Well, this week has been pretty different… because we started participating in the classroom! We moved from being at the end of the classroom, sitting, observing and writing (being the AUDIENCE), to the ‘teacher’s stage’. Perspectives have changed, so maybe now I feel much more involved within teaching. Actually, I am really happy, because I didn’t know how would I feel, and the surprise is that I really enjoyed being in front of the students dealing with activities that me and my CAP mate had already prepared.
To start with, during this week we have gone to IES Lluis de Peguera for three days. On Tuesday, we had a 4th of ESO lesson and a 3rd of ESO one. We began with students from 4th of ESO and we (me and my CAP mate) had to do some exercises from the student’s book related to ‘housework’. Indeed, we did so; however, we created an extra communicative activity that we implemented which was related to the unit’s vocabulary. In fact it was great, as students cooperated and participated with us with no problems and showing great interest.
Afterwards, we had a short break and we dealt with 3rd of ESO students. They were from ‘our’ group, the one that would be taught by us, and we were really excited. In fact, in that hour we only had half of the students (it was ‘b hour’). We started checking a dialogue they had already done with the teacher on a previous session, and afterwards, it was OUR moment to approach the situation and start a communicative activity we had prepared. It was an activity related to holidays, and we wrote in the blackboard three different columns with names of countries, capitals and attractions. Then, they firstly had to discuss in pairs what they thought about the relationships between those names. And finally, after some minutes, we matched the different names with their own correspondent. We also showed them some pictures, and they were really amazed and interested in that. It helped us to know a bit more about the students of the class: we could listen to them; see how they worked in groups and in pairs; and finally, see that they were really nice and motivated to participate in our activities. We finally asked them to create their own dialogue about holidays with one of the places exposed in the blackboard and perform it on the following day. It was a great day and I felt I was really motivated to work with that group.
On Wednesday, we went to the Secondary School in order to be with the whole 3rd of ESO (B) class, which was OUR WHOLE classroom. All the 28 students were in the classroom waiting for the results of the exams… They were somehow nervous and really conscious on what they were supposed to do. It was the first exam and it was important for them, so they were all quiet and listening to the teacher. She finally gave the exams and they were half of the classroom correcting and checking the mistakes. Some of the students were really quiet and paying attention; some were talking quietly with their partner asking for things related to the exam; and some of them were bored. I think that depending on their understanding of the contents assessed in the exam, they acquired a different attitude.
An important thing I noticed was that the classroom was organized in a nice way, having the tables and chairs ordered; with no papers in the floor; and with a cleaned blackboard. I think that the whole space influenced on their behaviour, apart from the fact that it was eight o’clock in the morning.
Afterwards, we had a tutorial session with our tutor and she exposed us some important issues. Firstly, she assessed our participation in the lessons: it was really useful and important. She commented on some ‘problems’ we couldn’t notice, such as a behavioural one in which a student was whistling and we didn’t even notice that; however, she also pointed out the ‘positive things’. She said she was really happy and that the learning process was bilateral, in the sense that both of us (me and my CAP mate) were learning, and that she was also learning from us.
Moreover, she explained us some important information about the didactic unit, putting emphasis on the objectives, the timing, the material needed and the grouping. And finally, she gave us the ‘Memòria del Centre’ and the ‘Curricular Project’. She asked us to look it carefully and she said that we should pay attention to the different commissions that were working on the centre, which is something new and optional, that this particular centre has implemented, and in which teachers are divided into commissions in order to work cooperatively with the different members of the team. Furthermore, she also talked about the PELE (Pla Experimental de Llengües Estrangeres).
On Friday, we had two more classes ‘to teach’ and participate with. First of all, we went to a 1st of Batxillerat group and we dealt with the present perfect. It was somehow complicated, because me and my CAP mate hadn’t had much time in order to prepare it… however, in the end it worked and we did a good activity. Finally, we went to a 4th of ESO class and that was it!
Another week over! Time is running, running, running!
To start with, during this week we have gone to IES Lluis de Peguera for three days. On Tuesday, we had a 4th of ESO lesson and a 3rd of ESO one. We began with students from 4th of ESO and we (me and my CAP mate) had to do some exercises from the student’s book related to ‘housework’. Indeed, we did so; however, we created an extra communicative activity that we implemented which was related to the unit’s vocabulary. In fact it was great, as students cooperated and participated with us with no problems and showing great interest.
Afterwards, we had a short break and we dealt with 3rd of ESO students. They were from ‘our’ group, the one that would be taught by us, and we were really excited. In fact, in that hour we only had half of the students (it was ‘b hour’). We started checking a dialogue they had already done with the teacher on a previous session, and afterwards, it was OUR moment to approach the situation and start a communicative activity we had prepared. It was an activity related to holidays, and we wrote in the blackboard three different columns with names of countries, capitals and attractions. Then, they firstly had to discuss in pairs what they thought about the relationships between those names. And finally, after some minutes, we matched the different names with their own correspondent. We also showed them some pictures, and they were really amazed and interested in that. It helped us to know a bit more about the students of the class: we could listen to them; see how they worked in groups and in pairs; and finally, see that they were really nice and motivated to participate in our activities. We finally asked them to create their own dialogue about holidays with one of the places exposed in the blackboard and perform it on the following day. It was a great day and I felt I was really motivated to work with that group.
On Wednesday, we went to the Secondary School in order to be with the whole 3rd of ESO (B) class, which was OUR WHOLE classroom. All the 28 students were in the classroom waiting for the results of the exams… They were somehow nervous and really conscious on what they were supposed to do. It was the first exam and it was important for them, so they were all quiet and listening to the teacher. She finally gave the exams and they were half of the classroom correcting and checking the mistakes. Some of the students were really quiet and paying attention; some were talking quietly with their partner asking for things related to the exam; and some of them were bored. I think that depending on their understanding of the contents assessed in the exam, they acquired a different attitude.
An important thing I noticed was that the classroom was organized in a nice way, having the tables and chairs ordered; with no papers in the floor; and with a cleaned blackboard. I think that the whole space influenced on their behaviour, apart from the fact that it was eight o’clock in the morning.
Afterwards, we had a tutorial session with our tutor and she exposed us some important issues. Firstly, she assessed our participation in the lessons: it was really useful and important. She commented on some ‘problems’ we couldn’t notice, such as a behavioural one in which a student was whistling and we didn’t even notice that; however, she also pointed out the ‘positive things’. She said she was really happy and that the learning process was bilateral, in the sense that both of us (me and my CAP mate) were learning, and that she was also learning from us.
Moreover, she explained us some important information about the didactic unit, putting emphasis on the objectives, the timing, the material needed and the grouping. And finally, she gave us the ‘Memòria del Centre’ and the ‘Curricular Project’. She asked us to look it carefully and she said that we should pay attention to the different commissions that were working on the centre, which is something new and optional, that this particular centre has implemented, and in which teachers are divided into commissions in order to work cooperatively with the different members of the team. Furthermore, she also talked about the PELE (Pla Experimental de Llengües Estrangeres).
On Friday, we had two more classes ‘to teach’ and participate with. First of all, we went to a 1st of Batxillerat group and we dealt with the present perfect. It was somehow complicated, because me and my CAP mate hadn’t had much time in order to prepare it… however, in the end it worked and we did a good activity. Finally, we went to a 4th of ESO class and that was it!
Another week over! Time is running, running, running!
No hay comentarios:
Publicar un comentario