★ A process has finished, I completed my final practicum... and after all this time I can say that I learned many things that helped me to grow as a professional and as a person too. I must say that it wasn't so easy, I had to prove myself in many ways, I had to know the students, to plan every lesson and to look for better and interesting ways to teach, I had to learn how to manage a group of 39 chatty girls I had to improvised when something didn't go out as I had it planned and. I had to manage different situations.
This was the first time I taught at a school so it was a real challenge and I could see how much I improved through time. I improved my performance and made a lot of progress :) ★
I. Datos Generales:
1.Nombre del Establecimiento Educacional: Colegio Carlos Cousiño
2.Profesor en Práctica: Paulina Rojas González
3Fecha: 29 noviembre de 2009
4.Tabla de la reunión: Consejo de pre-evaluación para analizar la situación los alumnos que no continúan en el colegio el año 2010.
5.Hora (inicio y término): 17:15 – 20:20
II. Instrucciones:
1.Complete la información que encontrará en el punto “I. Datos Generales”
2.Escriba los temas propuestos en la tabla de la reunión, destacando el tema principal que la convocó.
Esta reunión de profesores fue más bien un consejo de pre-evaluación de todos los cursos de enseñanza media (hombres y mujeres), más séptimo y octavo años básicos (18 cursos en total).
El propósito de este consejo fue evaluar a los alumnos que tenían algún tipo de problema de rendimiento y/o comportamiento; para que todos los profesores, especialmente los profesores jefes, evaluaran en conjunto la permanencia de estos alumnos en el colegio.
3.Comente sus impresiones de la reunión. Puede referirse a:
•Aquellos temas que estaban en Tabla y no fueron tratados:
No hubo temas no tratados, se fue analizando curso a curso cada caso especial, partiendo por séptimo básico y terminando con los cuartos medios.
•Modalidad de la reunión. ¿Quién la conduce?
El principio de la reunión fue dirigida por el director del establecimiento educacional, el señor Sergio Ramírez Peñafiel, quién realizó una oración por todos los profesores, especialmente por aquellos que habían estado enfermos y con licencia médica; agradeciendo que ya se hubiesen integrado a sus labores.
Luego de la oración la reunión fue dirigida por la inspectora, la señora Ana María Rodríguez; ella tenía una ficha (previamente entregada por cada profesor jefe) donde se detallaba cada caso especial.
La inspectora fue preguntando curso por curso a los profesores jefes por los niños y niñas que tenían riesgo de repitencia; para que los demás profesores que hacían clase a dicho curso opinaran si se le daba a ese alumno la oportunidad de continuar en el colegio en caso de reprobar o si se le cancelaba la matrícula definitivamente. Así mismo se fue analizando el caso de los alumnos y alumnas con problemas conductuales y los que estaban en situación de condicionalidad, para que los profesores opinaran si se les renovaba o no la matrícula a esos alumnos(as) para el año 2010.
• Modalidad de Intervención de los profesores.
La inspectora iba nombrando a cada curso y tomando nota de lo que decía el profesor jefe, quien debía indicar la situación de cada alumno en cuestión, indicando a quienes se les debía renovar la matrícula, a quienes no, aquellos alumnos que podían continuar pero en calidad de “condicional” y las razones de tal decisión. Luego de esto se daba la oportunidad a los demás profesores para que opinaran, dándoles la oportunidad de proponer algún otro alumno para la cancelación de su matrícula o para abogar por algún estudiante que ellos pensaran se merecía una oportunidad (ya fuera por esfuerzo, por algún cambio de actitud en el último tiempo o por algún otro motivo), en cuyo caso todos los profesores debían votar a mano alzada si ese alumno permanecía o no para el año 2010. Cada profesor debía levantar la mano para pedir la palabra y así no interrumpirse entre ellos.
• Clima de la reunión (frecuencia de participación de los profesores, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)
La reunión fue bastante extensa puesto que debía analizarse a cada uno de los 18 cursos. Hubo 38 profesores presentes en el consejo de evaluación más el director del establecimiento, la inspectora y la coordinadora de básica. Esa tarde hacía mucho calor por lo que el director del establecimiento mandó a buscar helados para todos los profesores presentes como un regalo.
El clima de la reunión en un principio fue bueno. La reunión se realizó en una sala de clases y los profesores se sentaron de a dos, no conversaban mucho entre ellos, estaban pendientes de la reunión, (por lo menos al principio de ésta). A medida que se iban analizando los cursos, los profesores que tenían algo que opinar sobre los alumnos aludidos levantaban la mano para pedir la palabra y opinaban, generalmente no eran más de tres profesores los que opinaban por cada curso, y habían cursos en los que nadie más que el profesor jefe opinaba, siendo en este caso la opinión de este último la que decidía el futuro de los alumnos en el colegio.
Como la reunión fue tan extensa no todos los profesores se quedaron hasta el final del consejo, de los 38 profesores con los que se partió la reunión solo 21 se quedaron hasta el final. La verdad de las cosas es que a medida que la hora avanzaba y seguían quedando cursos por revisar los profesores se veían cansados y aburridos ya al final de la reunión casi no opinaban, solo hablaba el profesor jefe y cuando éste se extendía mucho se empezaban a escuchar algunos silbidos de protesta y murmullos. Por lo que creo que el buen clima inicial del consejo se fue perdiendo a medida que ésta avanzaba y los profesores ya no mostraban interés en opinar ni participar.
• Varios (aspectos y /o comentarios en torno a temas educativos generales, tanto a nivel del establecimiento como nivel regional educacional)
Una de las profesoras hizo un comentario con respecto al proceso de selección de alumnos del colegio, indicando que éste debía ser más riguroso al momento de la prueba y entrevista de admisión de los estudiantes, para así evitarse el tener que estar analizando la situación de los alumnos caso por caso viendo a quien se expulsaba a final de año. La inspectora por su parte respondió que en el proceso de selección ellos trataban sacar de lo más malo lo mejor, que la verdad hace años que no llegan alumnos que dieran muy buenas pruebas de admisión y que en la entrevista todas las niñas y niños se veían bien, pero que una vez matriculados empezaban a mostrar problemas y que eso no había como saberlo.
