INFORME PASANTIAS

INDEX

COVER

CERTIFICATION

INDEX

INTRODUCTION

GLOSSARY FOR THE DEMONSTRATION TEACHING PRACTICE

GENERAL INFORMATION (GUIDE OF WORK NO 1)

DEMONSTRATION PRACTICE: OBSERVATION SHEET

INTERPRETATIVE ANALYSIS

DEMONSTRATION PRACTICE (LESSON PLANS)

OBSERVED EDUCATIONAL PHENOMENAL MATRIX

ACTION RESEARCH PROJECT

DESCRIPTION AND JUSTIFICATION OF THE PROBLEM

THEORETICAL FRAME:

CHAPTER I THE INDISCIPLINE IN THE CLASSROOM

APPROACH THE PROBLEM.

CHAPTER II DETERMINANT FACTORS OF THE INDISCIPLINE IN CLASSES. INTERPERSONAL RELATIONSHIPS RELATIONSHIP AMONG TEACHERS. STUDENT RELATIONSHIP DISCIPLINARY FACTORS

SCHOOL FACTOR FAMILARY FACTOR

CHAPTER III

INDICATORS OF INDISCIPLINE IN THE CLASSROOMLEARNING DISRUPTIONS TEACHER AUTHORITYESCALATIONVIOLENCE

CAUSAS OF THE INDISCIPLINE IN THE CLASSROOM ALTERNATIVES TO SOLVE THE INDISCIPLINE IN THE CLASSROOM CONCLUSIONS RECOMMENDATIONS BIBLIOGRAPHY ANNEX

INTRODUCTIONIn the system of study at the Universidad Tcnica de Machala, particularly in the School of Educational Sciences, specialization in Teaching English, Teaching Practice module is considered within the context, because of its scientific objectives and contents are part corresponding professional profile. In this context it is intended that students (future teachers) to acquire the theoretical foundation and methodological processes that allow you to implement modern techniques of learning, thus overcoming the traditional methods that have led the student to domestication and alienation students making them passive and repetitive. The implementation of this Demonstration Teaching Practice will enable the prospective teacher to develop skills and abilities designed to work inside and outside the classroom, to streamline and operationalize the teaching-learning processes. Consequently the knowledge of this practice will give us clear opportunity awareness and its role requires a solid basing it on professional ethics and academic training in a competitive scientific and efficient. We started developing this teaching practice undertaken by 11students at the High School with the students section of the basic cycle and diversified, the same aims the Demonstration Teaching Practice inside and outside the classroom in the process teaching and learning, as well as everything related to the general information of this educational institution.

UNIVERSIDAD TCNICA DE MACHALAFACULTAD DE CIENCIAS SOCIALESESCUELA DE CIENCIAS DE LA EDUCACIN

DPTO. DE PRCTICAS DOCENTE

GLOSSARY FOR THE DEMONSTRATION TEACHING PRACTICE

THIRD YEAR

MEC.

Ministry responsible of functioning of the National Educational System.

SUBSECRETARIA NACIONAL DE EDUCACIN.

Organization which designs middle-level teachers.

SUBSECRETARA REGIONAL DE EDUCACIN.

It controls the Educational System, for the Coast region, it has a central office in Guayaquil and another one in Cuenca, for the Sierra region.

DIRECCIN NACIONAL DE EDUCACIN.

Manage, legislate and verify the Educational System.

DIRECCIN PROVINCIAL DE EDUCACIN Y CULTURA.

It is an organization inside the Province. It contains three educational levels and subsystems.

DIRECCIN PROVINCIAL DE EDUCACIN Y CULTURA HISPANA.

It is a provincial organism of the Hispanic Cultural Educational System of the three levels of the Educational System.

DIRECCIN PROVINCIAL DE INTERCULTURAL BILINGUE.

It is an organization which supervises the bilingual educational in Ecuador. There is one in Chimborazo and another one in Oriente region.

EISE.

Integrated staff of education supervisors.

UTE

Educational unit of public and private Educative Institutions. Primary school and high. The same are supervised by remember of the office of supervision of education.

CEM.

Educational institution supervised and invigilated by the director and supervisor of this matrix centre.

PLAN INSTITUCIONAL.

It is planned for a year, made by the authorities of a school. Contains the distribution of the subjects and a schedule for each one of the specialities inside of an educational institution.

PLAN DIDCTICO POR UNIDAD.

It is a plan more extensive than the Plan Didactic of Class. It contains themes, objectives, contents, etc of each unit. Teacher has to teach during the time and planned for the unit.

PLAN DIDCTICO DE CLASE.

It contains the time, theme, objectives, contents, teaching material, etc. that the professor has planned for each one of his classes. By means of his, the teacher organize the activities that he is going to do with the students inside the classroom.

FODA.

Technique to find out institution fortresses, opportunities and on the other hand, the weaknesses and threats that affect its development. The fortresses and opportunities are inside the institution and weaknesses and threats are outside of it.

CURRCULO EDUCATIVO.

It constitutes the technical and human implements that the teacher uses in the educational field.

COMPETENCIAS.

It is related to teachers attitudes and attributes that he adopts when he faces the educational field.

PLAN DE ESTUDIOS.

It is a general arrangement of subjects by years and courses and the activities which are going to be done in the school. It is the selection, arrangement and distribution of the subjects in order to achieve the educations objectives.

PROGRAMA DE ESTUDIO.It includes not only the knowledge that the students have to learn, but also all the things in order to achieve a good learning. It contains the contents in advance, ordered and detailed that the teacher and the students have to perform during the year.

JUNTA DE PROFESORES DE REA.It is an internal organization of a high school. It is composed by teachers of the same study area.

JUNTA DE PROFESORES DE CURSO.Meeting of teacher that teaches in the same course, who examines the progress and failures of it, at the same time they try to make some suggestions to solve the problem that is happening inside the course.

JUNTA GENERAL DE DIRECTIVOS Y PROFESORES.It is an internal organization of a high school. It is composed by teachers and members of the board.

COMISIN PEDAGGICA.It is an internal technical organization of the educational institution of the different levels.

INSPECTOR GENERAL.He is the third authority inside a high school. He has under his responsibility a group of sub-inspectors who have to control the inspectors of course.

SUBINSPECTOR GENERAL.He has to control a group of inspectors of course who are under his supervision.

INSPECTOR DE CURSO.Control the students behavior. He has under his supervision three courses. Also he has to control the teachers attendance of each course and reports about all the activities of students and teachers.

PROFESOR GUA.He is designated by the Directive Council for a determined course. His responsibility is to cooperate with the students.

PROCESO DIDCTICO.It is the technical systematizing that the teacher adopts by means of diagnosis and exercises in the teaching-learning process.

EVALUACIN DE LOS APRENDIZAJES.It is an action to evaluate the students attitude front to the subject, teacher, study habits, integration of knowledge, etc.

DOCENTE.Is a person who devotes his life to the teaching duty and who influences in someone education.

REFORMA CURRICULAR.It is a proposed tending to improve the quality of the national educational system.

ACTITUD.Frame of mind acquired. It can be positive or negative. It is an important part to school motivation.

APTITUD.It is the capacity and skills that a person has to do something more skillfully than another.

CONTENIDOS DE APRENDIZAJE.It lists from subjects to discoverer them to each one of them.

