Universidad de Concepcin

Facultad de Educacin
Departamento de Currculum e Instruccin

Final Report
Colegio Villa Nongun

Name: Nicols Contreras

Professor: Erica Becar
Subject: Taller de Especialidad
Program: Pedagoga en Ingls

Universidad de Concepcin
Facultad de Educacin
Departamento de Currculum e Instruccin

IDENTIFICATION OF THE SCHOOL

Schools Name: Colegio Villa Nongun
Schools address: Ro Loa 75, Concepcin.
Type: Semi-private school
Headmistress: Sr. Vicente Cabrera
Head of the Curriculum Department (UTP): Alejandra Casanueva
Mentor teacher: Katya lvarez
Courses assigned: 5A Primary School
7A Primary School

1. WORKING PLAN

a) Detailed description of the working plan

In the school, every teacher follows the program provided by the Ministry
of Education every year. In English, the program is accompanied by a English
book (Travellers.Alvarado, Lina. 2015) that is not fully related to the program
provided. For that reason the teacher decided to use the book just in specific
times as an aditional resource instead of being the primary source for the
classes.
The level of English of the students is not enough to use all the materials
provided by the Ministry. The students are more advanced in Reading and
Listening Skills, but they can not accomplish good results in production skills as
speaking and writing. In consecuence, one of the main goals this year was to
develop the basic capacities on those skills even when the program expects a
higher level for fifth and seven year.
The students presents a high level of interest on the subject, being in
many cases the favorite one in both classes. Nevertheless, the interest on

Universidad de Concepcin
Facultad de Educacin
Departamento de Currculum e Instruccin

improving their skills (especially production skills) is not present. They got
used to Reading and Listening activities so they are not that interested on
explore new abilities.
To accomplish the goal, we decided to gradually increase the level of
difficulty of the activities along the semester and try with a new design for
classes working in competitions and with team work every class.

5th year
Name of the unit: The place where I live.
Learning outcomes: 1) Complete and write, according to a model and with the
support of visual language, not literary texts (such as
postcards, mini books, shopping lists) and literary texts
(such as rhymes, cartoons) with the purpose of sharing
information around the topics of the year..
2) Writing to perform the following functions: Identify and
express quantities; for example, there is a / an / one ...;
There are two / twenty ...; It is a / an....
'In the House' : The introduction for Unit 2, The place where I live, started with
a short presentation of different types of houses. Then a hand craft was
introduced; a 3d model of a house with its different rooms was presented.

Universidad de Concepcin
Facultad de Educacin
Departamento de Currculum e Instruccin

The students decorate their own houses with colours and the items
correspoding to each room. The idea of this introductory activity was to use the
house created for the rest of the unit as a source of vocabulary and refference
for future activities.
The activities in which this craft was used include:
Introduction to provide information to questions What / Where / Who.
Identify and describe objects and places.
Describe positions of objects; with on /in / under.

One of the problems I faced with this activity was that some students lost their
crafts and could not find them. However since we worked in groups the rest of
the classes the students shared their material with the rest of them.

Universidad de Concepcin
Facultad de Educacin
Departamento de Currculum e Instruccin

There is/are: I begun with this topic in the class after the hand craft. Despite of
the fact that it could seem simple, it was used to assess the class at the end of
the semester, because with it other contents were taught (the questions What /
Where / Who; positions of objects; with on /in / under; Quantities for describing
people and objects). The method used was to present different activities in
which the students combined the topics of the unit and participate orally:

Example:
T: Where is Bob?
S: He is in the living room.
T: what is in the living room?
S: There is a table.
There are three sofas.
At the end of the month the students were assessed by presenting a Individual
work in which they had to draw three different rooms and ask what is in the
_____? and create three different answers using there is/are.

Universidad de Concepcin
Facultad de Educacin
Departamento de Currculum e Instruccin

It was possible to deepen on the topics because at least three classes were
cancelled because of holydays and administrative meetings. However, the unit
was not supossed to be fully covered until August so that, the rest of the unit will
be presented on the second semester.

7th year
Name of the unit: Sports and sporting events

Learning outcomes: 1)

The students will demonstrate understanding of

explicit information and main ideas in instructional,

descriptive and narrative texts which have a direct
language and have connection with item sports and
sporting events.
2) the students will express orally through monologues
and dialogues (6 exchanges) very short and very simple,

Universidad de Concepcin
Facultad de Educacin
Departamento de Currculum e Instruccin

which describe the functions of states, actions and skills in

the past.

Sports descriptive texts: I spend two weeks teaching the students how to
ellicit information from short texts by searching specific information using what/
where/when/who questions. The method was to present the class a text to read
and give them some minutes to find the information to the question. As long as
one the main goals was to develop their Speaking skills the feedback in each of
those activities was through oral questions. Nonetheless, the answer was not
that good, most of the students didn't want to participate. Some of them
explained that they were too shy to speak.
We design a series of drills and activities to improve their oral skills so at the
end of June they were ready to fulfill the outcome spectations of 6 exchanges.
Oral presentations: The last two weeks an assessed work was presented, the
students had to select one of four different sportsmen (Alexis Sanchez, Michael
Jordan, Neymar Jr o Serena Williams). The student extracted 6 pieces of
information that call his/her attention from the text (For example: Birthdate,
popular sports, clubs that have played, etc.) and in the class period, the
students rewrited the selected information creating with it at least 6 different
sentences.
The new sentences have to be presented orally as a short biography. The
students were more enthusiastic after the previous preparation.

Additional Work:
I also did some collaborative contribution with the rest of the levels of the school
(from nursery school to 8th grade) every day, by personal decision since I
considered it as a unique and new experience because this is the first time I am
in a primary school. I helped the teacher with the classes and class
management instead of administrative work.

