teaching portfolio, johanna del carmen lara ramirez

8/12/2019 Teaching Portfolio, Johanna Del Carmen Lara Ramirez.

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Index

Items Pag.a)Introductionb) What is a Teaching Portfolio? ___________________________________ 3c) Self-Evaluation and Reflection __________________________________ 4d) Why do I need a Teaching Portfolio? ____________________________ 5e) How should I structure my Teaching Portfolio? ___________________ 6-8f) Teaching Responsibilitiesg) Statement of Teaching Philosophy _______________________________ 9h) Teaching Methodology, Strategies, and Objectives.i) Description of Curse Material ___________________________________ 10

j) Efforts to Improve Teaching _____________________________________ 11k) Student Ratings on Diagnostic Questions _________________________ 14l) Products of Teaching ___________________________________________ 15m) Teaching Goals _______________________________________________ 16n) Appendices __________________________________________________ 17,19References ______________________________________________________ 20,21Artifacts _______________________________________________________ 22I Program _____________________________________________________ 23,28II Syllabus ______________________________________________________ 29,30III Outline ______________________________________________________ 31,32IV Planning ____________________________________________________ 33,34V Lesson plans __________________________________________________ 35,47Action Research ________________________________________________ 48Introduction ____________________________________________________ 49,50What the research say ____________________________________________ 51Reflection ______________________________________________________ 52Action Plan _____________________________________________________ 53,55Conclusion _____________________________________________________ 56References ______________________________________________________ 57,58


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UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS

SCHOOL OF ARTS AND SCIENCES

FOREIGN LANGUAGE DEPARTMENT

TEACHING PRACTICE SEMESTER I-2014

PREPARING AND PRESENTING A TEACHING PORTFOLIO

Teaching Portfolio allows you to present yourself and your work in a

professional way. When Preparing a Teaching Portfolio taking into account the

following components of the Portfolio.

This is my Teaching Portfolio in which you can realize about all the work

that I have done and I will do, many of my experiences, techniques, strategies,

methodology and methods that I have used and I will use are in this document.The teaching responsibilities that I had to acquire and I have to acquire in order

to improve my way to teach. There are different information and materials that

I used in my teaching performance. According with some of the experiences

that I had, I can say that in order to do the teaching portfolio I add some

information refers to my Teaching Philosophy, and the way that I am going to

structure this teaching portfolio.

b) What is a Teaching Portfolio?

It is a factual description of the way of teaching that a professor has in strengths

and accomplishments. It includes documents and materials, which collectively

represents the scope, development and quality of a professor teaching

performance. To display their best work and the thought process behind their

work. (Marolla, 1997)A Teaching Portfolio is a really useful tool because we as teachers can

show our work, and it is a good way to organize the information. The Teaching

Portfolio is best thought of as a documented statement of a faculty member

teaching responsibilities, philosophy, goals and accomplishments as a teacher.

It is a flexible document, and can be used in a number of ways, depending upon

the needs and interests of the faculty member. It can be an extensive collection

of information, or something much more compact and limited. Below, the basic


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want to do, it make feel great when I am giving classes, and I am sure that I

want to my students the best, and I want to send away those negative thoughts

that some students have about English Class.

Self- Reflection

Human self-reflection is the capacity of humans to exercise introspection

and the willingness to learn more about their fundamental nature, purpose and

essence. The earliest historical records demonstrate the great interest which

humanity has had in it. Human self-reflection invariably leads to inquiry into

the human condition and the essence of humankind as a whole.

(Wikimedia, 2014)

There are many way to improve our life, and in this case my teaching

performance, I know that I have to modify my behavior in somehow, because in

order to give a great learning to my students, first I have to give a great

teaching to achieve a great learning. We as teachers have to know that we aregoing to work with human life that is why I am going to use the Audio-Lingual

method which is an oral based approach; the Audio-lingual Method drills

students in the use of grammatical sentence patterns. Due to that I believe that

the best way to learn English is by listening, because we learnt Spanish without

knowing about the grammar, we learnt it only listening, that is why Audio-

Lingual method is the indicated method for me to use at the moment to give a

lesson.

d) Why do I need a Teaching Portfolio?

A teaching portfolio is an essential part of your professional

development. It is a document that records your achievements, allows you to

reflect on your teaching and supports your applications for tenure and

promotion. A teaching portfolio is a living document; it will change over time


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as you evaluate your teaching, reflect and act on the results, and develop

different approaches to teaching. (Adelaide, 2005)

Due to Teaching Portfolio presents selective information on teaching

activities and solid evidence of their effectiveness. It should include course

planning and preparation, actual teaching examples, evaluation of students and

feedback, evidence of keeping up with your professional field as it relates to

teaching. Maybe it takes many hours to prepare a proper teaching portfolio.

The teaching portfolio can serve many purposes, including:

Reflecting on your goals as a teacher

Assessing your teaching strengths and areas which need improvement

Documenting your progress as a teacher

Generating ideas for future teaching/course development

Identifying your personal teaching style

Using elements of the portfolio to promote dialogue with fellow teachers

Considering new ways of gathering student feedback

Gathering detailed data to support your goals

Collecting multiple sources of evidence that document the implementation of

your teaching goals and their success

Teaching portfolio is a good way to organize and make a description of our

teaching achievements.

e) How should I structure my Teaching Portfolio?

A teaching portfolio is not a collection of all documents and material

produced for teaching activities. I mean a good teaching portfolio consists of

carefully selected items which in combination provide a clear, well documented

Plan

ActImprove

Evaluate


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and balanced picture of teaching experience, teaching perspectives and teaching

outcome.

1. Description and documentation

-Teaching experience (number of courses, type and level).Examination

experience. -Experience of supervision. -Completed university educational

courses (or equivalent). Experience of teaching teams, collegial supervision, etc.

-Experience of directing study activities and educational development,

including postgraduate teaching as well as continuing and further education

contributions to the development of new subject areas, fields or academic

discipline Contributions to text-books or teaching material Other experience of

teaching or university educational theory (or equivalent), examples (including

comments) of teaching plans, applied teaching material and

instructions/supervision.

