Planilla observación clase 2 - secondary - gieser - tpd - pass
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Gieser Leticia received feedback on her student teaching practicum from October 9th. She was rated highly in most categories like presentation of material, teaching strategies, classroom management, and rapport with students. Some areas for improvement were noted such as starting lessons in a more engaging way and managing noise levels when students got too loud. Overall her performance was rated very positively with an 8 out of 10.
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The document contains a feedback form for a trainee teacher named Leticia Gieser who taught a lesson for a 4th year secondary level course. The form rates the teacher's performance in various categories from 1 to 5 and provides comments on aspects of the lesson including group work, classroom management, use of resources, and rapport with students. It concludes by rating the teacher's overall performance from 1 to 10.
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The student completed a secondary practicum to apply recently learned teaching strategies and methodology with teenagers. They found the experience positive overall, though realized some areas for improvement. The student engaged students through varied materials and activities, adapting to their developmental stage and interests. Feedback helped the student feel more confident in their performance. While challenging at first due to inexperience in this level, the student ultimately felt the experience helped them overcome fears and learn to teach more effectively at the secondary level.
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This document provides a final reflection on a teaching practicum. It discusses the challenges of dealing with students who were not always motivated to learn. Through designing engaging materials, games, and activities, and incorporating technology like videos and interactive games, the author was able to help build students' positive attitudes and motivation. Maintaining a teaching portfolio also helped the author critically reflect on their own strengths and weaknesses as a teacher.
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This self-report discusses a secondary level video class. The teacher changed how they activated prior knowledge based on feedback, using flashcards and posters instead of the question they had asked. The group was talkative so activities were done quickly before they could copy each other. Playing audio engaged the students as they relaxed and listened quietly. Each class was different but students learned, completed assignments, enjoyed themselves, and respected each other and the teacher.
Self report video class 1 - secondary level
1) The teacher started the class with a game to refresh the students' prior knowledge from previous lessons. They were able to follow instructions in the second language despite adapting the vocabulary to their level.
2) By walking around the class, the teacher was able to monitor student progress on activities. Most students study English outside of class, so the teacher ensured all students could develop their skills.
3) It was difficult to speak over the noise from a nearby classroom during break, but students participated orally and in activities respectfully. They remained engaged with the lesson topic while using the target language.
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The author was initially scared to teach teenagers as they had no prior experience, but found that focusing lessons on movies engaged and motivated the students. Through varied activities for the class of 30 students, lessons were enjoyable and the teenagers adapted well despite the author's inexperience. While one student acted as a 'leader' and joked around, personalized attention and an active role helped manage this. Overall the group was respectful, hard working and enjoyed English lessons, allowing the practicum period to be a rich experience for the author.
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The author was initially scared to teach teenagers as they had no prior experience, but found that focusing lessons on movies engaged and motivated the students. Through varied activities for the class of 30 students, lessons were enjoyable and the teenagers adapted well despite the author's inexperience. While one student acted as a 'leader' and joked around, personalized attention and an active role helped manage this. Overall the group was respectful, hard working and enjoyed English lessons, allowing the practicum period to be a rich experience for the author.
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This self-report discusses a class teaching vocabulary about pets. The teacher summarized that they need to improve repeating structures for the students to practice. Additionally, class time is short at only 30 minutes, so activities are not always finished. The students also have trouble singing hello and goodbye songs due to shyness. Finally, the class is talkative so the teacher started using a traffic light system with color codes for voice levels to control noise and ensure turns are respected during activities.
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The teacher provides a self-reflection on a class focusing on pets. First, they recognize the need to improve pronunciation and practice difficult words before class. Second, they summarize focusing on activating prior knowledge of pet names and structures like "it's a...". While there were some technical issues with a video, students worked on listening, writing, and speaking skills. Finally, the teacher notes needing more specific instructions and mimicry, but that students participated enthusiastically through eliciting yes/no questions about pet characteristics.
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This document summarizes characteristics of 4th grade students who are in Piaget's concrete operational stage of cognitive development. Some key points:
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Syllabus
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- 1. Lesson recording – Feedback form Trainee’s name: Gieser Leticia Practicum period: Secondary Course: 4th year Date: October, 9th a) Circle the value that best describes each category. 1 is very poor, 5 is outstanding. Warm-up: 1 2 3 4 5 Presentation of material: 1 2 3 4 5 Timing: 1 2 3 4 5 Teaching strategies: 1 2 3 4 5 Classroom management strategies: 1 2 3 4 5 Transitions between activities: 1 2 3 4 5 Use of resources and blackboard organization: 1 2 3 4 5 Rapport with the learners: 1 2 3 4 5 Language accuracy and fluency: 1 2 3 4 5 b) Write down some aspects you would like to comment on, including suggestions for improvement. • “Do you remember Active/Passive?” It is not a very motivating/catchy question to start off. Just present the game. • They got engaged in the game. Good! • Noise level was high at times. • You used L2 at all times. Well done!! • Students worked hard throughout the whole lesson. • They were quiet while doing the listening activity. Great! d) Rate this teacher’s performance on a scale of 1 – 10 (1 is very poor, 10 is outstanding) Circle the appropriate rating: 1- 2- 3- 4- 5- 6- 7- 8- 9- 10 Final comments: You`ve done a very good job! Congrats!!