Universidad de Concepcin
Facultad de Educacin
Departamento de Currculum e Instruccin

I had the opportunity of participate in the 'Concepcin English Teachers'

Network' as a representative of my mentor teacher. I discovered the importance
of collaborative work among teachers in order to improve professional skills and
generate bigger events. One of those eventsI participated was the development

of a Spelling Bee contest, in our school, with the participation of 13 different

schools of the network where I provided decoration and preparation of the
facilities.

I prepared material for an English extra curricular workshop. There I prepared

some presentations to motivate the use of English and its importance. I
arranged a visit of some English native speakers friends to the school. The
students were astonished by this opportunity and ask them about their country
and likes.

Universidad de Concepcin
Facultad de Educacin
Departamento de Currculum e Instruccin

b) In which way the diagnostic report is related with my working plan

The diagnostic report provide me valuable information of the students
socio economicall background. However, the most important information I
received came from the students. They explained which were their interests and
likes.
In the diagnostic report I discovered some of the problems they had the
previous year so that I was prepared in advanced to act against those
problems. Both groups were very disruptive in classes, most of the negative
annotations were incidents related to misbehaviour in class hours.
In addition to the planification of the class, I decided to use a method that
make them more responsible for talking in class time. I used 'Classcraft'

Universidad de Concepcin
Facultad de Educacin
Departamento de Currculum e Instruccin

(www.classcraft.com) a online program which provides rewards and punishments

according to the behaviour and participation of the students. What is more, it
includes team work , so the students are responsible the rest of their team
behave properly if they do no want to be punished as a team. They could select
some special privileges as long as they accumulate rewards. The students
were very interested on the program and had a better behaviour along the
semester. This program did not introduce changes to the units, it worked as
alongside the normal classes.
Some of the problems presented on the diagnostic report were related to
academic achievement. Those problems persisted on the beginning of the year,
in the first unit assessment the students of the 7 th grade had very low marks. In
consequence my mentor teacher decided to have a special meeting with all the
teachers who had classes with the 7 th grade. Of that meeting, some decisions
were decisive. They decide to stop giving homework and prepare not only
assess by tests but additional work. The second mark of the year showed
important changes on the academic level and especially in the level of
responsibility the students had for their marks.
c) Goals imposed in this period, Were they achieved? Why? How?
First of all, the mentor teacher assigned me those grades because she
thought I could present a different methodology which could improve motivation
of the students for the subjet and at the same time their marks.
The first goal motivation, in my opinion, was accomplished, not just
because of my intervention but for the commitment of the students with the
subject and their behaviour in general. The incorporation of the 'Classcraft'
program was decisive since the students were ready to participate and pay

more attention. In the other hand, they discovered that their actions could
damage other students and were more well behaved. They expected the next
activity especially if it involved a reward or challenges for the team.

Universidad de Concepcin
Facultad de Educacin
Departamento de Currculum e Instruccin

The second goal, the marks, was not that well accomplished. There was
some improvement, but some students misunderstood confidence with
relaxation and keep low marks. Even though, some others tried and improve the
results.
The introduction to the basics of speaking skills was accomplished, but
there is not a reference point to discover if that improvement was enough.
Despite of the better results, the level is not that high as the level expected on
the Ministry program and the book.
A personal goal that could not be achieved was to get some extra
preparation for working with Special Education Needs students. The teachers
were not prepared to work with them. The school has a program to work with
those students but when their have to be assessed the same instruments are
used and the scale is the only thing that is different. I have to recibe more
preparation to work with students with learning disabilities.
2. SELF-REFLECTION
a) What can be improved in the future?
The most important thing that I expect to improve in future is how to give
the students more responsibility for they own learning. Most of them got used to
forget their materials, books, tests dates and homeworks. In consequence they
want to leave the resposibility on others, family and teachers. The excuses are
part of their reality.
I know that changing this problem is not a single class event.
Nevertheless, I expect to be a teacher who can help students to be more
responsible for their own future regardless their reality.
Secondly, the student misundertand confidence and kindness with
relaxation and disrespect. I discovered that I want to be friendly but not to be
overcome by the students.

Universidad de Concepcin
Facultad de Educacin
Departamento de Currculum e Instruccin

In addition, the level of authority a teacher shows is highly related with

the behaviour with the students, so I need to balance friendship and ahutority in
classroom.
In the administrative side of the practice, I discover that teachers have
low or no time to prepare their classes. If I want to have time for living, I need to
be more responsible with deadlines and planification. Many teachers nowadays
have sleeping problems because they planify on weekend nights and holydays
and I do not want that for me.
b) Specific learning outcomes achieved
Learning outcomes from the contents
The students were able to:
Identify main idea and details arranged in a chart or table.
Speak some basic sentences in English.
Elicit information from texts.
Identify past or present information according to the use of temporal
markers.
Use different vocabulary from the topics of the units.
Create short biographies of famous characters.
Use wh- questions to get specific information.

Universidad de Concepcin
Facultad de Educacin
Departamento de Currculum e Instruccin

Learning outcomes as a teacher

I cannot prejudge students based on what other teachers say

about them.It is my responsibility to discover it by myself.
I want to be as democratic as possible, but I do not want to be
overcome by students and their demands.
Always have a plan B. Some classes will not work as expected, by
computer problems or others I should be prepared.
To be prepared with several options for the students, they are
different.
The responsibility for the learning depends of the teacher but it is
not only his/her responsibility. Family, friends, and the student
himself are involved.
To be natural but to make a real effort to create interesting
materials and search for constant improvement in order to be a
better teacher.

To keep being positive. Maybe, a student's life is not going to

change in a single class but with the time I can make a real and
transcendent contribution to the rest of the school community.