Reflections

on observations

Its not about adding authors

its about learning to see with new
eyes

This was the first observation in a class room for

me so it was a complete new situation, and I
could observe how different is for what I imagine,
I really enjoy the time I spend there and make me
thing about if in a future I could see myself in that
place (teaching to little kids) that was something I
never ask myself before. And I realized that is
more difficult than I expect, because like we read
in Antelo (2009) a teacher commitment is give
love, affection, support, assistance and
understanding.
References?

This was the first observation in a class room for

me so it was a complete new situation, and I
could observe how different is for what I imagine,
I really enjoy the time I spend there and make me
thing about if in a future I could see myself in that
place (teaching to little kids) that was something I
never ask myself before. And I realized that is
more difficult than I expect, because like we read
in Antelo (2009) a teacher commitment is give
love, affection, support, assistance and
understanding.
References?

Gisela and her students play games and

sing almost all the time. It is difficult to
evaluate little children, so the analysis and
monitoring and interpretation give rise to
observe to evaluate.[i]

Rebeca Anijovich Transitar la Formacin Pedaggica pg

63 La Observacin
[i]

Gisela and her students play games and

sing almost all the time. It is difficult to
evaluate little children, so the analysis and
monitoring and interpretation give rise to
observe to evaluate.[i]

Rebeca Anijovich Transitar la Formacin Pedaggica pg

63 La Observacin
[i]

Then, at the end of the classes, the children sang a lullaby for cheeky
monkey and also they sang a beautiful song to say goodbye.
I have related this interview with Neuropedagogys material, Coto y
Mndez (2015, p.18/19)[i] with General definitions of every neurologic
level:
Environment: Where, when, with what objects and with whom I
interact. External context.
Behaviors: What I do. Specific actions Related with to do.
Capacities: Strategies, conditions, qualities, managing emotion.
Related to the power to do.
Beliefs: Why I do or I would do the things. Internal permission and
motivation to develop my capacities. Level formed by system of
values, beliefs and goal - program. Related with to believe.
Identity: Who I am I. My mission in the life. Which is the relation with
myself, who I think that I am. Related to my concept of the being.
Spiritual: What or who more. Transpersonal. Related to the
significance.
Robert Dilts proposes to consider these levels for: Discovers and to
understand the model of the world of every person or institution. To
choose an effective intervention to achieve the change wished in the
suitable level.
Fernandez Coto,R.y Mndez, A. (2015) Neuropedagoga: Hacia una educacin
cerebro-compatible. Ciudad Autnoma de Buenos Aires: Bonum.
[i]

Then, at the end of the classes, the children sang a lullaby for cheeky
monkey and also they sang a beautiful song to say goodbye.
I have related this interview with Neuropedagogys material, Coto y
Mndez (2015, p.18/19)[i] with General definitions of every neurologic
level:
Environment: Where, when, with what objects and with whom I
interact. External context.
Behaviors: What I do. Specific actions Related with to do.
Capacities: Strategies, conditions, qualities, managing emotion.
Related to the power to do.
Beliefs: Why I do or I would do the things. Internal permission and
motivation to develop my capacities. Level formed by system of
values, beliefs and goal - program. Related with to believe.
Identity: Who I am I. My mission in the life. Which is the relation with
myself, who I think that I am. Related to my concept of the being.
Spiritual: What or who more. Transpersonal. Related to the
significance.
Robert Dilts proposes to consider these levels for: Discovers and to
understand the model of the world of every person or institution. To
choose an effective intervention to achieve the change wished in the
suitable level.