REQUERIMIENTOS. They are the previous contents that the teachers use to teach in their classes.

ESQUEMA CONCEPTUAL DE PARTIDAS.It is related to the new information of the topic that teacher will impart to his students.

CONSTRUCCIN DEL CONOCIMIENTO.It constitutes the scientific contents that the teacher imparts in the teaching-learning process.

TRANSFERENCIA DE APRENDIZAJE. It is a resulting action after a person has learned something. It means, if a person learns an idiom, he can learn another one, too. He transfers the way to learn an idiom to another.

RECURSOS DIDCTICOS. They are instruments or process that the teacher uses to each in a practical and simple way. They get the classes be more interesting and the students can learn more easily. They can be: humans, methodological and materials.

UNIVERSIDAD DE MACHALAFACULTAD DE CIENCIAS SOCIALESESCUELA DE CIENCIAS DE LA EDUCACIONDPTO. DE PRACTICA DOCENTE

WORKING GUIDE 1

FORMACIN PROFESIONAL DE AUTORIDADES Y DOCENTES DEL PLANTEL

1. CLASSIFICATION OF TEACHERS AND TITLES.

NoTTULOCICLOBSICOCICLODIVERS.CICLOSUPERIORTOTAL

01Master en CC.EE.

02Doctor en CC.EE

03Licenciado en CC.EE

04Profesor en Educacin Media

05Profesor en Educacin Primaria

06Profesor en educacin Parvularia

07Bachiller en CC.EE

08Profesionales No Docentes

09Bachiller en Ciencias

10Otros

11Especifique

TOTAL

Machala, ..................................del 200

Lic. Martha Ogoo Jenny Rojas Supervisor Trainee Teacher

1. CLASSIFICATION OF TEACHERS BY AREA OF STUDY AND TITLES.

NoREAS DE ESTUDIOCICLOBSICOCICLODIVERSCICLOSUPERIORTOTAL

01Matemticas

02Ciencias Sociales

03Ciencias Naturales

04Lenguaje y Comunicacin

05Cultura Fsica

06Actividades Prcticas

07Actividades Artsticas

08Informtica

09Idioma Extranjero

10Comercio

11Otros

TOTAL

Machala, .............................. del 200

Lic. Martha Ogoo Jenny Rojas Supervisor Trainee Teacher


DEMOSTRATION PRACTICE

SPECIALITY: ENGLISHTHIRD YEAR

OBSERVATION SHEET 1

INFORMATIVE DATE:

SCHOOL: Juan Montalvo Highschool

LOCATION: El Oro CITY: Machala

ADDRESS: Pichincha between 10 de Agosto and Napolen Mera street

PARALEL: B No. OF STUDENTS: 46 students.

ENGLISH TEACHER: Jenny Maria Rojas Bravo

TOPIC: Adjectives descriptives

CLASS: 1st Time: 40 minutes

DATE: September 26th , 2012

1. WHAT PREVIOUS ACTIVITIES DID SHE/HE DEVELOP?She started with a reading about the trustworthy.

1. DOES THE TEACHER WRITE CLEARLY ON THE BOARD?

Yes, she does.

1. DO THE STUDENTS PARTICIPATE ACTIVELY IN THE LESSON?

Yes, they do.

1. DOES THE TEACHER DO A VARIETY OF ACTIVITIES?

Yes, she does. In each class she did different activity.

1. ARE THE STAGES OF THE LESSON CLEAR?

Yes, they are. .

1. DOES THE TEACHER HAVE A CLEAR PRONUNCIATION?

Yes, she does. Her pronunciation was very good.

1. DOES THE TEACHER SMILE OFTEN?

Yes, she does..

1. DOES THE TEACHER ENCOURAGE STUDENTS TO ASK QUESTIONS?

Yes, she does..

1. DOES THE TEACHER ENCOURAGE REAL USE OF LANGUAGE?

Yes, she does. She always encourages real use of language.

1. DOES THE TEACHER CORRECT ERRORS?

Yes, she does.

1. DOES THE TEACHER PRAISE STUDENTS?

Yes, she does. The praise is the principal motivation in the class.

1. DOES THE TEACHER USE ENGLISH IN CLASS?

Yes, she does, but a little, because the students didnt undertstand.

1. DOES THE TEACHER TRANSLATE EVERYTHING INTO SPANISH?

yes, she does. She translates almost all information.

1. WHICH TECHNIQUES DID THE TEACHER USE?

She used The Translation Method.

1. WRITE THE DIDACTIC RESOURCES USED IN CLASS?

She used the teacher book, student book.

TRAINEE TEACHER SUPERVISOR




OBSERVATION SHEET 2




PARALEL: A No. OF STUDENTS: 46 students.


TOPIC: Describing the Personality

CLASS: 1st D Time: 40 minutes

DATE: September 26th , 2012

1. WHAT PREVIOUS ACTIVITIES DID SHE/HE DEVELOP?

She talked with the students about the characteristics perfect woman and the perfect man.


Yes, she does. The teacher always wrote clearly.


Yes, they do. In each task the students participated.


Yes, she does.


Yes, they are. The class is developing clearly.


Yes, she does.


Yes, she does.


Yes, she does..


Yes, she does. She always encourages real use of language.


Yes, she does.


Yes, she does.

12. DOES THE TEACHER USE ENGLISH IN CLASS?Yes, she does, but a little, because the students didnt undertstand. 13. DOES THE TEACHER TRANSLATE EVERYTHING INTO SPANISH? yes, she does. She translates almost all information.


She used The Translation Method.


She used the teacher book, student book





OBSERVATION SHEET 3

INFORMATIVE DATE:SCHOOL: Juan Montalvo Highschool



PARALEL: A No. OF STUDENTS: 46 students.


TOPIC: Gender RolesCLASS: 1st F Time: 40 minutes

DATE: October 10th , 2012

1. WHAT PREVIOUS ACTIVITIES DID SHE/HE DEVELOP?

She began to greeting her students, and wrote on the board differents activities that woman do.


Yes, she does.


Yes, they do. In each task the students participated.


Yes, she does.


Yes, they are.


Yes, she does. She has a good pronounciation.


Yes, she does. She is a funny teacher.


Yes, she does..


Yes, she does..


Yes, she does. The teacher always corrected errors in the pronunciation of their students.


Yes, she does.

12. DOES THE TEACHER USE ENGLISH IN CLASS?Yes, she does, but a little, because the students didnt undertstand.


. yes, she does. She translated almost all information.


She used the translation method


She used the teacher book, student book,





OBSERVATION SHEET 4

INFORMATIVE DATE:




PARALEL: D No. OF STUDENTS: 46 students.


TOPIC: Gender RolesCLASS: 1st Time: 40 minutes

DATE: October 1st , 2012

1. WHAT PREVIOUS ACTIVITIES DID SHE/HE DEVELOP? She asked her students to make a review about the last class.


Yes, she does. The teacher wrote clearly the exercises.


Yes, they do. The teacher achieves that her students participate actively during her classes.


Yes, she does.


Yes, they are.


Yes, she does.


Yes, she does.


Yes, she does.


Yes, she does.


Yes, she does..


Yes, she does.

