October 27th, class reflection for session 6.

After a productive talk with Olga, presentations continued along, teachers did a

great job, kind of different from yesterday, I thought many things about my teaching

practices, I listened all the advices given and I promised myself to be a new,

a different a better teacher every single class, because I love what I do!.

Microteachings were an experience that allows building knowledge

in the field of pedagogy related to the teaching of English, they also

allowed the appropriation of the topics developed in class.

We felt so sad to leave the UPB because that day was our last class.

Thank you so much professor for sharing all your knowledge with us!

October 26th, class reflection for session 5.

MICROTEACHINGS

Alex: Quantifiers

Sara: Chromatic Circle

Juanpa: First conditional

Caro: Modal verb can

Ana: Sadness vs Depression

Aleja: three R’s

Alejo: Addition one digit

Cris A: Idioms and proverbs

Presentations were excellent, full of content, learning and new strategies blew my mind
while the classmates were teaching the topics, I loved the feedback given by them and
the teacher, because I felt a strange and wonderful feeling inside my heart, I was born to
be a teacher! and this specialization was worth every penny! I felt awesomely happy!

October 20th, class reflection for session 4.

https://youtu.be/n4PlbavrKsY

Teachers were talking about the corcho’s reflection after watching the video of the
Argentinian man, and it was all about teachers being creativity without any material.

How do you start your classes?  

- Stand on the door

- Hand close

- Pray

- Talk about news, weather,etc.

- Teachers always need to have clear rules and set them fast because classroom is
their territory, so when a teacher come in it he is invading their space.

The critical pedagogy is related to the curriculum, what you do, society, personal reflections
like why I am a teacher, how I teach, etc.

Correct is not a synonym of learning.

Both are during the teaching process:

MISTAKE	ERROR
Teachers have to be concerned about them	Students do not know the topic, not critical thinking
Mental processes	No teaching or beyond
Pay attention to the form and the way	Do not care about them
They are good interlanguage	Out of content
Conscious	Unconscious
Give feedback	Sharp answers, not humble
slip on the tongue: pronunciation mistakes	Nowadays is on communication process, not hard and more flexible.

There are two realities now about the language and the content teachers, it should be
a balance between both of them, because a language teacher knows English and he
can learn an specific content (science) like a extension of an English class.
On the other hand, a content teacher knows about content and he can learn English,
this is the ideal teacher for Colombian education.

• Talking about CLIL= Teach content teachers, so language teachers should learn a

different subject (Science, math, technology, art,etc).

• CLIL is not backdoor language teaching, additional subject teaching,

‘dumbing down’ of subject content, as the classes are going to be in English,

not difficult, just easy.

THE 4CS FRAMEWORK COGNITION.   

Bloom’s revised taxonomy for thinking skills.

Creating Evaluating Analysing Applying Understanding Remembering

High order= Thinking skills Low order thinking skills

October 19th, class reflection for session 3.

Students were expressing what they have applied and put it into practice with their
students from the previous learning. They also were talking about their topics written
on the papers and how to teach the microteaching.

Reluctant: Students who do not want to speak Spanish in class.

CLASSROOM MANAGEMENT

Homework

Rules

Rewards

Translations

Grading

Discipline

Class jobs

• Gesture: listen, repeat, stop, good, not right, unusual idea.
• Grouping: Whole class, pairwork, groupwork, individual work.
• Classroom arrangement: Orderly rows, circles and horseshoes, separate tables.
• The voice: Clarity range, variety, projection.
• The teacher’s position.
• Using student’s names.
• Rapport: Getting close to the students or parents, but never like a friend or pair.
• Writing on the board: Divided it into three parts, agenda, central topic, practice, etc.
• Giving individual attention.
• Teacher talking time (ttt) 90% vs student talking time (stt) 10%, these percentages have

to change because the role of the student has to be increased in talking.

• Maintain discipline: Authority and power.
• Giving instruction: Teacher’s golden rule= Give an instruction followed by an example.

