Edgar W. Garcìa Samaniego 3rd semester student LeDLI UJED

1. Introduction.
Do you remember when you were adolescent? How do you think? What ideas did you have?
Did you find how expresses yourself? This question and a lot more we tried to answer and in
this phase of the life isn’t easy. It´s normal feeling misunderstood for the society and even by
our parents. Generally we try to find out “who am I?, where I belong?, what will I become?. All
this questions can stress the student and probably will experiment a lot of thing trying to
answer them. Some factors as friends, education, school, geographical area affect the
adolescent development, their ideas and what they will become. Here is where the teachers
play an important role. We need to know and understand our students for guiding and
motivating them to overcome this stage in the healthiest way possible. As teacher we must put
ourselves in the shoes of students and remember that probably we had the same problems
and questions. This will be useful to create an environment of trust with the adolescents and
help them in what we can. The teachers have that great responsibility because the school is
kind of a second house, then they are as seconds parents for the students.
Background.
In the play, “Silence scream“, we represented a bullying problematic by classroom partners
and his teacher which she is the authority, what she says goes. The teacher doesn’t allow any
students comment or expresses during her class. This environment stressed and affected the
behavior and mood of Waldo, an adolescent student from EE.UU and moved with his Mom
Rosemary. Waldo´s mom is worried about his child and sent this case to A T.V. show called
“Letty sin censura”. In the program debated about the teaching method of Miss. Secunda, the
teacher of Waldo and, solve this problem analyzing and compare some methods and theories
seen in this semester .We tried to send this message to the adolescent in a funny and dynamic
way to get their attention and can enjoy the play.
Characters
Waldo (Edgar W. García Samaniego).
Miss. Secundina (Iraís A. Galaviz Corral).
LettyTocaMelo (LetisiaValdiva Rivera).
Camera & Cindy Nero (Mahara G. Soberanes García).
Manager & Dr. Anguila (Marco Flavio Solano).
Perla(Perla Lucero Delgado).
Presenter &custodian (Gerardo Villareal).
Rosemary (Nidia Gabriela Favela)
Cleaner (Patricia Ayala)
Aide-de-camp (Jaqcuieline Cisneros).
Edgar W. GarcìaSamaniego
Third semester 2013-B
04 December, 2013

2. Adolescent Development.
We made this play the most interest for de adolescents. We put a problem very common
between the students especially in this age, it is the bullying. To attract the attention of the
students, this play is very dynamic and funny without leaving the issue. To achieve the
mentioned, we parodied the talk’s shows as “Laura de todos” and “Casocerrado”. We did this
because are shows well known by a lot people and is a great environment to discuss the
problem and finally to find out solving not only Waldo´s issue, also this can be applied by
teachers in a real situation and the correct ways to do it.
Paradigms and educational approaches.
In the play we can appreciate that the teacher Secundina worked with the behaviorism theory
last 40 years. Waldo corrected the teacher explaining a topicand because of that, she applied
a punishment to Waldo. Secundina teacher thought that what she said was correct and didn´t
speak with her students, she only had the word. The students only listened to the teacherand
didn’t have the right of participate or comment something in the class. This situation affected
the self-esteem of Waldo and couldn’t adapt in his new school and environment. In the T.V.
show “Letty sin censura”, Secundina is advised to change his methods and educational
paradigms for helping Waldo. The teacher changed her class and now the students can
interact with the teacher and between the partners to acquire the knowledge that they really
need.
Second Language Acquisition (SLA).
Principally we must have in mind two theories in SLAthe we applied in the play. The first one is
the learning characteristics; there is a considerable amount of research (Skehan, 1989;
Dornyei, 2006; Ellis, 2008) on individual differences among second language learners that may
affect their success in second language acquisition.This theory says people are not the same.
There are many ways that people learn, and there are many needs that people may have. The
learning needs of people are influenced by their other characteristics. The teachers have to
identify students’ needs, especially with adolescents. If we don’t do that the students won’t be
motivated in learning and, in my opinion, is the most important factor. The motivation is why we
are learning something. The teacher must motivate their students and for achieving this, also
have to find out the learning style (the way that we prefer acquire the knowledge) of the
students.
The second theory is Affective Filter Hypothesis (Stephen Krashen, 1982). “Affective variables
such as fear, nervousness, boredom, and resistance to change can affect the acquisition of a
Edgar W. GarcìaSamaniego
Third semester 2013-B
04 December, 2013