12. DOES THE TEACHER USE ENGLISH IN CLASS?Yes, she does, but a little, because the students didnt undertstand.


yes, she does. She translated almost all information.




She used the teacher book, student book





OBSERVATION SHEET 5

INFORMATIVE DATE:

INFORMATIVE DATE:




PARALEL: E No. OF STUDENTS: 46 students.


TOPIC: People and CulturesCLASS: 1st Time: 40 minutes

DATE: October 11st , 2012

1. WHAT PREVIOUS ACTIVITIES DID SHE/HE DEVELOP?She started her classes talking about her favorite place.


Yes, she does.


Yes, they do.


Yes, she does.


Yes, they are.


Yes, she does.


Yes, she does.


Yes, she does


Yes, she does.


Yes, she does.


Yes, she does.

12. DOES THE TEACHER USE ENGLISH IN CLASS?

Yes, she does, but a little, because the students didnt undertstand.


yes, she does. She translated almost all information.




She used the teacher book, student book.


ANALYSIS OF THE OBSERVATION SHEETS

20% of the time the teacher started with a reading 80% of the time the teacher used to develop her class.

75% she made many exercises

75% of the students participated actively.

100% of the lessons were clear.

100% she wrote clearly the instructions on the blackboard.

100% her pronunciation was very clear.

90% she encouraged their students to ask questions.

80% she smiled with their students.

60% she achieved their students used the English Language to speak.

90% she tried to correct the students pronunciation.

90% she praised her students.

40% she used the English Language and 60% she used the Spanish Language.

100% she used the translation Method.

60% she translated information into Spanish.

30% she invited her students work in pairs, 60% she invited to read, 10% fill in the blanks.

100% she used cards, pictures, markers, blackboard.

FACULTAD DE CIENCIAS SOCIALESESCUELA DE CIENCIAS DE LA EDUCACINUNIVERSIDAD TCNICA DE MACHALATEACHING PRACTICE DEPARTMENT

1.1. INFORMATIVE DATA:1.2. TRAINEE TEACHER: 1.3. CLASS AND MAJOR: 1.4. HIGH SCHOOL:1.5. PLACE:1.6. SCHOOL ADDRESS:1.7. LEVEL:1.8. CLASS: 1.9. ADVISOR TEACHER:1.10. SUPERVISOR:1.11. SCHOOL YEAR:1.12. DATE:1.13. LENGTH OF THE CLASS:1.14. AREA:1.15. SUBJECT:Jenny Maria Rojas BravoThird Year EnglishJuan Montalvo High SchoolMachala Pichincha between 10 de Agosto and Napolen Mera streetBaccalaureate 1st A,FLic. Yoconda FrancoLic. Martha Ogoo2012 2013 Wednesday, October 17th, 201240 min.Foreign LanguageEnglish

TOPIC: PEOPLE AND CULTURES

UNIT: SIX LESSON: ONE TASK: 1-4

OBJECTIVES: *describe habits and customs, express beliefs and use correctly the present simple tense

METHOD (S)TECHNIQUES (S)

Direct Method. GTM Questions and answers

MATERIALSRESOURCES

Flash cards Markets Pictures Cardboard

PROCEDURES: ESA

Translation of literaly passage.Composition

ENGAGE: Complete the map: in this activity the students have to put on the map the flashcard about some places and cultures of Ecuador and thet have to put in the correct place.STUDY: Students have to recognize the different cultures and places of our country and of world. Teacher writes on the board three sentences about people and cultures: rutines, lifestyle. Teacher asks to the students to do the same, review: simple present, new vocabulary and pronunciation.

ACTIVATE: Students have to choose one place before mentioned (flascards used in engage), then they will write a little composition: where is the location?, the culture, the lifestyle,etc. Finally on the board will be the flascards,, and the students have to stick on the board their compositions around the flashcard appropriate.

GRAFIC ORGANIZERPeople and cultures

Writing a compositionCompleting and recognizing Checking vocabulary

Writing sentences

4._ CONTENTS OF THE LESSON: Vocabulary Grammar : present simple Describing rutines and lifestyle5.- MATERIAL IN SHORT6.-BIBLIOGRAPHY: OUR WORLD THROUGH ENGLISH SS BOOK 1 AND T S BOOK

Lic. Yoconda Franco Advisor Teacher

Lic. Martha OgooSupervisor

Jenny Rojas BravoTrainee Teacher


1.16. INFORMATIVE DATA:1.17. TRAINEE TEACHER: 1.18. CLASS AND MAJOR: 1.19. HIGH SCHOOL:1.20. PLACE:1.21. SCHOOL ADDRESS:1.22. LEVEL:1.23. CLASS: 1.24. ADVISOR TEACHER:1.25. SUPERVISOR:1.26. SCHOOL YEAR:1.27. DATE:1.28. LENGTH OF THE CLASS:1.29. AREA:1.30. SUBJECT:Jenny Maria Rojas BravoThird Year EnglishJuan Montalvo High SchoolMachala Pichincha between 10 de Agosto and Napolen Mera street

Baccalaureate 1st E,DLic. Yoconda FrancoLic. Martha Ogoo2012 2013 Thursday, October 18th, 201240 min.Foreign LanguageEnglish

TOPIC: PEOPLE AND CULTURES


OBJECTIVES: *describe habits and customs, express beliefs and use correctly the present simple tense


Direct Method. GTM Questions and answers Translation of literaly passage. Composition

MATERIALSRESOURCES


PROCEDURES: ESA

ENGAGE: Teacher form groups and shows some pictures from the vocabulary about Egypt Students have to guess and say the name of the country according with the pictures that teacher shows them. The group that say the correct name is the winner.

STUDY: Students have to recognize the different cultures and places of our country and of world. Teacher writes on the board three sentences about people and cultures: rutines, lifestyle. Teacher asks to the students to do the same, review: simple present, new vocabulary and pronunciation.



Writing sentences

Writing a compositionCompleting and recognizing Checking vocabulary

4._ CONTENTS OF THE LESSON: Vocabulary Grammar : present simple Describing rutines and lifestyle5.- MATERIAL IN SHORT6.-BIBLIOGRAPHY: OUR WORLD THROUGH ENGLISH SS BOOK 1 AND T S BOOK





1.31. INFORMATIVE DATA:1.32. TRAINEE TEACHER: 1.33. CLASS AND MAJOR: 1.34. HIGH SCHOOL:1.35. PLACE:1.36. SCHOOL ADDRESS:1.37. LEVEL:1.38. CLASS: 1.39. ADVISOR TEACHER:1.40. SUPERVISOR:1.41. SCHOOL YEAR:1.42. DATE:1.43. LENGTH OF THE CLASS:1.44. AREA:1.45. SUBJECT:Jenny Maria Rojas BravoThird Year EnglishJuan Montalvo High SchoolMachala Pichincha between 10 de Agosto and Napolen Mera street

Baccalaureate 1st CLic. Yoconda FrancoLic. Martha Ogoo2012 2013 Thursday, October 16th, 201240 min.Foreign LanguageEnglish

TOPIC:PEOPLE FROM THE MIDDLE EAST

UNIT: Six

LESSON: One

TASK: 3 4-5

OBJECTIVES: To develop integrated skills To describe other culturas using the simple

METHOD AND TECHNIQUES: Indirect Method listening writing a paragraph- complete the map GTM- Translation of literaly passage - Composition

MATERIALS AND RESOURCES:BoardMarkersBookMap

PROCEDURES: ESA

ENGAGE: Teacher shows a map to the students and ask them if they recognize the country in the mapStudents have to guess and say the name of the country Teacher asks some questions about the country Egypt Students have to describe it and write on the board.STUDY:Teacher check the pronunciation and stress the intonation according with the lectureStudents have to repeat after the teacher.Students have to complete and check the task with his or her partner.Students have to write a paragraph about to the notes the task four.ACTIVATE:Teacher check the task orally and write the answers on the boardTeacher check the paragraphs with the students.

