in my opinion, should be in the
first years of the degree, in order to be able to experience reality and see if it is
really our profession for the future, and not when we have more than half of the
degree studied.I would add that the internship in a school should, in my opinion,
be in the first years of the degree, in order to be able to experience the reality
and see if it is really our profession for the future, and not when we have
completed more than half of the degree.

3. OTHER ACTIVITIES CARRIED OUT

So far I have analyzed and reflected on the different documents that give
life to an educational center and analyzed the reality in the classroom. In this last
point of the report I am going to deal with one of the functions that every teacher
must have for a good management, the meetings to deal with different topics. I
will only talk about two of them, which occurred during my internship and which I
was able to attend.
The first of these meetings was held on November 12, and at this meeting
it was decided how the Improvement Plan, which has already been mentioned,
would be carried out. The second meeting, held on November 20, was dedicated
to discuss the preparations for the Christmas season, in which it was agreed that
each tutor would decorate his classroom with Christmas-themed drawings

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colored by the students, a mural would be created at the entrance of the school,
a tree made with pictures of all the students of the school pasted on CD's and,
finally, the Christmas carols would be played on the last school day before the
holidays.It was also decided that a mural at the entrance of the school would be
created with a tree made with photos of all the students of the school pasted on
CD's and, finally, the Christmas carols that on the last school day before the
Christmas vacations would be sung in the playground.
All meetings are held in the teachers' lounge, there is a teacher in charge
of opening the minutes commenting on the purpose of the meeting and taking
note of the participants, the ideas proposed and the final conclusions of the
meeting in order to generate the minutes.

4. CONCLUSIONS AND/OR PERSONAL REFLECTION

This first Practicum focused on the contextualization and analysis of the
educational center, so our work consisted mainly of observing, analyzing and
reflecting on the organization of the school center, its documentation and the
reality of the classroom. But luckily for me, and for most of my colleagues, we
have not only performed these functions, but we have also been able to perform
teaching functions, that is to say, I have been able to give classes: explain
contents, correct exercises, solve doubts, resolve conflicts,...
One of the ideas that I would like to highlight, unfortunately, is the most
common idea that society tends to have regarding the functions of teachers;
most of society believes that they are only dedicated to teaching. As a student
teacher I know it is not like that, but the Practicum has really given us the
opportunity to observe the complexity of the educational reality, to put into
practice the theoretical-practical experience developed in our formative stage
and to really see that society has a totally wrong idea.
Another highlight has been the opportunity to see how the center's
management documents work, realizing that a school really leaves nothing to
improvisation. As future teachers, as soon as we arrive at our future teaching
position, the first thing we have to do is to read all the documents to see how the
destination center works.
And finally, it should be added that, in addition to the functions of the
teacher mentioned above, the teacher must have a character that stands out for

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his patience, for his eagerness to improve, for his involvement with the people
he teaches, for always wanting to learn,?

5. REFERENCES
• Organic Law 8/2013, of December 9, 2013, for the improvement of
educational quality.
• The documents of the Centro Público de Educación Infantil y Primaria "La
Paloma" of Aspe:
• Educational Project of the Center.
• General Classroom Programming.
• Internal Regulations.
• Improvement Project
• Linguistic Project of the Center.
• Coexistence Plan.

6. ANNEX

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