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PASANTÍAS PRE-PROFESIONALES 1

APELLIDOS Y NOMBRES: Chalacán Calderón Mayuri Andreina

CENTRO UNIVERSITARIO: San Miguel de los Bancos

C.I. 171895059-3

PERIODO ACADÉMICO: Abril-Agosto 2017

CICLO: 6

LUGAR Y FECHA: Pedro Vicente Maldonado, 09 de junio del 2017

TRABAJO DE PRE-JORNADA /1
ASISTENCIA A VIDEO CONFERENCIA /2
FOROS /2
PRÁCTICA /5
MEMORIA /10
TOTAL /20
MODALIDAD A DISTANCIA

ÁREA S O C I O H U M A N Í S T I C A

TITULACIÓN DE INGLÉS

PASANTÍAS PRE-PROFESIONALES 1

INFORME PRIMER BIMESTRE

NOMBRE: Chalacán Calderón Mayuri Andreina

FECHA: 09 de Junio de 2017

DOCENTE: Elsa Liria Morocho Cuenca, Mgtr.

ABRIL-AGOSTO

2017
JOURNAL

INTRODUCTION
Pasantías pre-profesionales y de vinculación con la colectividad 1 es the name of this educational
component. By the same name we can realice that is one of the steps for us, as students, to have
contast with our future profesion – be English teacher. The purpose if this component is to be in
contact with the educational context of teaching / learning English lenguaje, know about the
teaching process, put ourselves into the real educational context within the classrooom, know about
standars and values of the School Institution, learn about levels of development of students, leran
about their different personalities and about conflicts or difficulties that students can have in their
learning process. We have the opportunity to establish conduct patterns that students can have in
differents situations and observe the ralationships between the students and their teacher, between
students with their classmates as well as interactions between students and their learning materials.
It is the way of getting involved with teaching activities that will prepare us to have a good
performance as teachers, and the most important purpose of this component is that it helps us to
reflect about the teaching process: methodologies, techniques, strategies of teaching, and shows us
what we can do as teachers to impove solutions of possible conditions that may prevent proper
function of an English class. For this task I had to do 10 (ten) clases as an auxiliary English teacher,
from first to seventh Grade of Basic Education System in private or public schools, including at
least 4 (four) different teachers. All of these activities help me to learn more about how the ral
classes are, be in contact with different behaviours and reactions of techers and students with in
unexpected situations. I know that was the way for me to have more experience as a teacher. We
should use those classes as an investigation and collect evidence about the teaching /learning
process in the educational context and support our theoretical learning through the relationship
between theory and practice. I chose the first five years of education for my journal becouse I really
think that it is the most important period period of time, in relation to study, because it is the
beginning and, as teachers, it is very important to work hard, not only to teach English but develop i
our students a joy of learning. It or this reason that I think in our hands we have the power to change
to future generation, and do the best for the students. I did my clases, with a total time 6 hours and
30 minutes, in Pedro Vicente Maldonado – Pichincha Province – Ecuador, in Religius
Fiscomisional College of the Sisters of Annunciation which name is “Unidad Educativa
Fiscomisional San Juan Evangelista”, situated on the corner of Coronel Donose Street, and it has
about 700 students. I want to thanks to Sisters Mercedes Perez, the Rector of U.E.S.J.E School, for
giving me the opportinity to dod my classes as auxiliary English teacher,.
CLASS 1