GRAFIC ORGANIZERPEOPLE FROM THE MIDDLE EAST

Look at the map

listen carefully

listening for specific information

CONTENTS OF THE LESSON

Listening and pronunciation Complete the informationCheck the answers

MATERIALS IN SHORT

BIBLIOGRAPHY

Our world through English Book 4Our world through English teachers Book 4




UNIVERSIDAD TECNICA DE MACHALAFACULTAD DE CIENCIAS SOCIALESESCUELA DE CIENCIAS DE LA EDUCACIONLESSON PLANINFORMATIVE DATATRAINEE TEACHER: Jenny Maria Rojas BravoCLASS AND MAJOR: 3RD Year-EnglishSCHOOL: Juan Montalvo High SchoolPLACE: MachalaHIGH SCHOOL ADDRESS: Pichincha between 10 de Agosto and Napolen Mera streetLEVEL: BaccaulorateCLASS: 1st SECTION: D SPECIALITY: ADVISOR TEACHER: Lcda. Yoconda FrancoSUPERVISOR: Lc. Martha OgooSCHOOL YEAR: 2012-2013DATE: October 1st , 2012TOPIC: PEOPLE AND CULTURES


SKILLS: To develop writing , speaking and listening skills. OBJECTIVES: *describe habits and customs, express beliefs and use correctly the present simple tense



MATERIALSRESOURCES


PROCEDURES: ESA

ENGAGE: Complete the map: in this activity the students have to put on the map the flashcard about some places and cultures of Ecuador and thet have to put in the correct place.STUDY: Students have to recognize the different cultures and places of our country and of world. Teacher writes on the board three sentences about people and cultures: rutines, lifestyle. Teacher ask to the students to do the same, review: simple present, new vocabulary and pronunciation.



Completing and recognizing Checking vocabulary

Writing sentences

Writing a composition

4._ CONTENTS OF THE LESSON: Vocabulary Grammar : present simple Describing rutines and lifestyle5.- MATERIAL IN SHORT

6.-BIBLIOGRAPHY: OUR WORLD THROUGH ENGLISH SS BOOK 1 AND T S BOOK




UNIVERSIDAD TECNICA DE MACHALAFACULTAD DE CIENCIAS SOCIALESESCUELA DE CIENCIAS DE LA EDUCACIONLESSON PLANINFORMATIVE DATATRAINEE TEACHER: Jenny Maria Rojas BravoCLASS AND MAJOR: 3RD Year-EnglishSCHOOL: Juan MontalvoPLACE: MachalaHIGH SCHOOL ADDRESS: Pichincha between 10 de Agosto and Napolen Mera streetLEVEL: BaccaulorateCLASS: 1st SECTION: E SPECIALITY: ADVISOR TEACHER: Lcda. Yoconda FrancoSUPERVISOR: Lc. Martha OgooSCHOOL YEAR: 2012-2013DATE: September 27TH, 2012LENGTH OF THE CLASS: AREA: Foreing Language SUBJECT: English

TOPIC: GENDER ROLES

UNIT: FIVE LESSON: TWO TASK: 1-4

OBJECTIVES: To develop intensive listening, reading, speaking and writing skills. To use adjectives to describe the physical appearance, personality and men and women roles

METHOD (S) AND TECHNIQUES (S)Community Language learning. * Reflection experience.Direct Method: questions and answers

MATERIALS AND RESOURCES: Charts, markers, piece of paper, flashcards..

PROCEDURES: ESA

ENGAGE: Teacher stick on the board three pictures about the housework. Teacher divides the class in three teams, and each team has to describe and write on the board the picture, they have 3 minutes, the teams that have more description possible and written correctly are the winner.

STUDY: Teacher gives the instructions of the tasks to the students. Teacher stick on the board the cartoon strip (book, task 1), and ask two volunteers for read. The students express their opinions. Student read and complete Eulalies diary (task 2 book) and describe her mood with an adjective. Teacher writes examples about work of men and women in the house. Teacher review the correct grammar rules, and vocabulary

ACTIVATE: The teacher divide the board in two parts : one part is Female and the other part is Male. The students have to write differences between the lives of de female and male members of their families.

3 .- NUMERICAL OR GRAPHIC SCHEMA OF THE CONTENTS.Gender Roles

Complete differences Describing and readingObserving and writing

4.-CONTENTS OF THE LESSON Correct pronunciation, stress, and intonation. vocabulary adjectives : daily activities.( men and women)

5.-MATERIAL IN SHORT

6.-BIBLIOGRAPHY: OUR WORLD THROUGH ENGLISH SS BOOK 4 AND T S BOOK.Lic. Yoconda Franco Advisor Teacher

Lic. Martha OgooSupervisorJenny Rojas BravoTrainee Teacher

UNIVERSIDAD TECNICA DE MACHALAFACULTAD DE CIENCIAS SOCIALESESCUELA DE CIENCIAS DE LA EDUCACIONLESSON PLANINFORMATIVE DATATRAINEE TEACHER: Jenny Maria Rojas BravoCLASS AND MAJOR: 3RD Year-EnglishSCHOOL: Juan MontalvoPLACE: MachalaHIGH SCHOOL ADDRESS: Pichincha between 10 de Agosto and Napolen Mera streetLEVEL: BaccaulorateCLASS: 1st SECTION: Morning SPECIALITY: ADVISOR TEACHER: Lcda. Yoconda FrancoSUPERVISOR: Lc. Martha OgooSCHOOL YEAR: 2012-2013DATE: October 3st , 2012LENGTH OF THE CLASS: 40 minutesAREA: Foreing Language SUBJECT: EnglishTOPIC: GENDER ROLES( Second Conditional)

UNIT: FIVE LESSON: TWO TASK: 5

OBJECTIVES: To develop intensive listening, reading, speaking and writing skills. To use second conditional to describe imaginaries situations



PROCEDURES: ESA

ENGAGE: review vocabulary MEMORY CARD Teacher divides the class in two teams

teacher stick on the board cardboard from 1 until 20 behind the each number is written one word (verbs in past tense)the student has to choose two numbers in order to find the pair (the same verb). Teams that find the more pairs of words are the winners.

STUDY: Teacher sticks on the board some verbs in past tense, and the students have to write in present tense. Teacher shows to the students a chart with the structure of the second conditional.. Teacher writes some examples whit the help of the students ( step by step)

ACTIVATE: The teacher divides the board in two parts, and ask to the students write sentences about How would their life be different if you were a member of the opposite sex? using the correct structure of the second conditional on the left write the boys and on the right write the girls.

