Provincia de Buenos Aires

Direccin General de Cultura y Educacin

Direccin de Educacin Superior
ISFDyT N 27. Bolvar
Profesorado en Ingles
Espacio de la Prctica Docente III

Hour #01
School N 2
Course 4 A (23 students)
Day June 5
th

Time 10 am
Teacher Piro, Clarisa
Observations:
T enters the classroom and greets Ss in English with question How are you? to which they respond Im fine
and you?. She kindly introduces us to Ss.
There is a well organization of the space since Ss have arranged three rows of desks.
Its a quiet group and they are eager to follow Ts instructions. They work with the textbook Howdy! which is
easy-going and colorful, and according to T it was the cheapest one she could find for the reality Ss live in.
T has taken her own notebook in order to make Ss work on listening activities. The topic treated is the
different rooms in a house complemented with the simple present for the verb to be with questions about
the characters in the unit such as Where are you/he/she? and their corresponding answers.
T gives the instructions for the activity and asks for silence. Ss listen attentively and participate by giving ideas
and complete the dialogues in the book. Ss enjoy singing the song related to the exercise Friend Street-.
The whole hour has been successfully used in these activities.

T has made some copies of the activity for us. To take a look at it, see file 01.1 and 01.2 attached to this work.


Hour #02
School N 6
Course 4 C (22 students)
Day June 9th
Time 9 am
Teacher Piro, Clarisa
Observations:
Since T is the same person as the previous attended course, she uses the same bibliography. The unit is the
same, covering the different spaces of the house.
Although the organization of the space is different, the apparent disorder is under control of the T. Ss are
divided in groups of no more than 5 or 6.
T has brought her notebook and they start working on listening activities.
Ss divert sometimes and they tend to speak loudly, but T gets them working. Some questions not related with
the main topic are asked but after giving a clever answer T continues with the class
Sometimes, the use of Spanish language is necessary.

T has made some copies of the activity for us. To take a look at it, see file 02.1 attached to this work.


Hour #03
School N 1
Course 4 B (25 students)
Day June 9
th

Time 10 am
Teacher Bacas, Clara
Observations:
As T enters the classroom she says Good morning. How are you? to which Ss respond Fine and you?. T
explains why are we attending their class and let us introduce ourselves.
T shows a detached relationship with children as she only would listen to those who respond to her
instructions since she has a behaviorist attitude while teaching.
Ss sat in three rows of desks. They make a good used of their own spaces and they are well organized with
their own things. The class is under the complete control of T. It seems to be that most of Ss have the right
level of the language as they answer correctly all Ts commands. They desperately want to participate.
The bibliography is a nice book by the name of All around by Richmond and the topics treated are colors,
numbers, and school objects. They also work on the simple present for the verb to be by saying their ages or
their classmates.
After revising the vocabulary in use, T proposes Ss to play Bingo with numbers from 1 to 19 in an improvised
chart on the blackboard to which Ss react vigorously.

1 6 5
19 15 8



Hour #04
School N 18
Course 4 (14 students)
Day June 10
th

Time 8 am
Teacher Carballo, Virginia
Observations:
The worst teacher performance objectively talking-.
We were mistreated by the teacher who was not interested in being observed. T barely makes a brief
explanation of why are we sharing their class and we sit on the floor since she never asks any chair for us. If I
am making these comments it is because I am interested in the pedagogical practice and in the kind of values
T is transmitting through the teaching.
Ss are organized in one group, one row of desks and a lonely student who resulted to be new in the classroom
he comes from another school- but he has not been introduced to their classmates this is the first hour-.
T does not greet Ss and right from the start she calls them one by one to go to her desk to check their
activities and scornfully yells at them in front of the class since they do not have their activities complete.
Ss have their class in complete silence and in a tense atmosphere.
Ss work on a booklet with easy activities regarding coloring or matching. While some of them have their
booklet updated, some of them are not motivated to work on it. Activities seem to be boring for them.
I think their potential abilities are underestimated or T does not make a proper use of them.


Hour #05
School N 2
Course 5 A (23 students)
Day June 11
th

Time 9 am
Teacher Piro, Clarisa
Observations:
I have already written about this T performance, her loving and caring ways toward Ss. This shows in the way
she greets Ss and how they respond to her. There is no need of using much of the Spanish language.
Ss are divided in three well defined rows of desks and although they are precisely not quiet, the pay the right
amount of attention to what T says. Only one of them has been asked to sit at Ts desk since he shows some
signs of aggression. Apart from this, the class is carried on normally.
In this opportunity T has prepared a class which topic is World Cup 2014. She unfolds a big world map on the
board and delivers the copies of the activities Ss will work on.
The class comes of activities involving countries and their locations on the map by the students who one by
one go to the front to participate of an activity they find attractive. Nationalities are also covered.
The class goes on normally.

T has made some copies of the activity for us. To take a look at it, see file 03.1 attached to this work.


