Informe Pasantias

INDEX
COVER
CERTIFICATION
INDEX
INTRODUCTION
GLOSSARY FOR THE DEMONSTRATION TEACHING PRACTICE
GENERAL INFORMATION (GUIDE OF WORK NO 1)
DEMONSTRATION PRACTICE: OBSERVATION SHEET
INTERPRETATIVE ANALYSIS
DEMONSTRATION PRACTICE (LESSON PLANS)
OBSERVED EDUCATIONAL PHENOMENAL MATRIX
ACTION RESEARCH PROJECT
DESCRIPTION AND JUSTIFICATION OF THE PROBLEM
THEORETICAL FRAME:
CHAPTER I
THE INDISCIPLINE IN THE CLASSROOM
APPROACH THE PROBLEM.
CHAPTER II
DETERMINANT FACTORS OF THE INDISCIPLINE IN CLASSES.
INTERPERSONAL RELATIONSHIPS
RELATIONSHIP AMONG TEACHERS.
STUDENT RELATIONSHIP
DISCIPLINARY FACTORS
SCHOOL FACTOR
FAMILARY FACTOR
CHAPTER III
INDICATORS OF INDISCIPLINE IN THE CLASSROOM
LEARNING DISRUPTIONS
TEACHER AUTHORITY
ESCALATION
VIOLENCE
CAUSAS OF THE INDISCIPLINE IN THE CLASSROOM
ALTERNATIVES TO SOLVE THE INDISCIPLINE IN THE CLASSROOM
CONCLUSIONS
RECOMMENDATIONS
BIBLIOGRAPHY
ANNEX
INTRODUCTION
In the system of study at the Universidad Tcnica de Machala, particularly in
the School of Educational Sciences, specialization in Teaching English,
Teaching Practice module is considered within the context, because of its
scientific objectives and contents are part corresponding professional profile.
In this context it is intended that students (future teachers) to acquire the
theoretical foundation and methodological processes that allow you to
implement modern techniques of learning, thus overcoming the traditional
methods that have led the student to domestication and alienation students
making them passive and repetitive.
The implementation of this Demonstration Teaching Practice will enable the
prospective teacher to develop skills and abilities designed to work inside
and outside the classroom, to streamline and operationalize the teachinglearning processes.
Consequently the knowledge of this practice will give us clear opportunity
awareness and its role requires a solid basing it on professional ethics and
academic training in a competitive scientific and efficient.
We started developing this teaching practice undertaken by 11students at the
High School with the students section of the basic cycle and diversified, the
same aims the Demonstration Teaching Practice inside and outside the
classroom in the process teaching and learning, as well as everything related
to the general information of this educational institution.
UNIVERSIDAD TCNICA DE MACHALA

FACULTAD DE CIENCIAS SOCIALES
ESCUELA DE CIENCIAS DE LA EDUCACIN
DPTO. DE PRCTICAS DOCENTE
GLOSSARY FOR THE DEMONSTRATION TEACHING PRACTICE
THIRD YEAR
MEC.
Ministry responsible of functioning of the National Educational System.
SUBSECRETARIA NACIONAL DE EDUCACIN.
Organization which designs middle-level teachers.
SUBSECRETARA REGIONAL DE EDUCACIN.
It controls the Educational System, for the Coast region, it has a
central office in Guayaquil and another one in Cuenca, for the Sierra
region.
DIRECCIN NACIONAL DE EDUCACIN.
Manage, legislate and verify the Educational System.
DIRECCIN PROVINCIAL DE EDUCACIN Y CULTURA.
It is an organization inside the Province. It contains three educational
levels and subsystems.
DIRECCIN PROVINCIAL DE EDUCACIN Y CULTURA HISPANA.
It is a provincial organism of the Hispanic Cultural Educational System
of the three levels of the Educational System.
DIRECCIN PROVINCIAL DE INTERCULTURAL BILINGUE.
It is an organization which supervises the bilingual educational in
Ecuador. There is one in Chimborazo and another one in Oriente
region.
EISE.
Integrated staff of education supervisors.

UTE
Educational unit of public and private Educative Institutions. Primary
school and high. The same are supervised by remember of the office
of supervision of education.
CEM.
Educational institution supervised and invigilated by the director and
supervisor of this matrix centre.
PLAN INSTITUCIONAL.
It is planned for a year, made by the authorities of a school. Contains
the distribution of the subjects and a schedule for each one of the
specialities inside of an educational institution.
PLAN DIDCTICO POR UNIDAD.
It is a plan more extensive than the Plan Didactic of Class. It contains
themes, objectives, contents, etc of each unit. Teacher has to teach
during the time and planned for the unit.
PLAN DIDCTICO DE CLASE.
It contains the time, theme, objectives, contents, teaching material,
etc. that the professor has planned for each one of his classes. By
means of his, the teacher organize the activities that he is going to do
with the students inside the classroom.
FODA.
Technique to find out institution fortresses, opportunities and on the
other hand, the weaknesses and threats that affect its development.
The fortresses and opportunities are inside the institution and
weaknesses and threats are outside of it.
CURRCULO EDUCATIVO.
It constitutes the technical and human implements that the teacher
uses in the educational field.
COMPETENCIAS.
It is related to teachers attitudes and attributes that he adopts when

he faces the educational field.
PLAN DE ESTUDIOS.
It is a general arrangement of subjects by years and courses and the
activities which are going to be done in the school. It is the selection,
arrangement and distribution of the subjects in order to achieve the
educations objectives.
PROGRAMA DE ESTUDIO.
It includes not only the knowledge that the students have to learn, but
also all the things in order to achieve a good learning. It contains the
contents in advance, ordered and detailed that the teacher and the
students have to perform during the year.
JUNTA DE PROFESORES DE REA.
It is an internal organization of a high school. It is composed by
teachers of the same study area.
JUNTA DE PROFESORES DE CURSO.
Meeting of teacher that teaches in the same course, who examines
the progress and failures of it, at the same time they try to make some
suggestions to solve the problem that is happening inside the course.
JUNTA GENERAL DE DIRECTIVOS Y PROFESORES.
It is an internal organization of a high school. It is composed by
teachers and members of the board.
COMISIN PEDAGGICA.
It is an internal technical organization of the educational institution of
the different levels.
INSPECTOR GENERAL.
He is the third authority inside a high school. He has under his
responsibility a group of sub-inspectors who have to control the
inspectors of course.
SUBINSPECTOR GENERAL.
He has to control a group of inspectors of course who are under his
supervision.
INSPECTOR DE CURSO.
Control the students behavior. He has under his supervision three

