Portfolio Introduction


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Portfolio Introduction

  1. 1. Introduction English Teaching Professional Practicum UCSC 2012BASIC PROFESSIONAL PRACTICUM INFORMATION Teacher of the course: Miss Elena Quezada Cárdenas. Timetable class: Monday at 16.20 – 18.30 Period at school: from August 7th to November 24th, 2012. Cooperating teacher: María José Landeros Molina. Objectives:  General objectives: - To demonstrate professional competence that shows knowledge and skills acquired from the different areas of learning. - To associate the elements of professional identity with facilitating and hindering aspects of professional performance. - To analyze student’s pedagogical action critically by proposing and implementing--in a creative way, appropriate solutions to the educational reality’s problems in which the student is involved. - To value the pedagogical action as an integral activity, rich in experiences and useful aspects of personal development.
  2. 2.  Specific objectives: - To design action proposals for learning by integrating all the knowledge about educational processes of the students and evaluating their own learning with knowledge of their specialty. - To demonstrate autonomy and responsibility in making decisions that facilitate the generation of alternative and innovative proposals to meet the needs of the classroom and the educational institution, from design and implementation of interventions and educational projects. - To participate in educational and administrative activities within the educational institution, knowing the different aspects that are present in the daily performance of the teaching profession. - To recognize the importance of collaborative teamwork in the pedagogical action.Duties:  To attend 18 weeks at the school.  To introduce myself during the first week at school  To observe the classes and to plan the following lessons during the next two weeks after introducing myself at school.  To take the classes directly as a teacher: 10 pedagogical hours, 2 leadership and counseling hours, 5 administrative hours (all these per week).
  3. 3. Working modality: There is a planning for each unit in every single module. These lesson planning are supported by the Planes y Programas from Ministerio de Educación, a book created especially for secondary school for adults. Professional Practicum Schedule Time Monday Tuesday Wednesday Thursday Friday09.00 - 09.45 Administrative Pedagogical 2° B Pedagogical 2° C Administrative09.45 - 10.30 Administrative Pedagogical 2° B Pedagogical 2° C Pedagogical 2° B Administrative10.45 - 11.30 Pedagogical 2° A Administrative Pedagogical 2° A Pedagogical 2° C Pedagogical 2°B11.30 - 12.15 Pedagogical 2° A Administrative Leadership 2° C Pedagogical2° C Pedagogical 2°A SCHOOL INFORMATION Name: Centro de Educación Integrada para Adultos Monseñor Alfredo Silva Santiago (CEIA MASS) Location: Las Heras 681, Concpeción. Type of school: Private subsidized school. Facilities: Students have the use of a laboratory for the Chemical subject, two resources classrooms where they can use all the computers when necessary, a room specially to show some presentations with the slide projector and also the CRA room where they can find and use any book whenever they need (the last is also used to make some classes that required a slide projector).
  4. 4. Evaluation System: Most of the students are evaluated from 1.0 to 7.0 (60%requirement) but a small group of people who are in disadvantage are evaluated under50% requirement.PEI:  Vision The CEIAMASS should become a leader educational institution at the regional level through promotion and dignity towards young and adult people by providing them high quality education that lets them fulfill their personal and professional dreams, and contributing to the sustainable and attainable development of the region. To reach this, we are continuously committed to strengthen the policy management processes and the quality of their teaching practices.  Mission We are a Christian, inclusive and effective educational institution that seeks to dignify and promote young and adult people socially disadvantaged, by developing their emotional, intellectual, ethical and social dimensions that allow them to grow and progress in society, both personally and professionally.Discipline rules:  Slight Faults:  Not to do his/her duty as a weekly cleaner.  To get in the classroom late after the break time.
  5. 5.  To interrupt the class by: talking to his/her classmates, shouting aloud, making gestural or furniture noise. Not to work in class by: not completing worksheets, refusing to work in groups, refusing to write what the teacher orders, not resolving exercises posed. Being caught in class by using: disc-man, mobile phone, radio, digital or photographic camera, pendrive, mp3, mp4 among others. To give a blank test back. Not to do tasks and worksheets given by the teacher. Not to bring/Not to have his/her own copybook for the corresponding subject. To practice games of luck during school hours. Serious Faults: To with verbal or gestural aggression to classmates, staff members, teachers or janitors. To destroy study material, worksheets, books, copybooks, etc. either themselves or others. To refuse instructions given by the teacher at the moment of shifting him/her, being sent out of the classroom, etc. To smoke anywhere on the school district property. To leave the classroom without any permission.