Otro aspecto que también se mencionó fue que a pesar de que el colegio abrió su proceso de admisión antes que el Liceo Eduardo de La Barra y el colegio Salesiano, hay varios niños que no quisieron matricularse de inmediato a la espera de los resultados en estos otros establecimientos educacionales. Por lo que ellos no podían ponerse tan exigentes, ya que de lo contrario no tendrían la matricula necesaria de alumnos para solventar el establecimiento.
Skill: Listening, speaking and writing.
Expected Outcomes: Students will be able identify their mistakes on the test.
Students will predict words they think will appear in a love song and they will express their opinions on the song (whether they like it or not). Students will be able to compare two images by writing short sentences.
Lesson Plan B
Expected Outcomes: Students will be able identify their mistakes on the test.
Students will predict words they think will appear in a love song and they will express their opinions on the song (whether they like it or not). Students will be able to compare two images by writing short sentences.
Lesson Plan B
Skill: Speaking and writing
Expected Outcomes: Students will be able to express themselves in English to talk about what they did for Halloween, making use of the structures they learned during the unit.
Students will be able to make written comparisons using long and shorts adjectives.
Lesson Plan A
Expected Outcomes: Students will be able to express themselves in English to talk about what they did for Halloween, making use of the structures they learned during the unit.
Students will be able to make written comparisons using long and shorts adjectives.
Lesson Plan A
Como lo discutimos en clase, el tema de la deuda histórica de los profesores vino a tomar mayor fuerza en periodo de elecciones, interfiriendo con el SIMCE y perjudicando a los alumnos de establecimientos municipales del país que deben rendir la Prueba de Selección Universitaria (PSU). Si bien es cierto que este paro ha traido varios problemas al gobierno y a la sociedad, también es cierto que lo que se pide es justo, es una verguenza que los profesores, los encargados de formar al futuro de Chile tengan no se les pague de acuerdo a la gran importancia de su rol en la sociedad. Es necesario que se cumpla y se pague lo que se debe.
Skill: Writing and reading.
Expected Outcomes: Students will be able to apply all what they learned during the unit to answer the unit test. Students will be able to read a text about recycling and understand general and specific information in order to answer true or false statements and some comprehension questions.
Lesson Plan 9T
Expected Outcomes: Students will be able to apply all what they learned during the unit to answer the unit test. Students will be able to read a text about recycling and understand general and specific information in order to answer true or false statements and some comprehension questions.
Lesson Plan 9T
Skill: Writing and speaking.
Expected Outcomes: Students will be able to summarize and recall information about all what they have learned during the unit (There+Be, How much/many, Quantifiers) in order to review the contents for the test.
Students will be able to write short sentences committing themselves to take care of the planet and will have to read their sentences aloud.
Lesson Plan 8 Sp
Expected Outcomes: Students will be able to summarize and recall information about all what they have learned during the unit (There+Be, How much/many, Quantifiers) in order to review the contents for the test.
Students will be able to write short sentences committing themselves to take care of the planet and will have to read their sentences aloud.
Lesson Plan 8 Sp
Skill: Listening, reading and writing.
Expected Outcomes: Students will be able to predict information, to listen and to comprehend spoken information in English; they will be able to identify general and specific information.
Students will be able to read instructions and solve questions in order to go to the next stage of a game.
Students will be able to write sentences encouraging people to look after the planet.
Lesson Plan 7
Expected Outcomes: Students will be able to predict information, to listen and to comprehend spoken information in English; they will be able to identify general and specific information.
Students will be able to read instructions and solve questions in order to go to the next stage of a game.
Students will be able to write sentences encouraging people to look after the planet.
Lesson Plan 7
Skill: Listening and speaking.
Expected Outcomes: students will be able to predict information, to listen and to comprehend spoken information in English; they will be able to identify general and specific information about global warming. Students will be able to state opinions about global warming and will write short sentences to commit themselves to help take care of the environment.
Lesson Plan 6
Expected Outcomes: students will be able to predict information, to listen and to comprehend spoken information in English; they will be able to identify general and specific information about global warming. Students will be able to state opinions about global warming and will write short sentences to commit themselves to help take care of the environment.
Lesson Plan 6
I. Datos Generales:
1. Nombre del Establecimiento Educacional: Colegio Carlos Cousiño
2. Curso: 2º medio B
3. Profesor jefe: Luisa Espósito Cansino (profesora de biología)
4. Profesor en Práctica: Paulina Rojas González
5. Fecha: lunes 19 y 26 de octubre
6. Hora (inicio y término):
Consejo de curso 1: 13:17 – 13:35
Consejo de curso 2: 13:10 – 13:40
II.- Desarrollo del consejo de curso
1. Tema de Orientación:
Primero que todo, debo decir que asistí a dos consejos de curso.
Directiva:
Presidenta: Denisse Toro.
Vicepresidenta: Vanessa Troncoso.
Tesorera: Camila Muller.
Secretarias: Giovanna Bustamante y Sabrina Gaete.
Consejo de curso 1: El lunes 19 me quedé al consejo de curso, pero la profesora jefe no había asistido a clases pero las niñas me dijeron que harían un consejo de curso cortito por lo que me quedé a observar de todas formas. Las niñas se demoraron bastante en comenzar el consejo, a decir verdad me dio la sensación de que solo lo hicieron porque estaba yo ahí.
El consejo de curso comenzó a las 13:17, y estuvo a cargo de la presidenta y la tesorera, quienes cobraron las cuotas del curso y realizaron una “mini rifa” con premios llevados por ellas mismas. El consejo de curso terminó a las 13:35, luego las niñas siguieron conversando, escuchando música o haciendo otras cosas. La verdad fue un consejo de curso bastante improvisado y desorganizado, donde solo la mitad de las estudiantes prestaban atención mientras las demás hacían otras cosas.
Consejo de curso 2: Lunes 26 de octubre. Este consejo de curso fue un consejo más bien administrativo por lo que no hubo tema de orientación.
El tema principal fue organizar entre las niñas un desfile de modas para complementar una actividad de los apoderados. La profesora explicó que los apoderados estaban organizando una once en el colegio para recaudar fondos, por lo que ella quería organizar un desfile de modas con las alumnas para tal evento.
Luego habló de los atrasos, nombrando a las alumnas que ya cuentan con más de 7 atrasos y que tienen citación de apoderados, pidiéndoles preocuparse de este aspecto y ser responsables con las normas del colegio.
La profesora contó a las alumnas que con la profesora jefe del otro segundo de niñas estaban organizando un viaje al túnel de la ciencia, ubicado en el muelle barón, para la segunda semana de noviembre.
Luego de esto la profesora dio paso a la directiva del curso para que cobraran las cuotas y realizaran una “mini rifa” con premios que ellas mismas llevaron. La presidenta y una de las secretarias llevaron a cabo la rifa y la tesorera fue cobrando las cuotas por los puestos (la vicepresidenta y la otra secretaria estaban ausentes).
Manejo de la profesora jefe: La profesora por su parte muestra un muy buen manejo del curso y una excelente relación con las niñas creando un clima bastante agradable y distendido, pero aún así el consejo de curso fue bastante bullicioso, en general las niñas son bastante conversadoras en clases y el consejo de curso no fue la excepción.
Participación de las alumnas: Las estudiantes se mostraron bastante participativas, sobre todo para inscribirse y participar en el desfile.
En Conversaciones posteriores la profesora me indicó que las niñas están juntando dinero para un viaje de estudio en 3º medio y para la fiesta de graduación, por lo que no realizarán paseo de fin de año.
2. OFT cubierto:
Consejo de curso 2: La profesora trató los OFT referidos a la persona y su entorno, motivando a los estudiantes a participar en la actividad propuesta por los apoderados, instándolas a participar en otras actividades como el paseo al túnel de la ciencia. También se hizo referencia a la responsabilidad de las estudiantes, y su formación ética, en cosas tan mínimas pero a la vez importantes como la puntualidad, característica que les será muy útil cuando tengan que salir al mundo laboral más adelante y que tienen que ir asimilando desde el colegio.
3. Tabla del Consejo de Curso:
Consejo de curso 1: Cuotas, rifa.
Consejo de curso 2: Desfile de modas, atrasos, túnel de la ciencia, cuotas, rifa.
1. Nombre del Establecimiento Educacional: Colegio Carlos Cousiño
2. Curso: 2º medio B
3. Profesor jefe: Luisa Espósito Cansino (profesora de biología)
4. Profesor en Práctica: Paulina Rojas González
5. Fecha: lunes 19 y 26 de octubre
6. Hora (inicio y término):
Consejo de curso 1: 13:17 – 13:35
Consejo de curso 2: 13:10 – 13:40
II.- Desarrollo del consejo de curso
1. Tema de Orientación:
Primero que todo, debo decir que asistí a dos consejos de curso.
Directiva:
Presidenta: Denisse Toro.
Vicepresidenta: Vanessa Troncoso.
Tesorera: Camila Muller.
Secretarias: Giovanna Bustamante y Sabrina Gaete.
Consejo de curso 1: El lunes 19 me quedé al consejo de curso, pero la profesora jefe no había asistido a clases pero las niñas me dijeron que harían un consejo de curso cortito por lo que me quedé a observar de todas formas. Las niñas se demoraron bastante en comenzar el consejo, a decir verdad me dio la sensación de que solo lo hicieron porque estaba yo ahí.
El consejo de curso comenzó a las 13:17, y estuvo a cargo de la presidenta y la tesorera, quienes cobraron las cuotas del curso y realizaron una “mini rifa” con premios llevados por ellas mismas. El consejo de curso terminó a las 13:35, luego las niñas siguieron conversando, escuchando música o haciendo otras cosas. La verdad fue un consejo de curso bastante improvisado y desorganizado, donde solo la mitad de las estudiantes prestaban atención mientras las demás hacían otras cosas.
Consejo de curso 2: Lunes 26 de octubre. Este consejo de curso fue un consejo más bien administrativo por lo que no hubo tema de orientación.
El tema principal fue organizar entre las niñas un desfile de modas para complementar una actividad de los apoderados. La profesora explicó que los apoderados estaban organizando una once en el colegio para recaudar fondos, por lo que ella quería organizar un desfile de modas con las alumnas para tal evento.
Luego habló de los atrasos, nombrando a las alumnas que ya cuentan con más de 7 atrasos y que tienen citación de apoderados, pidiéndoles preocuparse de este aspecto y ser responsables con las normas del colegio.
La profesora contó a las alumnas que con la profesora jefe del otro segundo de niñas estaban organizando un viaje al túnel de la ciencia, ubicado en el muelle barón, para la segunda semana de noviembre.
Luego de esto la profesora dio paso a la directiva del curso para que cobraran las cuotas y realizaran una “mini rifa” con premios que ellas mismas llevaron. La presidenta y una de las secretarias llevaron a cabo la rifa y la tesorera fue cobrando las cuotas por los puestos (la vicepresidenta y la otra secretaria estaban ausentes).
Manejo de la profesora jefe: La profesora por su parte muestra un muy buen manejo del curso y una excelente relación con las niñas creando un clima bastante agradable y distendido, pero aún así el consejo de curso fue bastante bullicioso, en general las niñas son bastante conversadoras en clases y el consejo de curso no fue la excepción.
Participación de las alumnas: Las estudiantes se mostraron bastante participativas, sobre todo para inscribirse y participar en el desfile.
En Conversaciones posteriores la profesora me indicó que las niñas están juntando dinero para un viaje de estudio en 3º medio y para la fiesta de graduación, por lo que no realizarán paseo de fin de año.
2. OFT cubierto:
Consejo de curso 2: La profesora trató los OFT referidos a la persona y su entorno, motivando a los estudiantes a participar en la actividad propuesta por los apoderados, instándolas a participar en otras actividades como el paseo al túnel de la ciencia. También se hizo referencia a la responsabilidad de las estudiantes, y su formación ética, en cosas tan mínimas pero a la vez importantes como la puntualidad, característica que les será muy útil cuando tengan que salir al mundo laboral más adelante y que tienen que ir asimilando desde el colegio.
3. Tabla del Consejo de Curso:
Consejo de curso 1: Cuotas, rifa.