Fernandez Coto,R.y Mndez, A. (2015) Neuropedagoga: Hacia una educacin

cerebro-compatible. Ciudad Autnoma de Buenos Aires: Bonum.
[i]

Hi feels teaching is very difficult from University to

school. But he thinks teaching adults is very exciting
because they give everything they can and learn a
lot with will and perseverance. He says that
everybody has qualities to learn and can learn
foreign languages if they have perseverance,
practice and time to study. Talking about
responsibilities he says you have to be very
responsible because the prestige is under the focus
and you have to do the best you can. 1. 2. 3.
It is very important working with colleges with
different ideas and to have freedom to choose what
you consider important to teach.
1 Gimnson y Tenti Fanfani.Mitomanias de la
educacion argentina. Cap. 2 y 3. Alumnos y
docentes. 2014. Siglo veintiuno Editores. Pag 59.
2 Op. Cit. Pag 75.
3 Op. Cit Pag 81.

Hi feels teaching is very difficult from University to

school. But he thinks teaching adults is very exciting
because they give everything they can and learn a
lot with will and perseverance. He says that
everybody has qualities to learn and can learn
foreign languages if they have perseverance,
practice and time to study. Talking about
responsibilities he says you have to be very
responsible because the prestige is under the focus
and you have to do the best you can. 1. 2. 3.
It is very important working with colleges with
different ideas and to have freedom to choose what
you consider important to teach.
1 Gimnson y Tenti Fanfani.Mitomanias de la
educacion argentina. Cap. 2 y 3. Alumnos y
docentes. 2014. Siglo veintiuno Editores. Pag 59.
2 Op. Cit. Pag 75.
3 Op. Cit Pag 81.

The project consisted in a simulation of a

restaurant. The people who performed like
customers were teenagers from the
secondary school, and the people who
performed as a waiter or waitress were
students from the university, who were
studying bromatologia. This project is a
clear example of the way as Antelo (2009)
thought that to educate is making
something with another person, it means
that the education is not without the other.

The project consisted in a simulation of a

restaurant. The people who performed like
customers were teenagers from the
secondary school, and the people who
performed as a waiter or waitress were
students from the university, who were
studying bromatologia . This project is
a clear example of the way as Antelo
(2009) thought that to educate is making
something with another person, it means
that the education is not without the other.

The event consisted in create a kind of

restaurant, of course with all the things which
involved the develop of the event like, waiters,
foods and drink, they were real, and other group
from Bromatology University in which there
were cooks too. The aim of this event was
communication in English as a real life. I can
established a relation of this observation with
the text which we had seen in didactic.
"Transformer teacher"(p.162, 163) because this
was a class of English but in another context,
the teacher made an innovation in her normal
classes and the result was successful.
Jackson, Philip W. 1ra. Edicin Bs.As (2002) Dos

The event consisted in create a kind of

restaurant, of course with all the things which
involved the develop of the event like, waiters,
foods and drink, they were real, and other group
from Bromatology University in which there
were cooks too. The aim of this event was
communication in English as a real life. I can
established a relation of this observation with
the text which we had seen in didactic.
"Transformer teacher"(p.162, 163) because this
was a class of English but in another context,
the teacher made an innovation in her normal
classes and the result was successful.

Jackson, Philip W. 1ra. Edicin Bs.As (2002) Dos

I think it is a beautiful human-working

motivated by the same motivation that the
children have when they arrive at Casita de
caritas, and this motivation probably is
transmitted mutually and it allows that
children teaches to the adults too, just like
in Fernando Coto Mendez Neuropedagogia,
Bonum (2015): Teaching is to provide of
the adequate stimulation, questions and
resources for each one student and their
motivation, to able to start the process of
learning.

