Teacher Training Report 2009/ 2010

1. INTRODUCTION
The information exposed in this report is the result of the internship period, once I passed the competitive examination by the speciality of English as a Foreign Language. During this internship period (6 months, from the 1st September 2007 to 1st March 2008) I have been working in Victor Pradera Public School.

2. SCHOOL DESCRIPTION
2.1 Environment characteristics. 2.1.1 Geographical situation The school is situated in Pamplona, in a neighbourhood . 2.1.2 Socio-economic context. Pupils families have a middle-low socio-economic level, due to the fact that they work in the in. 2.1.3 Cultural context. Zizur Mayor is very well equipped with sports facilities and educative centres. There are four schools that fully satisfy the inhabitants needs: Colegio Pblico Camino de Santiago, Colegio Pblico Catalina de Foix, Ikastola Erreniega and the I.E.S Zizur Mayor, which provide foster care of the children of every educative level (from three to eighteen years old). Moreover, it has to be mentioned that the school schedule is organized according to the local festivals, which are in September. 2.1.4. Linguistic Context. Zizur Mayor is a village where Spanish coexists with Basque. In fact, the vast majority of students at Camino de Santiago School attend the linguistic model called in Navarra Modelo A (Spanish with Basque as a subject). 2.2 School characteristics 2.2.1. Schools location

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This school is situated in Ronda San Cristbal, S/N. The sports centre, where students attend Physical Education classes is three minutes walking away from the school. 2.2.2. Educative levels and number of units

This Public School supplies two educative levels: infant education (from three to five years old) and Primary Education (from six to twelve year old). Specifically, the school has only one line of kindergarten; and two lines in Primary Education. In the whole, there are 615 students. Most of students are immigrant students. Specifically there are 48 pupils coming from Latin America, the west of Europe, China, Morocco, Germany and Portugal. There are as well 21 Specific Needs of Educational Support students spread in different classrooms.

2.2.3 Number and speciality of teachers In this course 2.009-2.010 the school has a staff of 36 teachers. Apart from the directive team, in the school there is a Career adviser and a specialist of Audition and Language; there are two specialists of Physical Education, three of English as a Foreign Language, two of Religion, one of Music, three of Therapeutic Pedagogy, six of Speech-language and Hearing, one of them is also the Sign Language interpreter , two supporting teachers for minorities and finally 15 tutors, three of them in infant education, one per class and level. Regarding the non-teaching staff, there are three caretakers, one person dedicated to the administrative work, the cleaning staff, the cookers and caretakers of the school dining room and the and taxis. 2.2.4. School facilities This centre is conformed by two buildings physically separated, in one of them the Specialist of Therapeutical pedagogy, language, inlglies and religion have their own classes, as well as the gym ,and in the other there are the rest and general facilities of the schoolwhich two educative levels are supplied. These buildings are connected between pavements.

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Referring to the kindergarten building, it has to be mentioned that there are in the whole, 19 classrooms divided in three floors. In the first floor there are ordinary classrooms as well as the computer room and a big room to develop different events as meetings, plays, etc. and the teachers room. In the second and third floor there are apart from the ordinary spaces, some English, Basque and Psychomotricity classrooms. There is a lift to facilitate going from the first floor to the third one. This building is surrounded by parks and green spaces. In accordance to the Primary Education building, it has got four floors. In the cellar, there is the school dining room, the kitchen and some stores. In the first floor there are ordinary classrooms (1st and 2nd of Primary), spaces needed by the non- teaching staff and there is as well a library, the teachers room, the headmasters office and English and Basque classrooms. In the second and third floor, there are ordinary classrooms (3rd and 4th of Primary/ 5th and 6th), computer rooms, English and Basque classrooms and the Music classroom. The centre is provided as well with a lift to facilitate movements. Moreover, in each floor there are the correspondant toilets. This building is provided with a big break with three football fields and other three of basketball, as well as green spaces. There is also a market and a mini zoo. According to the sports centre, I have already mentioned that it is out the school limits, but it is near it. 2.2.5. School principles: The Educational Project of this school leans in three dimensions: Study and work habits, because they are the basic components of the learning process. Respect and acceptance of others, in order to create a desirable learning environment. They are demanded to respect other students and teachers.