2. Assessment

Evaluations by students, statements by director of studies, head of

department/school or course managers (e.g. in connection with development of

didactic competence), etc. Assessment of an applicants teaching proficiency

should be based on a relevant, systematic framework of standard teaching

evaluations, statements related to course participation or teamwork, or

statements from educational managers. The assessment committee should also

acknowledge the limitations of the informative and documentary value of

statements written by students, colleagues, supervisors or directors of studies.

There is considerable variety in portfolio formats, but an effective

portfolio should be welldocumented and highly organized. The American

Association for Higher Education suggests that a teaching portfolio should be

structured, representative, and selective.

Structured


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A structured portfolio should be organized, complete, and creative in its

presentation. Some questions for you to think about might be: Is my portfolio

neat? Are the contents displayed in an organized fashion? Are the contents

representatives for the purpose that it is intended?

Representative

In addition to attending to structure, a portfolio should also be comprehensive.

The documentation should represent the scope of your work. It should be

representative across courses and time. Some questions for you to think about

might be: Does my portfolio portray the types and levels of courses that I have

taught? Does my portfolio display a crosssection of my work in teaching?

Selective

The natural tendency for anyone preparing a portfolio is wanting to document

everything. However, if a portfolio is being used either for summative or

formative purposes, careful attention should be given to conciseness and

selectivity in order to appropriately document ones work. Peter Seldin (2004)

suggests limiting the contents of a portfolio to ten pages. We suggest that you

limit the contents of your portfolio to what is required by the reviewer while

also keeping the purpose in mind. (OSU.EDU, 2014)

Teaching portfolio describes and documents multiple aspects of your

teaching ability. Because your teaching experience changes as your career

progresses, it is a good idea to periodically update your portfolio in order to

keep current with your progress, and to give yourself a regular opportunity to

reflect on your teaching. At some point in your career, you may find that you

need to keep a summative as well as a formative portfolio, because they serve

different purposes. However, note that summative and formative portfolios

may share several materials in common.


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f) Teaching Responsibilities

Teaching Responsibilities

List of all courses or segments of coursestaught (as a TA or lead instructor) in the

past 7 years, plus a description of yourrole therein (Required)

List the title and number of each course with theyears you've taught it; include a description of

your instructional duties. Created and presentedtutorial sessions, marked assignments, guestlectured, activated and supervised online coursesupplement, consulted with students on finalproject

Course for all courses or independently. Include these as appendices at the end of theportfolio

List of all students supervised, includinggrade.

As a graduate student, you may have beeninvolved in the supervision of an undergraduate

research project or independent study. If so, listthe student name, year(s) of supervision and titleof project as well as a brief description of yoursupervisory role. Developed project description;conferred with the student to identify theirresearch interests and establish timelines andtenable goals for their work; trained student on allrelevant equipment and experimental techniquesand was available for consultation as their researchbecame increasingly independent and self-driven

(Library, 2013)

A teaching portfolio is a means to document, reflect and improve the teaching

of the teachers and the learning of students, there are many responsibilities that

teachers have to acquire to give a great learning to students, even though we

have to improve in many things in order to bring a meaningful learning in an

innovate way.

g) Statement of Teaching Philosophy

A teaching philosophy statement is a brief and focused narrative expressing

your beliefs, attitudes and values regarding teaching and learning. There is no

right or wrong way to write a philosophy statement and it may vary according

to your preferred style. That is how we acquired our teaching style, so our

principles and methods that we use with the techniques and strategies are going to

define it. That is why is important to define what kind of teacher we want to be.


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h) Teaching Methodology, Strategies, and Objectives.

According to MINED high school program, teachers are going to develop the

class with The Communicative Approach pursues the development of

communicative competence. Chomsky distinguished between a native speaker

underlying competences referring to knowledge of the language, including

rules of grammar, vocabulary, and how linguistic elements can be combined to

form acceptable sentences and the individual performance or actual production

and comprehension of specific linguistic events. We as teachers have to know

that we are going to try with human life that is why I am going to use the

Audio-Lingual method which is an oral based approach; the Audio-lingual

Method drills students in the use of grammatical sentence patterns. Due to that I

believe that the best way to learn English is by listening, because we learnt Spanish

without knowing about the grammar, we learnt it only listening, that is why

Audio-Lingual method is the indicated method for me to use at the moment to

give a lesson.

Cooperative or Collaborative Learning essentially involves students learning

from each other in groups. But it is not the group configuration that makescooperative learning distinctive; it is the way that students and teachers work

together that is important. For example like a strategy we can use a

conversation, and doing a dialogue the students can repeat after the teacher,

and in that way we a use as a technique, the dialogue memorization, and the

students will acquire vocabulary and in that way they are going to speak the

language. Listening and speaking the language.

My objectives are to stimulate interest in learning English in students and enjoy

doing it. Because of I want to change the models of students, and show them

the importance to learn and practice the English language.

i) Description of Course Material (Syllabi, Handouts, Assignments)

The course material is divided into the different topics shown below. Course

materials consist of lecture notes, supplementary reading or exercises, and linksto other sites or software. (A., 1997)


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In order to achieve an active learning in students, I have used different

kind of material, even though there many obstacles because of the real situation

of each schools in El Salvador.

A Student handbook containing advice and practical information such as: how

to enter for examinations, bookshops, libraries. 'Strategies for success' an

academic and study skills handbook containing information about study

techniques, planning your studies, making the best use of resources and

preparing for examinations. Subject guides for each course studied. Designed to

guide you through the syllabus and offer advice on how to use textbooks in an

organized and productive manner. (LSE, 2014)

There are many materials that I used, for example some pictures, pages,

market, colors, the material depends about what topic is going to be teaching to

the students.

j) Efforts to Improve Teaching

-Conferences/Workshops Attended

Seminars, workshops, conference, symposia, user conferences, summits -

- the type of events you can host are varied. Choosing the right description for

your event is critical because it communicates volumes about the type of

experience your participants can expect.

To ensure that you are fully leveraging the marketing power of your event title,

select the type of event that best fits the experience you want to create. Heres a

quick explanation of each type of event.

