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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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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: April 05th, 2014 Time: 100minGrade: tenth
Topic Objective Warm-upActivity
Languageand
StructureUsed
Activities for practice andProduction
(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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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: April 07th, 2014 Time: 50minGrade: tenth
Topic Objective Warm-upActivity
Languageand
StructureUsed
Activities for practice andProduction
(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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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: April 24th, 2014 Time: 100minGrade: tenth
Topic Objective Warm-upActivity
Languageand
StructureUsed
Activities for practice andProduction
(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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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: April 28th, 2014 Time: 50minGrade: tenth
Topic Objective Warm-upActivity
Languageand
StructureUsed
Activities for practice andProduction
(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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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: May 05th, 2014 Time: 50minGrade: tenth
Topic Objective Warm-upActivity
Languageand
StructureUsed
Activities for practice andProduction
(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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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: May 12th, 2014 Time: 50minGrade: tenth
Topic Objective Warm-upActivity
Languageand
StructureUsed
Activities for practice andProduction
(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 BLANDONAve. Guandique, sexta calle oriente
Usulutn, El Salvador.PBX (503) 2671-5459
LESSON PLANEnglish Language
Teachers name:Johanna del Carmen Lara Ramirez Date: May 15th, 2014 Time: 100minGrade: tenth
CENTRO ESCOLAR BASILIO BLANDON
Topic Objective Warm-upActivity
Languageand
StructureUsed
Activities for practice andProduction
(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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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: May 19th, 2014 Time: 50minGrade: tenth
Topic Objective Warm-upActivity
Languageand
StructureUsed
Activities for practice andProduction
(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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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: May 22th, 2014 Time: 100minGrade: tenth
Topic Objective Warm-upActivity
Languageand
StructureUsed
Activities for practice andProduction
(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
MarketWhiteboard
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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: May 26th, 2014 Time: 50minGrade: tenth
Topic Objective Warm-upActivity
Languageand
StructureUsed
Activities for practice andProduction
(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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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:June 02nd, 2014 Time: 50minGrade: tenth
Topic Objective Warm-upActivity
Languageand
StructureUsed
Activities for practice andProduction
(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.
MarketWhiteboardCandies
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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.
8/12/2019 Teaching Portfolio, Johanna Del Carmen Lara Ramirez.
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REFERENCES
Kauchak & Eggen. (2004). Motivation in the Classroom. Recuperado el 06 de
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.
Motivation in the Classroom:
http://peoplelearn.homestead.com/beduc/chapter_8.pdf
Kauchak & Eggen. (2004). Motivation in the Classroom. Recuperado el 06 de
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.
8/12/2019 Teaching Portfolio, Johanna Del Carmen Lara Ramirez.
58/58
Educational Psychology:
http://peoplelearn.homestead.com/beduc/chapter_8.pdf
Motivation in the Classroom. Recuperado el 06 de April de 2014, de
Motivation in the Classroom:
http://peoplelearn.homestead.com/beduc/chapter_8.pdf