courses. Also he has to control the teachers attendance of each
course and reports about all the activities of students and teachers.
PROFESOR GUA.
He is designated by the Directive Council for a determined course. His
responsibility is to cooperate with the students.
PROCESO DIDCTICO.
It is the technical systematizing that the teacher adopts by means of
diagnosis and exercises in the teaching-learning process.
EVALUACIN DE LOS APRENDIZAJES.
It is an action to evaluate the students attitude front to the subject,
teacher, study habits, integration of knowledge, etc.
DOCENTE.
Is a person who devotes his life to the teaching duty and who
influences in someone education.
REFORMA CURRICULAR.
It is a proposed tending to improve the quality of the national
educational system.
ACTITUD.
Frame of mind acquired. It can be positive or negative. It is an
important part to school motivation.
APTITUD.
It is the capacity and skills that a person has to do something more
skillfully than another.
CONTENIDOS DE APRENDIZAJE.
It lists from subjects to discoverer them to each one of them.
REQUERIMIENTOS.
They are the previous contents that the teachers use to teach in their
classes.
ESQUEMA CONCEPTUAL DE PARTIDAS.
It is related to the new information of the topic that teacher will impart
to his students.
CONSTRUCCIN DEL CONOCIMIENTO.
It constitutes the scientific contents that the teacher imparts in the
teaching-learning process.
TRANSFERENCIA DE APRENDIZAJE.
It is a resulting action after a person has learned something. It means,
if a person learns an idiom, he can learn another one, too. He
transfers the way to learn an idiom to another.
RECURSOS DIDCTICOS.
They are instruments or process that the teacher uses to each in a
practical and simple way. They get the classes be more interesting
and the students can learn more easily. They can be: humans,
methodological and materials.
UNIVERSIDAD DE MACHALA
ESCUELA DE CIENCIAS DE LA EDUCACION
DPTO. DE PRACTICA DOCENTE
WORKING GUIDE 1
FORMACIN PROFESIONAL DE AUTORIDADES Y DOCENTES DEL
PLANTEL
1. CLASSIFICATION OF TEACHERS AND TITLES.
No
TTULO
CICLO
CICLO
CICLO
TOTAL
BSICO DIVERS. SUPERIOR
01 Master en CC.EE.
02 Doctor en CC.EE
03 Licenciado en CC.EE
04 Profesor en Educacin
Media
05 Profesor en Educacin
Primaria
06 Profesor en educacin
Parvularia
07 Bachiller en CC.EE
08 Profesionales
No
Docentes
09 Bachiller en Ciencias
10 Otros
11 Especifique
TOTAL
Machala, ..................................del 200
Lic. Martha Ogoo

Supervisor
Jenny Rojas
Trainee Teacher
1 CLASSIFICATION OF TEACHERS BY AREA OF STUDY AND

TITLES.
REAS DE
ESTUDIO
01 Matemticas
CICLO
BSICO
No
CICLO
DIVERS
CICLO
TOTAL
SUPERIOR
02 Ciencias Sociales
03 Ciencias Naturales
04 Lenguaje
Comunicacin
05 Cultura Fsica
06 Actividades
Prcticas
07 Actividades
Artsticas
08 Informtica
09 Idioma Extranjero
10 Comercio
11 Otros
TOTAL
Machala, .............................. del 200
Lic. Martha Ogoo

Supervisor
Jenny Rojas
Trainee Teacher
DEMOSTRATION PRACTICE
SPECIALITY: ENGLISH
THIRD YEAR
OBSERVATION SHEET 1
INFORMATIVE DATE:
SCHOOL: Juan Montalvo Highschool
LOCATION: El Oro
CITY: Machala
ADDRESS: Pichincha between 10 de Agosto and Napolen Mera street

PARALEL: B
No. OF STUDENTS: 46 students.
ENGLISH TEACHER: Jenny Maria Rojas Bravo

TOPIC: Adjectives descriptives
CLASS: 1st
Time: 40 minutes
DATE: September 26th , 2012

1 WHAT PREVIOUS ACTIVITIES DID SHE/HE DEVELOP?
She started with a reading about the trustworthy.
2 DOES THE TEACHER WRITE CLEARLY ON THE BOARD?
Yes, she does.
3 DO THE STUDENTS PARTICIPATE ACTIVELY IN THE LESSON?
Yes, they do.
4 DOES THE TEACHER DO A VARIETY OF ACTIVITIES?
Yes, she does. In each class she did different activity.
5 ARE THE STAGES OF THE LESSON CLEAR?

Yes, they are. .
6 DOES THE TEACHER HAVE A CLEAR PRONUNCIATION?
Yes, she does. Her pronunciation was very good.
7 DOES THE TEACHER SMILE OFTEN?
Yes, she does..
8 DOES THE TEACHER
QUESTIONS?
ENCOURAGE
STUDENTS
TO
ASK
Yes, she does..

9 DOES THE TEACHER ENCOURAGE REAL USE OF LANGUAGE?
Yes, she does. She always encourages real use of language.
10 DOES THE TEACHER CORRECT ERRORS?
Yes, she does.
11 DOES THE TEACHER PRAISE STUDENTS?
Yes, she does. The praise is the principal motivation in the class.
12 DOES THE TEACHER USE ENGLISH IN CLASS?
Yes, she does, but a little, because the students didnt undertstand.
13 DOES THE TEACHER TRANSLATE EVERYTHING INTO SPANISH?
yes, she does. She translates almost all information.
14 WHICH TECHNIQUES DID THE TEACHER USE?
She used The Translation Method.
15 WRITE THE DIDACTIC RESOURCES USED IN CLASS?
She used the teacher book, student book.
TRAINEE TEACHER
SUPERVISOR
SPECIALITY: ENGLISH
THIRD YEAR
OBSERVATION SHEET 2

LOCATION: El Oro
CITY: Machala

PARALEL: A

TOPIC: Describing the Personality
CLASS: 1st D
Time: 40 minutes

1. WHAT PREVIOUS ACTIVITIES DID SHE/HE DEVELOP?
She talked with the students about the characteristics perfect woman
and the perfect man.
2. DOES THE TEACHER WRITE CLEARLY ON THE BOARD?
Yes, she does. The teacher always wrote clearly.
3. DO THE STUDENTS PARTICIPATE ACTIVELY IN THE LESSON?
Yes, they do. In each task the students participated.
4. DOES THE TEACHER DO A VARIETY OF ACTIVITIES?
Yes, she does.
5. ARE THE STAGES OF THE LESSON CLEAR?

Yes, they are. The class is developing clearly.
6. DOES THE TEACHER HAVE A CLEAR PRONUNCIATION?
Yes, she does.
7. DOES THE TEACHER SMILE OFTEN?
Yes, she does.
8. DOES THE TEACHER
QUESTIONS?
ENCOURAGE
STUDENTS
TO
ASK
Yes, she does..

9. DOES THE TEACHER ENCOURAGE REAL USE OF LANGUAGE?
Yes, she does. She always encourages real use of language.
10. DOES THE TEACHER CORRECT ERRORS?
Yes, she does.
11. DOES THE TEACHER PRAISE STUDENTS?
Yes, she does.
12. DOES THE TEACHER USE ENGLISH IN CLASS?
13. DOES THE TEACHER TRANSLATE EVERYTHING INTO SPANISH?
yes, she does. She translates almost all information.
14. WHICH TECHNIQUES DID THE TEACHER USE?
She used The Translation Method.
15. WRITE THE DIDACTIC RESOURCES USED IN CLASS?
She used the teacher book, student book
TRAINEE TEACHER
SUPERVISOR
SPECIALITY: ENGLISH
THIRD YEAR
OBSERVATION SHEET 3
INFORMATIVE DATE:
LOCATION: El Oro
CITY: Machala

PARALEL: A

TOPIC: Gender Roles
CLASS: 1st F
Time: 40 minutes
DATE: October 10th , 2012

She began to greeting her students, and wrote on the board differents
activities that woman do.
Yes, she does.
Yes, they do. In each task the students participated.
Yes, she does.
Yes, they are.

