ENGLISH PEDAGOGY

STUDENT TEACHING PRACTICE

OBSERVATION STAGE

Task 1: The School and Learning Environment

Name of student: Cristobal Alfredo Guerra Vicencio.

Name of School: Liceo Barón.

Number of students: 28.

Date: july 7th , 2010. Class: 2ªc.

Briefly describe the following aspects:

1. The school:

It is located in Baron hill between gonzalez and Tocornal streets. It is

a mixed highschool which goes from 1st up to 4th grade. The population
of it is around 500 students. The main objectives of the school are to
give the students strong values, and prepare them to face future within
technical knowledge.

2. The classroom

The atmosphere of the room is very pleasant. Students are very

respectful to the teacher and they have all the material they need in the
class. The walls of the classroom are full of English posters which show
them how to record cd’s; the names of handtools, toys, English verbs,
among others. Each student have his own table and they seat one in
front of another. They also have 20 English dictionaries. The classroom is
spacious because students are 28 and there is enough space for ten
more of them. There are also wide windows and lots of lights so students
have no problem to see crearly the whiteboard ,in which the teacher
writes their tasks, and their notebooks.

3. The activities & resources

 a) The teachers writes on board and then explain to them what they
have to do. Sometimes, the teacher gave the students some guides
instead of writing on the board. Most of the students make all the
teacher request and asked me and the teacher about doubts they
had. The teacher also used flashcards in a few classes.
b) As I have mentioned before, the teacher used guides, flashcards
and the whiteboard. The teacher gave each student a guide in order
to write on them and flashcards with cartoons in order to show them
actions and verbs. What most called my attention was that the
teacher didn’t asked the students to use the dictionary.

Task 2: Student´s learning

In this second observation task, you should focus on the things that help
to create conditions for effective learning and on the aspects that play
a part in preventing learning.

1. The learners
Most of the students were motivated. In my point of view, it was
because they had a good relation with the teacher, and he was
always making jokes so the students weren’t bored of the class.
Students were always asking about some doubts they had and
about Englsh words they had read in music songs for instance.
However, since the teacher didn’t make them to look up in the
dictionary he gave them all the answers.

2. Behaviour during classroom activities

Sometimes, some of the students were very talkative and the
teacher threat them to get a “capotera” from their classmates to
the first one who starts talking. Of course it never happened,
becaused the teacher wouldn’t let them to hit each other.
I wasn’t able to observe any particular strategy to encourage
the students in order to make them to participate in class, could
be because it wasn’t necessary to the teacher to do it. A couple of
times, when a student had a bad behaviour the teacher called him
in front and talked to him in private. After that, normally, the
student changed his behaviour in class. Once, I remember the
students didn’t have a good behaviour in class so the teacher told
them that he didn’t want to harm them because he felt love for
them.
 3. Discuss the learning styles and levels of English in the
classroom.

I think that the relation between teacher and the students is

fundamental. If the student feels comfortable and appreciated in his
environment, he is going to participate in class and he wouldn’t have
fear of asking about what they need to know. In my case, I notice the
teacher limits himself to gave the students the knowledge that covers
the objective that he needed. However, the level of English is not the
appropiated one, since the student may have learnt what a 2ª grade
student must learn, but I think that the student have the potential to
reach a higher level and go farther.

IVV/RGS
2010