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Teaching Practice III

English Pedagogy Program


Language Department
UCSC

Muestra de Desempeo
Docente:

MDD 1

Name: Lucas Salas Ferrada.


Teacher: Gabriela Sanhueza J.

Concepcin, October 10, 2016.

Introduction
The information that I will go to give is according my second real experience in a school. As
it is knew, this types of experiences are very important to all the trainee teachers in order to
know how a real context of work in an establishment is, how the teacher works in a
classroom and how the teacher can control a big group of students.
In this third experience as a trainee teacher, the student in practice must take in
consideration different types of aspects that could affect the performance into a negative or
a positive experience, such as the distance between the trainee student home from where is
located the school, the structure of the classroom, the different types of facilities in the
classroom, among others.
Trainee teachers previous experiences can be not the same experience from the previous
school where he or she performed the previous practice. This issue can be helpful for the
trainee teacher to be aware if he or she fail in a certain point to be focus on do not repeat
the same mistakes to succeed in this new challenge as an English trainee teacher.
Finally, the Muestra de Desarrollo Docente I or MDD I is an important tool to organize the
work of the trainee teacher. In this first MDD the trainee is presenting his or her practice
center to create in their mind an idea of how this establishment is and how the school
community works. In addition, the MDD I present the story of the school where the trainee
teacher is working.

Versin Abreviada Muestras de Desempeo Docente1


1 Adapted to the MDD standards and tasks from based the document Level II
Teacher Work Sample. University of Northern Iowa, Level 2 of the UNI Teacher

Grade Level: Eight Grade.


UCSC Supervisor: Gabriela Sanhueza.
Mentor Teacher: Elizabeth Ortiz.
I.

CONTEXTUAL FACTORS

MDD Standard
The teacher candidate collects data regarding the institutional and classroom
contexts, the characteristics of the pupils as a group and its diversity, using this
information to plan and deliver instruction.
1. Community in which the school is located and/or serves municipality or
owner and school factors: Below, describe the geographic location, community and
school population, socioeconomic profile, and race/ethnicity.
According to the website of the school, The Juan Gregorio las Heras High School is located at
Orompello n980, Concepcin. This institution is a High School that has formed several
hardworking people for the city.
The first data known at the school are from 1890, when the establishment was located in
Tucapel Street, between Carrera and Heras streets. Sadly, in 1939, the school was destroyed
by the earthquake, building a provisory school which started to work in 1941 under the
government of the president Pedro Aguirre Cerda. In 1944 the school is divided into two
single-sex establishments; Repblica de Mxico N7 for men and Repblica de Paraguay N5
for women. Both school communities were building next to the other.
In 1981 both establishments were transferred to the Municipality of Concepcin, creating
just one co-ed school. From April 5, 1982 start working at the local Orompello 980, under
the Cooperator Function Educational Decree No. 2033 of April 20, 1981. Its database role is
4588-8 and the name Juan Gregorio Las Heras De La Gacha. Over the years, enrollment was
increasing until today, of which 514 are women and 621 are men, Pre-Kindergarten to
Fourth Medium. This has meant an increase in the supply of teachers. For academic
achievement, the establishment has been favored twice with academic excellence.
As for the results of SIMCE School is located in a privileged place within the schools in the
district.
Nowadays, Juan Gregorio las Heras high school is a two floor building with two big
playgrounds for the 1013 students, where the number of undergraduate children is 31 per
classroom (as an average number). The establishment has a library, a science laboratory, a
computers laboratory with Wi-Fi included, sport court and a dining room. In addition, each
classroom contains a whiteboard and a place where the students can check their schedule
and activities during the week. If the teacher needs ICT material, as a laptop, a projector or
speakers, teacher must go to the computers laboratory to ask for the material required.

1.1.
How These Factors May Impact My Lessons: Explain specific ways that
these factors may impact your lesson topics, teaching strategies, assessment
techniques, etc.
As there are students with a different background than ours as a teachers, the impact
that will occur in our lessons is that I need to know how to adapt our lessons and
observe a little bit the reality that students are living, which is very vulnerable and they
also have serious problems with their level in English. Observing them would help to
adapt the lessons much better in terms of topics, techniques and contextualization to
catch their attention in a more successful way, and also to be aware of the possible
difficulties to improve. As addition, the school location is a good option for the students
when their parents decide where their children are going to study, because Juan Gregorio
las Heras high school is in the downtown of Concepcin.

Education Professional Sequence.

