Johanna Lara Self-Reflection

8/12/2019 Johanna Lara Self-Reflection

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UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOSSCHOOL OF ARTS AND SCIENCES

FOREIGN LANGUAGE DEPARTMENTTEACHING PRACTICE SEMESTER IX-2014

SELF-REFLECTION, PAPER

Teaching is more that a handout, class, video, task, and those different

tools that teachers need to teach; teaching is when we as teachers change

models. In this paper you are going to realize about:

- How can you apply the principles in teaching practice?

- What approaches, methodology, methods, strategies, and techniques

can you use giving the lessons?

- How we can use IT in order to teach?

-What are e-learning and blending learning?

- How can you apply the principles in teaching practice?

In the next chart you are going to realized how you can apply the different

principles in your teaching practice.

Principles DescriptionDevelopment whatand how are yougoing to do it?

Good practice encouragesinteraction between studentsand faculty.

When the students are outof classroom, and they start totalk and change opinions

about the last class, thatmeans that what they learntin that class was a meaningfullearning or an interestingtopic for them. Then if theyask to the teacher in theclassroom about some pointof the topic, and begin a somekind of discussion betweenthem; that is a good teaching

because there is interaction inand out the classroom.

In order to do a goodpractice and encouragestudents to interact

between them and withthe teacher, we can usesome strategies, such asknow what the studentsneed to learn, andemphasize in those thingsthat are difficult tounderstand for them, anddo an activity like roundtable in which students

can make question,comments or opinions


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about the topic.

Good practice encouragesinteraction and collaborationbetween students.

Students can achieve a goodlearning through working ingroups, because in that waythey have more informationand different opinion. Goodlearning, like good work, iscollaborative and social, notcompetitive and isolated.Working with others oftenincreases involvement inlearning. Sharing one's ideasand responding to othersimproves thinking anddeepens understanding.

In some cases working in ateam is better than alone itwill depends of the kind ofassignment, in which thestudents can share ideas inorder to do a good job, andwith different opinionsinside of the team it couldbe better for the students,because everyone wouldgive their opinion aboutthe topic. Working othershelp to have differentpoint of view about thesame topic. That is why isimportant to work as ateam.

Good practice uses activelearning techniques.

This principal is reallyimportant because we asteachers have to bring ameaningful learning to ourstudents, teach does not mean

just give classes, handouts,and task, but also it is to makestudents reflect about whatthey learnt. Learning is not aspectator sport. Students donot learn much just sitting inclasses listening to teachers,memorizing prepackagedassignments, and spitting outanswers.

There are manyassignments in which wecan bring an activelearning to our students,for example, leaving tasksin which students canpractice what they havelearned and reflect insomehow about what theyare doing in class. Forexample this homework inAPA format (AmericanPsychological Association,the APA states that theguidelines were developedto assist readingcomprehension in thesocial and behavioralsciences, for clarity ofcommunication.)(wikimedia, 2014) It is agood way in whichstudents can do thehomework and explainwhat they are writing, and

do not just copy and page.


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Good practice emphasizestime on task.

To achieve a good teachingpractice we have toemphasize in the quality ofthe task, and do not just bringa task without think andprepare what we want toachieve with the students,doing that task.

In order to achieve thedifferent aims that wehave in the classroom, wehave to design differenttasks according with theneeds of students, and befocus with the time for thetask.

Good practice gives promptfeedback

What students need is toremind what they have learnt,because sometimes there aresome points that studentsneed to remember, that iswhy a feedback in classroomhelps to students to rememberwhat they have studied inclass.

In classroom the teacherstart the class giving a briefexposition about the lastclass, and then studentscan start to give theiropinion about what theyremind of the last class. Inthat way they can expresswhat they know andremind about the topic.

Good practice communicateshigh expectations

It is amazing what we canachieve if we have specificpurposes and aims, thisprincipal says: expect moreand you will get it.

(Ehrmann, 2014)We as teachers have toemphasize the importance ofgive the best of us when weare doing something, thestudents should give theirbest on task, in the classroomand all the learning process.

To achieve a successfullearning, teachers have toshow to their students theimportance to do a good

job, and in order to do it,teachers could show someof well-done tasks to theother students. In that waystudents can realize abouthow they can do a better

job.

Good practice respectsdiversity --- talents,experience, and ways oflearning.

Teachers do not knoweverything about theirstudents that is why with thepassage of time, teachersknown some of the talents orexperience that their studentshave.

There are some studentswho have different skills,so we as teacher shouldleave task and give class inorder to exploit theirtalents. Preparing classesbefore the class, thinkingin their needs and abilities,motivating them to give

the best of them.


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What approaches, methodology, methods, strategies, and techniques can you

use giving the lessons, in order to define your teaching style?

According to MINED high school program, teachers are going to develop

the class with The Communicative Approach pursues the development of

communicative competence. Chomsky distinguished between a native speaker

underlying competences referring to knowledge of the language, including rules of

grammar, vocabulary, and how linguistic elements can be combined to form

acceptable sentences and the individual performance or actual production and

comprehension of specific linguistic events. (Commission for Education, 2008)

Communicative approach includes communicative competences in which students

share some knowledge of the language, in these way students provide between

them the knowledge that they have in a dynamic way.

We as teachers have to know that we are going to try with human life that is

why I am going to use the Audio-Lingual method which is an oral based approach;

the Audio-lingual Method drills students in the use of grammatical sentence

patterns. (Larsen, 2007). Due to that I believe that the best way to learn English isby listening, because we learnt Spanish without knowing about the grammar, we

learnt it only listening, that is why Audio-Lingual method is the indicated method

for me to use at the moment to give a lesson.