Seminars are educational events that feature one or more subject matter experts

delivering information primarily via lecture and discussion.

Free Seminars are an increasingly popular way to generate qualified leads for

your business. Many professionals and organizations recognize that the best


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way to convince prospects of their expertise is to deliver high-quality education

and, therefore, deliver free seminars that are high in content. Others, however,

use the promise of free education to lure information-seeking prospects to a

sales pitch. As a result, many prospective customers are wary about attending afree seminar for fear of being subjected to a high-pressure sales pitch.

-Curricular Revisions

Introductory or Preview Seminar implies that there is more to come after

this particular event. This can be a good way to name free events that are

designed to give prospective attendees a taste of what they can expect in a

larger, more expensive program.

Workshops tend to be smaller and more intense than seminars. This format

often involves students practicing their new skills during the event under the

watchful eye of the instructor.

Hands-On Workshops typically involve participants doing work on a particular

issue during the program. The promise is that when they leave, theyll have at

least a rough plan or tools in place to address the challenge.

Conferences often features keynote presentations delivered to all attendees, as

well as multiple break-out sessions. Attendees often expect to receive

information about industry trends and developments.

User Conferences are gatherings hosted by providers of products and services

to educate and build relationships with their customers. Attendees learn about

product enhancements, as well as new and advanced strategies for using the

product to achieve business goals and solve problems.

Trade Shows or Expos are exhibitions where vendors can display their goods

and services in hopes of generating customer leads. Typically held at least

annually, these events are a good place to discover trends and developments in

a particular industry.


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Innovations in Teaching

A Symposium is typically a more formal or academic gathering,

featuring multiple experts delivering short presentations on a particular topic.

A Summit is a gathering of the highest level of leaders and experts. The

seminars that are delivered via a conference call over the telephone and/or over

the Internet.

(SelfGrowth, 2014)

In order to innovate the English class I have done and I am doing

different activities, for example a good way to teach to the students the kind of

food, I make them to speak the nouns, through showing a pictures about the

most common food eating in the country, in this way they realized about the

names of the food, and they produce speaking at the moment to say the name

of the specific food in English, obviously the teacher teaches them how to

pronounce the words in a correct way.

The instructor moderates the call, while the attendees listen. To engage

listeners, many instructors provide outlines, notes sheets or copies of

PowerPoint slides to follow when listening to the presentation. Webinars or

Web conferences are presentations that involve an audio and video component.

The audio portion of the event is delivered via phone or over the Internet, so

that participants can listen via their computer speakers. The video portion of

the event is delivered via the Internet, giving participants a presentation to

watch while listening to the instructor. When determining how to label your

event, consider the type of presentation you want to deliver. Also consider

what your competitors are doing. If your niche is already crowded with

seminars, position your event as different by increasing the level of instructor-

attendee interaction and making it a workshop or by involving other experts

and offering multiple breakout sessions to transform it into a conference.


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k) Student Ratings on Diagnostic Questions

Student ratings of instruction, although widely used on college and university

campuses, remain a subject of controversy, surrounded by myths and

assumptions often not corroborated by research. The first few sites below

present research into student ratings. The sites following these provide

information on constructing, administering, and interpreting the data,

including suggestions for using student evaluations to improve teaching. The

last two sites provide an alternative to the standard student evaluation form: an

instrument that focuses on student learning gains. (Provost, 2014)

There are many factors that come to my mind when I start to think about

my students, and I realized that at the beginning of my practice they were in an

environment in which they did not produce the language, they only used to

attend the English class in a traditional way, like another subject and do not

learn the language as a language, I mean they in the classroom did not practice

any kind of warm-up activities or games in order to feel the class more exciting

and interesting; the teacher of them only starts the class with the topic and givethem some pamphlets about the topic or writing in the whiteboard things about

grammar, and the students even did not know about the use of the verb to be,

when they already have taken classes referring to that topic, but they want to

learn and seriously it is a pleasure for me to teach them the little knowledge

that I have, I am doing my practice with all my energize, because I really want

my students produce at least the basic of the language and also to practice the

English language in the classroom, because at the beginning they were a kind of

shy in order to speak the language, because even some of them did not say

good afternoon there was a girl who felt shy to say that phrase, but one

afternoon I told to her and I asked her to say good afternoon and trying and

trying she did it, and then she started to participate in my class. That is why I

said that maybe my students at the beginning of my practice they were a little

bit shy but now with all the activities, dynamics, games and work that we do

together, they are improving.


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l) Products of Teaching (Evidence of Student Learning)

The students have acquired the learning through various activities, they

practice the language in many different ways, and I have used many techniques

and strategies in order to make them speak the language; for example in order

to teach them about the foods vocabulary, I said the name of the food and

showing them a flashcard, in that way I did not say the name in Spanish,

because only with showed them the flashcard they already knew about what

food I was talking. In that and other activities I have taught English language to

my students in order to produce the language inside of the classroom.


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m) Teaching Goals: Short and Long Term

Short Term

- To make students have a basic knowledge of the English language.

- To identify the needs of my students and help them to get more knowledge of

English language.

Long Term

- To contribute to the teaching of English language in an innovated way.

-To be able to use activities and materials that develops the English language.

- To inspire my students and give them a meaningful learning.

As a conclusion, to be a teacher is not an easy style of life, but I can

change in somehow a students life, as I told you before this experience changed

me as student and teacher. Students are people who have feelings and who do

not want to feel cornered. They want to learn but they also want to feel as if

they have some control over themselves. I never made assumptions again about

a student before they came into my class. Every student is different; no two

students react in the same way. It is my task as teacher to find not only what

motivates each student to learn but also what motivates them to misbehave. If I

can meet them at that point and take away that motivation, I can go a long way

towards a more effective classroom and learning experience, giving to my

students an active and effective learning.


