Observation and Collaboration Report

8/9/2019 Observation and Collaboration Report

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ENGLISH PEDAGOGYSTUDENT TEACHING PRACTICE

OBSERVATION STAGE

OBERVATION AND TEAM TEACHING REPORT

Task 1: The School and Learning Environment

Name of student: Anglica del Carmen Olgun Seplveda

Name of School: Colegio Guardiamarina Riquelme.

Number of students: 433

Date: April 21st, 2010 Class: 6th grade primary school and 1st grade secondary school.

Briefly describe the following aspects:

1. The school:

Describe the general background of the school including the physical location, organisation,student population, philosophy and educational and behavioural policies.

The school was created by Almirante Carlos Condell foundation, in December of2004. It is a private subsidize school, for 433 students from 1st level of primary school to 4th levelof secondary school with full time class work (JEC). It is a three storey building located in PlayaAncha, Valparaso, furnished with 12 classrooms distributed in two floors; an elevator for its

physically handicapped students; two Link rooms (or computer labs) which are equipped with 36pcs, all of them connected to internet, and available for the educatiional community; oneScience lab; a Cassino where students, teachers and members of the board can have theirlunch; a CRA which refers to a Learning and Resources Center addressed to all students andteachers of the school, that consists on a study hall that provides reading comprehensionmaterial, as well as didactic materials for all subjects, and ICTs (Information CommunicationTechnology) resources as well as audiovisual resources for teachers use; and a multiworkshoproom used for different educational projects and activities.

The school is directed by an administrative educational team, which is chaired by theSchools Headmaster, Mr. Patricio Schiavetti, encharged of conducting and leading theEducational Institutional Project (PEI). The General Inspector responsible for discipline and

coexistence ascpects; the Technical Pedagogy Unit (U.T.P.) responsible for the curricularprocess; the Finances Department; the Student Support Department, leaded by the GeneralInspector, follow by a Psychologist, an Special Educator, a Counselor, a Chaplain and theteachers team, besides the educational assistants staff; and a security service to protect theschool community as well.

Besides the above mentioned, the establishment counts on a permanently constitutedParents and Representatives General Center, and a School Council

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The school is a catholic establishment, but tolerant of other religions and speciallyoriented to medium class families, whose philosophy is based on developing in its students thebelief that human beings are provided of spirituality, with a trascedental mision and this is why itcenters its teaching in the values of God, Nation and Family.

Moreover, the school considers in its Educational Project the sea as a source of life andpotential wealth, therefore teaching is also additionally foccussed on promoting a maritime and

ocean consciousness in students for them to valorate the strengths offered by the Chilean sea.

The familiar area is also extremely important in the educational process, since parentsare the first educational agents in childrens lives. Therefore parents must be very receptive andcollaborative with both children and the school in order to help students to achieve an integralformation for being better citizens and persons.

The school is also concern with providing the highest education and values, promotingrespec and tolerance supported by students famlies participation as well as the school staff.

2. The classroom

Describe the atmosphere of the room and the levels of engagement in the room. Make noteson seating, sight lines, space, air, light, whiteboard, equipment, etc

The classrooms are equipped with a big whiteboard, an eraser, a projector (Data), aspeaker, electrical instalations for notebooks, radios, etc.; curtains, big windows that allow theentrance of day light. The seats are organized and laid out in three double rows facing theboard.

In general the atmosphere of the classrooms is pretty good, there is good ventilation,natural light and enough room for students and teachers traffic.

3. The activities & resources

a) Make notes on the kind of activities used, the nature of student involvement,balance of student doing things and teacher doing things

6th grade:At the beginning of the class the teacher greets students and writes down the date on the

board. The teacher explains the content to students and then they answer worksheets orwork on the English student book.

In this level predominates the grammar translation method. The class is done almosthundred per cent in Spanish, students are not used to listen to the teacher speaking inEnglish, and if she does they complain about it, asking her to talk in Spanish.

Students are very talkative and unquiet, however they are very passive regarding classparticipation, as they are always expecting the teachers tells them what to do and hopefullythe right answers.

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1st grade:Inmediately after the teacher greets students, he starts with a conversation with the

students as an ice breaker. He tryes to create a relaxed, respectful and confidenceatmosphere, with the class. Students appreciate the teachers confidence and theatmosphere becomes confortable. During the development of the class students areencouraged to participate by the teacher, making and answering questions, and they feelconfident enought to participate in class. Usually the teacher uses the data show in his

classes, with power point presentations, material from the internet and also sometimes heuses the mimio.

b) Describe the resources used and the materials available within the school. How are theresources used in the classroom?

The school counts on lots of materials to help in the studentss learning process, such asbig white boards, notebooks, tvs, radios, mimios, photocopy machine, computers inteachers room, and computers lab. Related to this last mentioned, there is a rule of theschool that must be carried out by all teachers, which refers to that primary levels studentsmust go to computers lab at least one hour a month, while secondary levels students mustgo at least two hours a month, to do activities related to the class they are studiying at the

moment.

6th grade:The teacher only uses the board, worksheets and the English students book.

1st grade:The teacher sometimes uses the mimio; he usually uses the notebook and the data

show; and the board. He never uses de English students book.

Task 2: Students learning

In this second observation task, you should focus on the things that help to create conditionsforeffective learning and on the aspects that play a part in preventing learning.

1. The learners

6th grade:Here the learning conditions are difficult, since the main problem in this class is the

discipline. Students desconcentrate among them because they are very talkative and veryunquiet, which turns into a noisy class all the time. It is hard for them be quiet and in silenceand this is detrimental to learning. Due to this, the teacher wastes a lot of time trying to

mantain disciipline and silence in the classroom. In order to attrack their attention and createan effective enviroment the teacher is forced to threaten students with negative notes in theirfiles in the class book.