3. second language by preventing information about the second language from reaching the
language areas of the mind. Furthermore, when the affective filter blocks comprehensible
input, acquisition fails or occurs to a lesser extent then when the affective filter supports the
intake of comprehensible input. The affective filter, therefore, accounts for individual variation
in second language acquisition. Second language instruction can and should work to minimize
the effects of the affective filter”.
Krashen, Stephen D. 1982. Principles and practice in second language acquisition. Oxford: Pergamon.
Available at: The Affective Filter Hypothesis: Definition and Criticism http://www.linguisticsgirl.com/the-
affective-filter-hypothesis-definition-and-criticism/#mZZsEkxyXtBXGCyF.99.
Dec. 2013].
[Accessed01.
The teacher Secundina working with the behaviorism theory, didn´t take in mind all these
factors mentioned in her students. For obviously reasons, this affected to Waldo because he
felt stress, anxiety and not comfortable in his new environment.
Teaching of foreign languages.
In the play we can observe a topic which has been debated a lot of times, “teacher centered
Vs. student centered”. Now we´re going to analyze each one.
In teacher-centered education, students put all of their focus on the teacher. The teacher
talks, while the students exclusively listen. During activities, students work alone, and
collaboration is discouraged.
Pros
 When education is teacher-centered, the classroom remains orderly. Students are quiet,
and the teacher retains full control of the classroom and its activities.
 Because students learn on their own, they learn to be independent and make their own
decisions.
 Because the teacher directs all classroom activities, they don’t have to worry that
students will miss an important topic.
Cons
 When students work alone, they don’t learn to collaborate with other students, and
communication skills may suffer.
 Teacher-centered instruction can get boring for students. Their minds may wander, and
they may miss important facts.
Edgar W. GarcìaSamaniego
Third semester 2013-B
04 December, 2013

4.  Teacher-centered instruction doesn’t allow students to express themselves, ask
questions and direct their own learning.
In the video evidence of the paly, we can appreciate that the teacher Secundina applied this
method in her class, but there was more disadvantages than advantages.
When a classroom operates with student-centered instruction, students and instructors
share the focus. Instead of listening to the teacher exclusively, students and teachers interact
equally. Group work is encouraged, and students learn to collaborate and communicate with
one another.
Pros
 Students learn important communicative and collaborative skills through group work.
 Students learn to direct their own learning, ask questions and complete tasks
independently.
 Students are more interested in learning activities when they can interact with one
another and participate actively.
Cons
 Because students are talking, classrooms are often busy, noisy and chaotic.
 Teachers must attempt to manage all students’ activities at once, which can be difficult
when students are working on different stages of the same project.
 Because the teacher doesn’t deliver instruction to all students at once, some students
may miss important facts.
 Some students prefer to work alone, so group work can become problematic.
In the second video, the teacher Secundina has changed her old teaching method and tried
this one. We can see that the students are more participative in class and interchange ideas
with the teacher and the class mates. Here also is in the communicative approach because, as
I said, the environment in the classroom is more communicative and expressing ideas and
points of view of each student.
Concordia University., 2009. [Online].Portland Oregon. Which is best: Teacher-Centered or Student-Centered
Education?
Available at: http://education.cu-portland.edu/blog/classroom-resources/which-is-best-teacher-
centered-or-student-centered-education/. [Accessed 02 December 2013]
Edgar W. GarcìaSamaniego
Third semester 2013-B
04 December, 2013

5. Artistic education (puppet reflection)
The role that the puppet (kind of a little Waldo) plays is to act as the unconscious of Waldo as
way to have someone to talk about his problems and trying to increase his self-esteem. We
thought from a movie called “the beaver” that a person had the same problem and talk with his
puppet to solve his problem of depression, but in the movie is an adult man that had this
problem; just we had to adapt the puppet with the adolescent student. Finally it was interested
to find out how we must to integrate the puppet to the play and which theory was identified
(defense mechanism; adolescent development).
Conclusion.
This project actually was useful to prepare ourselves to deal with adolescents and face some
problems that we could have as teachers and, we must acquire the adequate knowledge to
solve them in a correct way and as fast as we can. As future teachers we have this great
responsibility and principally, we must be patience and understand them, knowing our
students; remember, once also we were teenagers. We need keep them motivate to still
learning new things because the adolescents are very curious and ready to experiment new
things. We must use that energy in productive things and they discover their potential and help
them to find out where they belong and what will become.
Edgar W. GarcìaSamaniego
Third semester 2013-B
04 December, 2013

6. Play: Silencescream.
Alumno: Edgar W. García Samaniego.
ThirdSemester 2013-B
Teachers:
Lic. Virginia Berúmen Vázquez.
L.E.D.L.I. Jesús Juvencio Orozco.
L.C.T.C. Alba Magdalena Sandoval Andrade.
Lic. EricaAldáz Salomón.
L.I. Juan Antonio De la Torre Morales.
L.C. Igal Ochoa Rodríguez.
M.C. Roxana Cano Vara.
L.A. Luis Abel Chávez Bermúdez.
L.A. Ana Virginia Garduño Álvarez Tostado.
Edgar W. GarcìaSamaniego
Third semester 2013-B
04 December, 2013