Document

1. My philosophy of teaching:
My philosophy of teaching is based on the Social constructivism theory by
Vygotsky. I believe students need to construct their own learning with the
help of their families, peers and teachers.
We as teachers, have to guide them and offer them demonstrations,
explanations and the tools they need to succeed during their learning process.
The idea is that step by step students can become more and more autonomous.
https://ar.pinterest.com/pin/550494754426497144/
Teaching responsibilities:
I started to teach 'English language' at secondary school in 2012, the same
year I started my English career at Lenguas Vivas institute.
At the institute where I started to study English when I was 12 years old, the
teachers tended to focus (most of the lessons) on form and they devoted
little time to communication.

2. As I went on learning during my career to be a teacher of English, I learnt
many things. I learnt when we teach and before planning a lesson, we have to
take many aspects into account, like:
 Students’ interests and needs.
 Students’ level of English.
 Students’ learning styles.
 Students’ background.
 Students’ cultural background.
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An analysis of the teaching context
In order create a good atmosphere in the classroom, we have to stablish some
rules related to values, like respect each other for instance.
To promote motivation among students, we need to work with meaningful and
appealing material to them, because these things will help to create a context
in which they can learn successfully.

3. http://www.juxtapost.com/site/permlink/0924b9e0-02a5-11e2-bf0a-
93fdc6154c89/post/classroom_rules_to_live_by__/
Besides, we have to expose students to the language as much as we can.
(Sometimes, the only reference students have to learn the correct
pronounciation of the target language are their teachers)
We must encourage students to communicate using the target language, that’s
why we need to provide them with opportunities to do this. We have to create
a context in which English can be used by students as it is used in real life.
"Acquisition requires meaningful interaction in the target language - natural
communication - in which speakers are concerned not with the form of their
utterances but with the messages they are conveying and
understanding." Stephen Krashen
The approach you take to teaching and learning:

4. https://www.google.com.ar/search?tbm=isch&q=ppp+approach&spell=1&sa=X&ved=0ahUKEwj6oL7VlMnWAhWJW5AK
HZzVCSIQvwUIISgA&biw=1325&bih=584&dpr=1#imgrc=f3STGlEjf0fDCM:
I chose the Communicative approach. Within this approach, there are three
methods (PPP, TBL, CLIL). I believe this approach is very useful to teach
English, because its objective is that students can communicate in the target
language successfully.
For beginners, I think it is more useful to use the PPP method, because the
teacher presents the topic, then students do some practice and finally they
make their own production.
Whereas, for pre-intermediate and intermediate students I believe it is
suitable to work with TBL. In this method, students are a bit more
independent.
In the pre-task: The teacher present what will be expected from them
providing some key vocabulary and grammar.
Students use what they’re comfortable with in order to complete the task.
While task: the teacher is an observer or a consultant. While students
perform the task (sometimes in groups)
Post task: The teacher analyses what happened in the task and provides
feedback.
Students prepare a written or oral report to present in the class.
*I have already finished my practices at Kindergarten and Primary level. In
those levels, I worked with Communicative approach (PPP) due to students
were beginners in the learning of English language.

5. A description of the theoretical framework that sustains effective
teaching activities, endeavours and achievements:
As I said before, before planning a lesson we have to know the group of
students, we need to know students’ characteristics (Students’ interests,
their level of English, their learning styles and their social and cultural
background). All these things will help us to select the suitable material to
create a meaningful context in which learning will take place.
We live in a technological society; our students use technological devices all
the time! They’re part of their daily lives. So, when we have the opportunity of
including technology in the classroom we have to do it. (Unfortunately, some
schools don’t have a LCD, projectors or interactive whiteboards to use in the
classroom). In those cases, we can provide students links. So, students can
search information or doing activities in the net at home.
https://www.google.com.ar/search?tbm=isch&q=technology+in+the+classroom&spell=1&sa=X&ved=0ahUKEwiJgszmmcn
WAhVFg5AKHWlKAl4QvwUIISgA&biw=1325&bih=584&dpr=1#imgrc=j4h5DVmOj-Eh6M:

6. With little children, at kindergarten we can use visual aids, songs, videos,
games and TPR (Total Physical response) activities.
They enjoy all these things very much! I could appreciate this when I did my
practice at kindergarten. Every picture was amazing for them (because they
were familiarized with the characters like ‘Pepe frog’, ‘The minions’, ‘Dory’).
They love playing and listening to songs. (My group of children listened to a
song and automatically started to dance, they looked so cute!)
At primary and secondary level, we can use all the things that I have just
mentioned and also, we can include some reading material (short texts, short
stories, comics, short novels) and writing activities.
When we work with pre- teens and teenagers, we have to investigate who their
idols are (famous actors/actresses, singers, youtubers). Due to the fact that,
we can include their pictures, songs, videos and this will make the lesson more
attractive, more interesting for students.
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7. Abilities needed in the different stages of each lesson:
Regarding the different stages of a lesson. We must offer students a
meaningful input in the ‘Warm up’ and ‘Presentation’ stages. So then, they can
produce a good output. "... 'comprehensible input' is the crucial and necessary
ingredient for the acquisition of language." Stephen Krashen
During the development stage we have to provide students opportunities in
which they can interact using the target language.
Finally, when we give students homework, we have to explain it and provide
them examples.
References:
 Stephen Krashen’s quotations. Link: (http://www.sk.com.br/sk-
krash.html)