Yes, she does. She has a good pronounciation.
Yes, she does. She is a funny teacher.
8. DOES THE TEACHER
QUESTIONS?
ENCOURAGE
STUDENTS
TO
ASK
Yes, she does..

Yes, she does..
Yes, she does. The teacher always corrected errors in the
pronunciation of their students.
Yes, she does.
. yes, she does. She translated almost all information.
She used the translation method
She used the teacher book, student book,
TRAINEE TEACHER
SUPERVISOR
SPECIALITY: ENGLISH
THIRD YEAR
OBSERVATION SHEET 4
INFORMATIVE DATE:
LOCATION: El Oro
CITY: Machala

PARALEL: D

TOPIC: Gender Roles
CLASS: 1st
Time: 40 minutes
DATE: October 1st , 2012

She asked her students to make a review about the last class.
Yes, she does. The teacher wrote clearly the exercises.
Yes, they do. The teacher achieves that her students participate
actively during her classes.
Yes, she does.
Yes, they are.

Yes, she does.
Yes, she does.
8. DOES THE TEACHER
QUESTIONS?
ENCOURAGE
STUDENTS
TO
ASK
Yes, she does.

Yes, she does.
Yes, she does..
Yes, she does.

yes, she does. She translated almost all information.
She used the teacher book, student book
TRAINEE TEACHER
SUPERVISOR
SPECIALITY: ENGLISH
THIRD YEAR
OBSERVATION SHEET 5
INFORMATIVE DATE:
INFORMATIVE DATE:
LOCATION: El Oro
CITY: Machala

PARALEL: E

TOPIC: People and Cultures
CLASS: 1st
Time: 40 minutes

She started her classes talking about her favorite place.
Yes, she does.
Yes, they do.
Yes, she does.

Yes, they are.
Yes, she does.
Yes, she does.
8. DOES THE TEACHER
QUESTIONS?
ENCOURAGE
STUDENTS
TO
ASK
Yes, she does

Yes, she does.
Yes, she does.
Yes, she does.
yes, she does. She translated almost all information.
She used the teacher book, student book.
TRAINEE TEACHER
SUPERVISOR
ANALYSIS OF THE OBSERVATION SHEETS

20% of the time the teacher started with a reading
80% of the time the teacher used to develop her class.
75% she made many exercises
75% of the students participated actively.
100% of the lessons were clear.
100% she wrote clearly the instructions on the blackboard.
100% her pronunciation was very clear.
90% she encouraged their students to ask questions.
80% she smiled with their students.
60% she achieved their students used the English Language to speak.
90% she tried to correct the students pronunciation.
90% she praised her students.
40% she used the English Language and 60% she used the Spanish
Language.
100% she used the translation Method.
60% she translated information into Spanish.
30% she invited her students work in pairs, 60% she invited to read,
10% fill in the blanks.
100% she used cards, pictures, markers, blackboard.

TEACHING PRACTICE DEPARTMENT
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
1.7.
1.8.
1.9.
1.10.
1.11.
1.12.
1.13.
1.14.
1.15.
INFORMATIVE DATA:
TRAINEE TEACHER:
CLASS AND MAJOR:
HIGH SCHOOL:
PLACE:
SCHOOL ADDRESS:
LEVEL:
CLASS:
ADVISOR TEACHER:
SUPERVISOR:
SCHOOL YEAR:
DATE:
LENGTH OF THE CLASS:
AREA:
SUBJECT:
TOPIC:
Jenny Maria Rojas Bravo

Third Year English
Juan Montalvo High School
Machala
Pichincha between 10 de Agosto
and Napolen Mera street
Baccalaureate
1st A,F
Lic. Yoconda Franco
Lic. Martha Ogoo
2012 2013
Wednesday, October 17th, 2012
40 min.
Foreign Language
English
PEOPLE AND CULTURES
UNIT: SIX
TASK: 1-4
LESSON: ONE
OBJECTIVES: *describe habits and customs, express beliefs and use correctly
the present simple tense
METHOD (S)
Direct Method.
GTM
MATERIALS
TECHNIQUES (S)
Questions and answers
RESOURCES
Flash cards
Markets
Pictures
Cardboard
PROCEDURES:
ESA
Translation of literaly passage.
Composition
ENGAGE: Complete the map: in this activity the students have to put on the map
the flashcard about some places and cultures of Ecuador and thet have to put in
the correct place.
STUDY:
Students have to recognize the different cultures and places of our

country and of world.
Teacher writes on the board three sentences about people and cultures:
rutines, lifestyle.
Teacher asks to the students to do the same, review: simple present, new
vocabulary and pronunciation.
ACTIVATE:
Students have to choose one place before mentioned (flascards used in

engage), then they will write a little composition: where is the location?,
the culture, the lifestyle,etc.
Finally on the board will be the flascards,, and the students have to stick
on the board their compositions around the flashcard appropriate.
GRAFIC ORGANIZER
People and cultures
Completing and
recognizing
Checking vocabulary
Writing sentences
Writing a
composition
4._ CONTENTS OF THE LESSON:
Vocabulary
Grammar : present simple
Describing rutines and lifestyle
5.- MATERIAL IN SHORT

6.-BIBLIOGRAPHY: OUR WORLD THROUGH ENGLISH SS BOOK 1
AND T S BOOK
Lic. Martha Ogoo
Lic. Yoconda Franco
Supervisor
Advisor Teacher
Jenny Rojas Bravo
Trainee Teacher

1.16.
1.17.
1.18.
1.19.
1.20.
1.21.
1.22.
1.23.
1.24.
1.25.
1.26.
1.27.
1.28.
1.29.
1.30.
INFORMATIVE DATA:
TRAINEE TEACHER:
CLASS AND MAJOR:
HIGH SCHOOL:
PLACE:
SCHOOL ADDRESS:
LEVEL:
CLASS:
ADVISOR TEACHER:
SUPERVISOR:
SCHOOL YEAR:
DATE:
AREA:
SUBJECT:
TOPIC:

Third Year English
Machala
Baccalaureate
1st E,D
Lic. Yoconda Franco
Lic. Martha Ogoo
2012 2013
Thursday, October 18th, 2012
40 min.
Foreign Language
English
PEOPLE AND CULTURES
UNIT: SIX
TASK: 1-4
LESSON: ONE
OBJECTIVES: *describe habits and customs, express beliefs and use correctly
the present simple tense
METHOD (S)
Direct Method.
GTM
TECHNIQUES (S)

Translation of literaly
passage.
Composition
MATERIALS
RESOURCES
Flash cards
Markets
Pictures
Cardboard
PROCEDURES:
ESA
ENGAGE:
Teacher form groups and shows some pictures from the vocabulary about
Egypt
Students have to guess and say the name of the country according with the
pictures that teacher shows them.
The group that say the correct name is the winner.
STUDY:

rutines, lifestyle.
Teacher asks to the students to do the same, review: simple present, new
ACTIVATE:

GRAFIC ORGANIZER
People and cultures
Completing and
recognizing
Checking vocabulary
Writing sentences
Writing a
composition
Vocabulary