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Relation between the capacity and the effort. Teachers have to know students characteristics so that they know what to demand to each pupil.

3. TEACHING PRACTICE
3.1. Schedule. My teaching practice has been developed within this schedule: June/Septem MONDAY TUESDAY WEDNESDA THURSDA FRIDAY ber Y Y 9:00-9:50 Reinforcem English 3rd English 3rd Reinforcem English ent ent 3rd EA 1st Reinforcem EA 2nd English English 9:50-10:40 ent 2nd 1st 10:40BREAK 11:10 11:10Reinforcem Coordinati English English 1st English 1st 12:00 ent on 2nd nd 12:00English Reinforcem Duty EA 2 Duty Primary 12:50 2nd ent

OctoberMONDAY May 9:00-9:50 Reinforceme nt 9:50English 1st 10:40 10:4011:10 11:10EA 2nd 12:00 12:00Duty 12:50 12:5014:50 14:50EA 3rd 15:40 15:40English 3rd 16:30

TUESDAY Reinforcem ent English 3rd

WEDNESDA THURSDAY FRIDAY Y Reinforceme English 3rd English 3rd nt English 6 B Reinforcem Coordinatio ent n BREAK English 1st * EA 1st LUNCH English 1st English 2nd EA 2nd
Primary

Reinforcem ent Reinforcem ent

English 2nd Duty

Duty English 1st

Reinforcem ent

EA 2nd
Primary

* This sessin lasts one hour: from 11:10 to 12:10 3.2. My classroom

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I do not have a proper English classroom, so I go to the pupils classes to teach English, as a support teacher or as an teacher of . Children are sitting most of the time in groups or in a semi-circle shape either at their tables or on the floor, so they can interact and communicate. This layout allows the formation of little groups and the individual work too besides of facilitating the whole class work. In most of the classes,At the back of the classroom there is a place where students keep their English material: books, notebooks, dictionaries, etc. Next to the window, we can find the library, where learners can take books, look for information, etc. There are also posters and flashcards all over the classroom to provide visual support to students, as well as works done by them. Finally, I have got a cupboard to keep my material: books, didactic guides, a cassette, worksheets, etc. 3.3. Characteristics and number of students. During the course 2007/2008 I give lessons in: English 1st of Infant Education 2nd of Infant Education 3rd of Infant Education 2nd B, Primary Education As it is exposed in the table, I give classes to one group of 5 th and three groups of 6th of Primary. I do not have any Specific Needs of Educational Support children, but it is true that some of them need extra reinforcement. In some lessons, they go out with another specialist of English, which helps children to understand and assimilate the same contents that are given in class, but in a more relaxed and individualized environment. All my lessons (4 per week) are given in English. In general, students do not present any linguistic problem when understanding the L2, because the level is initial and all the instructions and vocabulary are contextualised or 5 20 students 20 students 22 students Support Educative Activity 6 students 6 students 6 students 4 students

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backed up with visual aids such as realia, gestures, actions or flashcards.as they are used to listen to English since they were young. Nevertheless, in some occasions I use the L1 to explain things clearer and avoid misunderstandings. 3.4. Methodology. 3.4.1. Methodological principles In the development of the annual programming for each course I have taken into account some principles of this educative period such as: follow the active and globalizing principle, the acquisition/learning hypothesis, the input hypothesis and the affective filter hypothesis; start from the level of development of students; be a guide; try to foster meaningful learning as well as communication but respect silent period; achieve an autonomous learning and attend to diversity. Following these principles, in the first term I developed three didactic units (based on the text book) and a project based on a tale called . In the second term I intend to carry out three didactic units and another project called The History of Languages. These projects are carried out in order to review and integrate the contents of the didactic units studied in the text book. All didactic units and projects are composed by introductory songs and games, working with flashcards and actions to learn and adquire the vocabulary to let students be prepared for following stories, phonetic and grammar aspects. Apart from the book we use, I prepared extra materials for the students. Sometimes I designed my own materials and other times I extracted them from other books or the Internet. Furthermore, in each unit there is one lesson that it is carried out in the computer classroom, a short writing work and a final lesson dedicated to review the contents of the unit, for pupils to be ready for their final exam. 3.4.2. Methodological strategies I have followed mainly three methodological strategies or focus to carry out my lessons:

Teacher Training Report 2009/ 2010

ETC: English through Contents, where topic units integrate a variety of contents from diverse subjects or areas of knowledge into a general topic. ITL: Integrated Treatment of the Languages, in order to integrate the different languages that students study: English, and Spanish. ICT (Information and Communication Techniques), so as to integrate the technologies in the learning of a second language and let students be prepared for use them in the real life. 3.4.3. Organizative principles The principals I use to achieve an optimal organization are: Routines: First of all, I go to my students ordinary classroom to pick them up. They take the materials we need and then we go to the English classroom. Once we are there, I greet the students, we talk about the weather and the date, we make a little review of the previous day and then, we continue with the presentation of new information and activities. Finally, I tell them if there is homework for the next day and we always end the class talking about what we studied this day. Clarity of messages: the new information and vocabulary is always accompanied with visual support: flashcards, posters, etc. Tasks: all tasks are adapted to students possibilities. Evaluation: at the beginning of each lesson I expose the evaluation criteria: group organization, main tasks, etc.

3.4.4 How to solve conflicts In order to solve conflicts, I designed one corner of the classroom where pupils have to sit down so as to reflect about any problem they had. Apart from that, we also talk about conflicts they appear during lessons or that they have taken place in the break, outside the school, etc.

3.4.5 Pupils organization Depending on the different moments of the process, I decide on different grouping within the class. 7

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Individual work: I use this grouping when my intention is to students internalize their process in L2. Pair work: it is very important in the foreign language area, in this way pupils have the opportunity to practise the language, although it may be more difficult for the teacher to control the situation. Most of the time, pupils are organized in this way. Work in small groups: working in small groups favours cooperative skills and attitudes, as well as promotes active participation in communication tasks. I use this type of grouping to carry out little projects or to develop communicative activities. The Whole Class: the whole class is the teaching situation in which all the students are working with the teacher on the same activity. I use this type of grouping when I need to explain new concepts, activities, etc.

3.4.6 Situation and teachers movements. In all my lessons I take different positions, depending the task we are carrying out. If I want to explain something I am in front of the class, if not, I am walking around the class supervising pupils work in an individualized way.

3.4.7 Criteria for the activities design I follow a guide to select activities. That is, activities must to be coherent, varied, interactive and motivating. They have to be easy at the beginning and more difficult at the end. The activities must be sequenced and structured and they must assure significant and functional learning. I use different types of activities in my lessons: Presentation and motivation activities. So as to manage the active participation and maintain the interest of students. Activities of initial evaluation. In order to ensure that all prior knowledge of students is taken into account. Evaluation is intended to make the teacher aware of the students previous knowledge, so that the teacher can choose adequate activities that fulfil the needs and interests of students. Activities for the development of content. To give the student content on all four skills, both integrated and on an individual basis. 8

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Recovery activities. I programme them for those students who have not reached the objectives proposed by the teacher in the programme. Recovery activities are designed for those students who learn at a slower pace than others. Extension activities. I design these activities for fast learners who are capable of, doing extra activities at their own pace, thus facilitating the individual learning process. Evaluation activities. I carry them out to see if objectives have been accomplished. 3.4.8 Evaluation At present, evaluation is considered as formative, which means an instrument for correcting and improving the educational process. That is why I asses every stage of the learning process by a: Initial evaluation: to obtain information about the learners situation at the beginning of the didactic unit. The establishment of previous knowledge is essential. Continuous evaluation: I carry it out throughout the learning process in order to correct and improve the students development. Final evaluation: I do a final evaluation at the end of all didactic units. It involves the evaluation of the contents and the particular difficulties by the teacher and the students. Among the procedures and instruments in order to compile data, I use the following: Direct observation: interviews, surveys, anecdotic register, control lists or class diaries. Indirect observation: analysis of the students work, summaries, class notebooks, resolution of exercises and problems, written texts, oral productions, artistic productions, physical productions, investigations, dialogues and role-plays.