3 .- NUMERICAL OR GRAPHIC SCHEMA OF THE CONTENTS.Gender Roles(second conditional)

Reading and writing Listening and speakingReviewing voacabulary

4.-CONTENTS OF THE LESSON Correct pronunciation, stress, and intonation. vocabulary adjectives : activities( men and women) verbs grammar rules (second conditional)5.-MATERIAL IN SHORT

6.-BIBLIOGRAPHY: OUR WORLD THROUGH ENGLISH SS BOOK 4 AND T S BOOK.





1.46. INFORMATIVE DATA:1.47. TRAINEE TEACHER: 1.48. CLASS AND MAJOR: 1.49. HIGH SCHOOL:1.50. PLACE:1.51. SCHOOL ADDRESS:1.52. LEVEL:1.53. CLASS: 1.54. ADVISOR TEACHER:1.55. SUPERVISOR:1.56. SCHOOL YEAR:1.57. DATE:1.58. LENGTH OF THE CLASS:1.59. AREA:1.60. SUBJECT:Jenny Maria Rojas BravoThird Year EnglishJuan Montalvo High SchoolMachala

Baccalaureate 1st ALic. Yoconda FrancoLic. Martha Ogoo2012 2013 Thursday, October 18th, 201240 min.Foreign LanguageEnglish

TOPIC:PEOPLE FROM THE MIDDLE EAST

UNIT: Six

LESSON: One

TASK: 3 4-5

OBJECTIVES: To develop integrated skills To describe other culturas using the simple

METHOD AND TECHNIQUES: Indirect Method listening writing a paragraph- complete the map GTM- Translation of literaly passage - Composition

MATERIALS AND RESOURCES:BoardMarkersBookMap

PROCEDURES: ESA

ENGAGE: Teacher introduced herself and write on the board the information questions about her likes and dislikes using the simple presentStudent by student have to introduced themselves but they have to repeat the last information of the frist student and the teachers informations in order to use the verb to be and the present simple.

STUDY:Teacher check the pronunciation and stress the intonation according with the lectureStudents have to repeat after the teacher.Students have to complete and check the task with his or her partner.Students have to write a paragraph about to the notes the task four.ACTIVATE:Teacher check the task orally and write the answers on the boardTeacher check the paragraphs with the students.

GRAFIC ORGANIZERPEOPLE FROM THE MIDDLE EAST

Look at the map

listen carefully

listening for specific information

CONTENTS OF THE LESSON

Listening and pronunciation Complete the informationCheck the answers

MATERIALS IN SHORT

BIBLIOGRAPHY

Our world through English Book 4Our world through English teachers Book 4




UNIVERSIDAD TECNICA DE MACHALAFACULTAD DE CIENCIAS SOCIALESESCUELA DE CIENCIAS DE LA EDUCACIONLESSON PLAN

INFORMATIVE DATA

TRAINEE TEACHER: Jenny Maria Rojas BravoCLASS AND MAJOR: 3RD Year-EnglishSCHOOL: Juan MontalvoPLACE: MachalaHIGH SCHOOL ADDRESS: Pichincha between 10 de Agosto and Napolen Mera streetLEVEL: BaccaulorateCLASS: 11th SECTION: F SPECIALITY: ADVISOR TEACHER: Lcda. Yoconda FrancoSUPERVISOR: Lc. Martha OgooSCHOOL YEAR: 2012-2013DATE: I did this lesson plan for This week, but for take evaluations, we dont have time.. this lesson plan will be to for the next week.LENGTH OF THE CLASS: 40 minutesAREA: Foreing LanguageSUBJECT: English

LESSON PLAN TOPIC: PEOPLE AND CULTURES


OBJECTIVES: *describe habits and customs, express beliefs and use correctly the present simple tense.SKILLS: LISTENING, SPEAKING, READING AND WRITING



MATERIALSRESOURCES


PROCEDURES: ESA

ENGAGE: Teacher form two teams. Teacher has eight flashcards with words about places and cultures of our country (vocabulary) four for each team. Students have to choose two students for each team; one student is in front of the classroom and one at the middle, the student that is in the middle has the 4 flashcards and has to spell one by one to partner, and he or she has to write the word correctly. The team that finish first and write correctly are the winner.STUDY: Students have to recognize the different cultures and places of our country and of world. Teacher writes on the board three sentences about people and cultures: routines, lifestyle. Teacher ask to the students to do the same, review: simple present, new vocabulary and pronunciation.

ACTIVATE: Students have to choose one place before mentioned (flashcards used in engage), then they will write a little composition: where is the location?, the culture, the lifestyle, etc. Finally on the board will be the flashcards, and the students have to stick on the board their compositions around the flashcard appropriate.

GRAFIC ORGANIZERPeople and Cultures

Writing sentences

Writing a compositionChecking vocabulary

listening and writing

4._ CONTENTS OF THE LESSON: Vocabulary Grammar : present simple Describing rutines and lifestyle

5.- MATERIAL IN SHORT 6.-BIBLIOGRAPHY: OUR WORLD THROUGH ENGLISH SS BOOK 4 AND T S BOOK





INFORMATIVE DATA

TRAINEE TEACHER: Jenny Maria Rojas BravoCLASS AND MAJOR: 3RD Year-EnglishSCHOOL: Juan MontalvoPLACE: MachalaHIGH SCHOOL ADDRESS: Pichincha between 10 de Agosto and Napolen Mera streetLEVEL: BaccaulorateCLASS: 1st SECTION: C SPECIALITY: ADVISOR TEACHER: Lcda. Yoconda FrancoSUPERVISOR: Lc. Martha OgooSCHOOL YEAR: 2012-2013DATE: October 15th, 2012LENGTH OF THE CLASS: 40 minutesAREA: Foreing LanguageSUBJECT: English

LESSON PLAN TOPIC: PEOPLE AND CULTURES


SKILLS: To develop writing , speaking and listening skills. OBJECTIVES: *describe habits and customs, express beliefs and use correctly the present simple tense



MATERIALSRESOURCES


PROCEDURES: ESA

ENGAGE: Teacher shows and stick some pictures on the board about Aztec culture Students have to recognize what culture is in the flashcards.STUDY: Students have to recognize the different cultures and places of our country and of world. Teacher writes on the board three sentences about people and cultures: rutines, lifestyle. Teacher ask to the students to do the same, review: simple present, new vocabulary and pronunciation.



Checking vocabulary

Writing sentences

Writing a compositionCompleting and recognizing

4._ CONTENTS OF THE LESSON: Vocabulary Grammar : present simple Describing rutines and lifestyle5.- MATERIAL IN SHORT






INFORMATIVE DATA

TRAINEE TEACHER: Jenny Maria Rojas BravoCLASS AND MAJOR: 3RD Year-EnglishSCHOOL: Juan MontalvoPLACE: MachalaHIGH SCHOOL ADDRESS: Pichincha between 10 de Agosto and Napolen Mera streetLEVEL: BaccaulorateCLASS: 2nd SECTION: C SPECIALITY: QUIBIOADVISOR TEACHER: Lcda. Yoconda RoqueSUPERVISOR: Lc. Martha OgooSCHOOL YEAR: 2012-2013DATE: October,17th 2012LENGTH OF THE CLASS: 40 minutesAREA: Foreing LanguageSUBJECT: English

TOPIC: The Environment

Unit: 4 Lesson: 1 Task:1-6

Skills: to develop: writing, speaking reading skill.