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n) Appendices


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References

A., D. H. (22 de March de 1997). Net objects Fusion. Recuperado el 25 de May de

2014, de Net objects Fusion:

http://www.nyu.edu/projects/fitch/courses/evolution/html/course_materia

l.html

Adelaide. (24 de April de 2005). Centre for Learning . Recuperado el 02 de 03 de

2014, de Centre for Learning :

https://education.adelaide.edu.au/downloads/teaching-portfolio.pdf

Ask. (22 de September de 2013).Ask.com. Recuperado el 02 de March de 2014,

de Ask.com: http://www.ask.com/question/what-does-self-evaluation-mean

Library, W. (12 de March de 2013). Teaching Support Centre. Recuperado el 02 de

March de 2014, de Teaching Support Centre:

http://www.uwo.ca/tsc/graduate_student_programs/western_certificate/tea

ching_portfolio.html

LSE. (18 de March de 2014). London School. Recuperado el 25 de May de 2014, deLondon School: http://www.lse.ac.uk/study/uolip/study_materials.aspx

Marolla, D. J. (22 de March de 1997). Center for Teaching Excellence .Recuperado

el 01 de March de 2014, de Center for Teaching Excellence :

http://www.vcu.edu/cte/resources/nfrg/DevelopingaTeachingPortfolio.pdf

MINED. (2008).MINED. Recuperado el 26 de March de 2014, de MINED:

https://www.mined.gob.sv/jdownloads/Nuevos%20Programas%20de%20Est

udio/Programa%20de%20Estudio%20de%20Educacion%20Media/ingles_educ

acion_media.pdf

MINED. (2008).MINED. Recuperado el 26 de March de 2014, de English

Syllabus:

https://www.mined.gob.sv/jdownloads/Nuevos%20Programas%20de%20Est

udio/Programa%20de%20Estudio%20de%20Educacion%20Media/ingles_educacion_media.pdf


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OSU.EDU. (07 de May de 2014). UCAT. Recuperado el 02 de March de 2014, de

UCAT: http://ucat.osu.edu/read/teaching-portfolio

SelfGrowth. (03 de september de 2014). SelfGrowth. Recuperado el 25 de May

de 2014, de SelfGrowth:

http://www.selfgrowth.com/articles/Definition_Seminars_and_Workshops.ht

ml

Wikimedia. (17 de February de 2014). Wikipedia. Recuperado el 02 de March de

2014, de Wikipedia: http://en.wikipedia.org/wiki/Human_self-reflection in

the Classroom: http://peoplelearn.homestead.com/beduc/chapter_8.pdf

Kauchak & Eggen. (2004). Motivation in the Classroom. Recuperado el 06 de

April de 2014How to do anything: http://www.wikihow.com/Motivate-

Students

London School LSE. (18 de March de 2014).. Recuperado el 25 de May de 2014,

de London School: http://www.lse.ac.uk/study/uolip/study_materials.aspx


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ARTIFACTS


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I. PROGRAMObjectivesInterpret oral and written English language discourse related to jobs, interviews, geography,

weather, means of transportation and life style, by listening to and reading authentic sources

in order to fulfill intended communication needs in the target language.

Produce spoken and written English language discourse related to appointments, job

interviews, issues related to weather, geography, regional food, transportation, health and

life style in El Salvador by using specific vocabulary and structures in order to communicate

in the target language.

Value the importance of learning English to communicate with others and share information

about places in El Salvador.

Contents Achievement Indicator

Concepts Procedures Attitudes 2.1Successfully identifies specificinformation and key words related to jobinterviews.2.2 Recognizes and correctly reproducesthereduced sound of be supposed to.2.3 Discriminates comparative andsuperlative forms of adjectives in diverse

audio material.2.4 Uses polite expressions and vocabularywhen making appointments andparticipating in an interview.2.5 Compares life style, transportation, andhealth of cities or towns with grammatical

Contents:

Jobs/interview

Current issues

dealing with:

weather,

geography,

local/regional

food,

transportations,

Listening-Identifyinginformation and keywords related to jobinterviews.

- Recognizing thereduced sound of besupposed to.- Identifyingcomparatives andsuperlatives indifferent sources.

Showing interest indeveloping listeningskills.-Being tolerant andpatient during

communicationbreakdowns.- Showing tolerance topronunciation andsyntax mistakes.-Being courteous whileconversing with peers

UNIT 2- MY COUNTRY


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health, life style

Grammar in

context:

comparative and

superlative of

adjectives

San Salvador is

hotter and more

humid than

Chalatenango.

Speaking-Using politeexpressions andvocabulary ininterviews.- Describing andcomparing places.Talking about

traditions and lifestyles.-Talking aboutdifferent means oftransportation.- Talking aboutseasons and weather.Reading

-Scanning an article forspecific vocabularyand expressions.-Inferring meanings ofwords from thecontext.

- Scanning a text formain ideas andsupportinginformation.Writing-Using pre-writing

and adults.- Performing oral andwritten tasks withconfidence.-Doing research workwith interest andenthusiasm.Working cooperatively

with peers or workteams inside andoutside the classroom.- Valuing theimportance ofknowing the history andFolklore of El Salvador.-Applyingorganizational skills inacademic tasks.- Acquiring the habit ofwriting with clarity andneatness.

accuracy.2.6 Uses be supposed to correctly inconversations related to seasons andweather.2.7 Discusses current issues in El Salvadorwith confidence and correct grammarstructure.2.8 Successfully scans an article for specific

information.2.9 Infers meaning of words from differenttexts.2.10 Identifies main ideas and supportinginformation in diverse written texts.2.11 Uses pre-writing strategies before awriting task.2.12 Writes descriptive paragraphs aroundtopic sentences with coherence and clarity.


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Ive been here since August.- Shes been on the phone for two hours.- Used to versus would- We used to celebrate that day.- We would give each otherpresents.- Can and could for politerequests- Could I speak to Tony?

- Can I have a stamp for this letter?-Direct and indirect objects- Ill call my sister next week.- I want to send a postcard to my aunt.Vocabulary:- Nuclear and extended familymembers: physical appearanceand personality- Christmas dinner, holidaydesserts: pastries, candy,preserves, beverages-Mail, letter, stamp, postcardUseful expressions:-How are you related? My family used to

get together for Christmas. How much is astamp for? How long does it take to getthere? Could I speak to? Is there? Shesnot here now. Do you want toleave a message? Ill call hertomorrow. Do you miss your

polite requests.

