Ferreira 1

Patrcia Ferreira
Professor Hoffner
SED 544
23 April 2013
Teacher Interview
Teacher: Adriana Pires de Sosa
!it": #raslia$ #rasil
School:
1% Tell &e a'ot "o and "or choice in 'eco&in( a teacher)
* decided to 'eco&e a teacher +hen * +as still fifteen "ears old) All &" older sisters +ere
alread" teachers and * al+a"s tho(ht this profession a 'eatifl one) * too, a test to
std" on a school to prepare teachers to +or, +ith pri&ar" school and after for "ears *
'eca&e a teacher) The &ost interestin( is that 'ecase * alread" spo,e En(lish * 'eca&e a
pri&ar" En(lish teacher 'ac, in 2001)
2% Ho+ are "or stdents- Tell &e a'ot so&e characteristics of "or classes and "or
school)
." stdents are special in &an" +a"s) First of all * ha/e to tal, a'ot &" school) *t is a
school +here stdents (o to std" forei(n lan(a(es onl"$ so the" don0t ha/e other
s'1ects li,e &ath and science) The" (o to &" school on the opposite ti&e of the school
to std" En(lish as a second lan(a(e$ and the" can choose to ta,e or corse or not)
Ferreira 2
Stdents fro& p'lic schools$ pri&ar" and secondar" can call the school to re2ire to
std" +ith s) So$ stdents are &ore a+are of the i&portance of the school and or le/els
of stdents +ho fail and 2it school are lo+er co&parin( to other schools near'") The"
,no+ ho+ difficlt it &a" 'e to 'eco&e a stdents in this school) The str((le a lot at
first 't &ost of the stdents are teena(ers fro& Hi(h School and the" ha/e lots of
contact +ith other lan(a(es$ especiall" En(lish and the" de/elop their a'ilities in the
lan(a(e +ell and in a'ot for "ears &ost of the& can co&&nicate in En(lish)
3% 3hat rles ha/e "o esta'lished in "or classroo&- Do "o create the rles +ith "or
stdents or do "o ha/e the& &apped ot 'efore the stdents arri/e-
The rles are sall" related to a/oidin( the se of Port(ese in class since the" onl"
ha/e that ti&e to practice the lan(a(e in the +ee,) * al+a"s discss rles at the
'e(innin( of the se&ester and ta,e notes of +hat the stdents and the teacher ha/e
discssed and * also ta,e notes of the acti/ities the" li,e the &ost and their (oals for the
se&ester) At the end of the se&ester +e sall" co&pare their (oals +ith their
achie/e&ents and then +e co&pare if the" had follo+ed +hat +as discssed at the
'e(innin( of the se&ester and stdents &a,e a self4e/alation too)
4% 3hat do "o thin, are the top needs of ne+ teachers-
Patience
!reati/it"
5no+led(e of contents and procedres
Tolerance
Ferreira 3
5% Ho+ do "o deal +ith 1o'4related stress-
* sall" tal, to &" co+or,ers a'ot ho+ * a& feelin( and as, for their help) The"
sall" s((est an acti/it" that * can +or, +ith &" stdents that &a,es &e feel 'etter
a'ot &" +or,) * also tr" to a/oid ta,in( +or, ho&e) * do +hat * ha/e to do at school
6correction$ +rite tests$ etc%)
7% 3hat are "or 'est ti&e &ana(e&ent tips-
.a,e stdents nderstand the teacher is a leader and not their friend) *t does not &ean the
teacher shold not 'e friendl" 't 'ondaries &st 'e created and &st 'e clear) * ne/er
screa& for attention in the class$ +hen stdents are tal,in( and not listenin( to &e * start
spea,in( faster and /er" lo+ and after a ti&e stdents reali8e *0& tr"in( to tal, and the"
al+a"s &a,e silence) * s&ile and contine &" class)
9% Ho+ do "o ensre "or stdents are en(a(ed in learnin(--
* al+a"s as, 2estions to 'e sre stdents are follo+in( +hat * a& sa"in() Stdents
sall" ha/e to prodce +hat * ha/e e:plained 'eforehand and do acti/ities related) *
scaffold the& and * ,no+ +hether the" nderstood the tas, or not and * help the stdents
+ho still ha/e an" ,ind of pro'le&)
;% Does "or school ha/e so&e ,ind of acti/it" +hich inte(rate parents and the co&&nit"-
<es$ parents are re
Ferreira 4
=% 3hat do "o +ish "o had ,no+n 'efore startin( teachin(-
10% 3hat are "or e:periences +ith cooperati/e learnin(-
11% Ho+ are stdents &oti/ated to en(a(e in class and learnin()
12% Do "o ha/e so&e frstration in "or career as a teacher-