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    Teaching Practice I English Pedagogy Ucsc

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    The document discusses contextual factors related to an English pedagogy class at UCSC. It describes the class group as mostly first and second year female students between 19-21 years old with elementary English proficiency. It notes implications for lessons like using simple language and materials. It then describes two students - one energetic but distractible, the other shy. It notes implications like keeping the first engaged and making the second feel comfortable. Finally, it discusses the traditional classroom layout and heat, noting implications like moving seats and opening windows. It emphasizes how understanding students and context helps teachers adapt lessons to student needs and promote comfort in learning.

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    Teaching Practice I English Pedagogy Ucsc

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    66 views4 pages
    The document discusses contextual factors related to an English pedagogy class at UCSC. It describes the class group as mostly first and second year female students between 19-21 years old with elementary English proficiency. It notes implications for lessons like using simple language and materials. It then describes two students - one energetic but distractible, the other shy. It notes implications like keeping the first engaged and making the second feel comfortable. Finally, it discusses the traditional classroom layout and heat, noting implications like moving seats and opening windows. It emphasizes how understanding students and context helps teachers adapt lessons to student needs and promote comfort in learning.

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    The document discusses contextual factors related to an English pedagogy class at UCSC. It describes the class group as mostly first and second year female students between 19-21 years old with elementary English proficiency. It notes implications for lessons like using simple language and materials. It then describes two students - one energetic but distractible, the other shy. It notes implications like keeping the first engaged and making the second feel comfortable. Finally, it discusses the traditional classroom layout and heat, noting implications like moving seats and opening windows. It emphasizes how understanding students and context helps teachers adapt lessons to student needs and promote comfort in learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    66 views4 pages

    Teaching Practice I English Pedagogy Ucsc

    Uploaded by

    api-300736919
    The document discusses contextual factors related to an English pedagogy class at UCSC. It describes the class group as mostly first and second year female students between 19-21 years old with elementary English proficiency. It notes implications for lessons like using simple language and materials. It then describes two students - one energetic but distractible, the other shy. It notes implications like keeping the first engaged and making the second feel comfortable. Finally, it discusses the traditional classroom layout and heat, noting implications like moving seats and opening windows. It emphasizes how understanding students and context helps teachers adapt lessons to student needs and promote comfort in learning.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    TEACHING PRACTICE I

    ENGLISH PEDAGOGY
    UCSC

    MDD 1: CONTEXTUAL FACTORS ( versin abreviada)

    The teacher candidate collects data regarding the institutional and classroom context,
    the characteristics of the students as a group and its diversity, using this information to
    plan and teach.

    1. Class group characteristics and their instructional implications:


    People who attend these classes are from different majors and programs from the UCSC
    University. Besides, most of them are first year or second year students, ranging from 19 to
    21 years old, and hey are taking the course of general English I. in addition, 70% of the
    Students are female, 30% are male, and they have elementary proficiency level.
    Furthermore, they are from middle-class in general, all Chilean.
    Finally, teacher methodologies are mostly inclined to the development of guides. She uses
    power point presentations, and guides, audios, and videos and students have the material
    the teacher gives them. There are no special needs cases in the class.

    1.1. How these factors may impact my lessons:


    Some of the main factors that can affect our lessons are related to the background
    knowledge from each student, because it is the first English subject that they have
    taken in the university, for that reason they have different levels of English. Besides,
    these students do not know each other, due to it is the first course that they are
    together, it can affect group working. In addition, most of the students do not have
    another relation with this foreign language, due to they have other preferences in
    terms of studies, as a consequence they have not been very exposed to English
    language. For all the factors mentioned before, we consider that we have to use
    simple language, didactic material, and teach from the easiest to the hardest
    content.