Objectives To recognize the different environmental problems. To use the simple present tense correctly to gives advices and opinions about the environmental problems.

Method (s) and Technique (s)GTM: translation of literally passage.Direct Method: Reading aloud Question and answer exercise

Materials and resources: Flashcards pictures Markers

Procedures: ESA

Engage: Try to guess the correct pair. Teacher to stick on the board 10 numbers from 1 until 10, in each number there is a word (new vocabulary), and the students have to try find the same word chossing differents numbers.Study: Teacher gives the instructions of the tasks to the students Teacher writes some examples of consequences or advices about environmental problems in present simple tense. Teachers divides the board in two parts.. on the left (consequences) on the right(Solutions) and ask to the student write on the board more sentences.Activate: Students have to draw one environmental problem and write a paragraph give some solutions and advices to children, the students have to performance like if they were president of Ecuador, and finally they have to read aloud in the class.

GRAFIC ORGANIZERTHE ENVIROMENT

WRITING SENTENCESGIVING ADVICE, LOOKING AND SPEAKING

WRITING A PARAGRAPH

4._ CONTENTS OF THE LESSON: Vocabulary Grammar : present simple Describing the environmental problems. 5.- MATERIAL IN SHORT






INFORMATIVE DATA

TRAINEE TEACHER: Jenny Maria Rojas BravoCLASS AND MAJOR: 3RD Year-EnglishSCHOOL: Juan MontalvoPLACE: MachalaHIGH SCHOOL ADDRESS: Pichincha between 10 de Agosto and Napolen Mera streetLEVEL: BaccaulorateCLASS: 2nd SECTION: C SPECIALITY: QUIBIOADVISOR TEACHER: Lcda. Yoconda RoqueSUPERVISOR: Lc. Martha OgooSCHOOL YEAR: 2012-2013DATE: October,17th 2012LENGTH OF THE CLASS: 40 minutesAREA: Foreing LanguageSUBJECT: English

TOPIC: The Environment

Unit: 4 Lesson: 1 Task:1-6

Skills: to develop: writing, speaking reading skill.

Objectives To recognize the different environmental problems. To use the simple present tense correctly to gives advices and opinions about the environmental problems.

Method (s) and Technique (s)GTM: translation of literally passage.Direct Method: Reading aloud Question and answer exercise

Materials and resources: Flashcards pictures Markers

Procedures: ESA

Engage: Teacher stick on the board some pictures about some environmental problems and the students have to try guess where, how, and when are those environmental problems.Study: Teacher gives the instructions of the tasks to the students Teacher writes some examples of consequences or advices about environmental problems in present simple tense. Teachers divides the board in two parts.. on the left (consequences) on the right(Solutions) and ask to the student write on the board more sentences.Activate: Students have to draw one environmental problem and write a paragraph give some solutions and advices to children, the students have to performance like if they were president of Ecuador, and finally they have to read aloud in the class.

GRAFIC ORGANIZERTHE ENVIROMENT

LOOKING AND SPEAKINGGIVING ADVICE, WRITING SENTENCESWRITING A PARAGRAPH

4._ CONTENTS OF THE LESSON: Vocabulary Grammar : present simple Describing the environmental problems. 5.- MATERIAL IN SHORT





UNIVERSIDAD TECNICA DE MACHALAFACULTAD DE CIENCIAS SOCIALESESCUELA DE CIENCIAS DE LA EDUCACIONLESSON PLANINFORMATIVE DATATRAINEE TEACHER: Jenny Maria Rojas BravoCLASS AND MAJOR: 3RD Year-EnglishSCHOOL: Juan MontalvoPLACE: MachalaHIGH SCHOOL ADDRESS: Pichincha between 10 de Agosto and Napolen Mera streetLEVEL: BaccaulorateCLASS: 1st SECTION: E SPECIALITY: ADVISOR TEACHER: Lcda. Yoconda FrancoSUPERVISOR: Lc. Martha OgooSCHOOL YEAR: 2012-2013DATE: September 26th , 2012LENGTH OF THE CLASS: 40 minutesAREA: Foreing LanguageSUBJECT: English

TOPIC: Men and Women

UNIT: FIVE LESSON: THREE TASK: 1-7

OBJECTIVES: To develop intensive listening, reading, speaking and writing skills.To let students get to know one other.



PROCEDURES: ESA

ENGAGE: Hot potato: teacher gives to the students the hot potato and she said pass and the students have to pass the ball one by one, and when the teacher said stop the student that has the ball in the hands stop.. and take the first paper and has to read the adjective and say the names any partner according with the adjective, and then continue with the same way.

STUDY: Teacher gives the instructions of the tasks to the students. Teacher writes some adjectives that describe the physical appearance and personality. Teacher stick on the board a chart with definitions and the students have to find the correct adjectives and complete the chart.

ACTIVATE: the teacher stick on the board some pictures and some adjectives that describe famous people, and the students has to put around the picture with the adjectives appropriate.

3 .- NUMERICAL OR GRAPHIC SCHEMA OF THE CONTENTS.MEN AND WOMEN

completing descriptions of famous peoplecomparing people

Reading and writing the adjectives

4.-CONTENTS OF THE LESSON Correct pronunciation, stress, and intonation. vocabulary adjectives : 5.-MATERIAL IN SHORT6.-BIBLIOGRAPHY: OUR WORLD THROUGH ENGLISH SS BOOK FOUR AND T S BOOK.




UNIVERSIDAD TECNICA DE MACHALAFACULTAD DE CIENCIAS SOCIALESESCUELA DE CIENCIAS DE LA EDUCACIONLESSON PLANINFORMATIVE DATATRAINEE TEACHER: Jenny Maria Rojas BravoCLASS AND MAJOR: 3RD Year-EnglishSCHOOL: Juan MontalvoPLACE: MachalaHIGH SCHOOL ADDRESS: Pichincha between 10 de Agosto and Napolen Mera streetLEVEL: BaccaulorateCLASS: 1st SECTION: A SPECIALITY: ADVISOR TEACHER: Lcda. Yoconda FrancoSUPERVISOR: Lc. Martha OgooSCHOOL YEAR: 2012-2013DATE: October 3st , 2012LENGTH OF THE CLASS: AREA: Foreing Language SUBJECT: EnglishTOPIC: GENDER ROLES( Second Conditional)

UNIT: FIVE LESSON: TWO TASK: 5

OBJECTIVES: To develop intensive listening, reading, speaking and writing skills. To use second conditional to describe imaginaries situations



PROCEDURES: ESA

ENGAGE: review vocabulary MEMORY CARDTeacher divides the class in two groups. One group is Noughts and the another one is crosses Each group has to choose one student.These students have to go to board, choose a verb and write a sentence using the verb chosen. If the sentence is right the student put their mark on the word and the group gets a point. The group with more points are the winner.

STUDY:Teacher sticks on the board some verbs in past tense, and the students have to write in present tense. Teacher shows to the students a chart with the structure of the second conditional.. Teacher writes some examples whit the help of the students ( step by step)

ACTIVATE: The teacher divides the board in two parts, and ask to the students write sentences about How would their life be different if you were a member of the opposite sex? using the correct structure of the second conditional on the left write the boys and on the right write the girls.