Regarding to the background of the students of this high school, most of them belongs to
the medium social class. They do not have a good level of the English language and they
are not keen on develop their skills in the L2 in home using their resources, like internet.
In this case, trainee teacher should think about students lives with their family and they
are not the only one who uses a laptop and they prefer to spend their time with social media
apps like Facebook or playing videogames, among other options.
2. Student Characteristics and Their Instructional Implications: Below, describe
how two student characteristics you observed in your student (e.g., gender,
race/ethnicity, interests, student skill levels) might impact the way you instruct those
students. For example, your planning, motivation, management, or assessment. For
each example of the student characteristic, give a specific instructional implication
that will influence how you plan and implement your instruction.
2.1 Description of First Characteristic of Student(s) in this Class:
Describing the observations in the 8 th grade B, the class is composed by 35 students, male
and female. The number of students who demonstrates best English language skills in
differences to their classmates is the least. These students show their knowledge answering
when Mrs. Ortiz asks a specific question about the class and finishing their job in the period
of the English class. Some of these students interests are videogames, movies and TV series
in English and music in English. According to the interest of this little group and their
performance in the English class, both things have in common the language skills that the
students are developed, learning vocabulary and some grammar rules. The rest of the class
room prefers not to participate when Mrs. Ortiz asks about the unit, but they ask for help at
the moment when they need to work in the main activity of the class.
Student 1 (Jeans): Jeans is a Chilean student from 8 th grade in Juan Gregorio las
Heras school. He is considered as one of the best students in his class and also has had
recognition and benefits due to his performance in all the subjects.
Student 2 (Maicol): Maicol is a student whose performance at school is not as good as
his classmate Jeans. He always teds not to focus enough during the class. He is considered
as a leader for this own classmates, but not in an academic way at all, because of his
constant interruptions in the classroom. Maicol does not seem to be aware of his own
learning progresses.
According to the descriptions of each student, the ones who perform better in class would
help a lot when some others have more issues or it is more difficult to make them
concentrate.
2.1.1 How This Characteristic Will Impact my Lesson:
In addition with the previous points, trainee teacher must take advantage of the skills of this
little group taking them as an example to the rest of the classroom. The students with the
best language skills can help modeling the examples of the activities or answering when they
know the answers of the teachers questions. The students with the weakest skills in the
English language are not a big problem in the classroom because they are usually speaking
with their friends, but at the moment of working in the main activity they complete the task.
It is common in the English class the students ask to the teacher stop to speak in English
because of they cannot understand some words, but advanced students can help telling to
the other classmates the meaning of the words or translating for them the instructions. This
characteristic will impact in a big way the lesson because of the difficulties with the L2. This
issue can become discrimination between student-student. Learners may become shyer and
they will not participate as it is expected.

2.2 Description of Second Characteristic of Students in this Class:

Most of students in the English class show a positive attitude and they do not have many
problems in participate of the activities; even though, they just interacts in the English
language in the two hours in the classroom. This issue creates a lack of motivation to try to
speak in English or at the moment of study this language. In addition, students are
frequently distracted because they are not interested in having an active role in the English
classes and some of these learners are afraid in make a mistake and be bother by their
pairs.
2.2.1 How This Characteristic Will Impact my Lesson:
It will impact the lesson in terms of participation from those students and they may not
improve in what I am teaching. The lack of motivation also could make students not
attending to class or distracting the rest of the students in the classroom. That will affect
everyones performance and the lesson itself because if many students do not have
motivation there will not be participation in class and the lesson will fail. Trainee teachers
have to avoid this issue and motivate the students to explaining the advantages of learning
and attending to classes.

3. Physical Aspects of the Classroom and Their Instructional Implications:


Below, describe how two physical aspects of the classroom you observed (e.g.,
posters, room arrangement, technology) might impact the way you instruct students,
for example, planning, motivation, management, or assessment. For each example,
give a specific instructional implication that will influence how you plan and
implement your instruction.
3.1 Description of First Physical Aspect:
The distribution of the room is the common in every classroom: a big room with individual
tables and chairs, enough for the 35 students in the grade. The seating arrangement used
most of the time in three rows; one in the right side of the classroom, other in the middle
and the last road is in the left side. In these rows students are sitting in pairs.
3.1.1 How This Aspect Will Impact My Lesson:
Students are used to sit in rows and it is very difficult to make everybody participate and
pay attention in class. That demands to find a way to catch their concentration. This physical
aspect may impact widely in students performance and make a big difference in terms of
participation and paying attention. For example, if the trainee teacher arranges the
classroom in rows, students are going to sit at the back and when I give instructions they
will be doing another activity that teacher cannot monitor them. However, if the teacher
arranges the class in circle, for example, we may be able to check and see if they are paying
attention to the instructions and activities.
3.2 Description of Second Physical Aspect:
A second physical aspect that may be useful in a lesson and I have could observe is the use
of visual aids and the board, perhaps not as colorful as we were expecting at the beginning,
but in a reading class for example, students need to use their imagination for certain
situations exposed. The teacher that I am observing used visual aids at the beginning of the
class to catch the students attention and to discuss what the text is going to be about, and
then, to practice their skills on the task provide by the teacher.

3.2.1How This Aspect Will Impact My Lesson:

The use of the board, for example, will impact my lesson in the sense that students will be
able to discuss about new vocabulary, concepts and the main characteristics of the text in
cooperation with the teacher and partners. The use of technological resources will be a
helpful impact to the learners in the classroom. Technological tools are always attractive to
students and there are more interested in the material shown by the laptop, data and
speakers. In my opinion, a suitable form of catch the attention of the students is with
images of people or cartoons that children knows, colorful Power Point presentations, using
videos where students can associate with their life (realia), among others.
4. Reflects on the importance of knowing about students and the context to
provide quality teaching
The importance of knowing about students is that we will be able to notice their strengths
and weaknesses to work on them. Also, to make us think about our own techniques to
generate the appropriated input because it could happen that most of our students have a
level of English below the expectations and the time spent for the subject is not enough for a
week, so as teachers our goal is be able to solve these issues. As a trainee teacher, it is
important take in consideration the background of our students and modifies the material to
create the realia which is always necessary. It is important too to identify the weakest
students and check their abilities to find the best way to help them to learn the English
language the best as possible.

References

MINEDUC (2016). Ficha de Establecimiento Colegio Juan Gregorio Las Heras. Extracted in
October 10, 2016, from http://www.mime.mineduc.cl/mvc/mime/ficha?rbd=4588
Colegio Juan Gregorio Las Heras (2016). Pgina Oficial Colegio Juan Gregorio Las Heras.
Extracted in October 10, 2016, from http://colegiojuangregorio.cl/

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