Electronic journal
Sergio Andrés Palacios Guayara
Date and time of entry
SEPTEMBER 27TH , 202310:00 AM
Brief sequencing of the events
Warm up:
The class began with a brief activity on the grammatical structure of the simple past, taking into account its different sentence forms. Now, this activity led the student to contextualize their own experiences and knowledge acquired during previous years, in contexts of past times focused on review activities. Likewise, the game "Eeny, meeny, miny, moe" was applied as a playful educational strategy, creating a playful and appropriate environment for the student.
Explanation:
Through an associative activity, students were led, using their prior knowledge, to order a series of sentences, according to the structures of the simple past. Now, from this, the teacher introduces the topic "Tag questions" taking into account the structure reviewed previously and constantly, leading the student to build their own knowledge based on what was stated. Likewise, the different rules that make up the structures in these questions are explained to the student and, through what they have acquired, they are made to provide solutions and create real context sentences using said structures in front of their classmates.
Practice:
In a group and constructive manner, the student was led through problem solving to make use and structure of the Tag questions, taking into account their verbal tense. Likewise, in this activity the student was the creator of his own knowledge and in addition to that, collaboratively, through the error grammar method, he managed to determine the main aspects in which improvement should be made for this topic. Now, the material used for this activity allowed the student to contextualize and apply their knowledge acquired during the explanation, which was evident in an arduous and, above all, concise way in its development.
Assesment:
For this final part of the class, the student created, through a dialogue, sentence structures using the Tag question and where, in an analytical manner, he was led to determine, to a large extent, the scope of the objectives of the learning process and teaching, fostered in the environment and in the reflection of their learning process. However, for this type of evaluation, the student was allowed to create, through written and oral skills, their own meaning in constructions and actions typical of English for the real context.
details of an event
Warm Up
In this activity, I felt very good, since I saw that all my students, when starting the warm-up activity, had every disposition to be able to centralize and emotionally develop the class. In fact, this activity reminded me from the significant part of education, the importance of implementing activities that connect our students in the development of their multiple learning, focusing them a little beyond theories and always having the student as the central axis. . Likewise, through emotional and attitudinal stimulation, it makes the teaching and learning process become more interactive.
Now, within the most relevant aspects of this activity, it is possible to rescue that each of the students, through play and education through teaching, built and contributed to proposed school environments in the acquisition of ideas, concepts, structures and about all based on actions that led them to direct their own learning through constructive education.
Assesment:
In this last activity I felt a bit frustrated, since I saw that although some students grasped the idea, the structure and especially the formulation of the Tag questions, using the past simple, they could not apply it within an oral context, since , they made many mistakes when starting a conversation. However, this activity led me to idealize the main aspects and shortcomings that exist when teaching students a foreign language. Indeed, it is important that the student, through contemporary and, above all, playful methodologies, put into practice not only the skill of reading and writing comprehension, but also that they make use of their environments by applying simple conversations that do not only work theoretically but also practically.
Analysis of the event
From the educational context, the events of the warm-up and the evaluative phase, lead me to analyze from the incidence of education and teacher training, that our conditions addressed in topics and positions, framed by the influences of the new educational contexts, bring us closer to an autonomous, pragmatic and above all critical evaluative flexion, which relates us directly in the exercise, above all, towards the emphasis on the practice in the school. Now, in spite of all these events, good and bad, they lead us to review our professional training process, where the systems of theoretical and practical links based on the reflections during the conduction and proposals in the school spaces, lead us to be aware of the needs of the future English teacher who is in charge of his or her own training process. In the same way, the future teacher is not only the one who is called to apply the knowledge acquired during his training, but the one who is able to build, through comprehensive training, strengths measured in permanent commitments, where the process and the result in the improvement of his pedagogical performance, are reaffirmed in the playful-practical principles, assumed in actions that solve the problems and needs of the student.
