2. !
Task 1: Standard 1, Learning Contextualization
Homework 1: Select and describe the classroom and institution characteristics
considered relevant to contextualize the unit plan.
Institution description:
The Liceo de Niñas de Concepción, widely known as Liceo Fiscal, is one of the most iconic
public educational institutions in the city of Concepción. Founded in 1884 with only 27 students
and the idea to give women a more active rol in our society, it has witnessed the changes of our
culture for over the last one hundred and thirty years.
This science and humanities educational institution, firstly founded as a private school,
changed to be part of the public educational system in 1904 and finally, in 1981 it became
municipal. Located in Rengo 249 since 1930 in the heart of Concepción, the capital city of the 8th
Bío-Bío region, Liceo de Niñas has gain a historical tradition and prestige because of its particular
features, although some of its features have not remain through the course of time.
Liceo de Niñas has three thousand students, between the ages of 13 and 19 years old, and
more than a hundred staff members, including faculty and staff amongst them. Students come from
the most varied geographic areas of the region, as well as from the most varied sociocultural
environments. Besides, Liceo de Niñas takes responsibility for the continuity of studies of all the
students, including those who present some level of difficulty, whether they are of learning,
physical, psychological, or socio-economical kind.
According to the PEI of the school, Liceo Fiscal’s mission is that to achieve the goals aimed
to provide a high quality student-centered education that teaches and orients their students in order
to access higher education and/or insert themselves into the work environment, projecting them to
build their lives as positive leaders in society. Its vision is that of a leader institute in the local area
that arises and grows with high expectations of a comprehensive training for its students.
The institution has a close partnership with both government and private institutions, such
as: higher education institutes, health institutes, Carabineros de Chile, SERNAM, INJUV, amongst
others.
!
3. !
In terms of infrastructure, the school corridors are evenly distributed and organized
according to level, from 1st to 4th medio. There are plenty of spare time areas for the students, as
well as for teachers. Teachers have two rooms; one with working areas separated by departments
and another room destined to give them some time to relax and have some food. The school’s
library has dictionaries and school texts that are available for the students in case they need them.
The school has also a modern English laboratory with 24 computers, earphones and a data projector
donated by the Rotary Club, where students work in pairs and only under supervision to avoid
losses. Students work with the Global English 3 book by the MINEDUC and extra material chosen
by the teachers.
Information was collected through observation and the school’s PEI and with the help of the
guide teacher.
!
Classroom description:
On the one hand, all classrooms have a whiteboard located in a good height so that students
at the back can properly see what is written. On the other hand, classrooms are lacking
technological resources as well as other resources such as a bookshelf where texts and dictionaries
could be stored and that can contribute to the immediate realization of a class, avoiding disruptions
or taking the students to the laboratory. Students are seated in pairs and distributed in three rows
that most of the time are not evenly used, although it can be arranged according to the teacher’s
preference and student’s behaviour.
Although according to the school’s regulations the use of mobiles is forbidden, most of the
students use them throughout the lessons. There is a lack of continuos work in relation to this area,
since there are no established rules for the students once the teacher enters the room and no
agreement between staff either. The environment inside the classroom can be modified in order to
allow students to concentrate on the teacher and subsequently on their work.
Classes are taught mostly in English, only with a few exceptions when students ask the
teacher to explain again, especially when giving instructions, and therefore the teacher uses spanish
to communicate with students. Students take a passive role on their learning since the teacher needs
4. to constantly call for their attention and ask them to work. The teacher makes use of all the
resources available to help them acquire de language, taking into consideration their likes and future
lives.
!
Homework 2: Select and describe the students and class characteristics, individually
and as a group, which contains relevant factors in order to plan the classes and give a better
education process.
43 students between the ages of 16 and 17 years old from the cities of Concepción, Hualpén,
Penco, San Pedro de la Paz, Hualqui, Chiguayante and Yumbel form the class. Students with special
needs are taken to an integration class where they are supposed to work with professionals, but most
of the time they spend their time doing other activities rather than working.
Most of the students have a nice and pleasant treatment towards the teacher, but there are a
few students who behave aggressively and rude with classmates and staff. According to the staff
and UTP, most students come from working class families, where parents spend all day working
and have hardly any time for their daughters. Vulnerability is one of the aspects most of the students
try to change, but some of the students justify their actions stating that they have no other choice but
to behave inappropriately.
Homework 3: Analyze the information and determine which context factors will
influence in the class planning for a good quality education.
Students need some rules to follow in order to have a better behavior inside the classroom,
and by doing that it will increasingly improve the student- teacher relationship. Classroom
management is one of the most important areas to focus on, and therefore the teacher can present a
lesson without the typical problems that make her spend around 10 minutes of the lesson correcting
inappropriately behaviour.