Speaking- Reportingpersonalbiographicalinformation.- Describing

customs andtraditions- Talking abouthabits in the past.- Making politerequests.Reading- Scanning forspecific personaldata.- Identifyingunfinished actions.- Using contextualclues for text

comprehension.Writing-Writing mail(letters, postcards,cards.)- Developing a

cultural diversity. 3.7 Talks about habits in the past withthe correct usage of used to andwould.3.8 Carries on a telephoneconversation withconfidence and politeness.3.9 Successfully scans a text forspecific biographical data.

3.10 Infers meanings of words withcontextual clues in an article.3.11 Writes different types of mailwith grammatical accuracy.3.12 Writes a narrative paragraphwith correct use of tenses andcoherence.3.13 Performs written tasks withneatness andclarity


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family? I feel homesick. narrativeparagraph.

(MINED, 2008)


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countries. Places.

Local/regional

food

Passive

voice in the

present

tense

Pupusas,

tamales,

beans.

Reading about

some of the

most famous

regional food.

Talking abouttraditions andfood.

Identifyingcomparativesand superlativesindifferentsources.

Writing adescriptiveparagraph aboutfood and traditionswith coherence andclarity.

Transportation Comparative

and

superlatives

of adjectives

Truck, bus,

taxi, train,

plane.

Scanning a

text for main

ideas.

Talking aboutdifferentmeans oftransportation.

Recognizing

information

about different

kind of

transportation.

Writing a

descriptive

paragraph about

transportation.

Health/ Life

style

Be supposed

to

Good

looking,

happy,

balance.

Reading about

different kind

of life style.

Talking about

life styles.

Identifying

information

about health and

life style.

Developing a topicsentence andsupportinginformation.

(MINED, 2008)


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III OUTLINE

LINE TIME ACTIVITY

Monday03/ 31/ 14

A dynamic, asking to students to make a circle andintroduce themselves.

Thursday04/ 05/ 14

Watching pictures about the most kind of job in thecountry.

Monday04/ 07/ 14

Students listen from the teacher about some polite expressionthat can be used in an interview of job.

Thursday04/ 10/ 14

Students make groups and simulate a job interview

Monday04/ 14/ 14

Easter week

Thursday04/ 17/ 14 Easter week

Monday04/ 21/ 14

Easter week

Thursday04/ 24/ 14

To show some pictures about the weather

Monday04/ 28/ 14

Describing the kinds of weather

Thursday05/ 01/ 14

Labor Day

Monday05/ 05/ 14

Knowing different kind of food through drawings.

Thursday05/ 08/ 14

Quiz

Monday05/ 12/ 14

Identifying pictures related to life style

Thursday05/ 15/ 14

Questions and answer (Discussions)

Monday05/ 19/ 14

Conversation in pairs.

Thursday05/ 22/ 14

Presentations about different celebrations


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Monday05/ 26/ 14

Knowing about the different traditions

Thursday05/ 29/ 14

Writing a paragraph

Monday06/ 02/ 14

Identifying Postal service vocabulary.

Thursday06/ 05/ 14

Reading comprehension.

Monday06/ 09/ 14

Knowing polite expression in a telephone conversation.

Thursday06/ 12/ 14

Resolving worksheet.

Monday06/ 16/ 14

Dramatizing a telephone conversation.

Thursday06/ 19/ 14

Writing a paragraph using polite expressions.

Monday06/ 23/ 14

Conversation in pairs.


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Thursday05/ 22/ 14

Presentations about different celebrations

Monday05/ 26/ 14

Knowing about the different traditions

Thursday05/ 29/ 14

Writing a paragraph

Monday06/ 02/ 14

Identifying Postal service vocabulary.

Thursday06/ 05/ 14

Reading comprehension.

Monday

06/ 09/ 14

Knowing polite expression in a telephone conversation.

Thursday06/ 12/ 14

Resolving worksheet.

Monday06/ 16/ 14

Dramatizing a telephone conversation.

Thursday06/ 19/ 14

Writing a paragraph using polite expressions.

Monday06/ 23/ 14 Conversation in pairs.


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CENTRO ESCOLAR BASILIO BLANDONAve. Guandique, sexta calle oriente

Usulutn, El Salvador.PBX (503) 2671-5459

LESSON PLANEnglish Language

Teachers name:Johanna del Carmen Lara Ramirez Date: March 31th, 2014 Time: 50minGrade: tenth

Topic Objective Warm-upActivity

Languageand

StructureUsed

Activities for practice andProduction

(Teacher- Students)

Wrap-upactivity

Timing Resources

Getting toknow thestudents.

To identifystudentsinterestsaboutlanguage.

A dynamic,asking tostudents tointroducethemselves.

SimplePresent

T: to ask to students abouttheir interests.Ss: answer to the teacher

students ask tothe teacher theirname andteacher try to saythe name ofsome students

10min.

10min.

20min.

10min.

MarketWhiteboard


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Teachers name:Johanna del Carmen Lara Ramirez Date: April 05th, 2014 Time: 100minGrade: tenth


Languageand

StructureUsed


(Teacher- Students)

Wrap-upactivity

Timing Resources

Job To identifysomevocabularyabout thedifferent jobs.

To interactwith studentsasking: howdo you feeltoday? Andshow themsome face

with differentfeelings(happy, sad,tired.)

SimplePresent

T: show some pictures withthe different kind of job.And write the name of eachprofession.Ss: draw the pictures andwrite the name of each job.T: pronounce the name ofthe jobs and write the

function of the differentprofession.Ss: Repeat after the teacherand write the functions.

Some studentspass in front ofthe classroomand do somemannersimitating aspecific job, andthe other

students have tosay whichprofession is.

20 min.

20min.

25min.

20min.

15min.

MarketPicturesWhiteboard


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Languageand

StructureUsed


(Teacher- Students)

Wrap-upactivity

Timing Resources

DifferentJobs

To recognizesomevocabularyabout thedifferent jobs.

Studentsdescribe the jobof theirpatterns.

SimplePresent

T: write a conversationabout a person who isasking for a job in acompany.Ss: write the conversation.T: remarks some of themost common expressionsused in a job interview.

