VISIT THE SITE ANDREA – ONE OF THE STUDENTS IN THE NIGHT’S GROUP HAS CREATED FOR HISTORY OF THE ENGLISH LANGUAGE: http://historyoftheenglishlanguageuva.blogspot.com/
ASSIGNMENTS
First Assignment – Guided Questionnaire (jnterviewing an English teacher)
Thursday class
1. How would you deal with a problematic kid?
2. Why did you want to become an English teacher?
3. Do you prefer teaching Portuguese or English?Why?
4. How to avoid falling in a routine?
5. How do you deal with a student who is in love with you?
6. How to make adaptations in your plan accordingly to your class?
7. What is your favorite public?
Monday class
1-Why/How did you decide to become an English teacher?
2 – What are the main difficulties of your profession?
3 – What is the difference between teaching at a school or a course?
4- How do you deal with mixed-level classes? An students who have been poorly placed?
5 – (for school teachers) What do you think about the treatment English receives at schools?
6 – How do you plan you classes? (be honest, we’re friends! =)
7 – How do you deal with having to fail a student?
Second Assignment – Guided Questionnaire (interviewing a coordinator)
Thursday Class
1- How do you deal with sudden student disruptions?
2- Do you plan the course’s or school’s curriculum? How is it done?
3- How do you encourage your students to learn English?
4 – What are the main difficulties when dealing with teachers?
5 – What are the main difficulties when dealing with parents?
6 – How does economic pressure in your school affect your job?
Monday Class
1 – Who prepares the syllabus/ curriculum in your school? If you prepare it, how is it done?
2 – Which are the most difficult problems to deal with: pedagogical or administrative?
3 – What are the main difficulties when working with teachers?
4 – How do you deal with issues in which your opinion differs from that of the school director?
Third Assigment – Guided Visits
Thursday Class
Guided Visit – an English course – points to observe.
- Technology
- Materials used – content, syllabus, dialogues, conversation topics, pictures, Portuguese usage.
- Class observation (inductive lesson plan) – optional
At least, critical observation of the classes you are currently attending at college
- Teacher behavior
- Students’ behavior (maybe asking some questions)
Monday Class
Course and school observation
- Technology
- Materials used – content, syllabus, dialogues, conversation topics, pictures. Portuguese usage.
- Class observation (inductive lesson plan) – optional
At least, critical observation of the classes you are currently attending at college
- Teacher behavior
- Students’ behavior (maybe asking some questions)/at schools, pay attention to discipline.
On-line platform observation
Possible sites to visit:
English Town
Live Mocha
House of English – Yázigi’s site
Cultura´s (depending on password)
English Baby
Open English
What to observe:
- Material/Tasks proposed
- Efficacy/Completeness when compared to Regular Courses.
- Control mechanisms
- Student support (how does it help students feel comfortable and assisted).
- Student friendly design
Material
Presentation 01 – On methodology: methods and approaches
Lesson Art and Design – Scott Thornbury
Presentation 02 – Curriculum Development
Presentation 03 – Lesson Planning (includes the study cases for class presentation)
Calendar – Thursday class
|
February |
|
|
Day |
Content/Materials |
| 09/02 | IntroductionSetting up the grounds: Methodology/Method/ApproachA brief introduction to Exploratory Practice |
| 16/02 | Results from guided questionnaire – English teachers.What is a lesson plan?Lesson Art and Design (Thornbury) |
|
March |
|
|
Day |
Content/Materials |
| 01/03 | Developing an EFL CurriculumDeveloping an EFL SyllabusLearning Centered Syllabi (Haugen)http://www.celt.iastate.edu/teaching/syllabi.html |
| 08/03 | Results from guided questionnaire – English coordinators.Developing a Lesson Plan A Course in Language Teaching – Penny Ur |
| 15/03 | Practicum: Teaching PracticeWhat to consider when writing a lesson plan?http://www.teach-nology.com/tutorials/teaching/lesson_plan/ready/ |
| 22/03 | Results from guided visit – a course.Practicum: Teaching Practice |
| 29/03 | Presentation of Lesson Plans |
|
April |
|
|
Day |
Content/Materials |
| 05/04 | Results from guided visit – a school.Presentation of Lesson Plans |
| 12/04 | Results from guided visit – an online platform.Presentation of Lesson Plans |
