REFLEXION DE LA PRACTICA.

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ESCUELA NORMAL No. 1 DE TOLUCA

SUBDIRECCIÓN ACADÉMICA

LICENCIATURA EN EDUCACIÓN SECUNDARIA CON ESPECIALIDAD EN LENGUA EXTRANJERA (INGLÉS)

“REFLEXIÓN DE LA  PRIMER JORNADA DE PRÁCTICA (CUARTO SEMESTRE)”

ASIGNATURA

“OBSERVACION Y PRÁCTICA DOCENTE II”

TITULAR DE LA ASIGNATURA

LIC. JAYIME GEORGINA MEJÍA BLANCO

DOCENTE EN FORMACIÓN

MARCO ANTONIO PÉREZ CONTRERAS

GRADO 2°

CUARTO SEMESTRE

PRESENTATION

The following work integrates the most significant experiences to show results and the performance achieved by trainee teachers on the second teaching practice period held from April 18 to April 22.

This work contains a description of the events of the teaching practice period summarized for first and second grade, identifying strengths and areas of opportunity as well as proposals to improve teaching in future practice sessions.

This work is presented as a tool that allows the teacher training precisely to reflect further on the work done during  the teaching period practice, and allow the teachers to see the aspects that were favorable and those who were not favorable to modify and / or improve in our next practice

TEACHING PRACTICE PERIOD REFLECTION
FIRST GRADE.

This teaching practice done in first grade, group C was my best teaching practice period with this group because I could achieve the objectives of my lesson plan and I could make all the activities that I have planned. In my opinion there is a key element which I could achieve my objectives that was the control of the time because in this teaching practice period I focused on this element because I had failed in my previous teaching practices, so I checked all activities with a specific period of time and that gave me better results in this practice because as VÁSQUEZ, Rosa (2007) tells us in her article  Reflexiones sobre el tiempo escolar : “La fuerza y la severidad del tiempo escolar planificado se debe a que actúa en el plano de lo implícito, regulando y dominando los deseos y la inventiva del alumnado y del profesorado. “Lo implícito resulta una satisfactoria coartada que asegura la buena conciencia de cada uno”. That means I must continue having strict control of time because that prevents the disorder in the group and creates a need for students to work.

The environment of the group again was really good because the group always had a good disposition to work. In this aspect I want to highlight the importance of the Lead-in activities because as Hadfield, Jill tell us: “The aim of the Lead-in is to get learners to start thinking about the topic”, and that is something that I could make in a good way because students understood the topic since this part of the class (I asked to the learners about their experience with the topic and they could answer them and make their own connections about what we were going to talk about).

And also the importance of the Warm-up activities because two of my three classes were after the students break and in other classes when they return they continue with a lot of energy and the teachers experience many complications to start with their class but in my classes the warm-up activities were a key element for the group control because with them I could provide a transition into the topic or focus the students attention. As COOTER, Chris tells us (2009) “An activity at the start of the lesson activates pre-existing knowledge on a subject, and may even get students to use (or consider) some of the ideas, vocabulary, or even grammar important to the lesson.” In the case of my first class we sang “Head, shoulders, knees and toes” and students focus their attention and also use vocabulary related to the topics (human body parts).So I must continue using this activities at the beginning of the classes because they have given to me good results.

In this teaching practice period I improved giving instructions because I used more body language and that facilitated the student’s comprehension and also corroborate the instructions with a student was a good strategy to give instructions Thanks to these strategies was easier for my students understand the instructions and vocabulary used in class so once again this is an aspect that I must still using in my future lesson plans.

My attitude with the students was favorable because the group felt confident to participate in class because I did not let classmates laugh during the other participations and I never criticized the students participation and as NUTTALL, Christine (1999) tells us, “We have to create a good classroom atmosphere in which we have to expect people to have a go and not criticize them”
something I think was favorable to make students be part of the explanation of the contents and have the confidence to participate so I must continue using this attitude which the respect is a key element for the teacher and for the students.

My students needs still being about pronunciation of the words and speaking because they understand the words with the correct explication but they have problems when they read the words because they make mistakes with the pronunciation so in my future teaching practice period I have to work with the sound of the words so I have to include activities in which students spell the words and add more drills in my lesson plans to work hard about it and also give more time in my lesson plan to the students production with the language (speaking) because I think I have focused only in reading and writing and I have to work in the other abilities.

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