1st grade:Despite there are very talkative and unquiet students, the teacher achieves to mantain

discipline. He uses strategies to catch students attention which helps to promote learning.The use of technology in the development of the class helps to create the conditions for amore effective learning. However, as the main part of the class is developed through a datashow, students forget to take notes and do not have time to put learnt theory into practice. A

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factor that instead of promoting an effective learning turns out to be the reverse is the bigamount of information the teacher gives to students in every session in terms of vocabulary,or other grammatical structures that are not necessarily in direct relationship with thatspecific session.

How motivated are the learners? Why? To what extent are they taking part in

their own learning? To what extent are they expecting the teacher to do the work forthem?

6th grade:Students do not look too motivated in the English class. They are all the time expecting

for the teacher gives them every direction about what to do next. Some of them seem tounderstand and try to use the language, but as a class group they are always waiting forsomebody else to do their job.

1st grade:A minor part of the class seems to be motivated with the English class, however those

who are clearly not interested in the class remain quiet, passive and without any

participation.

When the teacher tries to encourage the classs participation only those students wholike the language and always participate in class are active and motivated, the rest of theclass is not interested, despite of the technology used to catch their attention. One problemis the lack of posibilities to put into practice what they have been taugth.

2. Behaviour during classroom activities

Describe the ways students are encouraged to participate in activities. Are there any

particular strategies for managing issues and motivating students? Are there anystudents with special needs?

6th grade:The strategy used by the teacher do not achieve to encourage studentss participation.

In fact the activities (worksheet, coping from the board or answering exercises from thebook) are not motivating enough to encourage studentss participation.

A negative strategy to get students working is the threat that they will get a negativepoint of note in the class book.

There is one special case, a color-blind. boy who is al the time asking about the colors.

This is a special case and sometimes a little complicated. However the guide teacher,handles the situation without much complication.

1st grade:The way the guide teacher talks to his students, with a lot of confidence and in a

respectful but colloquial language encourage studentss motivation and participation.However I could not talk about activities, because all the classes that I have seen so far havebeen very theorical without any specific activity. Although the guide teacher sometimespractices orally with students what he has been teaching during the class or some lastclasses.

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

Since there are several learning styles, it is not easy to realize of them in students,especially because of the discpline and noise in the case of the 6th grade, and due to the lack

of activities in the case of the 1st

grade.

TEAM TEACHING STAGEName of student: Anglica del Carmen Olgun Seplveda

Name of School: Colegio Guardiamarina Riquelme.

Date: April 21st, 2010

Task N1: Collaboration activities

For the following questions describe as accurately as you can how you have collaborated inschool assigned:

1. What kind of activity did you perform the first time you were asked for help? Howlong did it take?

The first collaborations asked by the teachers have been very simple, and that have nottaken to much time to do or accomplish. These have been things like going for picking up amaterial for the class in the Learning and Resources Center (CRA), like some photocopies ora notebook; to help to print some worksheets, and to get the tests to be taken in the UTPsoffice.

2. What were the students doing before you started helping out?

6th grade:

When I started to helping out in the class, students remain in their seats just looking atme very curious about my movements. At the very beginning they were not sure aboutconsidering myself as a teacher, however after a moment and when they realized I wastrying to help them to solve their doubts, answering some of their questions or guideningthem in the development of a worksheet they understood that I also coud help them asanother ot their English teacher as well.

1st grade:Due to the way the guide teacher has carried out his class, my collaborations has been

minimum. However, from the very beginning students have treated me as another teacher

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in their class, asking me questions when they have doubts, and even for permission forgetting out of the classroom, going to the restrooms, and so on.

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

6th

grade:In the first moments I started to participate more actively in the class, students show

themselves very curious about my movements and speaking, althought they are verytalkative as I mentioned before, they remained very quiet and in silence, and very receptiveto my guide and help, too.

1st grade:This level has been very receptive with my presence in their class. They continuously ask

me questions about the content of the class or other topics related to the language. Theyhave made me feel very confortable and it seems to be that they understand my willing tohelping out in their learning process of the language.

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

As I mentioned before, the tasks asked have been very simple. During every day ofpractice, before, during or after the class I have to collaborate with the guide teachers indifferent little assignments such as looking for, or picking up some materials for the classes,helping to carry out some elements for the class, like the notebook, the classbooks, etc. Allof them very simple tasks without any complications.

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

So far I have not been asked to prepare any kind of material for any class.

Task 2: Lesson Planning

Answer the following questions and explain how you planned the learning activities for yourstudents. Be as precise as you can.

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

In order to plan the lessons for my students I have asked to guide teachers for their unit

plans made by them in the school, their opinions and thougths about it. I have also looked atand read up on the English books of every level; and I have observed the level and rythm oflearning that students have demonstrated in every class during my observation time.

2. Did your guide teacher give you any suggestions for planning?

First of all I have to point out that I have not worked a lot in planning since I am finishingmy observation and collaboration period. However, I have already done my first planningsfor each level, and in this aspect of my practice in the school, my guide teachers have not

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been too involved in my planning work. Despite of the fact they have looked at them, theirfeedback has been very poor or almost nil.

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

Eventhough I am not conscious about how long has taken me preparing learning

material, I can point out that was too much time since I had to considered and took notes onthe students previous learning, to look information for the contents considered in the unitthey have to learn, prepare a power point presentation, considering all the necessaryinformation and pictures as simple and clear as possible for their understanding. I have notonly looked at the English book but also searched for information in Internet.

AOS/2010

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Documents

Observation and Collaboration Report