AND T S BOOK
Lic. Martha Ogoo
Lic. Yoconda Franco
Supervisor
Advisor Teacher
Jenny Rojas Bravo
Trainee Teacher

1.31.
1.32.
1.33.
1.34.
1.35.
1.36.
1.37.
1.38.
1.39.
1.40.
1.41.
1.42.
1.43.
1.44.
1.45.
INFORMATIVE DATA:
TRAINEE TEACHER:
CLASS AND MAJOR:
HIGH SCHOOL:
PLACE:
SCHOOL ADDRESS:
LEVEL:
CLASS:
ADVISOR TEACHER:
SUPERVISOR:
SCHOOL YEAR:
DATE:
AREA:
SUBJECT:
UNIT: Six

Third Year English
Machala
Baccalaureate
1st C
Lic. Yoconda Franco
Lic. Martha Ogoo
2012 2013
40 min.
Foreign Language
English
TOPIC:
PEOPLE FROM THE MIDDLE EAST
LESSON: One
TASK: 3 4-5
OBJECTIVES:
To develop integrated skills
To describe other culturas using the simple
METHOD AND TECHNIQUES:

Indirect Method listening writing a paragraph- complete the map
GTM- Translation of literaly passage - Composition
MATERIALS AND
RESOURCES:
Board
Markers
Book
Map
PROCEDURES:
ESA
ENGAGE:
Teacher shows a map to the students and ask them if they recognize
the country in the map
Students have to guess and say the name of the country
Teacher asks some questions about the country Egypt
Students have to describe it and write on the board.
STUDY:
Teacher check the pronunciation and stress the intonation according
with the lecture
Students have to repeat after the teacher.
Students have to complete and check the task with his or her partner.
Students have to write a paragraph about to the notes the task four.
ACTIVATE:
Teacher check the task orally and write the answers on the board
Teacher check the paragraphs with the students.
GRAFIC ORGANIZER
Look at the map
listen carefully
listening for specific

information
CONTENTS OF THE LESSON

Listening and pronunciation
Complete the information
Check the answers
MATERIALS IN SHORT
BIBLIOGRAPHY
Our world through English Book 4
Our world through English teachers Book 4
Lic. Yoconda Franco
Lic. Martha Ogoo
Advisor Teacher
Supervisor
Jenny Rojas Bravo
Trainee Teacher
UNIVERSIDAD TECNICA DE MACHALA

LESSON PLAN
INFORMATIVE DATA
TRAINEE TEACHER: Jenny Maria Rojas Bravo
CLASS AND MAJOR: 3RD Year-English
SCHOOL: Juan Montalvo High School
PLACE: Machala
HIGH SCHOOL ADDRESS: Pichincha between 10 de Agosto and Napolen
Mera street
LEVEL: Baccaulorate
CLASS: 1st
SECTION: D
SPECIALITY:
ADVISOR TEACHER: Lcda. Yoconda Franco

SUPERVISOR: Lc. Martha Ogoo
SCHOOL YEAR: 2012-2013
TOPIC:
PEOPLE AND CULTURES
UNIT: SIX
TASK: 1-4
SKILLS:
LESSON: ONE
To develop writing , speaking and listening skills.
OBJECTIVES:
*describe habits and customs, express beliefs and use correctly
the present
simple tense
METHOD (S)
TECHNIQUES (S)
Direct Method.
GTM
MATERIALS

passage.
Composition
RESOURCES
Flash cards
Markets
Pictures
Cardboard
PROCEDURES:
ESA
ENGAGE: Complete the map: in this activity the students have to put on the map
the flashcard about some places and cultures of Ecuador and thet have to put in
the correct place.
STUDY:
Students have to recognize the different cultures and places of our country
and of world.
rutines, lifestyle.
Teacher ask to the students to do the same, review: simple present, new
ACTIVATE:

engage), then they will write a little composition: where is the location?, the
culture, the lifestyle,etc.
Finally on the board will be the flascards,, and the students have to stick on
the board their compositions around the flashcard appropriate.
GRAFIC ORGANIZER
People and cultures
Completing and
recognizing
Checking
vocabulary
Writing sentences
Writing a
composition
Vocabulary

AND T S BOOK
Lic. Martha Ogoo
Lic. Yoconda Franco
Supervisor
Advisor Teacher
Jenny Rojas Bravo
Trainee Teacher

LESSON PLAN
INFORMATIVE DATA
SCHOOL: Juan Montalvo
PLACE: Machala
Mera street
LEVEL: Baccaulorate
CLASS: 1st
SECTION: E
SPECIALITY:

DATE: September 27TH, 2012
AREA: Foreing Language
SUBJECT: English
TOPIC:
GENDER ROLES
UNIT:
FIVE
LESSON: TWO
TASK:
1-4
OBJECTIVES:
To develop intensive listening, reading, speaking and writing skills.
To use adjectives to describe the physical appearance, personality and men and wo
METHOD (S) AND TECHNIQUES (S)
Community Language learning. * Reflection experience.
Direct Method:
questions and answers
MATERIALS AND RESOURCES:
Charts, markers, piece of paper, flashcards..
PROCEDURES: ESA
ENGAGE:
Teacher stick on the board three pictures about the housework.
Teacher divides the class in three teams, and each team has to describe and write o
3 minutes, the teams that have more description possible and written correctly are t
STUDY:
Teacher gives the instructions of the tasks to the students.
Teacher stick on the board the cartoon strip (book, task 1), and ask two volunteers f
The students express their opinions.
Student read and complete Eulalies diary (task 2 book) and describe her mood wi
Teacher writes examples about work of men and women in the house.
Teacher review the correct grammar rules, and vocabulary
ACTIVATE:
The teacher divide the board in two parts : one part is Female and the other part is
The students have to write differences between the lives of de female and male me
3 .- NUMERICAL OR GRAPHIC SCHEMA OF THE CONTENTS.
Gender Roles
Observing and writing
Describing and
reading
4.-CONTENTS OF THE LESSON

Correct pronunciation, stress, and intonation.
vocabulary
adjectives :
Complete differences
daily activities.( men and women)
5.-MATERIAL IN SHORT

AND T S BOOK.
Lic. Yoconda Franco
Lic. Martha Ogoo

Jenny Rojas Bravo
Advisor Teacher
Supervisor
Trainee
Teacher
UNIVERSIDAD
TECNICA
DE MACHALA
LESSON PLAN
INFORMATIVE DATA
PLACE: Machala
Mera street
LEVEL: Baccaulorate
CLASS: 1st
SECTION: Morning

SPECIALITY:
LENGTH OF THE CLASS: 40 minutes

SUBJECT: English
TOPIC:
GENDER ROLES( Second Conditional)
UNIT:
FIVE
LESSON: TWO
TASK:
OBJECTIVES:
To use second conditional to describe imaginaries situations
Direct Method:
PROCEDURES: ESA
ENGAGE: review vocabulary MEMORY CARD
Teacher divides the class in two teams
teacher stick on the board cardboard from 1 until 20 behind the each number is wri
tense)the student has to choose two numbers in order to find the pair (the same ver
Teams that find the more pairs of words are the winners.
STUDY:
Teacher sticks on the board some verbs in past tense, and the students have to writ
Teacher shows to the students a chart with the structure of the second conditional..
Teacher writes some examples whit the help of the students ( step by step)
ACTIVATE:
The teacher divides the board in two parts, and ask to the students write sentenc
different if you were a member of the opposite sex? using the correct structure of t
write the boys and on the right write the girls.
Gender Roles(second conditional)
Reviewing
voacabulary
Listening and
speaking

vocabulary
adjectives :
activities( men and women)
verbs
grammar rules (second conditional)
Reading and writing