Hour #06
School N 1
Course 4 B (25 students)
Day June 11
th

Time 10 am
Teacher Bacas, Clara
Observations:
In this occasion Ss work with their books.
T teaches them the possessive pronouns my, his and her for them to be allowed to make spoken physical
descriptions of people. For this, it seems they have previously worked on parts of the body mainly the face-.
As some doubts from Ss about saying their ages, T writes on the board a mathematical rule for them to learn
them and their corresponding translations, as it follows:

Im 13 Yo tengo 14
Were 12 Nosotros tenemos 12
Shes 11 Ella tiene 11

After this, Ss are ready to participate of an activity in which they have to introduce their partners by saying
who are they and their ages. A present simple use of the verb to be is needed.
As Ss have worked properly, T decides to finish the class playing another bingo game, but this time with more
elements. Besides numbers, the game includes colors and school objects. Ss love this game.



Hour #07
School N 2
Course 4 A (21 students)
Day June 11
th

Time 11 am
Teacher Piro, Clarisa
Observations:
Since the course and T are the same as previous observations, I will only say that T keeps on developing the
same unit from Howdy! about the rooms in a house and the simple present tense of the verb to be to ask
students where are the different characters of the book that Ss have become familiar with.
The difference just lies in the activity they have to do after dealing with the listening practice. This time Ss
have to draw their ideal room. This means Ss are allowed to imagine and design a room based on the activities
they like to do, the things they would like to have and the people they would like to share the time with in it.
It is especially refreshing how Ss take advantage of the power of imagination and they invent things that we
can only see in movies, like a playroom which, according to them, is a place where you can have all of your
toys, games and kids stuff.
It is really remarkable how T supports and encourages Ss and the feedback of the relationship T-Ss flows
naturally.

T has made some copies of the activity for us. To take a look at it, see file 02.1, exercise 5, attached to this
work.


Hour #08
School N 9
Course 4 (27 students)
Day June 12
th

Time 10 am
Teacher Saldaa, Silvia
Observations:
T says Good morning to Ss and she receives a reply. Then Ss take their seats. The organization of the class is
in groups. There will always be some considerations toward the group since they think of the English hour as a
special time in which they would play, or do some other activities not related to the language. As T herself
has warned us, it is practically impossible the use of the English language for Ss live in a reality that does not
allow them even to deal with their own language, among other issues related to education.
In proportion to Ss reality the material they count on it is a booklet that T has prepared for them based on
another book called Happy Street 1.
The topics they are dealing with are only numbers from 1 to 10 and colors, making it hard for T to continue
with the curriculum.




Hour #09
School N 40
Course 6 (15 students)
Day June 13
th

Time 1 pm
Teacher Maisonnave, Mirna
Observations:
As T enters the classroom she greets her Ss by saying Hello, how are you? and they answer in English an
energetic Fine, and you?. Although T starts establishing some limits and underlining some behavior standards
there seems to be a strong bond of respect between the T and the Ss. This will show in time during the class.
The use of the space is quite different to the courses we have seen before. They have arranged the desks in a
circle all around the classroom so they can see each other.
Despite they are together you can appreciate how groups define themselves with Ss peculiarities and social
backgrounds. This is the only group in which Ss are so curious and they would ask you everything. There is a
need to establish a relationship with their immediate environment and T can take advantage on that.
There is a case of violence shown by two Ss in which one of them resulted severely hit in his face.
Following the curriculum T has introduced some facts on Shakespeares life and they have started to work on
it by preparing some posters with the information given.
T mainly speaks English but sometimes she needs to use Spanish.


Hour #10
School N 7
Course 4
Day June 13
th

Time 2 pm
Teacher Piro, Clarisa
Observations:
According to T, this institution is a community with special needs. The use of a second language is resisted or
difficult to implement. Sometimes it means T has run out of all the possible resources and efforts. But T keeps
on believing in Ss and bet on them.
The activities remind simple and the topics covered are not others than numbers from 1 to 10 and colors since
the activities involve copy samples with drawings to color, match or solve some basic math calculations.
No further appreciations can be made of this observation.

T has made some copies of the activity for us. To take a look at it, see file 04.01 and 04.2, attached to this
work.



Hour #11
School N 6
Course 6 C (24 students)
Day June 16
th

Time 8 am
Teacher Tello, Vanesa
Observations:
T says Good morning and receives an effusive Good morning Teacher! from Ss. This is another polite
professional who has the consideration to introduce us to the class explaining why we are with them.
The class is well organized; the space and time are used efficiently in the distribution of Ss in five groups and
the dynamism in which the class is carried on. The level of English of Ss is quite good allowing T to have an
excellent rate of work.
Ss have a copy of the workbook and an activity book called Project 2 by Oxford. The topics they are dealing
with are animal abilities. This involves vocabulary related to animals and verbs, and the use of the present
progressive tense to describe what the animals are doing or not.
T writes down on the board the first example of a series of exercises Ss have to do with an implied way of
doing it. They have to write some affirmative and negative sentences.
She writes the words:

MONKEYS/ CLIMB
Monkeys are climbing
Monkeys arent climbing

After giving the instructions, Ss start doing the rest of the exercises. Then T goes around the classroom
checking on and correcting Ss activities.


Hour #12
School N 6
Course 6 B (19 students)
Day June 16
th

Time 9 am
Teacher Tello, Vanesa
Observations:
T, year course and bibliography here are the same as the previous observation. What changes here is the
attitude of the group. It is different than the other in which they are disorganized and for this reason T
reorganize Ss groups. The English level is not the same than the other group and although they are also
covering the present progressive, the class is interrupted by an authority of the institution since T has to
gather with some Ss parents.