I think it is a beautiful human-working

motivated by the same motivation that the
children have when they arrive at Casita de
caritas, and this motivation probably is
transmitted mutually and it allows that
children teaches to the adults too, just like
in Fernando Coto Mendez Neuropedagogia,
Bonum (2015): Teaching is to provide of
the adequate stimulation, questions and
resources for each one student and their
motivation, to able to start the process of
learning. +++

To finish the interview, I asked the

characteristics that good teachers have to
have, and she told me that you had to like
the profession and had vocation, if not, you
couldnt, because the students realized
that you did not like them. You do not
choose a vocation, you discovered it, is
something like a calling, something for
which teachers are made, which gives
reason and meaning to their lives.[1]
Grimson, Alejandro and Tenti Fanfani, (2015)
Mitomanas de la educacin argentina, Bs As. Siglo
veintiuno. Page 71
[1]

To finish the interview, I asked the

characteristics that good teachers have to
have, and she told me that you had to like
the profession and had vocation, if not, you
couldnt, because the students realized
that you did not like them. You do not
choose a vocation, you discovered it, is
something like a calling, something for
which teachers are made, which gives
reason and meaning to their lives.[1]
Grimson, Alejandro and Tenti Fanfani, + (2015)
Mitomanas de la educacin argentina, Bs As. Siglo
veintiuno. Page 71
[1]

To finish the interview, I asked what

characteristics she thought teachers should
have. She told me that a teacher must like
the profession and have a vocation, if not,
they couldnt be teachers because students
realize that. Teachers do not choose a
vocation, they discover it. It is like a calling,
something for which teachers are made,
which gives reason and meaning to their
lives (Grimson & Tenti Fanfani, 2015, p.71)
References
Grimson, A. and Tenti Fanfani, E. (2015).
Mitomanas de la educacin argentina.

I felt very comfortable doing this activity; I

liked sharing that moment with these
children. I really enjoyed it. I think that the
inclusion is so important to these children
and to their parents too. I think that they
deserve a good life and a future.
Davini (2008) says Teaching is a specific
form of relationship between the people.
Davini (2008) Mtodos de Enseanza.

I felt very comfortable doing this activity; I

liked sharing that moment with these
children. I really enjoyed it. I think that the
inclusion is so important to these children
and to their parents too. I think that they
deserve a good life and a future.
Davini (2008) says Teaching is a specific
form of relationship between the people.
Davini + (2008) Mtodos de Enseanza.

I felt very comfortable doing this activity; I

liked sharing that moment with these
children. I really enjoyed it. I think that
inclusion is very important to these
children and to their parents. I think that
they deserve a good life and a future. As
Davini (2008) says Teaching is a specific
form of relationship between the people.
+++
References
Davini, M. C. (2008). Mtodos de
Enseanza: Didctica general para
maestros y profesores. Buenos Aires:

Finally, he said that the better you know your students,

the better you work with them and that he tried to
remember how he was at their age to understand a bit
what was going on in their heads while he was teaching.
I feel very pleased by having such visit at the teaching
course because having narrator teachers who can talk
expressively about their job, helps, orients to teach and
produces feelings of confidence and certainty to be able
to do the same[1](Alliud, 2009).

[1]

Andrea Aliud, 2009. Teacher knowledges, what should a

teacher know and why.

Finally, he said that the better you know your students,

the better you work with them and that he tried to
remember how he was at their age to understand a bit
what was going on in their heads while he was teaching.
I feel very pleased by having such visit at the teaching
course because having narrator teachers who can talk
expressively about their job, helps, orients to teach and
produces feelings of confidence and certainty to be able
to do the same[1](Alliud, 2009).

[1]

Andrea Aliud, 2009. Teacher knowledges, what should a

teacher know and why. +++

Finally, he said that the better you know your students, the
better you work with them and that he tried to remember how
he was at their age to understand a bit what was going on in
their heads while he was teaching. I feel very pleased by having
a visit like his at the teaching course because having narrator
teachers who can talk expressively about their job, helps,
orients to teach and produces feelings of confidence and
certainty to be able to do the same(Alliaud, 2009, p.???).
References
Alliaud, A. (2013). Formar buenos docentes en la artesana de
ensear. En F. Terigi. VIII Foro Latinoamericano de
Educacin. Saberes docentes: Qu debe saber un
docente y por qu (pp. 85-92). Buenos Aires: Santillana.
Recuperado de
http://www.fundacionsantillana.com/upload/ficheros/notic
ias/201304/8vo_foro__baja.pdf