4. COMMITMENT TO THE SCHOOL

4.1. In relation to the school. 9

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As a teacher of this Public School I have been taking part of different meetings and activities. For example: Meetings with my partners of the same cycle and level. In these meetings we discussed several aspects of the school, such as celebrations, little conflicts, management aspects, evaluation, festivities, excursions and how to deal with the teacher diary, the intranet etc. Staff meetings, in order to decide certain aspects of the school: approval of documents, decisions for next courses, etc. Coordination meetings with the English department, so as to select which contents and activities to teach, which extra activities to carry out, etc. Coordination meetings with tutors and other specialists of the groups I give classes to, mainly with the teacher of the 3rd level to whom I give support, so it is necessary to decide on the programme and plan what activities each of us is to carry out during our corresponding sessions. Participation and collaboration in activities proposed by the school, such as the festival of Christmas (I helped tutors in the particular parties of each classroom and prepared a Christmas carol in English: Merry Christmas for the school festival), the Peace Day (I sang a song with the rest of the pupils in the break, but previously we worked in class talking about these aspects and making crafts such as doves), the Carnival (All the infant education staff dealt with making the suits during breaks and duty time) etc. Participation in a Group of Work of Infant Education, a course organised by the CAP, in which members of all the cycles take part. 4.2. In relation to the students To consult each student report in order to know their level of development. To carry out an initial evaluation to know their linguistic competence and level of development. To design my annual programming according to these characteristics and put it in practice.

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To elaborate reinforcement and extension activities to attend the diversity of my students, and other materials, such as posters, flashcards, finger-puppets etc To facilitate the integration of students. To look alter students in the break one week per term. To participate in celebrations with them: Christmas, Carnival, the Peace Day, excursions etc. 4.3. In relation to the students families It has to be mentioned that I assisted to the general meeting that tutors and specialists maintain with the students families. I explained the main aspects of my annual programming and the degree of support I was to give to the teacher of the 3rd level of Infantil. Moreover, I have met one family that wanted more personal information of their children and their progress. All the meetings had been developed within a relaxed and comfortable atmosphere. In addition, I am in contact with them through the students diary. This is a tool for teachers and families to communicate any problems there are in the school, in a quick and easy way. Apart from that, when tutors have meetings with families, specialists are asked to complete a brief report about the childs progress, behaviour, etc.

5. DIFICULTIES ENCOUNTERED AND SOLUTIONS GIVEN

5.1. Didactic difficulties Due to my short experience as a teacher, and almost none with infant education. I did not know how to deal with some situations: on one hand, the behaviour of children is not always comprehensible. They have got a lot of arguments, they are envious, they are looking for attention most of the time etc. It is difficult to solve this kind of confrontations if you are not well prepared to do it. On the other hand, it is as well difficult to treat pupils with the same criteria and satisfy each pupils needs due to the fact that I had a big quantity of students (100 of them specifically). Moreover, when I explained certain 11