AND T S BOOK.
Lic. Martha Ogoo
Lic. Yoconda Franco
Supervisor
Advisor Teacher
Jenny Rojas Bravo
Trainee Teacher

1.46.
1.47.
1.48.
1.49.
1.50.
1.51.
1.52.
1.53.
1.54.
1.55.
1.56.
1.57.
1.58.
1.59.
1.60.
INFORMATIVE DATA:
TRAINEE TEACHER:
CLASS AND MAJOR:
HIGH SCHOOL:
PLACE:
SCHOOL ADDRESS:
LEVEL:
CLASS:
ADVISOR TEACHER:
SUPERVISOR:
SCHOOL YEAR:
DATE:
AREA:
SUBJECT:
UNIT: Six

Third Year English
Machala
Baccalaureate
1st A
Lic. Yoconda Franco
Lic. Martha Ogoo
2012 2013
40 min.
Foreign Language
English
TOPIC:
LESSON: One
TASK: 3 4-5
OBJECTIVES:
To develop integrated skills
To describe other culturas using the simple
METHOD AND TECHNIQUES:

Indirect Method listening writing a paragraph- complete the map
GTM- Translation of literaly passage - Composition
MATERIALS AND
RESOURCES:
Board
Markers
Book
Map
PROCEDURES: ESA
ENGAGE:
Teacher introduced herself and write on the board the information
questions about her likes and dislikes using the simple present
Student by student have to introduced themselves but they have to repeat
the last information of the frist student and the teachers informations in
order to use the verb to be and the present simple.
STUDY:
Teacher check the pronunciation and stress the intonation according with
the lecture
Students have to repeat after the teacher.
Students have to complete and check the task with his or her partner.
Students have to write a paragraph about to the notes the task four.
ACTIVATE:
Teacher check the task orally and write the answers on the board
Teacher check the paragraphs with the students.
GRAFIC ORGANIZER
Look at the map
listen carefully
CONTENTS OF THE LESSON

Listening and pronunciation
Complete the information
Check the answers
MATERIALS IN SHORT
BIBLIOGRAPHY
Our world through English Book 4
Our world through English teachers Book 4
listening for specific

information
Lic. Yoconda Franco
Lic. Martha Ogoo
Advisor Teacher
Supervisor
Jenny Rojas Bravo

Trainee Teacher

LESSON PLAN
INFORMATIVE DATA

PLACE: Machala
Mera street
LEVEL: Baccaulorate
CLASS: 11th
SECTION: F SPECIALITY:

DATE: I did this lesson plan for This week, but for take evaluations, we dont
have time.. this lesson plan will be to for the next week.
SUBJECT: English
LESSON PLAN
TOPIC:
PEOPLE AND CULTURES
UNIT: SIX
TASK: 1-4
LESSON: ONE
OBJECTIVES: *describe habits and customs, express beliefs and use

correctly the present simple tense.
SKILLS: LISTENING, SPEAKING, READING AND WRITING
METHOD (S)
Direct Method.
GTM
TECHNIQUES (S)
MATERIALS

passage.
Composition
RESOURCES
Flash cards
Markets
Pictures
Cardboard
PROCEDURES:
ESA
ENGAGE:
Teacher form two teams.

Teacher has eight flashcards with words about places and cultures of our
country (vocabulary) four for each team.
Students have to choose two students for each team; one student is in
front of the classroom and one at the middle, the student that is in the
middle has the 4 flashcards and has to spell one by one to partner, and
he or she has to write the word correctly.
The team that finish first and write correctly are the winner.
STUDY:

routines, lifestyle.
Teacher ask to the students to do the same, review: simple present, new
ACTIVATE:
Students have to choose one place before mentioned (flashcards used in

the culture, the lifestyle, etc.
Finally on the board will be the flashcards, and the students have to stick
GRAFIC ORGANIZER
People and Cultures
listening and writing
Checking
vocabulary
Vocabulary
Writing sentences
Writing a
composition

AND T S BOOK
Lic. Martha Ogoo
Lic. Yoconda Franco
Supervisor
Advisor Teacher
Jenny Rojas Bravo
UNIVERSIDAD
TECNICA
DE MACHALA
Trainee
Teacher
LESSON PLAN
INFORMATIVE DATA

PLACE: Machala
Mera street
LEVEL: Baccaulorate
CLASS: 1st
SECTION: C
SPECIALITY:

DATE: October 15th, 2012
SUBJECT: English
LESSON PLAN
TOPIC:
PEOPLE AND CULTURES
UNIT: SIX
TASK: 1-4
LESSON: ONE
SKILLS:
To develop writing , speaking and listening skills.
OBJECTIVES: *describe habits and customs, express beliefs and use

correctly the present
simple tense
METHOD (S)
Direct Method.
GTM
TECHNIQUES (S)
MATERIALS

passage.
Composition
RESOURCES
Flash cards
Markets
Pictures
Cardboard
PROCEDURES:
ESA
ENGAGE: Teacher shows and stick some pictures on the board about Aztec
culture
Students have to recognize what culture is in the flashcards.
STUDY:

Teacher writes on the board three sentences about people and
cultures: rutines, lifestyle.
Teacher ask to the students to do the same, review: simple present,
new vocabulary and pronunciation.
ACTIVATE:

GRAFIC ORGANIZER
People and cultures
Completing and
recognizing
Checking
vocabulary
Writing sentences
Writing a
composition
Vocabulary

AND T S BOOK.
Lic. Yoconda Franco
Lic. Martha Ogoo
Advisor Teacher
Supervisor
Jenny Rojas Bravo

Trainee Teacher

LESSON PLAN
INFORMATIVE DATA

PLACE: Machala
Mera street
LEVEL: Baccaulorate
CLASS: 2nd
SECTION: C
SPECIALITY: QUIBIO
ADVISOR TEACHER: Lcda. Yoconda Roque


DATE: October,17th 2012
SUBJECT: English
TOPIC: The Environment
Unit: 4
Lesson: 1
Task:1-6
Skills: to develop: writing, speaking reading skill.
Objectives
To recognize the different environmental problems.
To use the simple present tense correctly to gives advices and opinions about the
environmental problems.
Method (s) and Technique (s)

GTM:
translation of literally passage.
Direct Method:
Reading aloud
Question and answer exercise
Materials and resources:
Flashcards
pictures
Markers
Procedures: ESA
Engage:
Try to guess the correct pair. Teacher to stick on the board 10 numbers from 1 until
number there is a word (new vocabulary), and the students have to try find the sam
chossing differents numbers.
Study:
Teacher gives the instructions of the tasks to the students
Teacher writes some examples of consequences or advices about environmental pr
present simple tense.
Teachers divides the board in two parts.. on the left (consequences) on the right
(Solutions) and ask to the student write on the board more sentences.
Activate:
Students have to draw one environmental problem and write a paragraph give some
and advices to children, the students have to performance like if they were presiden
Ecuador, and finally they have to read aloud in the class.
GRAFIC ORGANIZER
THE ENVIROMENT
LOOKING AND
SPEAKING
GIVING ADVICE,
WRITING SENTENCES
Vocabulary
Describing the environmental problems.
WRITING A
PARAGRAPH