Use simple language, consistent, visual clues and check instructions.

• Respond to problem behaviour: Immediately (weapons, fights).
• Prevent problem behaviours: Talks, reflections, parents meetings, etc.

What is discipline?

behave	power	obey
context	norms	autonomy
attitude	punishments	order
control	silence	rules
smooth	respect	agree
authority	rewards	management

In the characteristics of the disciplined classroom the existence of them does not necessary
imply that learning is taking place.

October 6th, class reflection for session 2.

Key terms:

• A teacher is: Info dispenser, producer, keeper.
• Code switching.
• Three types of learners.
• An effective schemata (Previous knowledge) -Affective Filter -Anxiety Level -
  Safe learning environment.
• Scaffold.
• Not real teaching, just practicing = Teacher’s comfort zone.
• Checking understanding.
• Critical and creative teachers who make questions to their students and
  make them critical thinkers.
• Postmethod (Kuma) talks about the power classroom: make changes,
  teachers have the power and they can evaluate specific learning episodes.
• Learning styles (50% visual, 30% kinesthetic and 20% auditory) should be
  taken into account for teaching practices and student’s needs.  Example:

    Topic: Swim.

    Visual aid: videos, pictures, posters, draws.                 

    Kinesthetic: move arms around.    

    Auditory: pronunciation.

                              

                                                                                

                                                                                                                                              

• Didactic bedrocks: Implementation of digital resources, class activities through
  21st century skills, teaching through technology. It is a tool.
• Consolidating professional learning community among teachers,
  providing feedback along the classes process, new ways to connect with the kidsand to challenge them.
• Teachers must adapt into students’ needs and ways they learn, the network teacher,
  to solve problems, connecting the people around the world as global citizens.
• Real relationships between teacher and administrator, teachers must feel
  appreciated by the surrounding society: How can we all together help teacher?
• Teachers are the center of educational system, classroom are as dynamics as
  the world is, characteristics according to new millennium.
• Experiential Learning: Technology, human interaction and texts.

• Grammar Focus- forms: Let them to work, let them do it. With the verb let we do not use to.

• Generation gaps: Students are generation Z  (born on 2000-present) and teachers
  are X (1965-1980) or Y (1981-1999), so the learning styles are

really different and we have to adapt classes to the student’s needs.

• Finland video: Experiential learning, teachers are appreciated in society,
  they all should be magisters and they feel proud + pride for the support of the community.
• What is didactics? Is the art of teaching, make easier for students to understand
  the content, born- gifted, it has two objects of study: The teaching learning process

and the teaching learning technique and methods. Relationship between teaching and learning.

October 5th, class reflection for session 1.

A teacher has to know...

Linguistic Competences: Socio- linguistic

Syntax                                                                                 Pragmatics

Pronunciation                                                                      Register form information

Grammar                                                                             Fit in the context

Vocabulary

There are three kind of students in the classroom:

1. The bright ones, who knows a lot about any topic and participate all the time in class.
2. The silent ones, who do not raise their hands, but they know!
3. The quiet ones, who do not know the answers, are shy and need more attention

and engage.

 

To create the Safe Learning Environment  in the classroom teachers have to make
the corresponding question (Open, ended or information), then the silence moment comes
to motivate the student’s participation, especially to the shy ones who need that approach
to get more confident. Students have to feel that it is okay to make mistakes or to say
‘I do not understand’ during the classes. Teachers have to bear in mind the body language
developed during the classes to achieve the comfort of the students inside them;
They should not be forced to participate, either picked or pointed because this must be
a natural process that takes place throughout the classes.

Teachers are not answer providers and they have forgot essential conceptions to develop
along the academic environment. For example, defining the concept of skill, teachers
concluded it is the ability to do something (Reading, writing, listening and speaking),
proficiency, capacity to understand, to be able to save problematic situations, knowing
how to do something and insights what we are able to do. They also talked about didactics
definition as the easy way to teach something, it is about material and a bridge between
teachers and students.