| 19/04 | P1 |
| 26/04 | Exploratory Practice: Inclusive Practitioner Research in PracticeThe Developing Language Learner (Allwright and Hanks) |
|
May |
|
|
Day |
Content/Materials |
| 03/05 | Exploratory Practice: Puzzles and how to work with them in the classroomThe Developing Language Learner (Allwright and Hanks)Puzzle development |
| 10/05 | PCNs in Practice: InterdisciplinarityParâmetros Curriculares Brasileiros (Tema transversal Pluralidade Cultural) |
| 17/05 | PCNs in PracticeParâmetros Curriculares Brasileiros (Tema transversal Pluralidade Cultural) |
| 24/05 | History of the English Language: an approach based on the teaching process.The Cambridge History of the English Language |
| 31/05 | Results from guided visit – SBS.Textbook Analysis |
|
June |
|
|
Day |
Content/Materials |
| 07/06 | Poster session |
| 14/06 | P2 |
| 21/06 | Segunda Chamada |
| 28/06 | P6 |
Calendar – Monday class
|
February |
|
|
Day |
Content/Materials |
| 13/02 | IntroductionSetting up the grounds: Methodology/Method/ApproachA brief introduction to Exploratory Practice |
| 27/02 | Results from guided questionnaire – English teachers.What is a lesson plan?Lesson Art and Design (Thornbury) |
|
March |
|
|
Day |
Content/Materials |
| 05/03 | Developing an EFL CurriculumDeveloping an EFL SyllabusLearning Centered Syllabi (Haugen)http://www.celt.iastate.edu/teaching/syllabi.html |
| 12/03 | Results from guided questionnaire – English coordinators.Developing a Lesson Plan A Course in Language Teaching – Penny Ur |
| 19/03 | Practicum: Teaching PracticeWhat to consider when writing a lesson plan?http://www.teach-nology.com/tutorials/teaching/lesson_plan/ready/ |
| 26/03 | Results from guided visit – a course.Practicum: Teaching Practice |
| Presentation of Lesson Plans | |
|
April |
|
|
Day |
Content/Materials |
| 02/04 | Results from guided visit – a school.Presentation of Lesson Plans |
| 09/04 | Results from guided visit – an online platform.Presentation of Lesson Plans |
| 16/04 | P1 |
| 30/04 | Exploratory Practice: Inclusive Practitioner Research in PracticeThe Developing Language Learner (Allwright and Hanks) |
|
May |
|
|
Day |
Content/Materials |
| 07/05 | Exploratory Practice: Puzzles and how to work with them in the classroomThe Developing Language Learner (Allwright and Hanks)Puzzle development |
| 14/05 | PCNs in PracticeParâmetros Curriculares Brasileiros (Tema transversal Pluralidade Cultural) |
| 21/05 | History of the English Language: an approach based on the teaching process.The Cambridge History of the English Language |
| 28/05 | Results from guided visit – SBS.Textbook Analysis |
|
June |
|
|
Day |
Content/Materials |
| 07/06 | Poster session |
| 11/06 | P2 |
| 18/06 | Segunda Chamada |
| 25/06 | P6 |
EVALUATION
P1
Guided questionnaires – 2 X 1,0 = 2,0
Guided visits – 3 X 1,0 = 3,0
Criteria considered – organization, full completion of task and critical view points.
GQ + GV + P1 (5,0 – study case based exam) = 10.
P2
Guided visit = 1,0
Textbook analysis = 1,0
Poster session = 3,0
Criteria considered – organization, full completion of task and critical view points.
GV + TA + P1 (5,0 – study case based exam) = 10.
Extra points
1) blog design for History of the English Language or PCNs (Pluralidade Cultural)
2) forum design (Facebook) on History English Language or PCNs (Pluralidade Cultural)
3) blog design – lesson plan central aid – working to understand puzzles from teachers and students.
Thursday class
1. How would you deal with a problematic kid?
It would depend on what kind of problematic. If it was agressive I would try to speak soft and kind, if it was bad leader I would try to make the others see his negative side and encourage him to be positive and if the student was a destructive one I would call the coordinator, the principal and the parents and try to find a solution together.
2. Why did you want to become an English teacher?
Because I always liked to work with kids and see how they love to learn and when you are teaching English you can do a lot of things to make your lessons atractive.
3. Do you prefer teaching Portuguese or English?Why?
English, because it is always a challenge to teach a new language.
4. How to avoid falling in a routine?
I try to get to my students world, search for new ways of teaching, use technology on the lessons and make them part of the lessons.
5. How do you deal with a student who is in love with you?
I try to show tender and a motherhood love.
