Cognitive coaching experience                                        English Teaching Professional Practicum              ...
comfortable because the presence of the new teacher was only and exclusively for terms ofpracticum assessment so they shou...
they had to make use of the realia and finally reflect on the stage that they were closing at thetime and the choices they...
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Cognitive Coaching Experience

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Cognitive Coaching Experience

  1. 1. Cognitive coaching experience English Teaching Professional Practicum UCSC 2012Brief descriptionCognitive coaching experience’s stage shows how my performance as a teacher was in a class thatwas carried out on October 29th at C.E.I.A. M.A.S.S., recorded and observed not only by the guideteacher but also by the professor who was in charge of the lectures of the subject “ProfessionalPracticum”, and then what the feedback about my performance was in that particular class.Cognitive coaching experience I did nothing special that I had not done in previous classes but wanted to follow the same modality as I always do to prove to myself that what I had been doing throughout the whole semester had been within the parameters that a teacher experienced in professional practicum could qualify my class as "good" at least. As usual, I arrived 15 minutes at the classroom prior to startingthe class in order to install and make sure the necessary tools (notebook, extension cord, datashow, speakers and a surprise box) worked properly, and then when the recess finished, the guideteacher and the observer-teacher entered the room. I let students know they should feel
  2. 2. comfortable because the presence of the new teacher was only and exclusively for terms ofpracticum assessment so they should behave as they had been doing regularly throughout thesemester.From the very beginning to the very end, students kepta good behavior and respected not only the presence ofthe two observer-teachers but also mine. They werevery participatory and collaborated with all the thingsthat were requested.On the other hand, and based on subsequent commentsthat both teachers made about my performance, I think my class was developed in an exemplarymanner, considering the profile of the students from that educational institution in which it had tobe carried out. Despite the planning of the class was geared towards other purpose with differentactivities, I made several changes the previous day to make it more meaningful since I had beeninformed that that was going to be the last English class of the year. The class was called"choices", focused on listening ability based on a movie where the principal character faced a newstage of his life and, as a result, had to throw away his toys; that is why I decided to use realia by giving them different toys and transporting them to the time when they used to play with toys and had to do the same as the protagonist of the film. During the class, the focus was mainly geared towards the discrimination of sounds and listening comprehension and then ends up with a final activity where
  3. 3. they had to make use of the realia and finally reflect on the stage that they were closing at thetime and the choices they had to make within the next few days.By means of reflection and conclusion I can say that:  Among the positive aspects of the class I can mention that there was good use of language and time, good posture in front of students, good use of space in the classroom, good use of strategies for understanding listening comprehension, appropriate connection to the students and others.  Among the negative aspects of the class I can mention that I think not having considered the participation of some students when they raised their hands to comment on something said during the class, I attribute this to my poor listening ability even in Spanish. Another downside may be the fact that, despite demonstrating management and confidence regarding to content and stages of the lesson, I felt that I was not doing well and maybe that can have any effect on my upcoming classes as a future teacher.

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