This was first class I did and I choose it becuase it was one of the most pleasant classes of this term.
I did it with the teacher Darwins David Pacheco Portillo, in the third grade parallel B, and the class
topic was “Describing the people”. The principal teacher did not the introduction the clase with a
song and a physical activity and he did not give me time to do some activities with the students. I
put on the whiteboard the imagens of new vocabulary. An I made the students repeat all the words
with me, fisrt as a grupo and then on by one. I paid special attention to the good pronunciation
because I think it is very important for the students to understand the words and a good
pronunciation helps them to develp their English. I also made an excersises and I gave them. The
activity was that the students needed to read the sentences and match with the correct answer. And
I wrote on the board and I helped them when they needed it. Every words that a child had wrote.
Then I erased it. When the words were finished, I did some exercises with them that they needed to
do in their notebooks: Said the correct answers of the sentences and I verified that alll the students
did their task. I paid special attention to three students because the teacher asked me as a favor.
These three children were behind in evey class activity. I had them sit closet o me, in the front of
the others child and all time I helped do their activities. At the end of the task I verified that each
child completed it, putting a check mark and giving help to those who needed it.
I felt very nice during the class because the students wanted to be part of all the activities and I
know that I didi a good job because all of them achieved the new knowlegde. As a negative part,
The three children who I had to supervise and they did not to do anything and felt frustrated. The
teacher did not help me with that situation and the teacher let the students out of the gruop work.
The teacher did not have a lesson plan for this class, but we did follow all the rules of one. We have
a goals for this class: to achieve that the studnets will be able to recognize all the new words and we
did it. The methods that we used were mixed: Grammar Translation ( in the part where we
translated every one them), TBL ( on the when we did the tasks in the notebooks). On the modelling
part I used drilling to help students with heir prounciation. The guided practice was the independent
practice we applied with the task in the notebooks.
All the activities, methods, strategies and materials that I prepared to help me to have a good class
and achieve the goal. The teacher did not have a lesson plan and this is important to have a goog
activity timing. Also the attention of the students was bad and I think that pay attention in the class
is very important for their learning.
CLASS 2