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contents or activities, I realized that I was lack of experience. I would like to study in depth some teaching techniques and other techniques to deal with students conflicts. In fact, in order to solve this problem I attended a course dealing with these aspects, which I really recommend to other teachers. I learned a lot of techniques to handle the situation. In addition, my partners of 5th and 6th gave me many clues to face up these problems. Another problem I have encountered is when you have to act as a substitute for an hour. Due to many facts, I have been in this situation a lot of times. I found extremely difficult to give a class if you do not know the pupils, their characteristics and you perhaps do not control the subject you have to teach. Besides, now I have grown used to infants, I found extremely different working with children from Primary. In these classes I tried always to do my best. That is: explain things clear, make an attempt to know their names and make things as easy as possible. Furthermore, I found difficult to deal with these pupils who are less able than others and need special attention or help. The teacher has to pay attention to each student although they are doing a different task. So as to solve these problems, I had meetings with the tutors and other specialists who work with them. They helped me to find different materials and other techniques to teach these Specific Needs of Educational Support children. Regarding the materials and resources, I have to say that I found my class completely empty. The previous year, this school was divided in two and some English teachers went to the other centre, carrying with them a lot of materials and books. Therefore, I had to create and search for new materials, so I lose a lot of time. Nevertheless, other teachers facilitated me some materials, some didactic guides, etc. In other words I can say that they helped me a lot. I also found many interesting things on the Internet. Finally, these months I had to work a lot outside the school to be able, find and prepare extra materials, etc. Actually, in our schedule, teachers do not have enough time to carry out all the tasks we have. The continuous education for professionals or the refresher courses can help me to solve these conflicts. 12

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5.2. Institutional difficulties All teachers in my school doing their internship period have encountered the same problems. For example we did not know where to go when we had doubts to solve. Finally, we decided to ask in teacher unions, to the directive team, other teachers, etc. Apart from that, I still do not know very well how MUFACE works. I think they did not provide us with enough information. Finally, the compulsory course that we could choose has been interesting. Nevertheless, I think it could be more practical and deal with other aspects in relation with the understanding of competitions between teachers amongst others. 5.3. Integration in the school In general, as every person new in a place, there are common difficulties. Between them, there is the embarrassment of the first day, the disorientation, confusion, being afraid of doing things wrong, etc. Moreover, as I was the last English teacher to enter the scool, I have no opportunity to choose the level I wanted to teach, so Infant Education was the level nobody else wanted to work at and that was the level that I had to choose. Nevertheless, I can not do any complaint about any of these aspects since all my partners; the directive team, etc have been very helpful with me, I have learned a lot about children of that age, and I have changed completely my opinion: now I prefer working with the smaller ones, because it can be harder but it can also be more rewarding. This is the third school I work in, and the biggest the bit is true that I have felt very comfortable here. The working environment is acceptable and relationships between teachers are fluent in general. teachers duties and rights or

6. SUPPORT RECEIVED
6.1. From the tutor 13

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In my case, my tutor has helped me any time I have been in a problematic situation. She gave me materials to use in class, she explained me how students worked previous years, etc. Although she has a very complete schedule, she spent time coming to my classes, solving my problems and my doubts. In the same way, she has respected my way of teaching and she has given me advises on how to improve my teaching. I am very grateful for her support. But if I have really to be grateful to i need to mention specially the teacher I gave support to 6.2. From the Cycle manager She provided me with the materials I asked her for. Moreover, she gave me a lot of information about different school documents. In the cycle meetings she has been very clear explaining things, in favour of dialogue, etc.

6.3. From the rest of the teachers I am very grateful for the support of other teachers that helped me since they knew I was lack of experience. They integrate me in their group as one member more and they helped me to solve conflicts between children, teaching problems, etc. 6.4. From the Directive Team They have provided me with the school documents and information I asked for. They have been very understanding and helpful to me.

7. PERSONAL JUDGEMENT OF THIS PERIOD

In general it could be stated that this period of internship has been very useful to me regarding my formation as a teacher. This course has been the first of my professional career and I have certainly learnt a lot from other teachers and from students too. I was really excited about the idea of working in such a school. However, at the beginning I thought that I would not adapt myself to this big centre, but 14

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know I can say just the opposite: I feel very comfortable in this school (with my students, partners, etc.) Moreover, I had the chance to take part of a big centre, where the organization and coordination are difficult to carry out, but at the same time extremely necessary in order to follow the same guidelines. Nevertheless, this school has been working for approximately 28 years and it has got a great experience on these topics so teachers actually work in a very coordinated way. Finally, I would like to greet my partners of the same cycle, and some of different areas, because they really helped me a lot; they shared with me a lot of experiences and knowledge.

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