    1. Student characteristics and their instructional implications:


    The students are a male and a female, both chilean, from different majors and different
    characteristics. One of them is very energetic, while the other is very passive during

    class. One of them has a higher skill level, and is more willing to participate than the
    other.
    2.1 Description of students 1 first characteristic:
    Student 1 first characteristics is the energy he has. He often talks during class with his
    partner, makes jokes, and it is usually distracted by his cellphone.
    2.1.1 How this characteristic will impact my lesson:
    This characteristic will make him somewhat disruptive during class, he may not
    pay attention to the lesson and cause other students to get distracted. Therefore,
    the lesson should be planned to keep the student interested, using activities that
    require movement may be helpful in this case.
    2.2 Description of student 1 second characteristic:
    The second characteristic of this student is that he can be very participative when asked
    to. He usually responds whenever asked by his teacher, however, 50% of the time was
    using Spanish. Also, he understands most of what the teacher says.
    2.2.1 How this characteristic will impact my lesson:
    This could be a very positive characteristic for the lesson. If he has a good
    motivation, doing class activities that will correlate with the previous
    characteristics may actually help to motivate the other students.
    2.3 Description of student 2 first characteristic:
    The first characteristic of student 2 is that she is very shy during class. She is often sitting at the
    back by herself. When asked something by the teacher she never responds or tries to do it.
    2.3.1 How this characteristic will impact my lesson:
    This characteristic means that the lesson should be inclusive, to make this
    student feel comfortable about speaking an answering. An activity such as an
    icebreaker might help the student to feel more comfortable to speak and socialize
    with the rest of her classmates.
    2.4 Description of student 2 second characteristic:
    The second characteristic of the student is her skill level. She does not have a good skill level,
    the times she answered to the teacher she did in Spanish and it usually showed that she did not
    understand what the teacher was saying.
    2.4.1 How this characteristic will impact my lesson:
    For the lesson that would means that the instructions should be given in very
    simple manner, with gestures that would help the student to comprehend what is
    being said. Also, pair work with a classmate that can help her to understand
    would be good for her

    3. Physical aspects of the classroom and their instructional implications:


    Describe how two physical aspects of the classroom you are working in (e.g., posters,
    room arrangement, and technology) might impact the way you teach (ex: in planning,
    motivation, management, or assessment). For each example, give a specific
    instructional implication that will influence how you plan and teach your lessons.
    The classroom has a very traditional layout, it does not give much space for people to move
    the chairs for the activities. I does not have any visual elements, since it is a generic classroom
    for different classes. As most of the classroom it is equipped with a projector, a computer with
    internet access, and speakers.
    3.1 Description of first physical aspect:
    The first thing we have to consider the layout of the room. There are individual
    seats are ordered in rows, which does not give much space for the students to develop
    activities on the table. Also the space between rows is very narrow so it is hard to move
    the seats so there is space to walk freely.
    3.1.1 How this aspect will impact my lesson:
    For the lesson we will have to include a time to move the seats before
    starting class to provide a seating arrangement which promotes interaction, and
    allows student to move around the room.
    3.2 Description of second physical aspect:
    The second physical factor we have to consider is the location of the classroom. To
    where the class is oriented in relation to the sun, and the time of the lesson make this
    classroom a bit overheated in this season.
    3.2.1 How this aspect will impact my lesson:
    To this lesson this would mean we will have to arrange seats so the students
    can sit far from the direct sunlight. Also we should have the windows wide open.

    4. Reflection on the importance of knowing about students and the context to provide
    quality teaching.
    4.1 Contextual knowledge is very important at the moment of planning a lesson the first reason
    is because it can helps teachers to adapt classes, materials, aims, and everything that is
    needed in order to teach according to the students needs. The second reason is that students
    can feel more comfortable when they are learning English because they can notice that the
    lesson was prepared for them. The third reason is to select specific contents that students can
    consider meaningful and they can use them outside the class.
    versin abreviada MDD1[1] ( reformulada por M. G Sanhueza 2016)

    [1] Adapted to the MDD standards and tasks from based the document Level II Teacher Work
    Sample. University of Northern Iowa, Level 2 of the UNI Teacher Education Professional
    Sequence.

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