Electronic journal
sergio0103pg
Created on September 27, 2023
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Transcript
Electronic journal
Sergio Andrés Palacios Guayara
Date and time of entry
SEPTEMBER 27TH , 202310:00 AM
Brief sequencing of the events
Warm up:
The class began with a brief activity on the grammatical structure of the simple past, taking into account its different sentence forms. Now, this activity led the student to contextualize their own experiences and knowledge acquired during previous years, in contexts of past times focused on review activities. Likewise, the game "Eeny, meeny, miny, moe" was applied as a playful educational strategy, creating a playful and appropriate environment for the student.
Explanation:
Through an associative activity, students were led, using their prior knowledge, to order a series of sentences, according to the structures of the simple past. Now, from this, the teacher introduces the topic "Tag questions" taking into account the structure reviewed previously and constantly, leading the student to build their own knowledge based on what was stated. Likewise, the different rules that make up the structures in these questions are explained to the student and, through what they have acquired, they are made to provide solutions and create real context sentences using said structures in front of their classmates.
Practice:
In a group and constructive manner, the student was led through problem solving to make use and structure of the Tag questions, taking into account their verbal tense. Likewise, in this activity the student was the creator of his own knowledge and in addition to that, collaboratively, through the error grammar method, he managed to determine the main aspects in which improvement should be made for this topic. Now, the material used for this activity allowed the student to contextualize and apply their knowledge acquired during the explanation, which was evident in an arduous and, above all, concise way in its development.
Assesment:
For this final part of the class, the student created, through a dialogue, sentence structures using the Tag question and where, in an analytical manner, he was led to determine, to a large extent, the scope of the objectives of the learning process and teaching, fostered in the environment and in the reflection of their learning process. However, for this type of evaluation, the student was allowed to create, through written and oral skills, their own meaning in constructions and actions typical of English for the real context.
details of an event
Warm Up
In this activity, I felt very good, since I saw that all my students, when starting the warm-up activity, had every disposition to be able to centralize and emotionally develop the class. In fact, this activity reminded me from the significant part of education, the importance of implementing activities that connect our students in the development of their multiple learning, focusing them a little beyond theories and always having the student as the central axis. . Likewise, through emotional and attitudinal stimulation, it makes the teaching and learning process become more interactive. Now, within the most relevant aspects of this activity, it is possible to rescue that each of the students, through play and education through teaching, built and contributed to proposed school environments in the acquisition of ideas, concepts, structures and about all based on actions that led them to direct their own learning through constructive education.
Assesment:
In this last activity I felt a bit frustrated, since I saw that although some students grasped the idea, the structure and especially the formulation of the Tag questions, using the past simple, they could not apply it within an oral context, since , they made many mistakes when starting a conversation. However, this activity led me to idealize the main aspects and shortcomings that exist when teaching students a foreign language. Indeed, it is important that the student, through contemporary and, above all, playful methodologies, put into practice not only the skill of reading and writing comprehension, but also that they make use of their environments by applying simple conversations that do not only work theoretically but also practically.
Analysis of the event
From the educational context, the events of the warm-up and the evaluative phase, lead me to analyze from the incidence of education and teacher training, that our conditions addressed in topics and positions, framed by the influences of the new educational contexts, bring us closer to an autonomous, pragmatic and above all critical evaluative flexion, which relates us directly in the exercise, above all, towards the emphasis on the practice in the school. Now, in spite of all these events, good and bad, they lead us to review our professional training process, where the systems of theoretical and practical links based on the reflections during the conduction and proposals in the school spaces, lead us to be aware of the needs of the future English teacher who is in charge of his or her own training process. In the same way, the future teacher is not only the one who is called to apply the knowledge acquired during his training, but the one who is able to build, through comprehensive training, strengths measured in permanent commitments, where the process and the result in the improvement of his pedagogical performance, are reaffirmed in the playful-practical principles, assumed in actions that solve the problems and needs of the student.