This was the second class that I did and it was with the teacher Gary Lopez, on the Fifth grade
parallel B, and the topic of class was “Spelling: names and last names”. I prepared in advance some
flashcards with colourful images od the alphabet, and other cards with images of the people. This
time I have helped to put the cards on the board and the teacher introduced it with a good
explanation of me. Then I explained to the students the alphabet. Every presented card, I pointed on
the board Then I made a game with the students. They were divided in two groups: boys and girls
and they had to go to the white board and discover the appropiate word for each imagen. The girls
won and they received one addional piont to their final for this term. I especially paid attention to
the pronunciation of the every lettler of the alphabet and I made students repeat every one with me
first as a group and then one by one. Another activity that I made was to control the students with
their notebooks and I helped them when they needed it.
This class made that my experience as an auxiliary English teacher be a good me. All of my effort,
cards that I prepared, helped students to learn the alphabe. The dynamic game helps a lot and could
see that all of the students paid attention and they felt motived and wanted to be part of the class.
The time is too short and the negative part of the class was that with only 40 minutes and some
activities to do we do not have sufficient tome to do them. But I can say that in general the class
was good one.
I had observeed in the class that the teacher did not do a lesson plan, but I think that the class was
succesful. The goal was to get the students to learn the alphabet and we did it. We mixed methods
as Natural Approach (when I present the cards with out using their mother tongue), Grammar
Translation (when I taugh them the words in Spanish and English). On the modelling part I used
drilling to help students with their pronunciation and the game of linking the pictires with be words
that help them to approach that new knowledge. The guided practice was the game.
In my opinión if we do not have a lesson plan and we try to improvise all the time during the class
we can failed very easily and the worst part is for students because it affects their knowledge. In this
class it was not the case but I can observe that some of the activities were missed and I think that
they could be important for the development od the students´ knowledge. I am talking about the
anticipatory set and the independent practice. The students did not have any of those activities and I
think that in a traditional class, when the teacher uses only the board, the CD and the notebook, it
can be very dissapointing for them they may lose motivation for the class.
CLASS 3
This was tenth class and I did it with the principal teacher Margoth Ayala, with the second grade
parallel B. The topic of the this class was “Illnesses and pain”. Previous to this class I prepared for
the students some complementary materials that helped me explain to them the topic with more
details. After the teacher explanation about the topic, I did with the students a game with questions
and answers about illnesses and pain to discover how much they know about it. With the sheets that
I prepared and explained them the differences between the definition in English but I realized that
they translate a sentence word by word from English to Spanish and they can not understood the
entire meaning. I paused my activity to explain to the studnets that English like any other language
is about the meaning of the sentence or the phrase, that they need to find the meaning on the set not
in every word, and the words that they do not know they need to get out of the context. We tried
again with the definitions and they did it very well. Then I showed them another card with some of
the pains and I especially paid attention the pronunciation. We did repetition of the words first as
group and then one by one with each student. After this we a game with synonyms and antonyms. I
explain them the antonym of illness – helth and I wrote on the board some od the synoyms of two
words. I had to stop in the middle of the class to explain to them what synonyms and antonyms are
because although they are in the second grade, they did not know. In the final five minutes of the
class I got feddback with an excersice that I prepared for them previously. On a place I put images
that described pains and at the end of the page they had the words for each image. The students had
to find the correct word for each image.
In general it was a good experience for me. I felt satisfied with this class. I did almost the entire
lesson alone, without the principla teacher´s intervention. I want to recognize that at the beginning
od the class I felt a lottle bot nervous, but this group had fewer, students, and they collaborared with
me on all of the activities that I prepared and the class was a success. I was a little surprised that the
students didi not have basic vocabulary because they did not have knowledge about synonyms or
antonyms. I think that grammar is important and they need to have a good base.
The goal of the class was that the students achieve the new vocabulary and I think I did it very well.
I mixed various method of teaching learning process as Direct Method, TBL, and Grammar
Translation with all those activities that I prepared. The anticipatory set I did with questions and
answer and the main teaching in put with the presentation of the illnesses and pain. As modelling I
did the repetition and the pronunciation of the new vocabulary. The guided practice I applied with
synonyms and antonymsand the feedback was an independent practice. Once I did not have a lesson
plan and this time the teacher let me alone to do the class.
CLASS 4
This was the fifth class that did the sixth grade parallel A and mu principal teacher was Gary Lopez
and the topic of this class was “Countries languajes and nationalities. I prepared some cards for the
students. A good part of the students of this class knew how to say the names of the contries in
English. I explained to students the topic of the class and they learned it quickly. We repeated it
several times the new vocabulary. After I gave to principal teacher some cards to do an activity with
the kids. I helped to students with correct names of the conutries in their notebooks.
I specifically chose this class becuase it was shocking and at the same time very sad for me to see
such indifference in the teacher and I felt angry because it will affect the development and
kowledge of the students. I felt disappointed because don’t have much experience will little kids
and in this case I really needed the principal teacher’s support and I didn’t received it. I went to do
the children, methods and strategies about how I can make them learn more and I think that if they
were learning the countries for the first time, the activities that we did weren’t enough. The teacher
only presented the title of the class. He did not prepared anything for students. He did not have a
lesson plan and did not to anything with the students. Two of the students stayed out after the recess
time and their tutor and the English teacher did not do anything to correct such behaviour. Those
two students did not their tasks and did not learn anything about the lesson. In my opinion is not
correct to let the students do what they want. Ther need to knoe tht at school they go for learning
not for passing time.
The goals of this class, was to achieve the new vocabulary and so the students could recognize the
countries and nationalities and say the words and they accomplished it, not because the class was a
success but for their knowledge. In this lesson I used the Natural Approach because I think that for
kids it is better to avoid their mother tongue when we want to teach them another language. I
explained the countries and nationalities only in English and when they did not understand I
repeated again the explanation. The practice was individual and I did it with the card that they had
to paint. The modelling part was the repetition of the nationalities with all children together and
then one by one. The activities taht I taught them with the cards was the anticipatory set.
This class was not a good one for me. The lack of lesson plan and coordination of the class made
me to felt that I was wasting my time. There was no main teaching input of the lesson. The students
did not have a guided practice and we didi not have class feedback.
CLASS 5
This was the fourth class that I did with seventh grade parallel B and my principal teacher was
Viviana Ibarra. The topic of this class was “Personal Information”. The activities that I developed in
this class as an auxiliar English teacher were: first, present the goal to the students. I talked a little
with them about what is the verb to be of place in Spanish and I asked them to tell me some
structure of the verb tobe. They opened their notebooks and they copied the class en their the topic
that I explained them. I gave them a card with subjects pronuons, verb forms, adjectives. And they
needed to unscramble the sentences on the board. I explained them and we made sentences. After
that activity the principal teacher presented a conceptual map with the structure of the verb to be
and I helped them to made sentences using the adjecives that I made with anticipatory time. (Ex: I
am chubby. She is tall.) The last activity That I did with the class was a task in group. I divided in
six groups with six students each and I gave to the students cards adjectives vocabulary. I verified
that the students completed the task and helped them they needed.
It was gratifying for me and it makes me fell good know that I heelped those students to develop
their knowledge and learn more than they have in their lessons. I would have liked to do more
activities with them but it was impossible. One of the student did not want to do anything. The
others students told me that she never wants to do anything because she is very shy. The principal
teacher told me that all the teachers have the same problem with her and she never wants to do tasks
or be part of the group. The authority and the psychologist of the institution know about the case but
they did not take any action.
The goal of the class was to achieve the new knowledge and we did it. The methods that we used
were principally Gramamr translation because I needed to translate them the new vocabulary but I
used TBL with the task that I gave them to do. The anticipatory se was the conversation about the
topic and for the main teaching input I chose the cards with all the prepositions. The drilling was a
technique of modelling and the guided practice I have used with task of the sentences about
description of the people.
This class has 39 students and only minutes a day to teach something to them. We didn´t do
individual practice because the teahcer did not prepare anything. In this case I think that the most
important thing to do is a lesson plan and prepare every in order help the students to learn.
Conclusions:
- Teachers do not pay special attention to present the goals of the class to the studnets.
- The teachers do not plan the class and they have problems to explain all the contents of the
topic, the forget important points or they make errors that are not accepted when we teach,
because of this it depends how students learn- wrong or right.
- The classrooms that more problems of discipline, lack of respect and lerning have, are those
that did not put rules or they do not follow them.
Recommendation:
When we have chosen to be Englsih teachers we asume all the responsabilities that we have with
our students and we should be teachers or friends, how the situation required it, and I know that is a
dificult work. But if we do a lesson plan, we putt he rules of the class for students, applied all the
methods, techniques and strategies that we learned, we can do a very good job.
Oficio de asignación del Prácticumº