Ss: Repeat after the teacherthemost commonexpressions used in a jobinterview.

The students saysome of thepoliteexpressionswithout see theirnotebook.

10min.

5min.

10min.

15min.

10min.

MarketPicturesWhiteboard


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Languageand

StructureUsed


(Teacher- Students)

Wrap-upactivity

Timing Resources

Weather To use wordsto define thedifferentkinds ofweather, in aparagraph.

Teacher Asksto students:Are you hot orfreezing? Andstudentsanswer if theyare hot orfreezing.

SimplePresent

T: in the whiteboard teacherpastes some picturesshowing the kinds ofweather.Ss: draw the images, andwrite their own definitionin their notebooks.T: ask to some students topass in front of theclassroom and write in the

whiteboard their owndefinitions about a specifickind of weather.Ss: pass in front of theclassroom and write theirown definition.

Students saywhat is theirfavorite weatherand why.

10min

10 min.

10min.

10min.

25min.

25min.

10min.

MarketWhiteboardPictures


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Languageand

StructureUsed


(Teacher- Students)

Wrap-upactivity

Timing Resources

My favoriteweather

To identifywhat studentsknow aboutthevocabularyrefers to theweather.

Some studentspass in front ofthe classroomand make akind ofmanners inorder to saywhat their

favoriteweather is.

SimplePresent

T: write in the whiteboard aparagraph about herfavorite.Ss: write their ownparagraph about theirfavorite weather and whythey like that weather.T: revise the students

paragraph and check thewords in the writing ofstudents.

Role-playStudents changetheir notebookand pass in frontof the classroomto read theparagraph of afriend.

10min.

15min.

10min.

15min.

MarketWhiteboardPictures


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Teachers name:Johanna del Carmen Lara Ramirez Date: May 05th, 2014 Time: 50minGrade: tenth


Languageand

StructureUsed


(Teacher- Students)

Wrap-upactivity

Timing Resources

Local andregionalfood.

To know thevocabulary of

differentkind offoods.

What is yourfavorite food?Teacher asks tosome students.

SimplePresent

T: talks to the studentsabout the most commonfood in the country. Then,she pastes some pictures offoods.Ss: students draw theimages and pass in front ofthe classroom to write the

name of the food.

Students saywhat theirfavorite food isand why, andteacher givesthem a candy.

10min.

15min.

10min.

15min.

MarketWhiteboardPicturesCandies.


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Languageand

StructureUsed


(Teacher- Students)

Wrap-upactivity

Timing Resources

Life Style Identifyvocabularyaccordingwith the lifestyle.

T. How do youfeel today?Ss. Answer ifthey feelhappy, sad ortired.

SimplePresent

T. writes in the whiteboarda paragraph about her lifestyle. Then give to thestudents instructions abouta task that they have to doin the class, and give a pageto the students to write aparagraph.

Ss. Listen to theinstructions of the teacherand write a paragraphabout what they do in anormal day.

Asking aboutwhat they do in anormal day.

10min.

15min.

10min.

15min.

MarketWhiteboardPages


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CENTRO ESCOLAR BASILIO BLANDON


Languageand

StructureUsed


(Teacher- Students)

Wrap-upactivity

Timing Resources

Life Style Practice thereadingthrough aparagraph.

A dynamic topass in front ofthe class anddo somemanners inorder to guessthe secretword.

SimplePresent

T. Asks to the students topass in front of the classand read the paragraph thatthey did the last class.

Ss. In group of five studentspass in front of the classand read some lines of the

paragraph.

Some studentspass in front ofthe classroomand do somemannersimitating ananimal.

20min.

10min.

10min.

25min.

25min.

10min.

MarketWhiteboard


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Languageand

StructureUsed


(Teacher- Students)

Wrap-upactivity

Timing Resources

Life Style Practice aconversationin pairs aboutwhat they doin a normalday.

How are you?Students askbetween themabout how theyfeel.

SimplePresent

T. gives instruction aboutthe task and ask to thestudents to work in coupleand talk about their likeand dislikes.Ss. Work in pairs and talkabout what they like anddislikes.

Some studentspass in front ofthe class and saytheir likes anddislikes of apartner.

10min.

15min.

10min.

15min.

MarketWhiteboard


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Languageand

StructureUsed


(Teacher- Students)

Wrap-upactivity

Timing Resources

Customs To identifyvocabularyabout some ofcustoms in thecountry.

Hot potato,students passbetween thema ball and thestudent whocatches the ballhas to answer aquestion.

SimplePresent

T. explains about the mostcommon customs andintroduces vocabulary tothe students about thecustoms.Ss. Listen to teacher andmention some of thecustoms that they already

know about the country.T. writes a vocabulary ofthe customs and studentsshould listen and repeat thepronunciation of the words.

In order toremember thevocabularylearned duringthe class,students play thehot potato gameand the question

will be accordingwith thevocabulary ofcustoms learned.

10min.

20min.

10min.

25min.

25min.

10min

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Languageand

StructureUsed


(Teacher- Students)

Wrap-upactivity

Timing Resources

Traditions To recognizevocabularyrefers todifferenttraditions inEl Salvador

Role-playstudents maketwo groupsand one ofthem imitate ananimal, and theother grouphas to guess

what animal is.

SimplePresent

T. writes in the whiteboarda paragraph about one ofthe most knowing traditionin the country.Ss. Write the paragraph intheir notebooks.T. asks for the students towrite an own paragraph,

telling about traditions.

Students pass infront of theclassroom inorder to read theparagraph, andthe teacher give acandy to thesome students

who did theactivity.

10min.

15min.

15min.

10min.

MarketWhiteboardCandies


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Teachers name:Johanna del Carmen Lara Ramirez Date:June 02nd, 2014 Time: 50minGrade: tenth


Languageand

StructureUsed


(Teacher- Students)

Wrap-upactivity

Timing Resources

PostalServiceVocabulary

To be able toperform ashort dialoguewith a studentin Englishabout postalservice.

Password,students maketwo teams, oneperson fromone of theteams passes infront of theclassroom and

sits in the chairin front of thewhiteboardand try to saythe word.