AND T S BOOK.
Lic. Martha Ogoo

Lic. Yoconda Franco
Supervisor
Jenny Rojas Bravo
Advisor Teacher
Trainee Teacher

LESSON PLAN
INFORMATIVE DATA

PLACE: Machala
Mera street
LEVEL: Baccaulorate
CLASS: 2nd
SECTION: C
SPECIALITY: QUIBIO
ADVISOR TEACHER: Lcda. Yoconda Roque

DATE: October,17th 2012
SUBJECT: English
TOPIC: The Environment
Unit: 4
Lesson: 1
Task:1-6
Skills: to develop: writing, speaking reading skill.
Objectives
To recognize the different environmental problems.
To use the simple present tense correctly to gives advices and opinions about the
environmental problems.
Method (s) and Technique (s)

GTM:
translation of literally passage.
Direct Method:
Reading aloud
Question and answer exercise
Materials and resources:
Flashcards
pictures
Markers
Procedures: ESA
Engage:
Teacher stick on the board some pictures about some environmental problems and
students have to try guess where, how, and when are those environmental problem
Study:
Teacher gives the instructions of the tasks to the students
Teacher writes some examples of consequences or advices about environmental pr
present simple tense.
Teachers divides the board in two parts.. on the left (consequences) on the right
(Solutions) and ask to the student write on the board more sentences.
Activate:
Students have to draw one environmental problem and write a paragraph give some
and advices to children, the students have to performance like if they were presiden
Ecuador, and finally they have to read aloud in the class.
GRAFIC ORGANIZER
THE ENVIROMENT
LOOKING AND
SPEAKING
GIVING ADVICE,
WRITING
SENTENCES
Vocabulary
Describing the environmental problems.
WRITING A
PARAGRAPH

AND T S BOOK.
Lic. Martha Ogoo

Lic. Yoconda Franco
Supervisor
Jenny Rojas Bravo
Advisor Teacher
Trainee Teacher

LESSON PLAN
INFORMATIVE DATA
PLACE: Machala
Mera street
LEVEL: Baccaulorate
CLASS: 1st
SECTION:
SPECIALITY:


SUBJECT: English
TOPIC:
Men and Women
UNIT:
FIVE
LESSON:
THREE
TASK:
1-7
OBJECTIVES:
To let students get to know one other.
Direct Method:
PROCEDURES: ESA
ENGAGE:
Hot potato: teacher gives to the students the hot potato and she said pass and the
one by one, and when the teacher said stop the student that has the ball in the ha
and has to read the adjective and say the names any partner according with the ad
same way.
STUDY:
Teacher writes some adjectives that describe the physical appearance and persona
Teacher stick on the board a chart with definitions and the students have to find th
the chart.
ACTIVATE:
the teacher stick on the board some pictures and some adjectives that describe fa
to put around the picture with the adjectives appropriate.
MEN AND WOMEN

comparing people
Reading and writing

the adjectives

vocabulary
completing
descriptions of famous
people
adjectives :
6.-BIBLIOGRAPHY: OUR WORLD THROUGH ENGLISH SS BOOK
FOUR AND T S BOOK.
Lic. Martha Ogoo
Lic. Yoconda Franco
Supervisor
Jenny Rojas Bravo
Advisor Teacher
Trainee Teacher

LESSON PLAN
INFORMATIVE DATA
PLACE: Machala
Mera street
LEVEL: Baccaulorate
CLASS: 1st
SECTION: A
SPECIALITY:

SUBJECT: English
TOPIC:
GENDER ROLES( Second Conditional)
UNIT:
FIVE
LESSON: TWO
TASK:
OBJECTIVES:
To use second conditional to describe imaginaries situations
Direct Method:
PROCEDURES: ESA
ENGAGE: review vocabulary MEMORY CARD
Teacher divides the class in two groups. One group is Noughts and the another
one is crosses
Each group has to choose one student.
These students have to go to board, choose a verb and write a sentence using the verb
chosen.
If the sentence is right the student put their mark on the word and the group gets a point.
The group with more points are the winner.
STUDY:
Teacher sticks on the board some verbs in past tense, and the students have to write in
Teacher shows to the students a chart with the structure of the second conditional..
Teacher writes some examples whit the help of the students ( step by step)
ACTIVATE:
The teacher divides the board in two parts, and ask to the students write sentenc
different if you were a member of the opposite sex? using the correct structure of t
write the boys and on the right write the girls.
Gender Roles(second conditional)
Reviewing
voacabulary
Listening and
speaking

vocabulary
adjectives :
activities( men and women)
verbs
grammar rules (second conditional)
Reading and writing

AND T S BOOK.
Lic. Martha Ogoo
Lic. Yoconda Franco
Supervisor
Advisor Teacher
Jenny Rojas Bravo
Trainee Teacher

LESSON PLAN
INFORMATIVE DATA
PLACE: Machala
Mera street
LEVEL: Baccaulorate
CLASS: 1st
SECTION: MORNING

SPECIALITY:
DATE: September 15H, 2012

SUBJECT: English
TOPIC:
GENDER ROLES
UNIT:
FIVE
LESSON: TWO
TASK:
1-4
OBJECTIVES:
To use adjectives to describe the physical appearance, personality and men and wo
Direct Method:
PROCEDURES: ESA
ENGAGE:
Teacher shows and stick some pictures on the board about of female roles
Students have to recognize what activity or job is in the flashcards and describe the
.
STUDY:
Teacher stick on the board the cartoon strip (book, task 1), and ask two volunteers f
The students express their opinions.

Student read and complete Eulalies diary (task 2 book) and describe her mood wi
Teacher writes examples about work of men and women in the house.
Teacher review the correct grammar rules, and vocabulary
ACTIVATE:
The teacher divide the board in two parts : one part is Female and the other part is
The students have to write differences between the lives of de female and male me
Gender Roles
Observing and writing
Describing and
reading

vocabulary
adjectives :
daily activities.( men and women)
Complete differences
AND T S BOOK.
Lic. Martha Ogoo
Lic. Yoconda Franco
Supervisor
Advisor Teacher
Jenny Rojas Bravo
Trainee Teacher

DPTO. DE PRCTICAS DOCENTE
OBSERVED EDUCATIONAL PHENOMENA MATRIX
INFORMATIVE DATA:
PLACE: Machala
DATE: October, 19th, 2012.
CLASS: The Investigation was Global.
TRAINEE TEACHER: Jenny Maria Rojas Bravo.
TEACHERS NAME: Lic. Yoconda Franco.
SUPERVISOR: Lic. Martha Ogoo.
3. TO DESCRIBE IN EACH ASPECT THE BIGGEST NUMBER OF
PARTICULARS.
OBSERVED PHENOMENA
DESCRIPTION OF THE
PHENOMENA
1. Low Level Of The English All students have problems with

Listening Comprehension In The listening skills.
Classroom
2. Arrears.
During the time of observation in the

classroom,
students
repeatedly
arrived late, always the same
students, all students are agree that
the problem is "they cannot get up
early".
3. Study material.
Many students do not take the study

material, such as books, etc.. It is
difficult for the teacher carries out
their teaching.
4. Indiscipline.
Some students were encouraging to

the indiscipline in the classroom, the
teacher had to speak loud and clear
to the students for they keep quiet.
5. Breach of homework.
There were students that they did

not do their homework and other
students go to the class to do the
homework.
6. Lack of communication.
Most cases students in their homes

parents do not pay much attention
and especially the parents do not
have good rapport with their children
and seek refuge in other people.
7. Participation in the classroom.
The students have afraid to give

incorrect answers and other students
do not like to talk in front of the class.
8. Respect among partners.
The practices of values in the

students are poor, for this reason
they have a lot of problems inside of
the high school.

