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Introduction
In t$is r!port I ,ill apprais! m- !.p!ri!n#! durin& t$!
s!#ond pra#ti#ump!riod o/ t$! IFDC Lenguas Vivas Bariloches Taller
de Prctica Docente su1!#t2T$is pra#ti#! ,as $!ld at Instituto Primo
Capraro3 a s#$ool in "arilo#$! ,it$ a stron&G!rman in/lu!n#!3
and it $ad to ! don! ,it$ stud!nts /rom /ist /orm3
sin#!ind!r&art!n onl- $as an !.p!rim!ntal En&lis$
,ors$op2
I ,ill att!mpt to d!s#ri! t$! prol!ms3 issu!s or an- ot$!r
matt!r t$at toopla#! durin& m- pra#ti#um3 ,!at$!r t$!- ,!r!
!.p!#t!d or not3 and $o, t$!s!situations ,!r! d!alt ,it$2
Development
As t$is is m- s!#ond t!a#$in& !.p!ri!n#!3 I #an
r!#o&ni+! som! impro(!m!ntin s!l/5an.i!t- mana&!m!nt2 T$!
onl- n!r(!s I /!lt ,!r! t-pi#al /rom an !.amsituation3 ut I n!, t$!
pra#ti#um ,ould ! mast!r!d2 On! #on#!rn r!mains t$!
sam!) #lassroom mana&!m!nt2 T$!s! #$ildr!n ar! !nt!rin&
adol!s#!n#! 6and ,ill !r!/!rr!d as t$! latt!r in t$is pap!r73 so
!ss!ntiall- an-t$in& #an $app!n) /rom #$ildis$!$a(iors to
d!/ian#!3 t$!s! t!!na&!rs #onstantl- s!! /or a &ap in ,$i#$
to &!t t$!ir,a-2 In #ontrast ,it$ ind!r&art!n stud!nts3
t$!s! l!arn!rs alr!ad- und!rstand t$!rol!s in pla- in a s#$ool3
,$i#$ m!ans t$!- und!rstand t$!- $a(! to list!n to m! and/ollo, m-
dir!#tions2 In pra#ti#!3 I mad! man- mista!s t$at !(!n t$ou&$
t$!- did notint!rrupt t$! /lo, o/ t$! l!sson3 ,!r! d!/init!l- not
positi(!2 T$!s! in#lud! poord!li(!r- o/ instru#tions3 $!sitation3
and inailit- to #o(!r t$! #lassroom8s n!!dssu##!ss/ull- 6and t$!n
stud!nts r!sort!d to t$!ir t!a#$!r72
Anot$!r #on#!rn ,as #$ildr!n8s !$a(ior2 A/t!r t$! os!r(ation
p!riod t$is&roup s!!m!d 9uit! !as- to mana&!3 ut !it$!r I
,as too #on/id!nt or too /o#us!d onm- pra#ti#um :and not on t$!
#lass5 t$at som! stud!nts8 und!siral! !$a(ior
r!main unnoti#!al! to m!2 E(!n t$ou&$ I $ad list!d som!
strat!&i!s to #all /or ord!r3I ,as not 9ui# or att!nti(!
!nou&$ to appl- t$!m2 Mor!o(!r3 I /or&ot a (!r-
importantstrat!&- alr!ad- !in& appli!d - t$! #ours!
t!a#$!r3 ,$i#$ ,ould $a(! !!n #ru#ialin #!rtain situations to !!p
#ontrol o/ t$! #lassroom2
A/t!r m- tutor8s os!r(ations r!&ardin& m- /irst #lass3 I
tri!d to ma! som!ad1ustm!nts /or t$! s!#ond and :#ons!9u!ntl-5 t$!
t$ird att!mpts3 and !(!n t$ou&$ I,ould li! to !li!(! I
su##!!d!d in main& som! impro(!m!nts3 I r!p!at!d
mista!sr!&ardin& #lassroom mana&!m!nt and timin&2
'!spit! I still n!!d to $a(! a print o/m- l!sson plan ,it$ m!3 I
los! tra# o/ tim! and inad(!rt!ntl- !.t!nd a#ti(iti!s ,it$no
1usti/i!d r!ason2
As ,!a points o/ m- plannin&3 I #onsid!r I $a(! to
str!n&t$!n timin&3 ma!t$! aims o/ m- l!sson #l!ar!r to
m-s!l/ :and so t$!- ,ill r!/l!#t on t$! l!arnin&
pro#!ss53 and #ontrol transitions !t,!!n a#ti(iti!s to ma! t$!