enjoyed the visit because the students had prepared a speech but
after they finished, we asked some questions and they know lot of
details. As a future teacher, this is extremely rewarding because you
see how interested the student is and when they study or they do
more than what is expected is like well, I have done something good
and motivated them. This also shows that is not true that students
are not interested in anything as it is mentioned by Grimnson and
Tenti Fanfani (2015). It is not that they are not interested, the matter
is that teachers, sometimes, do not pay attention to the students
interests and think that their contents will be accepted by everyone.
Teachers should adapt their subjects and contents to the students,
when this happens children will be more willing to learn, to pay
attention. Teachers should always change their teaching techniques
so students do not get bored.
How would you feel if you could see your students doing something
better than expected?
References
Grimson, A. y Tenti Fanfani, E. (2015) Mitomanias la educacin
argentina. Critica de las frases hechas, las medias verdades y las
soluciones mgicas. Siglo veintiuno editores.

In my case, it was the first time I visit the train station museum
and I enjoyed the visit because the students had prepared a
speech but after they finished, we asked some questions and they
know lot of details. As a future teacher, this is extremely
rewarding because you see how interested the student is and
when they study or they do more than what is expected is like
well, I have done something good and motivated them. This also
shows that is not true that students are not interested in anything
as it is mentioned by Grimnson and Tenti Fanfani (2015). It is not
that they are not interested, the matter is that teachers,
sometimes, do not pay attention to the students interests and
think that their contents will be accepted by everyone. Teachers
should adapt their subjects and contents to the students, when
this happens children will be more willing to learn, to pay
attention. Teachers should always change their teaching
techniques so students do not get bored.
+++How would you feel if you could see your students doing
something better than expected?
References
+++Grimson, A. y Tenti Fanfani, E. (2015) Mitomanias la
educacin argentina. Critica de las frases hechas, las medias

In my case, it was the first time I visited the train station museum
and I enjoyed the visit because the students had prepared a
speech but after they finished, we asked some questions and they
knew lot of details. As a future teacher, this is extremely
rewarding because you see how interested the student is and
when they study or they do more than what is expected it is like
well, I have done something good and motivated them. This also
shows that it is not true that students are not interested in
anything as it is mentioned by Grimson and Tenti Fanfani (2015). It
is not that they are not interested, the matter is that teachers,
sometimes, do not pay attention to the students interests and
think that their contents will be accepted by everyone. Teachers
should adapt their subjects and contents to the students, when
this happens children will be more willing to learn, to pay
attention. Teachers should always change their teaching
techniques so students do not get bored. After this I wonder How
would I feel if I could see my students doing something better
than expected?
References
Grimson, A. y Tenti Fanfani, E. (2015) Mitomanias la educacin
argentina. Critica de las frases hechas, las medias verdades y

References
Alliaud, A. (2013). Formar buenos docentes en la artesana de
ensear. En F. Terigi. VIII Foro Latinoamericano de
Educacin. Saberes docentes: Qu debe saber un docente
y por qu (pp. 85-92). Buenos Aires: Santillana. Recuperado
de
http://www.fundacionsantillana.com/upload/ficheros/noticia
s/201304/8vo_foro__baja.pdf
Anijovich, R., Cappelletti, G., Mora, S. y Sabelli, M. J. (2000).
Transitar la formacin pedaggica: Dispositivos y
estrategias. Buenos Aires: Paids.
Antelo, E. (2009, marzo 20). Qu tipo de compromiso es el
compromiso docente? Conferencia de cierre del Congreso
Educativo y Popular. Asociacin de Docentes de Santa Cruz,
Argentina. Recuperado de
http://www.estanislaoantelo.com.ar/files/compromisodocent
e_v2.pdf
Fernndez Coto, R. y Mndez, A. (2015). Neuropedagoga: