Informe de Evaluación - Primera Etapa

1. TallerdePráctica DocenteII
2015
TrabajodeEvaluaciónFinal
1erPeríodode
ResidenciaDocente
Alumna:MarianaCanellas

2. Introduction:
The aim of this experience was to put pinto action what has been studied and learned
throughout the teacher’s training course in a meaningful series of activities which is
required to show one is prepared to taje the final exam to get the teacher’s license.
The observations were useful to plan the lessons because I became acquainted with the
students’ level of performance, the materials they were used to working with and the
teacher also informed me about the following topics to be presented. Besides, I could get
the necessary information to complete the Diagnosing Report.
I think the objectives, activities and resources were coherent with a pedagogical
perspective: The Communicative Approach. As it was pointed out by the tutor and the
reflections of the Journal Writing there were some activities closer to the Audiolingual
Method, some drills and presentation of vocabulary without a clear context; however the
interaction between the teacher and the students and among the learners that was
required throughout the lessons are thought to encourage communication. Lessons two
and three were better contextualised for the students to use language for communication
instead of an end itself.
I believe the experience was significant for learners because they behaved, participated
actively and were tolerant as regards the activities they didn’t like. The development of this
teaching experience required certain skills, knowledge and attributes such as good choices
of resources and materials, león planning and patience.
I learned that good results are always expected when you concéntrate your energy in paying
attention to what is required to achieve certain goals.
Development:
Materials were carefully chosen, in order to carry out interesting activities and foster
acquisition of vocabulary, like the posters. The satiné arrangement was effective to
promote interaction in pairs, small groups or in a semi – ciclé. Kenig record of the students’

3. performance was not very useful because they were many students and the main objective
was that they feel comfortable to speak, so there was no time or purpose to pay attention
to the quality of their productions.
Learners were expected to acquire the second language without overt grammar
instruction. The recognition of vocabulary was a strenght. There were mainly new words
and the students presented a positive attitude and good performance working with them.
If I had the choice to develop this Project, again I would take into account the teacher’s
corrections, suggestions and comments in the lessonplans and Journal Writing; and I would
probably change the topic of the first lesson to present a whole Unit talking about our city.
This experience may influence my future goals, I think I became more confident and skillfull
to think about pedagogical principles and plan lessons, and this might affect my decisions. I
don’t think this type of lessons are to be taught every day at school mainly because of the
cost of the materials, but they are obviously useful to improve my current activity.
This experience was meaningful to me because I started the teacher’s training course long
ago before I entered Lenguas Vivas, and I was looking forward to taking this stage of my
studies. I believe it was meaningful for the teacher and the students, too; they learned and
they had a good time and the Reports were given to the teacher in charge of the group.
I am satisfied with the way I developed the practice, of course it could have been better,
but I did my best. I felt fine while interviewing the teachers and the students, they were
very nice and the authorities gave me the materials to carry putt the required Report.
Informing oneself about how an Institution works is an excellent experience that fosters
intellectual growth and personal development.
Conclusions:
Students are learning new words and structures, so they need to listen to more examples
of language in use before they are ready to produce similar exchanges. Listening activities
that contain the target structures and vocabulary may be more effective than listening to
the teacher most of the class.
I think the objectives have been achieved successfully, and that is important to build up
courage to face the second period.
This might be beneficial for the teacher in charge of the groups because she may learn
from observing and evaluating my lessons. I don’t think this cooperative work may have
social implications, perhaps in the near future as a teaching experience that may improve
our planning skills taking into account the learners’ characteristics.