3 .- NUMERICAL OR GRAPHIC SCHEMA OF THE CONTENTS.Gender Roles(second conditional)

Reading and writing Listening and speakingReviewing voacabulary

4.-CONTENTS OF THE LESSON Correct pronunciation, stress, and intonation. vocabulary adjectives : activities( men and women) verbs grammar rules (second conditional)5.-MATERIAL IN SHORT





UNIVERSIDAD TECNICA DE MACHALAFACULTAD DE CIENCIAS SOCIALESESCUELA DE CIENCIAS DE LA EDUCACIONLESSON PLANINFORMATIVE DATATRAINEE TEACHER: Jenny Maria Rojas BravoCLASS AND MAJOR: 3RD Year-EnglishSCHOOL: Juan MontalvoPLACE: MachalaHIGH SCHOOL ADDRESS: Pichincha between 10 de Agosto and Napolen Mera streetLEVEL: BaccaulorateCLASS: 1st SECTION: MORNING SPECIALITY: ADVISOR TEACHER: Lcda. Yoconda FrancoSUPERVISOR: Lc. Martha OgooSCHOOL YEAR: 2012-2013DATE: September 15H, 2012LENGTH OF THE CLASS: 40 minutesAREA: Foreing Language SUBJECT: English

TOPIC: GENDER ROLES

UNIT: FIVE LESSON: TWO TASK: 1-4

OBJECTIVES: To develop intensive listening, reading, speaking and writing skills. To use adjectives to describe the physical appearance, personality and men and women roles



PROCEDURES: ESA

ENGAGE: Teacher shows and stick some pictures on the board about of female roles Students have to recognize what activity or job is in the flashcards and describe the flashcard.

STUDY: Teacher gives the instructions of the tasks to the students. Teacher stick on the board the cartoon strip (book, task 1), and ask two volunteers for read. The students express their opinions. Student read and complete Eulalies diary (task 2 book) and describe her mood with an adjective. Teacher writes examples about work of men and women in the house. Teacher review the correct grammar rules, and vocabulary

ACTIVATE: The teacher divide the board in two parts : one part is Female and the other part is Male. The students have to write differences between the lives of de female and male members of their families.

3 .- NUMERICAL OR GRAPHIC SCHEMA OF THE CONTENTS.Gender Roles

Complete differences Describing and readingObserving and writing

4.-CONTENTS OF THE LESSON Correct pronunciation, stress, and intonation. vocabulary adjectives : daily activities.( men and women)

5.-MATERIAL IN SHORT6.-BIBLIOGRAPHY: OUR WORLD THROUGH ENGLISH SS BOOK 4 AND T S BOOK.





DPTO. DE PRCTICAS DOCENTE

OBSERVED EDUCATIONAL PHENOMENA MATRIX

INFORMATIVE DATA:

PLACE: Machala

DATE: October, 19th, 2012.

SCHOOL: Juan Montalvo HighschoolCLASS: The Investigation was Global.

TRAINEE TEACHER: Jenny Maria Rojas Bravo.

TEACHERS NAME: Lic. Yoconda Franco.

SUPERVISOR: Lic. Martha Ogoo.

3. TO DESCRIBE IN EACH ASPECT THE BIGGEST NUMBER OF PARTICULARS.

OBSERVED PHENOMENA

DESCRIPTION OF THE PHENOMENA

1. Low Level Of The English Listening Comprehension In The Classroom

All students have problems with listening skills.

2. Arrears.During the time of observation in the classroom, students repeatedly arrived late, always the same students, all students are agree that the problem is "they cannot get up early".

3. Study material.

Many students do not take the study material, such as books, etc.. It is difficult for the teacher carries out their teaching.

4. Indiscipline.

Some students were encouraging to the indiscipline in the classroom, the teacher had to speak loud and clear to the students for they keep quiet.

5. Breach of homework.

There were students that they did not do their homework and other students go to the class to do the homework.

6. Lack of communication. Most cases students in their homes parents do not pay much attention and especially the parents do not have good rapport with their children and seek refuge in other people.

7. Participation in the classroom. The students have afraid to give incorrect answers and other students do not like to talk in front of the class.

8. Respect among partners. The practices of values in the students are poor, for this reason they have a lot of problems inside of the high school.


GUIDE OF WORK FOR THE PROCESS OF INVESTIGATION-ACTION

1.PROBLEM:

THE INDISCIPLINE IN THE CLASSROOM.

2.DESCRIPTION OR JUSTIFICATION ABOUT TOPIC.

The indiscipline in the classroom, is a phenomenon which, owing to its extent and its social resonance, requires the attention of all those who are directly or indirectly involved in teaching, and especially those who perhaps suffer most from its effects: the teachers themselves. Disciplinary intervention of a preventive nature, conceived as the ability to understand and neutralize the causes of mis behaviour in the classroom, is a complex issue and one of the most demanding parts of teaching.

3.THEORETICAL FRAME:

CHAPTER I

3.1 THE INDISCIPLINE IN THE CLASSROOM

3.1.1 APPROACH THE PROBLEM.

CHAPTER II

4.1DETERMINANT FACTORS OF THE INDISCIPLINE IN CLASSES.4.1.1INTERPERSONAL RELATIONSHIPS 4.1.2RELATIONSHIP AMONG TEACHERS.4.1.3 STUDENT RELATIONSHIP

4.2. DISCIPLINARY FACTORS

4.2.1 SCHOOL FACTOR4.2.2 FAMILARY FACTOR

CHAPTER III5. INDICATORS OF INDISCIPLINE IN THE CLASSROOM5.1.Learning Disruptions 5.2Teacher authority5.3Escalation 5.4Violence

6. CAUSAS OF THE INDISCIPLINE IN THE CLASSROOM

7. ALTERNATIVES TO SOLVE THE INDISCIPLINE IN THE CLASSROOM-

CHAPTER I

2 INDISCIPLINE IN THE CLASSROOM.2.1 APPROACH THE PROBLEM.

Indiscipline is a multifaceted phenomenon, regarding its displays and causes, as well as its meanings and functions in the social, psychosocial and pedagogical fields. Concerning the displays, ibelieve that major situations are framed out as thefirst level of indiscipline: those incidents of disruptive nature whose disturbance affects the good classroom functioning. The incidents that might be framed in the second and third levels, are conflicts among peers and conflicts within teacher-student relationship, which might be taken on proportions of violence and even delinquency, the latter presents a minor frequency than the former.Over the last decade, the standards of discipline are fast deteriorating in the school environment too. School is just not what it used to be anymore as very few schools are able to maintain the same standards of behavior. May be the teachers' do not have that same confidence and commanding personality as they used to. Or maybe work pressures have increased to such a degree that all the teachers can think of is completing the curriculum on schedule. Quite obviously, most of them seem to lack the dedication to go beyond the call of duty and the syllabus and contribute to the all-round development of the child.

CHAPTER II

3 DETERMINANT FACTORS OF THE INDISCIPLINE IN CLASSES.3.1 INTERPERSONAL RELATIONSHIPS

The analysis of the high indiscipline level the high schools' ethos was intended to ascertain the relational climate felt in each high school at the level of different vectors involved (relationship among teachers; relationship among youngs; relationship between teachers and youngs; relationship between high school janitors and youngs, etc.), in an attempt to ascertain the quality of relational climate.

