8/8/2019 Observation and Team Teaching Stage Report

1/6

ENGLISH PEDAGOGY STUDENT TEACHING PRACTICE

OBSERVATION STAGE

Name of student: Claudia Crdenas Vargas

Name of School: Paul HarrisDate: September 8 th Class: 6 A 4BNumber of students: 26 - 24

Task 1: The School and Learning Environment

1. The school: The Paul Harris School is located in Forestal, Via del Mar and it is astate school. Most children who go there are in social risk and comefrom vulnerable homes.At present, the school receives 447 students distributed in 18 classesfrom Pre Kinder to 8 th Grade.Currently there are 30 people working in the school (betweenteachers, and assistants)In terms of infrastructure the school counts with 18 classrooms, 1Computer laboratory room, 1 classroom for special education, akitchen-dinning room, bathrooms, changing rooms, under coverplayground, Principals Office, Teachers room, Library and a pool.

The Paul Harris Schools vision is to be recognized as an innovativeschool academically and affectively engaged in order to develop thenecessary abilities, skills, competences and also a self improvementspirit in his students in order to succeed in their future.

The school mission is to form students through effective pedagogicalprocesses that allow them to develop the right competences to solveeveryday problems and face difficulties everything with the studentsfamilies help and support.

8/8/2019 Observation and Team Teaching Stage Report

2/6

Some of the school values are: Responsibility, honesty, perseverance,tolerance and solidarity.

The school also is within a healthy plan which promotes sport andgood habits.

From my point of view the school is really worried about children andall of the personal, including the principal, the teachers and theteaching assistants try to their best to contribute with the schoolduty.

2. The classroom

Classrooms are spacious and count with enough light. Althoughclassrooms have big windows, so the air is constantly changing,sometimes they are not enough for ventilate the room so you canalways open the classroom door.

Every student counts with a locker to keep their school materials andat the end of the room they have places were they can hang theirschool bag.

All rooms have a whiteboard and more than one eraser, a trash canand a broom. The teacher is always worried about the room to be

cleaned and delivered it in the same conditions as it was delivered tohim.

The school counts with English dictionaries, radio and data so theteacher has different resources to work.

At the end of the room on the wall students have their week scheduleand some other information about good habits, maps and somecontents of other classes.

3. The activities & resources

a) The activities used in the classroom were mainly the activities thatappeared in the book. Some days extra activities were used likeguides with exercises.

There are 26 students in the classroom and from that number I thinksix or seven students are totally interested in the class. The rest of the students the teacher has to call their attention with a little moreeffort and differently.

The teacher is focused on helping students to be more independent interms of learning so he has set out a strategy of self learning.Students have to look up for words in the dictionary and try to deduce

8/8/2019 Observation and Team Teaching Stage Report

3/6

meaning without help, so they can adapt this strategy in tests,everyday activities like internet and chat. b) The common resources used in the classroom are the studentsbooks, data, dictionaries, radio, the book CD. The teacher tries to use

these resources at maximum to make the class a little bit moreinteresting than only books and grammar.

Task 2: Student s learning

1. The learners

The Paul Harris students are students that come from vulnerablehouses so they are not as motivated for classes as they are supposedto be. Some of them even do not care if they have bad marks but if we insist a little and push them to work they seem to understandthings and pay attention. The only thing is that that motivation is notenough for making them work every class. They expect the teacher toexplain everything they have to do and they do not want to work sosometimes and extra incentive is necessary.

2. Behavior during classroom activities

The teacher gives little shores to some students, particularly thetrouble ones so they feel special and encourage them to work so thestudents who work receive a special shore like getting the radio andthe data for the class, looking for the dictionaries if they are in otherrooms, distributing dictionaries to their classmates, keeping the roomclean so the student that have his place clean can leave the roomfirst than the others.

There are some students with special need that have to go to specialclasses and do not participate in the English class; some otherstudents take pills so the teacher must be attentive to them if they donot take those pills. Other students have issues at home so they haveto be treated with extra care.

3. Discuss the learning styles and levels of English in theclassroom.

Students have different learning styles and some of them haveadvantages in English. They know more vocabulary and have a betterpronunciation than others. Also there are students that understandreally fast the contents.

8/8/2019 Observation and Team Teaching Stage Report

4/6

In some cases, students only need the instructions and they workalone. Other students need the presence of the teacher because theytake more time in understanding instructions and the activities. Andsome students really need the teacher to be pushing them to workbecause they get easily distracted and begin doing other stuff like

drawing or writing.

TEAM TEACHING STAGE

Name of student: Claudia Crdenas VargasName of School: Paul HarrisDate: September 8 th Class: 6 A

Number of students: 26Task N1: Collaboration activities

For the following questions describe as accurately as you canhow you have collaborated in school assigned:

1. What kind of activity did you perform the first time youwere asked for help? How long did it take?

The teacher asked me to read loudly a text that is in the studentsbook in order to help them to listen to different accents in English. Itwas a text about a school board and activities for the weekend. Theactivity took like 10 minutes because we read the text twice. Theteacher also told me to help students to do the activities thatappeared in the book and later help him correct those activities andthat took the entire class period.

2. What were the students doing before you started helpingout?

Some students were working; other students were talking, playing,drawing and writing love letters.

8/8/2019 Observation and Team Teaching Stage Report

5/6

3. How did the students react? Describe the atmosphere of the room and the levels of engagement in the room.

Students realize that there were two teachers in the room watchingout that they had to work so the majority of the students worked in

their books and asked me for help.It was really difficult for me to engage students with the activities,some of them have problems and you have to treat them differentlythan the rest of the students. In some opportunities the teacher hadto raise his voice to be listened.

The English period is from 14:20 to 15:55 so I assume that studentsare tired at that moment of the day so they need some extraincentive for working.

4. What other assignments were asked you to do? How often?

I was asked to do a power point presentation with information aboutregular and irregular verbs and also two guides with exercises for thetest.

The other activities that I was asked to do were similar, to helpstudents with their doubts, to read loudly, etc.

5. Were you asked to prepare any kind of special audio visualmaterial learning material for the students? Were they used?How effective were they?

As I said before, I was asked to do a power point presentation. Thismaterial I think was effective because it was full of images andexamples of the topic seen before.

The teacher used the power point presentation and he explained it tothe students.

Task 2: Lesson Planning

Answer the following questions and explain how you plannedthe learning activities for your students. Be as precise as youcan.

1. How did you get the information for planning the lessonsfor your students?

I got the information for planning the lessons from the students bookand internet.

The information of the contents and the activities I extracted it fromthe book.Other examples of how to teach those contents and more activitieswere extracted from internet.

8/8/2019 Observation and Team Teaching Stage Report

6/6

2. Did your guide teacher give you any suggestions forplanning?

He helped me with the lesson plan and we correct it. He explained mewhat I have to do in the different stages of the class.

3. How long did it take to you to prepare learning material foryour first lesson?

Preparing learning material form my first class and doing the lessonplan took me two hours; creating exercises, looking for information ininternet and choosing the best activities to do.