Closing English Teaching Professional Practicum UCSC 2012Brief descriptionThe following lines will be mainly focused on the various influences I have gotten and all thethings that made me reflect over the practicum period. It includes a reflection of my developmentas a teacher, some strategies I have found successful and certain experiences that I think wouldimprove my practice in my future workplace. Finally, there are some general comments relatedto my teaching experience and the influences that had an effect on my philosophy of teaching.Closing: Influences & ReflectionConsidering the student as a social and cultural actor, he played a role in the social and culturalscenarios, creating global interdependence subject to changes that were made in thenegotiations of this actor with others. Moreover, knowledge and learning were linked to theteachers role to the extent that this actor, along with others, defined a scenario of culturalmediation, also became central role in what Vygotsky called the zone of proximal development,understood as the potential or the distance between two levels: the current development ofmaturity, expressed in the ability to solve problem situations autonomously, and the level ofdevelopment set by the ability to resolve them with the help of others. This concept, central tothe theory of mediated learning, acted as strong support to explain the potential of development
and the need for cultural mediation. With this support can be clearly stated that learning wasaccompanied by development processes, and the learning context determined its possibility andquality. The social world within the classroom and the roles played by each of the actors who arepart of their interaction scenario made students generated learning linked to the social andcultural plot to which mean, value or belong.From the socioconstructivist perspective are some teaching strategies that were implementedduring my professional practicum where the need to reflect all the time on the importance of theconfrontation between students by valuing the benefits of: decentering students of unique and self-centered viewpoints; coordinating regulation of peer interaction; learning from the experience of others; and participating in solving problems collectively.Furthermore, it is well known that teaching strategies that engage and involve students in thelearning process are found at the heart of good teachers’ action. That is why, during myprofessional practicum, it was shown that certain strategies actually help students to achievesuccess and learn at higher levels. Some of these were: • Use of prior knowledge: It was important to exploit students prior knowledge in order to help themselves to build new knowledge.
• Use of cooperative learning: Individual work was important to assess each individual process, but it was also important to make students work in pairs or groups to strengthen the construction of knowledge one another.• Use of feedback: I usually stimulated student’s learning; relevant role of the teaching process.• Use of recognition: Based on the Socratic method, some decisions on some evaluations or everyday matters of coexistence within the classroom came to a good agreement between teacher and student and among the students themselves.• Use of a "modeler" teacher: Personally I think it was an effective strategy when showing a new concept or skill to be developed.• Use of technology: The use of this was completely limited during class due to the misuse of it by students themselves. However, out of the pedagogical hours, it was very useful for giving feedback and answering questions about the course in general by means of a Facebook group.
I honestly think that I did a good job as both an English teacher and head teacher: firstly I tried tocreate an favorable environment in every single class, encourage students to learn a little moreevery day and improve their marks from the previous semester through didactic and entertainingactivities in which they could develop their full range of skills, and secondly, as far as possible, Ikept close communication with a lot of my students when I thought they needed someone totrust their daily problems, tried to solve their problems somehow or at least get them out of thetense situation in which they were involved with a smile.Personally I think everything in life influences or affects somehow in our daily lives. This is whyhaving been at CEIA MASS during my professional practicum had a positive effect on me not onlyas a teacher but also as a future educator. In simple words, the practicum made my philosophy ofteaching to be strengthened: I have always believed in the potential that every single student hasinside to learn and I did further in those who were studying at this educational institution. While atfirst many of these students did not attach importance to activities or classes in general, duringthe process I saw that some of them began to be interested in listening, participating andlearning. If I asked any professor from my university or any other if they think CEIA MASS is anappropriate school for professional practicum surely the answer would be "NO", yet I think it isone of those schools where most teacher-students are needed to do professional practicumsimply because there is where a true teacher is really formed, where all the skills of a teacher aretested, where students need one and where student or teacher quality is not valued.