3.1.1 RELATIONSHIP AMONG TEACHERSThere are some characteristic with the relantionship among teachers that are necessary in order to deal with the indiscipline in the classroom such us: social interaction, cooperation, collaboration, older teachers support younger teachers,interdisciplinary work, and teachers meeting.

3.1.2TEACHER-STUDENT RELATIONSHIPThere are some characteristic with the most important relantionship among teachers and students that are necessary in order to deal with the indiscipline in the classroom such us: relationship based in positive retributions,relationship beyond the pedagogical relationship,based on human rights, absence of racism, relationship based accepting/recognizing the teachers authority, without criticism and recrimination,based in positive reinforcement,and finally open relationship (non imposing)

3.2 DISCIPLINARY FACTORS

3.2.1 HIGHSCHOOL FACTOR A healthy highschool environment is conducive to learning. Clean and beautiful surroundings inevitably evoke and stimulate pleasant thoughts and beautiful ideas. Rooms that are properly lighted and ventilated can induce the learners to study. Dirty comfort rooms, poor facilities and inadequate and obsolete textbooks and learning devices can contribute to behavioral problems. The highschool management may also be a factor in discipline in the sense that administrative policies, regulations and practices are not fully observed and implemented.When school policies and regulations and other institutional practices are not properly observed and followed, the tendency is that students develop undesirable habits and attitudes. The learners become careless about observing highschool policies and regulations.Some school managers do not possess the appropriate leadership style that should be used in managing the highschool. Some of them practice autocratic leadership. It seems that their positions give them total authority to determine policies.

3.2.2 FAMILARY FACTORThe parents of students may have no interest in education and so this encourages their children to assume a similar attitude, provoking rebellious behaviour.The students may be abused at home. Its not going to be as easy for a student from an unstable background to focus on school work as one from a more secure one. After all, what is a student who is mistreated at home more likely to be thinking about, what's the formula for the circumference of a circle or, will my dad get drunk again tonight and threaten me with that knife?Students may have found that being tough is the way to survive at home, so why shouldn't they think otherwise whenever they turn up to school?

CHAPTER III 5. INDICATORS OF INDISCIPLINE IN THE CLASSROOM 5.2 Learning Disruptions Classroom disruptions are an early sign of classroom indiscipline, such as students speakingout of turn, using humor at inappropriate times or verbally lashing out at other students. This environment is disruptive to the education of other students in the class, and forces the teacher to address the problem directly, redirecting class time toward specific issues of indiscipline instead of teaching. The feeling that a student will not be punished for disrupting class, either due to inconsistent past punishment or a general impression of poor discipline, gives students the feeling that they can continue this behavior without concern.5.3.Teacher Authority A lack of proper discipline alters the perception of the teacher, resulting in les respect for the teacher as an instructor and a figure of authority. As a result, students become less likely to view the instruction of their teachers as a valuable learning experience.5.4.EscalationIndiscipline also occurs through an inconsistent enforcement of classroom rules, applying rules randomly. Lesser offenses, such as disrupting class, are ignored while the teacher attempts to keep the class moving forward. As a result of this inconsistency, early discipline problems, under a system that does not confront discipline issues, inspires students to move to larger or more dangerous acts of misbehavior.5.5 ViolenceThe transition from a lack of discipline into violence occurs when students get the impression that they will not be held accountable for their actions. According to the report Managing and Handling Indiscipline in Schools, studies have demonstrated a strong link between a lack of discipline in schools with a rise in overall violence towards students. As a result, students who go to school in systems where indiscipline is a problem face the threat of violence on a daily basis, every time they walk into their school.

6. CAUSES OF THE INDISCIPLINE IN THE CLASSROOM There are many causes of indiscipline.

Favoritism:Indiscipline may be caused by teachers who favor some students in their teaching and classroom management. The other students may see this as a sign that everything is allowed in spite of the rules. Other students may also see this favoritism as an offense against them which leads to rebellion. The rules are not enforcedWhen a student is not punished for an offense , s/he goes on to commit more offense. Lack of Communication:The rules are not clearly communicated Teacher-student relationshipThe teacher and students relationship is essential for any learning process. If there is a breakdown in this relationship, indiscipline emerges. Lack of leadership:When the teacher doesnt fulfil his role as a leader, there will certainly be students or students who will be glad to take this role. Thus indiscipline appears. Lack of motivation:When students are not motivated, they tend to work in an indisciplined manner. Bad habit:Some students may have acquired bad habits from previous teaching experiences. Once a student, for instance , has formed the habit of coming to school late, it will be hard for him or her to change this behavior.

7. ALTERNATIVES TO SOLVE THE INDISCIPLINE IN THE CLASSROOMIndiscipline is so pervasive as to warrant immediate attention at all levels. Here are some measures to consider:

The traditional authorities also have a big role to play; Parents must play their parental roles and train their children at home so that when they grow old, they will not deviate from the path of discipline and righteousness;

The Judicial system must be retooled to enable law enforcement agencies to function efficiently. It is only then that those who commit acts of indiscipline will be dealt with according to law. Not until punishment for indiscipline is clearly defined and exacted, the situation will not improve for the better.

Considering the negative impact of indiscipline on our national life, it beats my imagination why no serious effort is being made to solve the problem. Everyone seems to be content with the situation. Is that how we should behave if we want to develop? I dont think so. We need to make conscientious efforts to ensure that we tackle this problem. It is only then that we can make the difference between what had happened in the past to make us under-developed and what we are doing to change our circumstances for the better. We must prove that our 4th Republic is certainly better than its predecessors in many ways because we have been able to solve the major problems that have prevented our country from developing.

Indiscipline is a major canker that is eating away the fabric of our national life. It is our responsibility to fight it.This problem of indiscipline is endemic and we must not fold our arms and sit down unconcerned while it eats deep into our social, political, moral, and economic fabric. We must have a clear plan to fight indiscipline together and be disciplined and determined enough to implement such plans. The war against indiscipline must begin right now!!

CONCLUSIONS

Once completed my Ensayo Practices, I can give the following conclusions:

It was observed that there is a Low Level Of The knowledge English Lenguage I could verify the reality in which teachers are instructing students,

The students have problems in their homes and these problems contribute to the indiscipline,

I could verify that practice you can show your knowledges and involve in the professional world.

RECOMMENDATIONS

Once completed my Ensayo Practices, I can give the following recommendations:

We have to preparate the best way in order to improve the teaching system in our country.

In the institute should be more English teacher, because this way the teacher can work better, when you have too students you repeat and repeat the classes with the same methods.

Specify the work that we are going to do in the high schools to have a clear idea and then not have drawbacks in the future.

BIBLIOGRAPHY

Our World Through English # 4 and # 6

www.ourworld.ec/our-world-6.html

http://www3.ul.ie/epsresources/biblio/Alan_Speakes.htm http://sisifo.fpce.ul.pt/?r=22&p=82 http://busyteacher.org/8995-top-10-tips-deal-with-indiscipline-in-classroom.html http://www.indiaparenting.com/manners-and-discipline/95_1145/indiscipline.html http://wiki.answers.com/Q/What_are_the_causes_of_indiscipline_in_the_school

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