Consejo de curso 2: Desfile de modas, atrasos, túnel de la ciencia, cuotas, rifa.
Skill: Reading.
Expected Outcomes: Students will be able to recognize different renewable energy solutions (sources) by reading a text and getting the main ideas from it, learning new vocabulary and identifying general and specific information. Students will be able to use words related to energy to solve a scramble game.
For this class I carried out the lesson plan I had prepared for the previous class.
Lesson Plan 5
Expected Outcomes: Students will be able to recognize different renewable energy solutions (sources) by reading a text and getting the main ideas from it, learning new vocabulary and identifying general and specific information. Students will be able to use words related to energy to solve a scramble game.
For this class I carried out the lesson plan I had prepared for the previous class.
Lesson Plan 5
What do you think the cartoon provided below is illustrating? Why? Answer briefly.
I think the cartoon illustrates how many times people are so connected with the television and all the mass media that we tend to forget to pay attention to our surroundings. I believe that the situation represents our dependence to TV. The character says: “Let´s see what´s going on in the world” turning on the TV instead of paying attention to the real world outside the window.
Reflect on the importance of the initial observation period in final practicum.
This period allowed me to familiarize with the assigned course and the students. I think that observation is necessary not only for practicum students but for every teacher, since despite a teacher may have many years of teaching experience, he or she has to be able to recognize students difficulties or problems in learning, and to detect any change in students’ behavior.
During the observation stage I paid attention to the new system of working of the school, because there have been some changes since I was a student there. I focused on school organization and the staff relationships; it was a time for getting to know the guide teacher and to familiarize with the course assigned; I tried to get to know the students backgrounds, their different personalities and behaviors. I also observed the way of working of the teacher, to see her methodology and the things that worked and which not in the English class, it was useful to detect student’s learning styles and if there was any student with special needs, all these things were very helpful to plan my lessons later.
Refer to the observed issues in assigned school, and explain if these issues caused a change on the expectations you had about this particular period.
As I was an ex-alumna of the school I thought that the only things I had to pay attention to were the ones related to the course assigned itself, to get to know the students and the teacher and to see how the class worked paying attention to the level of English they had. But then I realized that there had been many changes at the school through these years, when I was a student the girls studied in the morning and the boys in the afternoon, but now the school has a full time working day so I thought they were all together, but I found that they are still separated, there are only-girl and only-boy courses and they have their breaks at different times. Besides the experience of knowing the school as a student is very different from being a “teacher” now, I realized there were many things to observe apart from the course that this changed my initial expectations about this period.
How did you feel? Provide one example you consider most relevant to support your answer.
I felt very comfortable because it was a familiar environment. I knew the school and some of the teachers, but I did not know if they were going to remember me so it was a nice surprise to find that despite all these years most of them remembered me. The math teacher remembered the fact I was very good at her subject and although I must say it was a little odd to be back at school now as a teacher and being in the teachers’ room I think this was a big help to my observation period since it was easier for me to talk with the head-teacher of my course and to ask her information about the students or permission to attend the parents meetings.
I think the cartoon illustrates how many times people are so connected with the television and all the mass media that we tend to forget to pay attention to our surroundings. I believe that the situation represents our dependence to TV. The character says: “Let´s see what´s going on in the world” turning on the TV instead of paying attention to the real world outside the window.
Reflect on the importance of the initial observation period in final practicum.
This period allowed me to familiarize with the assigned course and the students. I think that observation is necessary not only for practicum students but for every teacher, since despite a teacher may have many years of teaching experience, he or she has to be able to recognize students difficulties or problems in learning, and to detect any change in students’ behavior.
During the observation stage I paid attention to the new system of working of the school, because there have been some changes since I was a student there. I focused on school organization and the staff relationships; it was a time for getting to know the guide teacher and to familiarize with the course assigned; I tried to get to know the students backgrounds, their different personalities and behaviors. I also observed the way of working of the teacher, to see her methodology and the things that worked and which not in the English class, it was useful to detect student’s learning styles and if there was any student with special needs, all these things were very helpful to plan my lessons later.
Refer to the observed issues in assigned school, and explain if these issues caused a change on the expectations you had about this particular period.
As I was an ex-alumna of the school I thought that the only things I had to pay attention to were the ones related to the course assigned itself, to get to know the students and the teacher and to see how the class worked paying attention to the level of English they had. But then I realized that there had been many changes at the school through these years, when I was a student the girls studied in the morning and the boys in the afternoon, but now the school has a full time working day so I thought they were all together, but I found that they are still separated, there are only-girl and only-boy courses and they have their breaks at different times. Besides the experience of knowing the school as a student is very different from being a “teacher” now, I realized there were many things to observe apart from the course that this changed my initial expectations about this period.
How did you feel? Provide one example you consider most relevant to support your answer.
I felt very comfortable because it was a familiar environment. I knew the school and some of the teachers, but I did not know if they were going to remember me so it was a nice surprise to find that despite all these years most of them remembered me. The math teacher remembered the fact I was very good at her subject and although I must say it was a little odd to be back at school now as a teacher and being in the teachers’ room I think this was a big help to my observation period since it was easier for me to talk with the head-teacher of my course and to ask her information about the students or permission to attend the parents meetings.
I. Datos Generales:
1. Nombre del Establecimiento Educacional: Colegio Carlos Cousiño
2. Curso: 2 medio B
3. Profesor jefe: Luisa Espósito Cancino (Profesora de biología)
4. Profesor en Práctica: Paulina Rojas González
5. Fecha: jueves 24 de septiembre de 2009
6. Hora:
Inicio: 18:30 se juntan los apoderados de los dos segundos medios de niñas (A y B) en el casino del colegio, a las 18:45 comienza una charla de orientación para que los apoderados se informen respecto a la elección del plan de estudios científico o humanista que las niñas tendrán que adoptar en tercero medio . A las 19:15 cada segundo medio vuelve a su sala para comenzar sus respectivas reuniones de apoderados.
Término: 8:25
7. Tabla de la reunión: La tabla no fue escrita explicitamente en la pizarra, sin embargo los temas de la reunion fueron: Plan diferenciado de estudios, plato único, viaje a Santiago, proyecto de biología, informe parcial de notas, entrega de test vocacionales.
