FINAL_PROJECT

ENSJ

Ximena Alejandra García del Rio

FINAL PROJECT

teaching work strategies

Empezar

3- Lesson Plan

5- Strategies

7- Conclusion

1- Introduction

INDEX

4- Main problem

6- Audio

2- Purposes

INTRODUCTION

The purpose of this project is to demonstrate and analyze my experience during the teaching practice session at the Secundaria General 17. I will describe the strategies and activities implemented in the classroom, as well as the dynamics of interaction with students that I developed during this process.

01

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FINAL PROJECT

Likewise, it is intended to show the results obtained and the lessons learned, thus contributing to my professional and academic development. In the following presentation, I will share the insights and reflections gathered from my time at the tecaching practice. The knowledge and understanding gained from this experience have not only prepared me for my future career as a teacher but have also left a lasting impression on my approach to education

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purpose of the practice

The main objective of the teaching practices was to develop and strengthen my pedagogical skills in the classroom, providing me with the opportunity to apply adequate didactic strategies for learning English in a classroom, giving me the freedom to create from my own lesson planning, to the didactic materials necessary to carry it out.

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03

LEsson plan

For 3rd grade

Lesson Plan (second visit)

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Lesson plan (third visit)

Week 1

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Week 2

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Problem and intervention strategies

During my first visit to the "José Antonio Torres" Secondary School, where I carried out my teaching practices, I faced a recurring problem: students tended to leave their classrooms and preferred to spend their time on the sports fields or in the playground. This situation generated various difficulties both for the students and for the teaching-learning process in general, affecting their academic performance and making it difficult to follow the school program.

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STRATEGIE

• To address this problem, it was necessary to implement strategies that encourage the active participation of students in the classroom and provide them with motivation to stay in it. In this context, two relevant authors are Richard Ryan and Edward Deci, who have developed the self-determination theory.

According to Ryan and Deci (2000), self-determination theory highlights the importance of satisfying basic psychological needs for autonomy, competence, and relatedness in the educational context. In the case of students who drop out of the classroom, these needs may not be being met, leading them to seek alternatives outside of the classroom.

STRATEGIE

An effective strategy to reduce this problem could be the implementation of teaching methodologies that encourage the active participation of students. Following the ideas of Ryan and Deci (2000), it is suggested to offer options and allow students to make decisions within the classroom, such as the choice of topics or activities related to the curricular content. This will give them a sense of control, autonomy and dependency over their learning process. In addition, it is important to create an environment in the classroom that encourages competition and teamwork. By creating challenging academic challenges and implementing collaborative projects, students can be encouraged to stay in the classroom and actively participate in the educational process.

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CONLUSION + audio

• The teaching practice day at the General Secondary School 17 "José Antonio Torres" was an enriching and significant experience for my professional development as an English teacher. Through the application of various pedagogical strategies, I was able to observe the progress of my students in the use of the language and the development of their interest in learning.

Class audio

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THANKS

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STRATEGIE

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Taking into account the ideas of these authors and the importance of self-determination in the learning process, I implemented activities that promote teamwork in my English classes. I provided options for students to choose the type of tasks or work they wanted to do and encouraged collaboration on group projects.

• Over time, I was able to observe how the students showed a greater interest in staying in the classroom and actively participating in the proposed activities. In addition, their academic performance showed significant improvements, which contributed to strengthening their confidence with themselves and with me as a teacher. I personally believe that I managed to engage them with my way of working to motivate them to stay in the classroom and participate actively, which resulted in an enriching and meaningful experience.

Context

- Purpose: apply theoretical knowledge in a real context and develop skills as a teacher.

I worked with two third grade groups. Approximately 15 students per group. During the first visit I applied a diagnostic exam, a learning styles test and an interest survey, to familiarize myself with the students and to be able to start from this information. During the second visit I worked for a week with both groups, and on the third visit for two weeks.

• First week topic: Experimenting with science/ Simple present.
• Second Visit topic: Read fantasy or suspense literature to evaluate cultural differences.

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• Sed do eiusmod tempor incididunt ut.
• Labore et dolore magna aliqua.