FIELD DIARY

JUDY ADRIANA LOTERO GIRALDO

Student

JUAN DAVID MENDIETA MUÑOZ

Graduate

IX SEMESTER

MANIZALES´UNIVERSITY
BACHELOR´S DEGREE BASIC EDUCATION WITH ENGLISH
EMPHASIS
SOCIAL SCIENCIE AND HUMAN´S FACULTY
SYSTEMATIZATION
AGUADAS- CALDAS
FEBRUARY- 2019
 The field diary, as Cottle notes (1998),

is a vital data collection tool, generating a mass of details, information and general
impressions that can be valuable for later analysis. It ‘records and makes the invisible
visible’, by uncovering topics to explore what might otherwise have remained hidden.
Sometimes what seems ordinary at the time takes on meaning later, so that there is a
need for good descriptions of settings, scenes, people, events and interactions,
including unexpected ones. An example of this will be to put in the scene how I have
made and management English World Institute and at the same time, I have enriched
my labor as an English teacher.

DATE: from April 15th to 19th, 2019

PLACE: English World Institute and I.E. Roberto Peláez

During the week from April 15th to 19th, the involvement in the groups which are
among 7 and 14 years old was wonderful, rewarding and so thoughtful because
not all is perfect in the praxis; in it, there are many situations that the teacher has to
resolve, but they become in the reason of teaching and learning’s process.
Therefore, this report facilitates my understanding of the characteristics of the
community, services provided and students’ needs in the classroom.

As an English teacher, I know that

an engaged student is a student
who is learning and enjoying their
studies. Thus, in English World
Institute, maximizing student
engagement by giving them the
opportunity to interact and get
feedback in a variety of ways
should, in my view, one of an ESL
teacher’s key teaching objectives.
Engagement activities

“Engagement is seen as important due to its

association with achievement (Marks, 2000) school
retention and favorable lifelong outcomes (Taylor
and Nelms, 2006), as well as with social and
psychological wellbeing”.
Planning topics with significant learning have always been challenging. This week
there were many changes in the students’ roles and challenges and drawbacks
were present when balancing students' interests and decisions, my tutor´s
interests, and the grammar syllabus, plus my desire to provide students with
significant learning experiences. Due to that, in my English classes, I give the
opportunity to the students to choose between many games to enrich their
knowledge at the beginning of the class. Then, students selected their favorite
game related to the topic and grouped themselves (Daily routine and classroom
commands). Students became active participants identifying the content to learn
English with role-playing. These interesting and relevant topics, I believe, became
the basis for what Dee Fink (2003) coins significant student learning.

According to Dee Fink's (2002) suggestion to course design, I contemplated and

analyzed different situational factors to design my unit. As a teacher who plans to
different English level, I always have faced different challenges and drawbacks
designing the topic-based unit. An example of that is that in the 7-8 age group I
can’t teach the way like in 11 and 12 age group. So, I struggled with deciding which
grammar items from the structural syllabus should be integrated into the new unit. I
found that it was very challenging to make to the students among 7 and 8 age
learns through games without grammar exercises and theories directly and the
others (11-12 age) learn with games too, but they need to know the grammar rules.

A consequence, I wonder all the time, how to do to engage the students to learn
English with less grammar which is necessary, but enjoying the process? It has
been very difficult for me to stay apart from the grammar-based approach and
syllabus my institute has because that is what my students are going to be
assessed and graded on by the end of the year according to the government’s
politics.

Students among 7 and 8 ages learned and enjoyed, followed instructions, resolved
problems themselves, understood the instructions and enriched abilities like speech
when they tried to communicate their ideas and feelings using the English language.
 Students among 11-12 ages are from different high school and stratum social. Despite,
they want to learn English in a hasty manner like their school; some are so attentive,
curious and engage, others are less receptive, but when the teacher proposes a game all of
them are interested and active to participate and learn new things.

As a conclusion I decided to focus on the main goals students should achieve by

the end of the topic. I thought that students should gain knowledge about language
items proposed by the school, make connections among these items and the
topics, relate them to their lives, and use language to communicate and share
ideas in a creative way. With these, I started to contemplate how students would
achieve the goals.
There are many studies indicating that the classroom management is one of the
crucial factors that influence learning

“Ben (2006) states that effective classroom management strategies are

significant to a successful teachers’ delivery of instruction. Effective classroom
management prepares the classroom for an effective instruction which is crucial for
the progress of learning”.

DATE: from April 22nd to 26th, 2019

PLACE: English World Institute and I.E. Roberto Peláez

In the English teaching activities, I aware that the teachers are the main body of
the teaching, who plays the role of the guides and is a very important role in the
teaching. For this reason, English teachers’ own English level has the most direct
impact on the quality of teaching, which also affects the cultivation of students’
language awareness, which is so important, but, we have to put attention too, how
to learn them, what are their interest and many factors that affect the learning and
teaching’s process
DE AQUI ESTPOY SACANDO INFORMACIÓN

http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902010000200008
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 https://www.slideshare.net/shehazachary/classroom-management-approaches-of-
primary-school-teachers