MDD Standard 1: Contextual Factors

Guido Ignacio Riquelme Ponce.

PP VII.

Miss Astrid Guerra.

Institution and classroom description.

Montaner School is a private subsidized schools located in Hualpen, 8th

region, Chile. The socio-economic context in which the school is placed is medium

status. The existence of delinquency and other risk factors do not seem to impact on

the school.

The school has 900 students approximately, and they are distributed into 24

grades from pre-school to 4th Medio. There are 26 teachers in the staff. Being two of

them English teachers. One of them works with students from 1st to 6th grade, and

the other works with students from 7th grade to 4th Medio. The school building is

considerably new and modern.

The institution also has plenty of activities that involve not only students but

also their parents, for instance, sport clubs such as basketball, handball and

cheerleaders; also cultural development clubs (chorus, folklore for parents) and

intellectual clubs (ICTs, advanced English club), among others.

The classrooms, in terms of structure and size, are very similar with each

other. The school was built in a squared O shape so all classrooms receive natural

light. On each classroom there are approximately 40 tables and 40 chairs, they

arranged in 3 rows, so every student has a classmate next to them. Also, the

teachers chair and desk is usually placed on the opposite corner of the classroom

door. The arrangement of the classroom changes if it is needed, for instance when

students work in groups. Exist some elements in the classroom that should be taken

into consideration since they could affect the normal development of the class, for

example, every classroom has windows to the playground and other windows to the

corridor, people walking in the corridor could distract students.

Students descriptions.

On each grade the amount of male and female students is very similar. On

the 9th grade the average age is 14 years, and on the 10th grade the average age is

15. Most of the students belong to a medium socio-economic status. Also the school

vulnerability indicator is 60%. Most of the students belonging to these grades have

been studying in the institution for an extended period of time, so they very close

with each other and very respectful with every teacher.

Most of the students are Chilean, just in one of the grades (9th) previously

mentioned a student is foreigner, she is from Colombia. One student from the 10th

grade presents special educational needs, this student works near the teacher so

the teacher can assess the student constantly.

Even though this school is not related with any specific religion, the students

have a religion subject. In terms of English language teaching, the students from 1st

to 8th grade have 3 hours of English per week. 9th and 10th grades have 4 hours per

week. Finally 3rd and 4th Medio students have 3 hours per week, preparation

subjects, also in 3rd Medio they have to choose a study plan.

Being this week my second week working with the students, I have not seen

the tests taking process yet, I witnessed the oral presentation of one the grades

(10th). But asking the teacher how the students are evaluated I got to know that the

students are evaluated with written tests, also with oral presentations

Teaching and learning relevant factors analysis.

First, during these two weeks I have not witnessed a formal lecture. So the

teacher role while giving the lecture cannot be analyzed. What can be analyzed is

the teacher role while the students work in groups. The students are in charge of

constructing their own presentation while the teacher monitors their work.

Second, the students seem to know how to work on their own, and work

properly, talking during the class about what they are doing and what are they going

to do, also they use the class time to solve doubts. They work autonomously.

Third, on both grades (9th and 10th) a written test was already applied, and the

result on both grades were acceptable, having minimal problems with some

structures that are easily confusing for a non-native speaker.

Fourth, the teacher uses a rewarding system in which he give points to

students if they work in class, and the students may use these points when the have

a written test in order to improve their mark. No matter how many point do you have

the maximum amount of point that each student can use is five points per test.

Reflections.

Even though during the observation process no formal lecture was given, the

role of the teacher, during the students preparation for their oral presentation, was

assessor, observer and organizer. Yet, it is important to identify which role the

teacher take when giving a lecture.

Also, the result of the written test previously mentioned was acceptable, it is

essential to know how those minimal mistakes are going to be fixed. Is there going

to be a special lesson to cover those mistakes?