Loja, 16 de mayo de 2017

Señor (a)

Mayuri Andreina Chalacán Calderón

ESTUDIANTE DE LA TITULACIÓN DE INGLÉS

Presente.-

De mi consideración:

Por medio de la presente me permito comunicar a usted que para el período


académico Abril-Agosto/ 2017, ha sido asignada/o a la UNIDAD EDUCATIVA
SAN JUAN EVANGELISTA con la finalidad de que realice sus prácticas pre-
profesionales 1, para que a partir del 16 de mayo del presente año realice 10 horas
de Prácticas Pre profesionales (Pasantías Pre-profesionales 1). Estas actividades se
realizarán en coordinación con Lic. Viviana Ibarra, tutor externo del Prácticum
Académico I y Elsa Morocho Cuenca, Docente de Pasantías Pre-profesionales 1.

Particular que informo a usted para los fines pertinentes.

Atentamente,

Mgtr. Alba Vargas Saritama

COORDINADORA DE LA TIULACIÓN
Carta de compromiso del
estudiante

Loja, mayo de 2017

Magister
Alba Vargas Saritama
COORDINADORA DE LA TITULACIÓN DE INGLÉS DE LA UTPL
Ciudad.-

Estimada Magister:

Yo, Mayuri Andreina Chalacán Calderón, con cédula número 171895059-3,


estudiante de la titulación de Inglés, de la Universidad Técnica Particular de Loja,
manifiesto mi interés por participar en los procesos de aprendizaje de Pasantías Pre-
profesionales 1que desarrollaré en la Unidad Educativa San Juan Evangelista, a la vez que
me comprometo a:

- Cumplir con las actividades planificadas.


- Colaborar en todo lo necesario para el correcto desarrollo de las prácticas pre-
profesionales.
- Trabajar en un ambiente de respeto y compañerismo con mi tutor y compañeros.
- Mantener reserva y confidencialidad en la información generada.
- Cuidar los equipos e instrumentos que me sean entregados (Si aplica).

Atentamente,

________________________ _____________________
Mayuri Andreina Chalacan Calderón Lic. Viviana Ibarra
Nombre del estudiante Tutor Externo

_________________________
Elsa Morocho Cuenca
DATOS INFORMATIVOS DE LA INSTITUCIÓN:
NOMBRE DE LA INSTITUCIÓN UNIDAD EDUCATIVA
DONDE REALIZÓ LAS PASANTÍAS FISCOMISIONAL SAN JUAN
PRE-PROFESIONALES 1: EVANGELISTA

SIGLAS DE LA INSTITUCIÓN: UESJE

LUGAR Y DIRECCIÓN DE LA Pedro Vicente Maldonado,


INSTITUCIÓN:

NÚMERO TELEFÓNICO Y CORREO 02-2392 195


ELECTRÓNICO DE LA
INSTITUCIÓN: uesjepvm@hotmail.com

NOMBRE DE LA AUTORIDAD Mgtr. Hermanita Mercedes Pérez


MÁXIMA O RESPONSABLE DE LA
INSTITUCIÓN:

PERSONA DE CONTACTO DE LA Coordinadora Académica Lic. Reina


INSTITUCIÓN (Rector, director o Chicaiza
coordinador académico):

TIPO DE INSTITUCIÓN: Fiscomisional

SECTOR ECONÓMICO DE LA Servicios


INSTITUCIÓN:

DEPARTAMENTO O DEPENDENCIA Área de Inglés


DONDE REALIZA LA PRÁCTICA:

TUTOR EXTERNO: Coordinadora del Área de Ingles

Lic. Viviana Ibarra

NÚMERO DE CONVENIO: s/n

FECHA DE INICIO: 16 / mayo / 2017

FECHA DE FIN: 31 / mayo / 2017

NÚMERO DE HORAS DE 10 horas


PRÁCTICA:
TITULACIÓN DE INGLÉS

REGISTRO Y CONTROL DE ASISTENCIA PASANTÍAS PRE-PROFESIONALES 1

ABRIL-AGOSTO/2017

Institución: Unidad Educativa San Juan Evangelista


Lunes Martes Miércoles Jueves Viernes Sábado
Dependencia: Departamento de Inglés
Fecha 16/05/2017 17/05/2017 18/05/2017
Tutor externo:
Hora de entrada Viviana Ibarra Coordinadora
7:30 del área de Inglés12:10 11:30
Hora de salida 8:10 12:50 12:10
Estudiante: Mayuri Andreina Chalacán Calderón
Firma
Actividades
realizadas:
Observaciones:

Fecha 22/05/2017 23/05/2017 24/05/2017 25/05/2017


Hora de entrada 8:50 8:50 10:50 7:30
Hora de salida 9:30 9:30 11:30 8:10
Firma
Actividades
realizadas:
Observaciones:

Lunes Martes Miércoles Jueves Viernes Sábado


Fecha 29/05/2017 30/05/2017 3105/2016
Hora de entrada 7:30 8:50 12:50
Hora de salida 8:10 9:30 13:30
Firma
Actividades
realizadas:
Observaciones

Lic. Viviana Ibarra


TUTOR EXTERNO
TITULACIÓN DE INGLÉS

RUBRICA DE EVALUACIÓN DEL APRENDIZAJE DE PASANTÍAS PRE-PROFESIONALES 1

ABRIL-AGOSTO/2017

Estudiante: Mayuri Andreina Chalacán Calderón


Cédula: 171895059-3
Institución: Unidad Educativa San Juan Evangelista
Mes: Mayo

PUNTAJE
ESCALA DE CALIFICACIÓN
CRITERIOS OBTENIDO
EVALUACIÓN DEL PESO
APRENDIZAJE EXCELENTE MUY BUENO BUENO MALO
2,5 2 1,5 1

El estudiante domina los El estudiante domina El estudiante tiene poco dominio


El estudiante no domina los
Conocimiento para 25% conocimientos y destrezas satisfactoriamente los de los conocimientos necesarios
conocimientos necesarios para /1.25
realizar su trabajo necesarios para realizar su trabajo conocimientos necesarios para para realizar su trabajo
realizar su trabajo correctamente.
correctamente. realizar su trabajo correctamente. correctamente.
Capacidad de El estudiante tiene capacidad de El estudiante tiene poca capacidad El estudiante nunca tiene /1.25
El estudiante tiene capacidad de
liderazgo y 25% liderazgo pero le falta de liderazgo y falta de capacidad de liderazgo ni
liderazgo y predisposición para
predisposición para predisposición para realizar las predisposición para realizar las predisposición para realizar las
el trabajo asignado realizar las actividades asignadas.
actividades asignadas. actividades asignadas. actividades asignadas.
El estudiante desempeña Regularmente el estudiante Pocas veces el estudiante El estudiante no desempeña /1.25
Desempeño en las 25%
correctamente todas las desempeña correctamente todas las desempeña correctamente todas correctamente ninguna de las
actividades
actividades destinadas. actividades destinadas. las actividades destinadas. actividades destinadas.
El estudiante siempre asiste Regularmente el estudiante asiste Pocas veces el estudiante asiste /1.25
Asistencia y 25% El estudiante no asiste o es
puntualmente a realizar las puntualmente a realizar las puntualmente a realizar las
puntualidad impuntual al realizar las prácticas.
prácticas. prácticas. prácticas.
TOTAL 100% /5

Lic. Viviana Ibarra


TUTOR EXTERNO
Fotos y otras evidencias

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