Journal 4

Journal 4 

In this 4^th week of the practicum process, I did not have the full chance to implement my classes since the administrative-academic event of the high-quality accreditation process was still going on, some professors did not have classes. However, I did teach a lesson with Basic English ll. 

In the first part of the class, I planned to ask some questions in order to foster communication. They had to discuss whether they consider themselves as pessimist or optimist people.

For the second activity, I planned some activities regarding the use of WILL for simple future in regards to predictions. I started my class with a video in which students were asked to predict the result of certain actions by showing their thumbs up or down saying it will be epic or fail, but most important using the WILL. For example, “He will crash” “She will fall off the bike” However, in the process of asking them to answer what they thought would happen, they did not answer in the way I wanted, which was using WILL. Therefore, I would change the way I addressed the answers when student are asked to do so. Then, they had to be in groups where they would discuss some statements I gave them. That was interesting because I had the opportunity to hear some of their possible answers to those situations.

Finally, in the last part of the session, I ask them to write the most pessimistic answer to a certain situation in a piece of paper. Then, I would find out the most pessimistic person in the classroom. That last activity was somewhat confusing at the point of finding the most pessimistic answer in the classroom since students did not have any idea how to do it. I would explain differently next time I teach the same lesson.

By the way, as an extra activity for my practicum experience at Universidad Surcolombiana, I had the opportunity of leading a speaking test for students from the Pre-Intermediate course since the professor allowed me to do so. That was interesting since I had the opportunity to experience a real speaking test from the professor’s perception. I tried the “trial and error approach” by implementing different ways of addressing the speaking part of the exam and it was interesting since students felt more confident when you only have the topics and not the rubric grading them that seems to e terrifying. That was a meaningful experience for me. By the way, the image represents how I felt during the week!

Journal 3

Journal 3

During this week, I did not have the full chance of teaching students from the English language teaching education program since there was an academic-administrative event in which some of the professors involved in the high quality accreditation process must attended. Therefore, two of the professors who are my cooperators did not have class sessions. Thus, I ended up teaching only one lesson in the Pre-intermediate English course whom professor was not part of that event.

I designed a lesson plan focused on some recommendations the professor gave me about comparatives and superlatives. In the first part of the class, I had prepared already a game with power point called “Who/What would you rather?” Students showed excitement when playing this game because the questions in there seemed to be catching or interesting for them. In this way, I liked the way they participated and I tried to emphasize the fact of using comparatives and superlatives in the fact of choosing an answer for the questions in the game. For example, “What would you rather… to be alive and unknown or to be famous after you die?” The expected answer would be “I prefer to be famous when I die because I think it’s more interesting when people remember you by the things you did while you were alive…”

In the next part, I wanted to focus on the student book because there students could find a specific exercise about superlatives since the previous one focused more on comparatives. Therefore, students gave their answers in a couple-discussion exercise. I walked around the classroom in order to listen to some of their answers and I could notice that they feel that the professor is more interested in their learning process if he or she talks to them and tries to be more in touch with them, closer, and more understandable. That is what I try always to do in my classes.

At the end of the class, I brought a writing exercise in which they must complete a short story without the ending part. I instructed them to do it in the same groups that they already were in. At the end, I wanted to see how creative they could be when imagining a crazy ending for a story.  I gave them some genres such as comedy, love, horror, etc.

I liked the class a lot since they were participative, enjoying the activities, and willing to participate. I would maybe change the way I explained the “would you rather game” and ask them to use comparatives when answering the WHY they chose either answer. 

Journal 2

Journal 2nd Week

Name: _______FRANCISCO MARTINEZ ROJAS _________________ Date: _____12/04/2019___

Write a reflection about the classes you oriented this week (bear in mind the following aspects: what you planned, what you did, and what you would do differently if you were to teach your lessons again). Give examples and descriptions of those situations that, in your view, are relevant to your learning experience.

During this week, from April the 8^th to the 12^th I had the opportunity of implementing the lesson plans I had already designed for Basic English ll and Pre-intermediate English courses.

On one hand, at the beginning, based on the observations, course syllabi, and professors’ suggestions I designed the lesson plans taking into account mostly writing activities since my innovation plan is focused on that. Firstly, I had some ideas for basic English ll in order to foster their imagination. Indeed, my lesson plan for the two courses there are for Basic English ll included an activity, which made them use their imagination in order to create a short story based on a comic without words.