SimplePresent

T. greets students and asksthem how they feel in thisday. Then T. writes in thewhiteboard a dialogueusing phrases of postalservices.Ss. Write the dialogue intheir notebook.

T. emphasizes in thevocabulary of postalservices, and asks to thestudents to read thedialogue. Ss. read thedialogue, and identifyingthe postals vocabulary.

Students in pairspractice thedialogue, andsome of thempass in front ofthe classroom tosimulate like ifthey are in a post

office.

15min.

10min.

15min.

10min.

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ACTION RESEARCH


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ACTION RESEARCH

THE LACK OF EXTRINSIC MOTIVATION IN THE CLASSROOM

INTRODUCTION

The issue that we investigate is the lack of motivation (intrinsic and

extrinsic) in students in order to learn a second language; we found that some

students realize the importance of learning a second language for a future job.

During our investigation students see English like a subject of punishment

because most of them do not understand the topics and this makes impossible

for them to like the subject, they do not understand anything of the teachers

explanation that is why they feel frustrated and students turn it up heating the

subject and to never achieve the goals planned for the teachers.

What is Motivation?

One factor in motivation of students are the teachers, they have the

responsibility to motivate their students, but this is not an easy at all, because

not all students react in the same way as other, According to Kauchak & Eggen,

teachers arenot successful with every student, but with a positive approach to

motivation, they can influence many. (Eggen, 2004)

The word motivation refers to getting someone moving. When we

motivate ourselves or someone else, we develop incentives or we set up

conditions that start or stop behavior. In education, motivation deals with the

problem of setting up conditions so that learners will perform to the best of

their abilities in academic settings. Motivation involves the processes that

energize, direct and sustain behavior. It can be thought of as an internal process

that activates guides and maintains behavior overtime. Motivation is concerned

with the factors that stimulate or inhibit the desire to engage in behavior.

This process can be presented as:


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Activation (Energize) Guidance (Direct) Maintenance (Sustain)

How can we understand this, the activation response to the departure

point of students to learn, then the guidance is where the teacher takes an

important role because in this point is where motivation is activated, all the

choice you made for developing your practice and the last part of the

motivation process is the maintenance this correspond to the student to

continued the behavior overtime without a stimuli. According to Krause, K.L,

Bochner, S, & Duchesne, S:

TYPES OF MOTIVATION

There are 2 types of motivation. On one hand we have extrinsic motivation and

on the other intrinsic motivation. Extrinsic motivation refers to rewards that

are obtained not from the activity, but as a consequence of the activity.

Teachers use extrinsic motivation to stimulate learning or encourage students to

perform in a particular way. (Maisto, 2002)

Depending of the motivation that teachers stimulate in students the result will

vary. With this type of motivation teachers develop in students a sense of

responsibility. A good motivated student will achieve goals not only for the

simple reason of studying; they will acquire an inner motivation that will leadthem to study and to produce what they have learned in a significant way.

The other type of motivation is the intrinsic motivation this refers to rewards

provided by an activity itself. Motivation is concerned with the factors that

stimulate or inhibit the desire to engage in behavior. The motivation arises from

internal factors such as a childs natural feeling of curiosity, exigent, confidence

and satisfaction when performing a task. People who are involved in a task

because of intrinsic motivation appear to be engaged and even consumed, since


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they are motivated by the activity itself and not some goal that is achieved at

the end or as a result of the activity.

This comes from the inside; this is the final goal for every teacher to

achieve the intrinsic motivation in order to be aware of the things surrounding

them and to do the things because they want to not because they are obligated

to.

A clear example is in our educational system the majority of student are in

English classes because they are obligated to be, but all will be different if

students know the importance of it and with the correct approach and

methodology the motivation will be achieve.

WHAT THE RESEARCH SAY

In our research we found out that students perfectly know the

importance of a second language but inside of the classroom a lot of factor

influence in the production of learning as the fear to the error, it is very

common in the classroom to see students laughing of their classmates and this

factor makes a big issue in the product of learning. The majority of students

really want to learn the English language because they think that if some day

they could travel to another country, or look for a good job and they will need

to speak in English and in this way they think that it is a better way to get a

better opportunity of job and travel around the world. Sometimes they see the

English language as a one of the hardest subject of their process of learning.

Some teachers do their best and make dynamics, funny activities, andencourage to students to speak in English between them.

In ideal classroom, students pay attention, ask questions and want to

learn. They do their assignments without complaint. But, teachers often have

students who do not seem motivated to work on the classroom tasks set out for

them. (Eggen, 2004)


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Teachers do many actions in order to get students attention, for

example: teachers ask a question about the class and if some student is paying

attention and answer the question, the teacher gives a little gift like a candy,

chocolate ball, and things like that in order to motivate them. The main point isthat in spite of that kind of actions, students do not have the enough motivation

to practice the language and even to pay attention to the class, because is true

that there is a lack of extrinsic motivation in the classroom due to some teachers

do not innovate the class in any way, they only repeat and repeat the same

information in the same way like some years ago, and that makes students to

feel bored about the English language because of the way to teach it, students

do not learn anything about the English language due to they do not feel any

kind of extrinsic or intrinsic motivation.

Nowadays, this issue of the lack of extrinsic motivation in the classroom

is occurring in almost all the different institutions due to the lack of interest for

the language from teachers, students, and even schools because there are many

schools which the teacher of English language is not a person who has studied

about the language if not is another teacher of different subject, that is why

some students do not acquire a meaningful learning about the language due to

even the teacher does not know about how to teach, pronounce, write, and

other important things about the language. There are many schools that are

doing this, and the worse thing is the students suffer that situation, and it

makes to discourage the motivation of the learning process of the students. This

is other factor that influences in the lack of students motivation.