II. Instrucciones: Complete la información que encontrará a continuación.
Escriba sucintamente los temas propuestos en la tabla de la reunión, destacando el tema principal que la convocó.
La reunión de apoderados fue una reunión informativa y constó de dos partes. La primera se realizó en el casino del colegio e incluyó a los dos segundos medio de niñas; en esta oportunidad la charla estuvo a cargo de la orientadora del colegio, la tía Amelia. El tema principal que convocó esta charla fue explicar a los apoderados sobre el plan diferenciado de estudios científico (matemático-biológico) o humanista (que incluye literatura e inglés) que las niñas tendrán que elegir en marzo del próximo año cuando estén cursando tercer año medio, decisión muy importante que debe hacerse de forma consciente.
La segunda parte se realizó en las respectivas salas. La profesora jefe decidió no escribir la tabla de reunión en la pizarra para no perder más tiempo. Los temas principales fueron:
+ Detalles de un plato único (tallarinata) la semana siguiente
+ Detalles del viaje a Santiago, la profesora jefe explicó a los apoderados que este era un viaje del ramo de historia que realizariían en conjunto los dos segundos medios de niñas el 7 de octubre, y que las alumnas tendrían que realizar luego guías de trabajo en grupos con nota. Todas estas informaciones se entregaron por escrito también a los apoderados.
Otros temas tratados:
+ Se explico a los apoderados un proyecto de un foro de biología sobre enfermedades de transmisión sexual que realizaron las alumnas.
+ Informe de notas
+ Entrega de los resultados de un test vocacional de Holland.
Comente sus impresiones de la reunión. Puede referirse a:
Aquellos temas que estaban en Tabla y no fueron tratados: Como mencioné anteriormente no hubo tabla de reunión explícita.
Conducción de la reunión por parte del profesor jefe:
La profesora jefe muestra un muy buen dominio y conducción de la reunión, se notan sus años de experiencia como docente y profesora jefe.
Muestra claridad en los temas que tiene que tratar dando información relevante a los apoderados sobre las actividades extra escolares del establecimiento como el plato único (tallarinata) a realizarse en el casino del colegio. La profesora previamente en clases había preguntado a las alumnas que apoderados podían participar en las diferentes comisiones por lo que los apoderados ya estaban asignados a las distintas comisiones (cocina, ornamentación, lavado y atención de mesas) teniendo que asumir. Algunos apoderados se excusaron de no poder asistir, pero la profesora les pidió no solo cancelar la entrada y listo, sino que los motivó a asistir y participar de esta actividad en familia, como una instancia para conocerse entre ellos y conocer a los padres de las amigas de sus hijas; les comentó también que la duración del plato único dependería exclusivamente de ellos ya que dependiendo del ánimo de los apoderados podría hacerse bailable e incluso haber karaoke.
También trató los aspectos académicos a cabalidad; entregó los informes de notas a los apoderados para ser firmados, entrego los resultados del test de Holland realizados a las alumnas por Cepech, pasó el libro de clases para que los apoderados firmasen su asistencia. También hizo referencia al viaje a Santiago explicando que era un viaje de carácter académico y que tenía un valor de $6000, aclarando todas las dudas y explicando a los apoderados que las niñas irian a cargo de las profesoras jefes de ambos segundos medios más 8 apoderados (4 de cada curso) cada papá tendría a cargo un grupo de 10 niñas. También informó a los padres sobre un proyecto de investigación sobre ETS (Enfermedades de Transmisión Sexual) que llevó a cabo con las alumnas, haciéndolas opinar todas las semanas sobre un tema distinto en un foro que se cerraba cada domingo a las 00:00, explicando que en este foro se exigía buena redacción por lo que no podían usarse abreviaturas, les contó que el foro resultó muy bien y pero que la última pregunta aun estaba abierta a la espera que algunas alumnas que faltaban postearan.
La profesora jefe atiendeçió todas las consultas de los apoderados de buena manera, se muestra cercana con ellos tratándolos por sus nombres, incluso cuando llegaron los apoderados a la reunión los saludó de beso a todos.
Intervenciones de los apoderados (presidente de curso, secretario (a), tesorero (a).
La primera parte de la reunión estuvo a cargo de la secretaría de la directiva del curso, quien fue la encargada de explicar a los apoderados que el presidente estaba ausente por razones de trabajo y el vicepresidente estaba siendo parte del tricel de las elecciones del centro general de padres y apoderados que simultáneamente se estaba llevando a cabo en el colegio por lo que ella iría pasando puesto por puesto para no interrumpir la reunión. La tesorera del curso por otra parte fue pasando puesto por puesto cobrando las cuotas mientras se llevaba a cabo la reunión. En ningún momento de la reunión se mencionaron los candidatos ni sus propuestas, la verdad desconozco si los apoderados estaban al tanto de esos datos, pero todos fueron votando a medida que la secretaria iba pasando por sus puestos.
Clima de la reunión (participación de los apoderados, situaciones inesperadas, manejo del tiempo, atmósfera de la reunión, etc.)
Total apoderados: 26 (4 hombres y 22 mujeres)
Los apoderados se mostraron pasivos. La mayor parte del tiempo solo estuvieron sentados escuchando lo que la profesora tenía que informarles. Las intervenciones más activas que realizaron fueron cuando la profesora habló del viaje a Santiago, donde ellas hicieron consultas sobre comida, hora de llegada, apoderados que asistirían, etc. También participaron para ponerse de acuerdo en las comisiones del plato único. Los apoderados varones permanecieron callados toda la reunión. Los apoderados sentaron de a dos pero en general no conversaron mucho entre ellos, solo escuchaban a la profesora.
Creo que esta reunión fue bastante irregular y hubieron un par de situaciones inesperadas como por ejemplo: Cuando los padres llegaron a la sala en el tercer piso para la reunión luego de la charla en el casino, había un señor de la pastoral preparando el data show para una presentación power point, mostró unos mensajes motivacionales entrego a los apoderados la “carta de todos los hijos a todos los padres del mundo” y luego proyectó la canción del “misionero” en karaoke para que los apoderados cantaran, quienes lo hacían en una voz muy bajita. Además de esta intervención a Las 19:40 se presentó en la sala una asistente social psicóloga de la corporación municipal para invitar a los apoderados a 4 talleres (estilos de crianza, habilidades parentales, violencia y buenos tratos) a realizarse en el colegio a partir del 27 de octubre a las 18:30 en las dependencias del colegio. Solo cuatro apoderados (mujeres) se inscribieron para los talleres.
Me llamó también la atención de que la reunión estaba citada para las 18:30 y hubo un par de apoderados que llegaron pasado las 19:30 y otros que se retiraron antes de que terminara. A mi parecer la reunión fue muy extensa, por lo que pude observar creo que los apoderados estaban un poco cansados, esta podría ser la razón que explicase la poca participación activa de los apoderados y la profesora jefe también se veía un poco exhausta, se notaba que estaba haciendo las cosas apuradas para que la reunión no terminara tan tarde.
En conversaciones posteriores el día lunes siguiente ella confirmó esta interpretación, quería terminar la reunión temprano y tocar todos los temas que tenía planeado porque no tenía contemplado la intervención del señor de pastoral ni la de la asistente social de la corporación municipal. También me contó que la reunión de apoderados anterior se había cortado la luz solamente en el piso donde estaba su sala, y tuvo que realizar la reunión así por más de 30 minutos con todos los apoderados un poco molestos por la situación.
Tratamiento de los OFT del nivel en la reunión:
Esta reunión fue principalmente informativa, los OFT tratados fueron con respecto al autoconocimiento y la autoreflexión necesarias para afrontar decisiones importantes en la vida como una plan de estudio que entregue los conocimientos y herramientas para el futuro profesional. Aunque imprevisto estuvo también presente la religiosidad en la reunión.
For this class I had planned to do a reading activity so I had left the text to photocopy at school the previous class. when I arrived the school the Wednesday the texts were not ready due to some problems. Therefore I had to create a Plan B, because I had all planned for the reading but luckly I had some extra activities.
First, I had to change students from their normal seats because as they are just girls they are too chatty, it's a good class but that is the only problem I have had. This change of seats was successesful because the girls were less talktative.
Then I review the contents of the previous class, that were a lot (quantifiers) and then I gave an exercise guide. After that I reviewed the exercises and made the girls to read them aloud in order to check them.
Finally, I had a scramble game, girls had to form groups of three and try to solve the the scramble game baout energy (by unscrambling the words and answering a question). This closing activity was very succsessful, the girls were very into the game. The winners won a "super 8" each one.
Finally we summarize the class and I ended it successfully...
Despite of the fact that I couldn't do the class as I had planned I think this was the better of the 4 classes I have had. I also learned about the importance of always having a "plan B" just in case.
First, I had to change students from their normal seats because as they are just girls they are too chatty, it's a good class but that is the only problem I have had. This change of seats was successesful because the girls were less talktative.
Then I review the contents of the previous class, that were a lot (quantifiers) and then I gave an exercise guide. After that I reviewed the exercises and made the girls to read them aloud in order to check them.
Finally, I had a scramble game, girls had to form groups of three and try to solve the the scramble game baout energy (by unscrambling the words and answering a question). This closing activity was very succsessful, the girls were very into the game. The winners won a "super 8" each one.
Finally we summarize the class and I ended it successfully...
Despite of the fact that I couldn't do the class as I had planned I think this was the better of the 4 classes I have had. I also learned about the importance of always having a "plan B" just in case.
Lesson Plan 4
Skill: Reading.
Expected Outcomes: Students will be able to identify different quantifiers and to comprehend their different uses. Students will be able to read a text and identify some errors about the use of there is/are and quantifiers, they will be able to ask a partner to check the mistakes.
As in classes 1 nad 2 I lost some minutes of the classes in other activities (for example: tidying up the room, etc) I had to teach the things I couldn't do the previous classes. I taught the quantifiers but I didn't have time to give the exercises guide to practise.
Expected Outcomes: Students will be able to identify different quantifiers and to comprehend their different uses. Students will be able to read a text and identify some errors about the use of there is/are and quantifiers, they will be able to ask a partner to check the mistakes.
As in classes 1 nad 2 I lost some minutes of the classes in other activities (for example: tidying up the room, etc) I had to teach the things I couldn't do the previous classes. I taught the quantifiers but I didn't have time to give the exercises guide to practise.
Lesson Plan 3
Name of student: Paulina Rojas González
Name of School: Colegio Carlos Cousiño
Date: September 14 and 16
3. How did the students react? Describe the atmosphere of the room and the levels of engagement in the room.
The first time I arrived the classroom the teacher introduced me to the students and suggested me to sit at the end of the classroom. The girls were very talkative, and just some of them were doing the activity of the class, I felt I was invisible to the students the first week, but as the classes were passing by, students started to ask me some vocabulary words so that for the assistantship week they were more familiarized and comfortable with my presence in the classroom.
4. What other assignments were asked you to do? How often?
The truth is that, as it was just one week of assistantship (two days) I did not have much time to do things. I have already mentioned the things I did: I helped the teacher to check the “summative” activities and I helped the students with their doubts about the subject.
5. Were you asked to prepare any kind of special audio visual material learning material for the students? Were they used? How effective were they?
Among other things I did, the teacher asked me if I had any reading about “great woman”. I looked for the text, I found it in a book and I gave it to her but it was not what she was looking for, because she wanted a text that combined simple past and present perfect and the text I found just had simple past, she thanked me anyway and told me not to worry because she was going to get the text from another colleague.
2. Did your guide teacher give you any suggestions for planning?
Yes she did, although she gave me freedom to plan my lessons and activities as I wanted, she gave me the topic and contents of the unit and asked me to keep her “summative” marks for class activities. Every class the teacher gives homework, tasks or activities for the students to work in class and then she calls some of the students to check the activities in order to put a mark; at the end of the semester she adds up all the marks and gets a final one.
3. How long did it take to you to prepare learning material for your first lesson?
It took me 2 days to prepare the unit plan content, objectives and generic activities and it took me a whole day to get and prepare all the learning material for the first lesson and plan the methodology.
Name of School: Colegio Carlos Cousiño
Date: September 14 and 16
Task Nº1: Collaboration activities
For the following questions describe as accurately as you can how you have collaborated in school assigned:
1. What kind of activity did you perform the first time you were asked for help? How long did it take?
I just had one week of assistantship (Monday and Wednesday). The activities I performed during this week were the following: to help students with the exercises they were doing and to clarify their doubts; I also helped the teacher to check the “summative” exercises.
On Wednesday the teacher had to leave 20 minutes earlier because she was feeling bad so she asked me if I could take care of the class; she gave a guide with exercises to the students and I was in charge of the activity until the class ended.
2. What were the students doing before you started helping out?
When I first arrived the class, students were doing exercises about the differences between simple past and present perfect.
3. How did the students react? Describe the atmosphere of the room and the levels of engagement in the room.
The first time I arrived the classroom the teacher introduced me to the students and suggested me to sit at the end of the classroom. The girls were very talkative, and just some of them were doing the activity of the class, I felt I was invisible to the students the first week, but as the classes were passing by, students started to ask me some vocabulary words so that for the assistantship week they were more familiarized and comfortable with my presence in the classroom.
4. What other assignments were asked you to do? How often?
The truth is that, as it was just one week of assistantship (two days) I did not have much time to do things. I have already mentioned the things I did: I helped the teacher to check the “summative” activities and I helped the students with their doubts about the subject.
5. Were you asked to prepare any kind of special audio visual material learning material for the students? Were they used? How effective were they?
Among other things I did, the teacher asked me if I had any reading about “great woman”. I looked for the text, I found it in a book and I gave it to her but it was not what she was looking for, because she wanted a text that combined simple past and present perfect and the text I found just had simple past, she thanked me anyway and told me not to worry because she was going to get the text from another colleague.
Task 2: Lesson Planning
Answer the following questions and explain how you planned the learning activities for your students. Be as precise as you can.
1. How did you get the information for planning the lessons for your students?
During the observation stage I got information from the class book about the students’ background and I also carried out an interest-survey in order to know a little bit more about the students’ interests and their opinions about the English class.
This, in addition to the guide-teacher’s suggestions helped me to get information for planning the unit and lessons. The teacher gave me the topic and the contents for the unit, but she gave me freedom to create the activities. Every lesson plan was consulted with the guide-teacher in order to get her feedback and suggestions.
1. How did you get the information for planning the lessons for your students?
During the observation stage I got information from the class book about the students’ background and I also carried out an interest-survey in order to know a little bit more about the students’ interests and their opinions about the English class.
This, in addition to the guide-teacher’s suggestions helped me to get information for planning the unit and lessons. The teacher gave me the topic and the contents for the unit, but she gave me freedom to create the activities. Every lesson plan was consulted with the guide-teacher in order to get her feedback and suggestions.
2. Did your guide teacher give you any suggestions for planning?
Yes she did, although she gave me freedom to plan my lessons and activities as I wanted, she gave me the topic and contents of the unit and asked me to keep her “summative” marks for class activities. Every class the teacher gives homework, tasks or activities for the students to work in class and then she calls some of the students to check the activities in order to put a mark; at the end of the semester she adds up all the marks and gets a final one.
3. How long did it take to you to prepare learning material for your first lesson?
It took me 2 days to prepare the unit plan content, objectives and generic activities and it took me a whole day to get and prepare all the learning material for the first lesson and plan the methodology.
Task 1: The School and Learning Environment
Name of student: Paulina Rojas González
Name of School: Colegio Carlos Cousiño
Number of students: 39
Date: From Class: NM2
1. The school:
Describe the general background of the school including the physical location, organisation, student population, philosophy and educational and behavioural policies.
Carlos Cousiño School is located in Retamo 650 in Valparaíso. It is a Catholic institution that gives moral values to its students based on the message of Jesus Christ, and all its teacher are Christians as well.
Carlos Cousiño is dependent on “Sociedad Formadora de la Infancia y Adoloscencia de Valparaíso (SOFIA)”.
Girls and boys are separated from each other, this means that there are only-girl and only-boy classrooms, and they also have their breaks at different times so that they do not mix with each other; the students have contact just for some common activities such as anniversaries. I asked the guide teacher about this decision and she told me that this was a decision of the SOFIA.
The educational and behavioral policies of this school are not different from other institutions in the Chilean system. In general, all the rules point to generate a good school environment and to promote values like respect, responsibility, and good manners.
Some of the main behavioral policies students from Colegio Carlos Cousiño must follow are:
Be respectful and correct in their behavior.
Respect themselves and their classmates.
Keep a good relationship with the school staff and classmates.
Be responsible in their duties and commitments
Carlos Cousiño school has a population of 62 teachers and 890 students: 626 are girls and 264 are boys. This school has k-12 education for girls and there is only secondary education for boys .
Some of the authorities are:
Rector: Mr. Sergio Ramirez Peñafiel
General Supervisor: Ms. Ana Maria Rodriguez Gómez
Primary Education Coordinator: Gabriela Bayola
Head teacher of the 2nd grade: Luisa Espósito Cancino (biology teacher)
You can find the organization chart of the institution and the class list of students on my blog.
2. The classroom
Describe the atmosphere of the room and the levels of engagement in the room. Make notes on seating, sight lines, space, air, light, whiteboard, equipment, etc
From what I have observed the atmosphere in the classroom is good, all girls seem to have a good relationship with each other, and despite of the fact that you clearly can see that there exist some groups based on interests and personal characteristics they all seem to be very close and I have not observed any rivalry.
From my perspective most of students seem to be engaged with the school specially in non academic activities such as the school anniversary, “Chilean independence celebration” or the “tallarinata”. But I think that regarding the English class the girls are not aware of the importance of learning English, or they do not see the purpose of it, it is just another subject, the most part of the class they are talking or doing other things.
The classroom is very comfortable, the light and ventilation are good; the girls sit in 3 lines in front of the whiteboard, above of it there is an image of Christ; what I like about the classroom is that the teacher desk is on a platform so that the teacher has a good and broad view all the classroom.
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
During the observation stage I noticed that the guide-teacher has a very good relationship with all the girls and she usually makes use of the sense of humor. Despite of the fact this is a good and important characteristic for the learning process I could also observe that sometimes the girls lose respect and it is a little bit hard to have them in silence.
Another thing that I noticed is that the teacher has a teacher-centered approach; she explains the subject and then gives grammar exercises; in one of the classes I observed she gave a puzzle for the girls to solve, they were working on that one entire hour, then she called some girls to check and gave a "summative"mark and after that she corrected it on the board; and that was all the class.
b) Describe the resources used and the materials available within the school. How are the resources used in the classroom?
I talked with the guide teacher about the resources and materials available in the school. She told me that they have radio, television, DVD; data show with laptop, and a photocopier available for teachers to use for their classes. On the other hand, students have access to the library and the computer lab to use.
From what I observed the teacher does not make much use of these resources, because she said that it was a little bit difficult to ask for the data, so she usually gives guides to the students and just uses the whiteboard.
Task 2: Student´s learning
In this second observation task, you should focus on the things that help to create conditions for effective learning and on the aspects that play a part in preventing learning.
1. The learners
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 for them?
During the observation stage I could identify there is a group of girls that really like English and are very fast at doing the guides the teacher gives, they always participate in classes and ask questions because they want to know more about the language, they really take part in their own learning.
Leaving aside this group, I think that most of the students do not see the importance of learning a foreign language like English, because they are talking about other things most of the time or they do other things, they do not do the activities and just copy on their notebooks the things written on the board, and wait for the teacher to correct the exercises. In the last test there were a lot of low marks, and the test was about the same things they were supposed to be doing in classes, it was not a hard test.
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 any students with special needs?
I think the English classes are very traditional and teacher-centered, despite of the fact the teacher-student relationship is very good, most of the students do not seem to be engaged in the learning of the language, I think the teacher does not do many things to engage and motivate students, the only way I observed students were encouraged to participate in activities was by giving them marks for their work, in this way she encourages students to work in class, because otherwise the girls would be talking and laughing all the class. There are no students with special needs.
3. Discuss the learning styles and levels of English in the classroom.
I think it is a little bit difficult to find out what the learning styles of the students are in just two weeks, but from what I have observed so far and also from the surveys I carried out I would say that most of them are visual because they always want the teacher to write instructions or words on the board and they like when the teacher draw to explain some vocabulary words.
In the suvey I carried out I asked about favourite subject at school, the profession they would like to follow in the future, the things they like and dislike about the school and about the English class; I also asked about the things they would like to do in the English class, among other questions. From this information I can say that there are many students that like "Humanist" subjects, so I would say the predominant styles are linguistic and visual. The survey is available on my blog.
Regarding the level of English in the classroom, I would say that the girls manage a great amount of vocabulary and they know a lot of basic grammatical rules, they are very good at understanding written information but I think there is a lack of spoken language in the classroom, it is hard for them to understand spoken English.
When I arrived the classroom it was the head-teacher tecaher talking with some of the students, then the girls had to tidy up the room , because the school had had the admmission process that weekend and the classroom was all desorganized.
After that the girls prayed for their personal intentions, then I took call roll, presented the class objectives of that day. So I started my class 20 minutes late and I could not do all the things I had planned for that day.
Content: Countable vs. Uncountable; how much/many
Skill: Reading and Speaking
Expected Outcomes: Students will be able to distinguish “countable and uncountable” nouns by brainstorming ideas, they will be able to identify the different uses of how much/many. Students will be able to ask short questions using “be + there” in order to find the differences between two pictures.
After that the girls prayed for their personal intentions, then I took call roll, presented the class objectives of that day. So I started my class 20 minutes late and I could not do all the things I had planned for that day.
Content: Countable vs. Uncountable; how much/many
Skill: Reading and Speaking
Expected Outcomes: Students will be able to distinguish “countable and uncountable” nouns by brainstorming ideas, they will be able to identify the different uses of how much/many. Students will be able to ask short questions using “be + there” in order to find the differences between two pictures.
Lesson Plan 2
At the beginning of the class the guide teacher asked me 15 minutes of the class to hand in the English tests and to put the marks on the class book.
Then I introduced myself officially and told the girls they were going to be working with me for the rest of the semester, I explained to them the way of working and the topics and contents of the units. I also set the rules for the class (respect, listen to each other, work in class, participate, do homeworks), I brought a poster of Garfield with the rules and we put it on the wall:
After that I started the class with the new unit: "The World around Us"
Then I introduced myself officially and told the girls they were going to be working with me for the rest of the semester, I explained to them the way of working and the topics and contents of the units. I also set the rules for the class (respect, listen to each other, work in class, participate, do homeworks), I brought a poster of Garfield with the rules and we put it on the wall:
After that I started the class with the new unit: "The World around Us"
Lesson Plan 1
This is my first unit plan: "The World Around Us"
I really loved the topic of this unit because this is something that really interests me and I would like to make my students aware of the serious problems that are affecting our environment...
so right now I'm planning the lessons and creating interesting activities.
Unit Plan_school Format
School: Colegio Carlos Cousiño
Address: Retamo 650
City: Valparaíso
School’s Phone number: 2214923
Grade: 2nd grade, high school
Schedule: Monday 08:00 - 9:30
Wednesday 14:15 - 15:45
Guide Teacher’s: Patricia Guevara Vicuña
Guide Teacher’s E-mail:- paguevi@gmail.com
Official_Website:http://www.colegiocarloscousiñovalparaiso.cl/
Ver mapa más grande
A: Universidad de Playa Ancha(Gonzalez Hontaneda 855, Valparaiso)
B: Colegio Carlos Cousiño (Retamo 650, Valparaiso)
Paulina Rojas Gonzalez
Colegio Carlos Cousiño, Valparaíso
http://maps.google.cl/maps?f=d&source=s_d&saddr=Gonzalez+Hontaneda+855+Valparaiso+Chile&daddr=Retamo+650+Valparaiso+Chile&geocode=&hl=es&mra=ls&sll=-33.022851,-71.641315&sspn=0.009427,0.01929&ie=UTF8&z=14
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