  6. 6.  Very Serious Faults: that constitutes a crime according to the Chilean law.  To attack physically either hitting, throwing an object (e.g., throwing a paper) or threatening with some kind of weapon to any member of the school community (classmates, staff members, teachers or janitors).  To get the educational institution in inebriation or drugged state.  To drink alcohol or to use drugs on the school district property: marihuana, crack, cocaine, toluene, aerosols or any element recognized by law as a drug.  To carry or to traffic any type of drug.  To carry any type of weapon: firearm, knife, etc.  To steal any type of belongings from his/her classmates, staff members, teachers or janitors.  To threaten verbally or physically (e.g., any type of weapon) to classmates, staff members, teachers or janitors.  To steal any evaluation tool from the teachers.  To set fire anywhere on the school district property by: burning pencils, using spry, manipulating lighters or matches, burning trash cans, etc.  Falsifying evidence: medical or labor leaves, notes for the student’s home guardian.  To handle the class book by: hiding it, taking photographs, paging through and/or falsifying his/her own notes and/or marks.  To revile or insult any member of the school staff through informative resources.
  7. 7. What do we find at CEIA MASS in student’s types terms? Student’s heterogeneity who is taking the first or second levels at CEIA MASS is rather broad. Thus we find students who lack financial resources, others who deal with health diseases, others who have had legal problems and wish to (or are forced by their parents) to vindicate themselves socially, others who left school long time ago and want to complete their secondary education now while working or expecting to find a job, others who left their previous schools for having discipline problems or failing the same grade many times. Learning styles are as diverse as the types of students of this educational establishment. Many students learn more visually, but there are some other small groups where learning is acquired through sounds (by the use of teacher’s voice for students with visual limitations) or objects (practical activities or simply realia). Personally, I believe that learning style is also closely related to the type of behavior that each student from the educational institution CEIA MASS has. Taking into consideration some observations that I made during three semesters at this educational institution, I can say I have noticed that students who have a rather violent behavior are more linked to learning through realia, physical explanations or mimics, whereas students whose behavior is rather passive are more linked to learning through images related to words (written rather than oral). There is great support for students in the teaching-learning process for their own parent’s (or guardian’s) part. When there is some type of behavior problem--for instance, she or he is informed in time and it is resolved together with the teacher (sometimes with staff
  8. 8. members as well). Moreover, the guardian (or parents) is also present in extra-curricular activities or class meetings where they are informed about the progress of the particular course. This is where the true teacher must begin his/her endless teaching and learning journey by: implementing appropriate strategies for each situation, using different elements to find the engagement between knowledge and students, supporting their educational and theological knowledge acquired at the University and using them within and outside the classroom together with each student’s guardian. Those who witness this reality in a classroom and are not able to educate these students do not deserve to be called teachers.Teaching Philosophy Being this the third time at MASS CEIA as teacher-student has made of me a person with more patience and tolerance towards people with different socio-economic status. Besides, the collaborative work among English teachers and the rich fruit of sharing and discussing ideas about the methodology used in the second level in the ongoing process of teaching and learning English has reaffirmed my conviction about obtaining a mature work that simplifies the time spent on planning and amplifies the knowledge gotten regarding the foreign language and teaching as well. But, what do I expect most from my students? I simply expect they can make of every class a different debate topic; I want to make them discuss controversial topics in which they can use the language and foster critical thinking, to make them develop problem-solving strategies and to facilitate the
  9. 9. acquisition of life-long learning skills through different strategies according to theirdiverse learning styles. Nevertheless, not everything in teaching has to do with theparticular subject, but also with education. As educator, I wish to make my students bebetter people not only considering the cognitive dimension but also the behavioral andaffective ones. Thus I strongly believe teachers should create an appropriate environmentfull of love, knowledge, respect and hope: if teachers believe in the potential every singlestudent has inside and make them believe that too, and if there is love and respectbetween teacher and students and among the own students as well, everything in classwould be far more bearable and that hope of getting an enriched knowledge not onlyabout the subject but also life would appear instantly as if by magic.When the teacher is doing is job by teaching contents, grammar rules or use of someEnglish expressions s/he usually forgets student’s view; based on some personalexperiences, I think my students expect from me to let them believe, explore, and do. Ishould never overthrow any student belief because if they do not believe in somethingthey would stop dreaming, consequently they would never be curious about the futurebecause there would be no dream in which their curiosity can be supported, so they wouldnever do anything because there would be neither a dream or a piece of curiosity in whichthey can support their work. If I take into consideration these three key elements, mixthem with my enthusiasm for making my students better people in all dimensions andcarry this out, great part of my dreams would be fulfilled.