GUIDE OF WORK FOR THE PROCESS OF INVESTIGATION-ACTION
1. PROBLEM:
THE INDISCIPLINE IN THE CLASSROOM.
2. DESCRIPTION OR JUSTIFICATION ABOUT TOPIC.
The indiscipline in the classroom, is a phenomenon which, owing to its extent
and its social resonance, requires the attention of all those who are directly or
indirectly involved in teaching, and especially those who perhaps suffer most from its
effects: the teachers themselves. Disciplinary intervention of a preventive nature,
conceived as the ability to understand and neutralize the causes of mis behaviour in
the classroom, is a complex issue and one of the most demanding parts of teaching.
3. THEORETICAL FRAME:
CHAPTER I
3.1 THE INDISCIPLINE IN THE CLASSROOM
3.1.1 APPROACH THE PROBLEM.
CHAPTER II
4.1DETERMINANT FACTORS OF THE INDISCIPLINE IN CLASSES.
4.1.1INTERPERSONAL RELATIONSHIPS
4.1.2RELATIONSHIP AMONG TEACHERS.
4.1.3 STUDENT RELATIONSHIP
4.2. DISCIPLINARY FACTORS
4.2.1 SCHOOL FACTOR
4.2.2 FAMILARY FACTOR
CHAPTER III
5. INDICATORS OF INDISCIPLINE IN THE CLASSROOM
5.1.Learning Disruptions
5.2Teacher authority
5.3Escalation
5.4Violence
6. CAUSAS OF THE INDISCIPLINE IN THE CLASSROOM
7. ALTERNATIVES TO SOLVE THE INDISCIPLINE IN THE CLASSROOM-
CHAPTER I
2
INDISCIPLINE IN THE CLASSROOM.
2.1 APPROACH THE PROBLEM.

Indiscipline is a multifaceted phenomenon, regarding its displays and causes, as well
as its meanings and functions in the social, psychosocial and pedagogical fields.
Concerning the displays, ibelieve that major situations are framed out as thefirst
level of indiscipline: those incidents of disruptive nature whose disturbance
affects the good classroom functioning. The incidents that might be framed in the
second and third levels, are conflicts among peers and conflicts within teacherstudent relationship, which might be taken on proportions of violence and even
delinquency, the latter presents a minor frequency than the former.
Over the last decade, the standards of discipline are fast deteriorating in the school
environment too. School is just not what it used to be anymore as very few schools
are able to maintain the same standards of behavior. May be the teachers' do not
have that same confidence and commanding personality as they used to. Or maybe
work pressures have increased to such a degree that all the teachers can think of is
completing the curriculum on schedule. Quite obviously, most of them seem to lack
the dedication to go beyond the call of duty and the syllabus and contribute to the allround development of the child.
CHAPTER II
3
3.1
DETERMINANT FACTORS OF THE INDISCIPLINE IN CLASSES.

INTERPERSONAL RELATIONSHIPS
The analysis of the high indiscipline level the high schools' ethos was
intended to ascertain the relational climate felt in each high school at the level of
different vectors involved (relationship among teachers; relationship among
youngs; relationship between teachers and youngs; relationship between high school
janitors and youngs, etc.), in an attempt to ascertain the quality of relational
climate.
3.1.1 RELATIONSHIP AMONG TEACHERS
There are some characteristic with the relantionship among teachers that are
necessary in order to deal with the indiscipline in the classroom such us: social
interaction, cooperation, collaboration, older teachers support younger
teachers,interdisciplinary work, and teachers meeting.
3.1.2TEACHER-STUDENT RELATIONSHIP
There are some characteristic with the most important relantionship among
teachers and students that are necessary in order to deal with the indiscipline in the
classroom such us: relationship based in positive retributions,relationship beyond the
pedagogical relationship,based on human rights, absence of racism, relationship
based accepting/recognizing the teachers authority, without criticism and
recrimination,based in positive reinforcement,and finally open relationship (non
imposing)
3.2 DISCIPLINARY FACTORS
3.2.1 HIGHSCHOOL FACTOR
A healthy highschool environment is conducive to learning. Clean and beautiful
surroundings inevitably evoke and stimulate pleasant thoughts and beautiful ideas.
Rooms that are properly lighted and ventilated can induce the learners to study. Dirty
comfort rooms, poor facilities and inadequate and obsolete textbooks and learning
devices can contribute to behavioral problems.
The highschool management may also be a factor in discipline in the sense that
administrative policies, regulations and practices are not fully observed and
implemented.
When school policies and regulations and other institutional practices are not
properly observed and followed, the tendency is that students develop undesirable
habits and attitudes. The learners become careless about observing highschool
policies and regulations.
Some school managers do not possess the appropriate leadership style that should
be used in managing the highschool. Some of them practice autocratic leadership. It
seems that their positions give them total authority to determine policies.
3.2.2 FAMILARY FACTOR

The parents of students may have no interest in education and so this encourages
their children to assume a similar attitude, provoking rebellious behaviour.
The students may be abused at home. Its not going to be as easy for a student from
an unstable background to focus on school work as one from a more secure one.
After all, what is a student who is mistreated at home more likely to be thinking
about, what's the formula for the circumference of a circle or, will my dad get drunk
again tonight and threaten me with that knife?
Students may have found that being tough is the way to survive at home, so why
shouldn't they think otherwise whenever they turn up to school?
CHAPTER III
5. INDICATORS OF INDISCIPLINE IN THE CLASSROOM
5.2 Learning Disruptions
Classroom disruptions are an early sign of classroom indiscipline, such as students
speakingout of turn, using humor at inappropriate times or verbally lashing out at
other students. This environment is disruptive to the education of other students in
the class, and forces the teacher to address the problem directly, redirecting class
time toward specific issues of indiscipline instead of teaching. The feeling that a
student will not be punished for disrupting class, either due to inconsistent past
punishment or a general impression of poor discipline, gives students the feeling that
they can continue this behavior without concern.
5.3.Teacher Authority
A lack of proper discipline alters the perception of the teacher, resulting in les
respect
for the teacher as an instructor and a figure of authority. As a result,
students become
less likely to view the instruction of their teachers as a valuable
learning experience.
5.4. Escalation
Indiscipline also occurs through an inconsistent enforcement of classroom rules,
applying rules randomly. Lesser offenses, such as disrupting class, are ignored while
the teacher attempts to keep the class moving forward. As a result of this
inconsistency, early discipline problems, under a system that does not confront
discipline issues, inspires students to move to larger or more dangerous acts of
misbehavior.
5.5 Violence
The transition from a lack of discipline into violence occurs when students get the
impression that they will not be held accountable for their actions. According to the
report Managing and Handling Indiscipline in Schools, studies have demonstrated a
strong link between a lack of discipline in schools with a rise in overall violence
towards students. As a result, students who go to school in systems where
indiscipline is a problem face the threat of violence on a daily basis, every time they
walk into their school.
6. CAUSES OF THE INDISCIPLINE IN THE CLASSROOM

