A Brief Summary of the Institutional Report and the Group Diagnosis Report
It is considered as a "border school" as it receives students that come from other schools because of a variety of reasons. It was created by the Ministry of Education because of a lack of place to distribute students in the city, the first building that belongs to this institution is located in the city centre and the other one is located in the south of the city in which a new neighbourhood has been created a few years ago.
The Colegio Provincial "Kloketèn" is an institution that can be considered as "new" as it still needs to be organized and it also needs an institutional proyect proved by the Education Ministry.
The group I was assigned to work with was 5th "C" that belongs to the Compulsory Secondary Education System that has been re-established in the province during the years 2014-2015. However, because of several strikes that affected the education system in the province as the labor unions had been involved in several violent protests, all the crew memebers were involved in a state trial. Several of the teachers that worked at that moment in the institution were also involved; therefore, there were no classes. Consequently, I had to find the way to comply with the stated schedule and amount of hours required to complete the secondary level practicum. I asked the group teacher if I could work with other groups so that to comply with the requirements. As a result, I worked with two more groups; 4th "F" and 4th "E".
In all the cases I could notice that the teacher only followed a stated anual program and that students passed the subject without much effort and without motivation. The three groups presented lack of interest regarding the subject, but in each of the groups there were at least tree or four students interested and, particularly in 5th "C" there was a girl who has lived in the U.S.A for some time so she was a really good example to exploit in the classroom.
In all the cases I could notice that the teacher only followed a stated anual program and that students passed the subject without much effort and without motivation. The three groups presented lack of interest regarding the subject, but in each of the groups there were at least tree or four students interested and, particularly in 5th "C" there was a girl who has lived in the U.S.A for some time so she was a really good example to exploit in the classroom.
This time, I split the lessons depending on the groups. You'll notice that there is no relation with time as every time I had the chance to give a lesson without interrupting strikes, I just prepared the lessons as fast and as well as I could and just gave them.
Naiman lessons for 4 f eso- secondary from Lorena Naiman
In all of the lessons I tried to use as much visuals and realia as possible as I found it was one of the best ways to call students' attention and also participation. I made an effort to contextualize all the topics students had to deal with as much as I could so that students were attracted to the topics and also interested in the activities. All the materials were also appropriate to students' levels. The topics for 5th "C" dealt with reading books as a habit and book preferences. For 4th "F" and "E", the topics were related to healthy and unhealthy food and ordering at a restaurant.
I can also show you a Slideshare presentation with all the worksheets I prepared for each topic we dealt with in the classrooms:
Here I leave a Flicker presentation with almost all the flashcards I used in the lessons. In addition to the use of flashcards, I also used word-cards so that students could relate meaning with pictures.
Now that you have an idea about the school and the groups I worked with, here I present the Observation Journals in which I express my ideas regarding the group teacher and the classwork.
In all of the lessons I tried to use as much visuals and realia as possible as I found it was one of the best ways to call students' attention and also participation. I made an effort to contextualize all the topics students had to deal with as much as I could so that students were attracted to the topics and also interested in the activities. All the materials were also appropriate to students' levels. The topics for 5th "C" dealt with reading books as a habit and book preferences. For 4th "F" and "E", the topics were related to healthy and unhealthy food and ordering at a restaurant.
I can also show you a Slideshare presentation with all the worksheets I prepared for each topic we dealt with in the classrooms:
Here I leave a Flicker presentation with almost all the flashcards I used in the lessons. In addition to the use of flashcards, I also used word-cards so that students could relate meaning with pictures.
Apart from the material I presented to the groups, here I leave some samples of the students' productions regarding the activities I planned for them.
Tpd naiman-observations123-secondary from Lorena Naiman
Journal entries regarding each lesson are also included as follows:
Journal entries regarding each lesson are also included as follows:
Tpd naiman-journal lessons123456789-secondary from Lorena Naiman
To conclude, a final reflection about my experiences regarding the secondary practicum is also presented through Slideshare.
To conclude, a final reflection about my experiences regarding the secondary practicum is also presented through Slideshare.
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