STUDENT SOCIAL SERVICE

INSTRUCTOR: ELMER JORGE GUARDADO

SEMESTER I-2014 SUBJECT: TEACHING PRACTICE I

PRESENTED BY: JOSE OSMAR CORTEZ CORTEZ

FEBRAURY 11TH 2014

STUDENT SOCIAL SERVICE OUTLINE OF THE COURSE.

Classroom management. Seating arrangement. Setting up pair and group work. Using students names. Starting a lesson. Finishing a lesson. Classroom Observation. What kind of teacher you compromise to be

2009

STUDENT SOCIAL SERVICE Four years ago Classroom management At the beginning of my experience four years ago, I did not have any idea how I was going to teach and learn English along with the students I was meant to teach. I did not even

know the language at all. It is good to write about our previous experiences because we get the opportunity to remember them, those huge mistakes made while I was in my social service at school and how I corrected them to do better next time. It was very challenging for me. I began this project without any sort of methodologies about how to teach, the ways that you need to introduce the students to new cultural environments of learning a target language. Let me clarify you something, I did this social service just with the basic vocabulary I had at that time. I am not saying that now I am at an upper level, I meant at least how to introduce myself and perform the language in the basic level and how the boomerang effect benefit me. I started this teaching process, in the community of Tierra Blanca, a shantytown, at

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C.E Profesor y D.r Efrain Jovel in the seventh, eighth and ninth grades. Seventh grade had 35 students, eighth had 30 students and ninth had 40 students. On my first day I remember that I was afraid and without any lesson plan on my hands. I had no strategy, no methodology, nothing to tell me how to teach them in appropriate ways, and no idea how to avoid all kind of emotional, disappointing behavior and motivate them since the beginning. I greeted each group and they looked at me as if I were foreigner. They already knew me because I live next to Tierra Blanca in La Noria Shanty Town. They were confused not only for me being there but also because I was speaking to them in another language. I was so nervous and started to sweat but when I introduce myself and I asked them do the same, my worrying went away. I realized they were not able to understand me at all. I knew what I was trying to say them, quickly told myself, no matter how many mistakes I made here, they wont notice. The students suppose that we as teachers know everything. As soon as they were sure that I was human being (`cause they see me like something sent from the heaven to earth) they started to ask me different kind of questions, like what does this word mean? For example, in the seventh and eighth grades they asked what Pendejo Serote Idiota and Metido and all sort of words that I knew were not good for our environment or learning process, but in order to provide them an answering I had to invented in order to provide them an answering. When I got into the ninth grade the things were so harder to manage for me because I found different kinds of personalities and thought, this group was the most difficult that I was in charge of. When I got into the classroom they told me, we do not like English subject and that they would prefer to do any others homework instead. Wow! It was so complicated for me to assimilate this, but in contrary, I was easy going with them, trying to find how they were motivated to incorporate into the role class, so none of my effortless caused effect on it. I asked myself how can I motivate these guys at all times? For weeks I lived in this situation till one day I went into the classroom angry upset, saying different words to an imaginary person who never paid me some money that he owed me. I realized they were excited and paying attention about my troubles. Bingo! I made good use of this attention and I assigned them the first homework using grammar translation. I did not know that this

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was a method, but since this day I always assign them translation just these activities keep up the group working in my class. Thus, it was how I could handle the classrooms at this school. Seating arrangement The most times the institutions especially those public schools use the orderly rows, rarely teachers use large circles around the walls, and sometimes separate table. The most

common teachers in private schools use horseshoes because they consider this as good strategy to interact with each other, on solo work, it is works for people who like and learn more easily when they work on their own style. In the process now I can identify I used orderly rows because, it is designed in that way from the MINED program at least it was the information that the educators bring about in public schools. Setting up pair and group work It has been the most common technique used to set the students at schools, and it has advantages. For instance they mutually promote cooperative activity, in which ones involved together complete the activities in the classroom. And also they have more chances to interact with others and experiment with the language, exchanging points of view or ideas. In my own experience, I remember that I did not know how to set the group or pair the classes because I sometimes was unmotivated too; I meant I used to complicate the process instead to simplify it. Using students names The process is easier when you are able to memorize the names of the whole class. This makes the students feel more important and if you familiarize with the students as soon as possible you are able to development your rapport and environment. In my case it was so difficult, in the first month being there I only remembered 30 names in three grades. It is important to know as many names as soon as possible because this motivates and shows your interest on them. Starting a lesson

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The way how you performing an action is a predictable succeed and the impact in the students` possibility, be able to keep the class dynamically during the entire course pick up their motivation since the beginning, perhaps it defines your possible changes of behave onto the class. Now we realize the importance of (TTT) better known as Teacher Talking Time. And (STT) Student Teacher Time it is other important cue in the E learning process. But the most important thing is the quality of teacher use to speak at the students no matter how long time him/her employs on it. In order to make the class, interactive and meaningful for the whole class. Finishing a lesson The time that you design your classes determines if it is successful or not. Classroom Observation During my social service I observed different aspects of human behavior. For instance the students were satisfied when I assigned them activities that they like to do like puzzles, games, commanding (open the door, close the door and they participated on it) stand seats must not be in the same line almost never traditional teacher change the order of these, and yet they always used the same strategy for teaching to students (repetition drills) through the time this made the lesson lacking surprise uninhabited of knowledges I meant old fashion it. What kind of teacher you compromise to be? Reflecting on my own experience I hope to be a professional able to; apply the correct approach, methodology, method, strategy and technique depending on where the environments of English teaching-learning process being given. And looking for those changes that allows make an impact not only in my life but also those of my students. I want them to enjoy the processes, at the same time adapt the methodology onto those sitting room of our country where the people do not rely on, It is possible to get a target language even though low-slung circumstances of life. A Combination of these characteristics or elements is going to give me as a good rapport automatically.