At the beginning of the lesson, I must admit I was quite nervous since that was officially my first lesson at the university. I started my class at 11 o’clock in the morning, fresh, confident, and nervous (inside). My first activity was the presentation of some images in order for students to discuss details, or the story with the student next to them. Then, the main activity took place so I explained the steps and delivered the papers. They did the exercise well but I could notice that they feel a little lazy about writing. Immediately I said, “You must write instead of speaking”, they made a frowned. Nevertheless, I walked around the classroom trying to look at their ideas or questions they might had. I think that helped them because they did not feel alone during the process of creating a story. Something I was advised to and forgot was to emphasize on the use of past, which was the main concern for the class. I did not remember that, I just forgot it. Perhaps, I was so nervous that I forgot it. At the end of the class, they showed, discuss, and gave feedback to one partner’s story.

I consider that I would not do anything differently. However, I should have put emphasis on the fact that they should implement the past tense in their short stories. I did not say it because I simply forgot it.

On the other hand, regarding pre-intermediate English course, I designed a lesson plan with the topics they were working on in their normal classes. My main concern was to practice a little bit reading and writing. At the beginning of the lesson, I introduced some vocabulary related to the topic, money. They had to guess or remember the word that each image represent. Then, there was a reading exercise and they had to find the words previously presented. After they finished reading, I gave them some statements to discuss with the person next to them in order to have a little bit of speaking practice. The final exercise was to create a story based on one image I showed them.

I must say that it was a good class for me; students were organized and willing to participate. I would not change anything on the class because I think it was entertaining to be a teacher, the students were nice, and the pace was accurate, from my point of view.

In the last class with the second group of basic English ll, I implemented the same lesson plan because the topics and units they are studying are the same as the other group. This time I did emphasize in the use if the structures seen in class, which implicitly meant using the past simple and linking words.

Finally, the classes were interesting from my perspective since being a teacher is another whole world. As a student, you have the perspective of the good or bad teacher, but as a teacher, you have the task of taking into account students’ needs, learning processes, units from the book, and designs of classes. Therefore, it was a good opportunity for me to experience what being a teacher means.

         

What makes a good teacher

What makes a good teacher...



It is not only about knowing as much as you can on your subject matter, but also learning to treat your students as humans and not as sponges that are going to absorb everything you "teach"

It is also a matter of putting yourself into your students' shoes so that you can have a clearer idea of how your students perceive reality. Therefore, your are going to be able to identify learning styles, preferences, and even difficulties.

Likewise, it is also a matter of bearing difficulties all along the path of spreading knowledge to human beings. There are harmful situations, unexpected events, and unpleasant people. However, as long as you love what you do, those "obstacles" will push you ahead so that you live, grow, and gain experience. 

Journal 1

APPENDIX 3: POST OBSERVATION STUDENT

TEACHER’S SELF-EVALUATION FORM (Journal)

 

Name: ______FRANCISCO MARTINEZ_________________________ Date: ____06/04/2019__

Write a reflection about the classes you oriented this week (bear in mind the following aspects: what you planned, what you did, and what you would do differently if you were to teach your lessons again). Give examples and descriptions of those situations that, in your view, are relevant to your learning experience.

During this week I was doing observations, I noticed many factors regarding the English language teaching and learning process. Firstly, I noticed that here at the university in the English Language teaching program there are many students motivated to learn English, its features, rules, phonetics, and so on. However, they are not motivated to become teachers. Most of them, as far as I heard, want to become translators. This reminds me of somebody who did have that same feeling in his heart and still has it. I am talking about myself. Indeed, I would love to become a translator. The difference is that now I have adapted myself more to the idea of being a professor. Since this profession has a lot of advantages and, as long as you do a good job, rewarding.

Secondly, I could see the quality of the professors is excellent. Not that I have not noticed that before, but I am a different person now that I was before. Likewise, I have learned many things regarding my English language learning process, my professional formation, and personal growth. Therefore, the fact of observing professors doing their jobs with such a commitment, responsibility, and authority makes me sit down and reflect upon those theories I was taught previous semesters.

Thirdly, I noticed that the university infrastructure is not the best. In fact, some of its classrooms have enough amount of chairs neither for students nor professors. I think it is shocking since, on the one hand, everybody needs accurate conditions to learn. On the other hand, we, as students, are paying for a good quality of education and the fact of not having enough resources for it makes it difficult and at some point disappointing to learn.  

Finally, I enjoyed doing observations this week from the 29^th  of March to the 5^th of April. I would like to experience the fact of teaching to students from the ELT program since they are motivated to learn English. In addition, I am looking forward to planning and giving my ideas to my advisor in order to implement good strategies to enhance students’ learning process of a foreign language.