There are many causes of indiscipline.
Favoritism:
Indiscipline may be caused by teachers who favor some students in their teaching
and classroom management. The other students may see this as a sign that
everything is allowed in spite of the rules. Other students may also see this
favoritism as an offense against them which leads to rebellion.
The rules are not enforced
When a student is not punished for an offense , s/he goes on to commit more
offense.
Lack of Communication:
The rules are not clearly communicated
Teacher-student relationship
The teacher and students relationship is essential for any learning process. If there is
a breakdown in this relationship, indiscipline emerges.
Lack of leadership:
When the teacher doesnt fulfil his role as a leader, there will certainly be students or
students who will be glad to take this role. Thus indiscipline appears.
Lack of motivation:
When students are not motivated, they tend to work in an indisciplined manner.
Bad habit:
Some students may have acquired bad habits from previous teaching experiences.
Once a student, for instance , has formed the habit of coming to school late, it will
be hard for him or her to change this behavior.
7.
ALTERNATIVES TO SOLVE THE INDISCIPLINE IN THE CLASSROOM

Indiscipline is so pervasive as to warrant immediate attention at all levels.
Here are some measures to consider:
The traditional authorities also have a big role to play;
Parents must play their parental roles and train their children at home so that when
they grow old, they will not deviate from the path of discipline and righteousness;
The Judicial system must be retooled to enable law enforcement agencies to
function efficiently. It is only then that those who commit acts of indiscipline will be
dealt with according to law. Not until punishment for indiscipline is clearly defined
and exacted, the situation will not improve for the better.
Considering the negative impact of indiscipline on our national life, it beats my
imagination why no serious effort is being made to solve the problem. Everyone
seems to be content with the situation. Is that how we should behave if we want to
develop? I dont think so. We need to make conscientious efforts to ensure that we
tackle this problem. It is only then that we can make the difference between what
had happened in the past to make us under-developed and what we are doing to
change our circumstances for the better. We must prove that our 4th Republic is
certainly better than its predecessors in many ways because we have been able to
solve the major problems that have prevented our country from developing.
Indiscipline is a major canker that is eating away the fabric of our national life. It is
our responsibility to fight it.This problem of indiscipline is endemic and we must not
fold our arms and sit down unconcerned while it eats deep into our social, political,
moral, and economic fabric. We must have a clear plan to fight indiscipline together
and be disciplined and determined enough to implement such plans. The war against
indiscipline must begin right now!!
CONCLUSIONS
Once completed my Ensayo Practices, I can give the following conclusions:

It was observed that there is a Low Level Of The knowledge English
Lenguage
I could verify the reality in which teachers are instructing students,
The students have problems in their homes and these problems
contribute to the indiscipline,
I could verify that practice
you can show
involve in the professional world.
your knowledges and
RECOMMENDATIONS
Once completed my Ensayo Practices, I can give the following

recommendations:
We have to preparate the best way in order to improve the
teaching system in our country.
In the institute should be more English teacher, because this way
the teacher can work better, when you have too students you
repeat and repeat the classes with the same methods.
Specify the work that we are going to do in the high schools to have
a clear idea and then not have drawbacks in the future.
BIBLIOGRAPHY
Our World Through English # 4 and # 6

www.ourworld.ec/our-world-6.html
http://www3.ul.ie/epsresources/biblio/Alan_Speakes.htm
http://sisifo.fpce.ul.pt/?r=22&p=82
http://busyteacher.org/8995-top-10-tips-deal-with-indiscipline-inclassroom.html
http://www.indiaparenting.com/manners-anddiscipline/95_1145/indiscipline.html
http://wiki.answers.com/Q/What_are_the_causes_of_indiscipline_in_th
e_school
ANEXXES

Informe Pasantias

Enviado por

Dados do documento

Descrição original:

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Informe Pasantias

Enviado por

Direitos autorais:

Formatos disponíveis

INDEX

UNIVERSIDAD TCNICA DE MACHALA

Integrated staff of education supervisors.

It is related to teachers attitudes and attributes that he adopts when

Control the students behavior. He has under his supervision three

Machala, ..................................del 200

Lic. Martha Ogoo

1 CLASSIFICATION OF TEACHERS BY AREA OF STUDY AND

Machala, .............................. del 200

Lic. Martha Ogoo

ADDRESS: Pichincha between 10 de Agosto and Napolen Mera street

No. OF STUDENTS: 46 students.

ENGLISH TEACHER: Jenny Maria Rojas Bravo

DATE: September 26th , 2012

5 ARE THE STAGES OF THE LESSON CLEAR?

Yes, she does..

SCHOOL: Juan Montalvo Highschool

ADDRESS: Pichincha between 10 de Agosto and Napolen Mera street

No. OF STUDENTS: 46 students.

ENGLISH TEACHER: Jenny Maria Rojas Bravo

DATE: September 26th , 2012

5. ARE THE STAGES OF THE LESSON CLEAR?

Yes, she does..

ADDRESS: Pichincha between 10 de Agosto and Napolen Mera street

No. OF STUDENTS: 46 students.

ENGLISH TEACHER: Jenny Maria Rojas Bravo

DATE: October 10th , 2012

Yes, they are.

Yes, she does..

ADDRESS: Pichincha between 10 de Agosto and Napolen Mera street

No. OF STUDENTS: 46 students.

ENGLISH TEACHER: Jenny Maria Rojas Bravo

DATE: October 1st , 2012

Yes, they are.

Yes, she does.

13. DOES THE TEACHER TRANSLATE EVERYTHING INTO SPANISH?

ADDRESS: Pichincha between 10 de Agosto and Napolen Mera street

No. OF STUDENTS: 46 students.

ENGLISH TEACHER: Jenny Maria Rojas Bravo

DATE: October 11st , 2012

5. ARE THE STAGES OF THE LESSON CLEAR?

Yes, she does

ANALYSIS OF THE OBSERVATION SHEETS

FACULTAD DE CIENCIAS SOCIALES

ESCUELA DE CIENCIAS DE LA EDUCACIN

Jenny Maria Rojas Bravo

PEOPLE AND CULTURES

Questions and answers

Translation of literaly passage.

Students have to recognize the different cultures and places of our

Students have to choose one place before mentioned (flascards used in

People and cultures

4._ CONTENTS OF THE LESSON:

5.- MATERIAL IN SHORT

Lic. Martha Ogoo

Lic. Yoconda Franco

ESCUELA DE CIENCIAS DE LA EDUCACIN

Jenny Maria Rojas Bravo

PEOPLE AND CULTURES

Questions and answers

Students have to recognize the different cultures and places of our

Students have to choose one place before mentioned (flascards used in