l!sson a ,$ol!2Anot$!r #on#!rn is t$! input I produ#!3 ,$i#$ ,as
ina##urat! s!(!ral tim!s durin&t$! pra#ti#um 6not !#aus! o/
i&noran#!3 ut !#aus! o/ inatt!ntion72 Coin#id!ntall-3 Io/t!n
ma! mista!s in m- mot$!r ton&u!3 ut it is not t$! sam! ,$!n I
produ#!En&lis$ in a #lassroom /ull o/ l!arn!rs) t$!- ,ould
und!rstand i/ I ma! a mista! inpanis$3 ut ,ill ! misl!ad i/ I ma! a
mista! in En&lis$2 Also3 la#oardor&ani+ation n!!ds to !
ad1ust!d3 as m- us! o/ it r!sult!d m!ss- and $ind!rin&
/orstud!nts8 #ompr!$!nsion2
Us! o/ lan&ua&! ,as anot$!r !- /!atur! to #onsid!r2
'urin& t$! os!r(ationsI noti#!d t$at t$! t!a#$!r us!d mostl-
En&lis$3 ut panis$ ,ould also #om! up3!sp!#iall- ,$!n it $ad to
do ,it$ !$a(ior #ontrol or #asual #omm!nts2 R!&ardl!sst$at
stud!nts #ould und!rstand most o/ ,$at ,as !in& said or r!ad3
t$!- ,!r!r!lu#tant to produ#! t$! L; orall- - t$!ms!l(!s usin&
mostl- t$!ir
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En&lis$ lan&ua&! and prais! an- produ#tion in t$! ;L
as mu#$ as possil!3 andd!spit! I /lound!r to &!t stud!nts to
sp!a mor! in t$! tar&!t lan&ua&!= t$! out#om!,as not
mu#$ di//!r!nt2 I must ,or on $a(in& stud!nts #op- lar&!
#$uns o/lan&ua&! inst!ad o/ isolat!d !- ,ords3 and
!n#oura&! t$!m to produ#! t$!s! lon$uns as ,!ll2
Ass!ssm!nt and #$!#in& #ompr!$!nsion sur&!d as unst!ad-
sills t$atou&$t to ! r!in/or#!d imm!diat!l-3 sp!#i/i#all-
os!r(!d und!r t$! issu!s ,it$ &i(in&instru#tions2 I am
#on/id!nt t$at t$is ,ill not onl- impro(! stud!nt8s p!r/orman#!3
utalso ,ill aid m! to !!p tra# o/ l!arn!r8s pro&r!ssion and
di//i#ulti!s3 as ,!ll as s$o,m! t$! str!n&t$s and ,!an!ss!s o/
m- t!a#$in& m!t$odolo&i!s2
Personal conclusions
T$is n!, pra#ti#um ,as a /it #$all!n&! /or m! as it
rou&$t up n!, t$in&s /or#onsid!ration t$at ,!r! di//!r!nt
t$an t$! on!s in t$! pr!(ious pra#ti#um3 as t$!
#ompl!.it- o/ t$! situation !#am! a it $i&$!r t$an ,it$
ind!r&art!n2"- t$is tim!3 I ,as mor! #on/id!nt
r!&ardin& plannin& and #lass d!(!lopm!nt3so t$!s!
a#tions /lo,!d !tt!r t$an in m- pr!(ious !.p!ri!n#!2 N!(!rt$!l!ss3
man-ad1ustm!nts ou&$t to ! don! ur&!ntl- to impro(! ot$
impl!m!ntation and !//!#ts o/t$!s! t,o it!ms2 R!&ardin&
plannin&3 I n!!d to ad1ust timin& to t$! r!alit- o/
t$!#lassroom and to !!p a pa#! t$at allo,s m! to #ompl!t! m- l!sson
plans= and as/or #lass d!(!lopm!nt3 I /ound m-s!l/ too #au&$t
into d!li(!rin& and poorl-monitorin& t$! #lassroom2
I do #onsid!r t$is pra#ti#um as a su##!ss/ul on! !#aus! I #ould
appr!#iat!m- o,n impro(!m!nt2 Also3 ,orin& ,it$ mor! matur!
l!arn!rs t$an in t$! pr!(iouspra#ti#um allo,!d m! to os!r(! n!,
situations and ma! in#ursions into di//!r!ntapproa#$!s or attitud!s
to,ards t!a#$in& and l!arnin&2
For m- n!.t pra#ti#um I ,ill /o#us on t$! ma1or di//i#ulti!s o/
t$is on! and tr-to polis$ m- p!r/orman#! in ord!r to produ#! a mor!
!n!/i#ial l!sson /or ot$stud!nts and I2 T$!r! ,ill ! ind!!d n!,
t$in&s to #onsid!r3 as t$! a&! &roup ,ill !di//!r!nt3
ut t$!- ,ill also m!!t a str!n&t$!n!d train!!2
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