REFLECTION

It is important to understand the reach that this kind of research have in

the teaching practice, this tool help to teacher and student to select an issue

inside of the classroom and to search the causes and effects of this problem in

particular. A good action research will lead to solve the issues in the classroom

and to improve the parts that do not work inside of it. This research helps

teachers to understand the main reason of the problem that students present in


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the different situation involving learning and the possible action plan to resolve

it. It is important to put in practice the information learned in the action

research because this will facilitate to teachers to understand students and to

chance in occasion it methodology or to reorient the techniques andapproaches, also will facilitate to students the process of learning. In the case of

the investigation about the motivation inside of the classroom, teachers has to

be aware of the attitudes and behaviors that students show, a simple yawn is

meaningful in the classroom, the punctual attention to an issue will assure the

success of a class. Action research not only will help to the person who develop

it, but also works as a bases for further investigations, the issues inside of the

classroom are very common in different courses so in this way it is necessary to

know the different students that teacher can found in the schools. Teachers

have the key for understanding students and learning process. In our

investigation we discover that the problem of lack of motivation is not just for

high school students is an inner student of all levels. In second languages

teachers it is important to share information for the level of acceptance that it

has in the learning community students hates English and as a consequence

they have big troubles with the motivation for producing a second language

vocabulary. Is in this situation why the action research about motivation

introduces a action plan to try to solve the problems that generate this issue.

ACTION PLAN

The lack of motivation in the classroom is something that you can handle, the

first thing you have to do is to identify your students and understand their

needs in order for you to motivate them, it is crucial for you to catch your

students attention in order to achieve your goals as a teacher toward your

students. If you have motivated students the learning process will be easy for

them and for you as a teacher you have the biggest responsibility in the

classroom to make it an active learning, innovating each day the class in this

way your students will always be expecting something new, increasing their


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own intrinsic motivation. In our research we found ten easy steps to follow in

order to motive your students.

1. Understand why motivating students is such a challenge. (Lillian May, 2013)You has to be a role model for students, because they try to imitate you in the

good or bad behaviors, you has to understand the importance of motivate in a

good way in order for students to follow your steps and suggestions even when

you are not around them.

2. Stand out. (Lillian May, 2013)Make sure to be heard in the classroom, it is important for you to call

students attention allowing you to give a class in a clear and

understandable way, presentation is a plus if student perceive your

energy, enthusiasm, and good attitude toward the assignments and the

development of the classes, they will feel safe and willing to participate.

3. Volunteer Information. (Lillian May, 2013)Emphasizes in that topics that your students need, and remember that

you have to give them a class in a easy way for them no for you, because

maybe you will need extra material like: pictures, audios, handout and

things like that in order to innovate the class and to give them the

information in a interesting way.

4. Dare to Jump Out of the Box.(Lillian May, 2013)

Do an extensive class project that is unconventional and fun. The thing

about this is that the idea has to be different; you have to do it during

class time or during some time in school (to avoid transportation and

excess time issues) and you have to work with everyone every step of the

way.

5. Watch the sarcasm. (Lillian May, 2013)

Sarcasm is actually a pretty good way to get along with students. It

gives them the impression that you aren't vying for their approval, know

the rules and have a good sense of humor. Your sarcasm though has to


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be well versed, well placed and make sure you smile while you're being

sarcastic or right after.

6. Brag a little but not too much. (Lillian May, 2013)

You are trying to convince students that you are worth listening to,especially if you are trying to motivate them towards your field of study.

You need to exhibit your talents. You are not just a teacher; you are really

and truly good at what you do. It is almost like how you would present

yourself during a job interview. Be humble about it but do not hide it.

7. Bring out student opinions. (Lillian May, 2013)

Ask them what their opinions are on certain issues. If their opinions

differ from yours or are the same as yours, argue with them lightly, like

you would informally with friends. It is a good way to create a good

environment for the students in which they can give their point of view.

8. Pay attention. (Lillian May, 2013)

If you see a problem or issue worth tackling, bring it up. Tell the students

you want to do something about it and ask them what they think. Deal

with the problem together and you'll make a difference together.

9. Make a difference. (Lillian May, 2013)

If you see a problem or issue worth tackling, bring it up. Tell the students

you want to do something about it and ask them what they think. Deal

with the problem together and you'll make a difference together.

10. Make your expectations clear. (Lillian May, 2013)Tell to your students what you want to achieve in the process of learning

with them and what you expect from them, and in this way your

students are going to realize what you as a teacher wants to teach them.


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Conclusion

The lack of extrinsic motivation is an issue that depends of the teacher to

catch the students attention in order to innovate the English class and make a

good environment inside of the classroom. If the teacher cannot management

the different situations that students present in the classroom it won t be a

successful learning because we realized that there are some students who start

to laugh with a classmate starts to speak in English, or when some student is

trying to make a conversation with a friend and others start to laugh or make

joke about his/her speech. Those kinds of things influence in a negative way to

the students and affect the motivation. With a good motivation students can

create a good learning environment, as faster they reach intrinsic motivation

sooner they will discover the benefits on their own learning and will appreciate

the teachers effort for motivate them, as the time pass by, student will no longer

need the influence of the teacher for develop something because they will have

the perfect dose of motivation and they will act for their own instinct becoming

the learning meaningful.


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REFERENCES


April de 2014, de

Motivation in the Classroom:

http://peoplelearn.homestead.com/beduc/chapter_8.pdf

Eggen, K. &. (2004). Educational Psychology: Windows on Classrooms.

Lillian May, M. (2013). How to do anything. Recuperado el 6 de April de 2014,

de How to do

anything: http://www.wikihow.com/Motivate-Students

Maisto, M. &. (2002). Understanding Psychology.




April de 2014

How to do anything: http://www.wikihow.com/Motivate-Students

Educational Psychology: Windows on Classrooms. May, M. (2013). How to do

anything.

Eggen. (2004). Motivation in the Classroom 06 de April de 2014

Lillian May, M. (2013). How to do anything. Recuperado el 6 de April de 2014,

de How to do

anything: http://www.wikihow.com/Motivate-Students

M. &. (2002). Understanding Psychology.

Motivation in the Classroom: http://peoplelearn.homestead.com/beduc/

Windows on Classrooms. May, M. (2013). How to do anything.


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Educational Psychology:


Motivation in the Classroom. Recuperado el 06 de April de 2014, de



teaching portfolio, johanna del carmen lara ramirez

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