Cooperative or Collaborative Learning essentially involves students learning from

each other in groups. But it is not the group configuration that makes cooperative

learning distinctive; it is the way that students and teachers work together that is

important. (Freeman, 2007) For example like a strategy we can use a conversation,

and doing a dialogue the students can repeat after the teacher, and in that way we

a use as a technique, the dialogue memorization, and the students will acquire

vocabulary and in that way they are going to speak the language. Listening and

speaking the language.

That is how we acquired our teaching style, so our principles and methods that we

use with the techniques and strategies are going to define it. That is why is

important to define what kind of teacher we want to be.


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- How we can use IT in order to teach?

At first, we need to know what IT is, and it is the theory and practice of

design, development, utilization, management, and evaluation of processes andresources for learning, according to the association for educational

communications and technology definitions and terminology committee.

Instructional technology is often referred to as a part ofeducational

technology but the use of these terms has changed over the years. (Wikimedia,

2013) Teachers need to innovate their teaching style, and IT is a good way to

teach because the teacher can develops the topic and students can realize about

how to do it some specific activities, IT brings tools for teachers and students,

both has to know how use it, because depends of the good or wrong use that

we do with technology in that way will be the results.

-What are e-Learning and blending learning?

E-Learning typically involves some form of interactivity, including online

interaction between the learner and their teacher or peers. E-Learning

opportunities are usually accessed via the Internet and its associated tools and

software. However e-Learning is evolving to include an increasing use of a

wide and diverse range of other technologies and tools. These include video

and audio conferencing, mobile phones, data projectors, digital cameras, global

positioning systems and interactive whiteboards.

E-Learning offers students opportunities to:-Become confident and skilled at using the correct tools now and in the future,

at home, at work, and in the community

-Develop literacy and competencies that are needed in order to contribute to

and effectively participate in the 21st century society and workplace

-Gain relevant and appropriate qualifications.

-Experience work-related learning and, for some, enter into specialized study

and careers in digital technologies
http://en.wikipedia.org/wiki/Educational_technologyhttp://en.wikipedia.org/wiki/Educational_technologyhttp://en.wikipedia.org/wiki/Educational_technologyhttp://en.wikipedia.org/wiki/Educational_technology


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- Provide lifelong learning opportunities by making formal learning available at

home as well as in the workplace and community; and

- Make informed choices about how, what, where and when to learn.

(Education, 2009)E-Learning can increase the relevance and efficiency of tertiary education by

allowing it to be more flexible in terms of where, when and how learning

occurs. It also increases relevance by assisting students and teachers to acquire

relevant skills for the 21st century workplace and society. That is why teacher

have new tools to innovate the class and motivate the student in the classroom.

What is Blending learning?

Blended Learning is an approach to learning and teaching which combines and

aligns learning undertaken in face-to-face sessions with learning opportunities

created online. (Clark, 2012)

Nowadays, there are many ways to teach, it is up to us to choose the way in

which we want to teach. Due to new types of learning activities challenge our

thinking as to how learning might be facilitated, creating new etiquettes of

learning and teaching, and shifting the locus of control from the teacher to the

learner. Blended learning is a formal education program in which a student

learns at least in part through online delivery of content and instruction with

some element of student control over time, place, path or pace. While still

attending a brick and mortar school structure, face to face classroom methods

are combined withcomputer-mediated activities. Proponents of blending

learning cite the opportunity for data collection and customization ofinstruction and assessment as two major benefits of this approach. Schools with

blended learning models may also choose to reallocate resources to boost

student achievement outcomes.

When we connect ways to learn or we link knowledge between students and

teacher, we can achieve a better learning, we have to know how will be the best

way to teach in the learning process in order to achieve a meaningful learning

for us students.
http://en.wikipedia.org/wiki/E-learninghttp://en.wikipedia.org/wiki/E-learning


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REFERENCES

Clark, S. L. (12 de September de 2012). Knoledge Innovation Enterprise. Recuperado el 24 de

February de 2014, de http://www.wlv.ac.uk/default.aspx?page=18446

Commission for Education, S. P. (20 de August de 2008). English Syllabus. Recuperado el 24 de

February de 2014, de English Syllabus:

http://www.mined.gob.sv/jdownloads/Nuevos%20Programas%20de%20Estudio/Programa%2

0de%20Estudio%20de%20Educacion%20Media/ingles_educacion_media.pdf

Education, M. o. (27 de August de 2009). Ministry of Education. Recuperado el 24 de February

de 2014, de Ministry of Education:

http://www.minedu.govt.nz/NZEducation/EducationPolicies/TertiaryEducation/ELearning/Wh

atIsELearning.aspx

Ehrmann, C. a. (2014). Implementing the Seven Principles.Recuperado el 24 de february de

2014, de Implementing the Seven Principles:

https://attachment.fbsbx.com/file_download.php?id=250199098437459&eid=ASsUbvRs5i0fn

1vIAxiMpqXOSzvD0moMZ1bXIEA_ODpyXB5YxwOspH9DTVME7d8FT5k&inline=1&ext=1393292

691&hash=ASu-kELzjCtRrMEC

Freeman. (2007). Techniques and Principles in Language Teaching.New York: Russell N.

Campbell.

Larsen, D. (2007). Techniques and Priciples in Language Teaching.New York: Oxford University.

Wikimedia. (30 de November de 2013). Wikipedia. Recuperado el 24 de February de 2014, de

Wikipedia: http://en.wikipedia.org/wiki/Instructional_technology

wikimedia. (22 de february de 2014). Wikipedia.Recuperado el 24 de february de 2014, de

Wikipedia: http://en.wikipedia.org/wiki/APA_style

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Johanna Lara Self-Reflection