6. How to make adaptations in your plan accordingly to your class?
First you need to know your students, make a scream test and always have a backup plan.
7. What is your favorite public?
I prefer to work with kids, because they are spontaneous, creative and are willing to learn.
1. How would you deal with a problematic kid?
R: I talk with this kid in particular and I request a meeting between his (her) parents and school members ( teacher, director and others members of team).
2. Why did you want to become an English teacher?
R: Because the English was a different language for me since I studied at school. I was admired with the pronunciation, I listened every time the songs in English and I thought to be a teacher. Why not to be English teacher if this language fascinated me?
3. Do you prefer teaching Portuguese or English? Why?
R: I prefer teaching English because it is a different language for the students and I am interested in show them the differences between the English and Portuguese and what they don’t see in your social reality and it just is used the Portuguese. I prefer teaching the new, what I think attractive for my students.
4. How to avoid falling in a routine?
R: I take different activities for the class, like songs, poetry, discussions, texts and when finishes the class, they give your opinions if they liked or not the proposal activity.
5. How do you deal with a student who is in love with you?
R: I deal him like any other student. It happens frequently when they are very young. It’s a phase.
6. How to make adaptations in your plan accordingly to your class?
R: According with the level ah which the group is, I make necessaries adaptations for better learning.
7. What is your favorite public?
R: I like critics, interested, participative and English lovers.
Interview with English coordinator
My interview was realized with Rodrigo Accioly, Uptime’s English coordinator.
1) How do you deal with sudden students disruption?
It depends on the student. I talk to them to find out or identify what is the problem. Due to the fact that we only teach adults, the problems tend to be lack of time to study, being shy and afraid to speak and make mistakes in front of other students, lack of English exposure in their lives, and the fact that they thing that grammar is the only thing that is important for them.
According to each problem we can come up with different approaches such as tutoring classes for those who really have difficulties in the learning process, explaining to the students the importance of speaking no matter if they make mistakes and trying to make them feel more relaxed in the classroom.
2) How do you encourage your students to learn English?
I encourage by reminding their main purpose to achieve this goal. More than that, I suggest them to get in touch with tv series, movies, books, magazines, websites, anything that can make the learning process more interesting according to their hobbies.
3) Do you plan the course’s or school’s curriculum? How is it?
No. The course offer the material and the in class guides. We only complement the class when necessary.
4) What are the main difficulties when dealing with teachers?
Well, I have been offering training processes for a long time. Besides the fact that nowadays people are getting less prepared professionally speaking and that I interview many people who think they can teach English but they can not even speak fluently or correctly, the main problem is the feeling people are teaching for the money and not for pleasure of the profession.
I am aware that nobody works just for pleasure, but when it comes to teaching, we expect at least a willing to give your best. Teacher need to be patient, need to be open to connect to the students, to listen to them and this can only happen if you like what you do. Lately I have been noticing a lot of teachers that lack this extra something we are usually expecting from a complete professional in this area.
5) What are the main difficulties when dealing with parents?
I don’t have to deal with parents because we teach only adults.
6) How do economic pressure in your school affect your job?
More than one can imagine. Regarding the students, many need to cancel the course because of financial problems. It is actually the main reason. When it come to investing and using your money, English is never their priority.
Visit to Uptime Consultants
Technology – During the course, they have a class called Fun Class in which they work with DVD’S or songs. Besides that, they have a Study Room with a computer with internet connection.
No technology was used in the classroom assisted.
Materials used- They use books, and for the Fun Classes DVDs or CDs. The students receive the material (6 books and 3 cds the students have to listen at home).
The student used two books in the classroom assisted: student’s book and work book.
Content, syllabus, dialogues, conversation topics, pictures, Portuguese usage-
The class was about Routine and Habits and the grammar topic of the class was the Simple Present Tense.
During the class, the students had to talk about their routines according to the teacher’s example.
There is a dialogue in the book with two people talking about their routines. The vocabulary of the chapter includes time expressions used to express the Simple Present and action verbs. All the book is illustrated with pictures some of which are associated to the words from the texts. No Portuguese is used during the classes.
Class observation (inductive lesson plan) – optional
Teacher behavior- The teacher never speaks Portuguese in class. They use mimics, body expression, synonyms, context to explain what is asked. They follow a pattern established by the course and taught during the training process.
Students’ behavior (maybe asking some questions)- They arrive with the exercises already done. In the classroom they are exposed to the topic and correct the exercises based on what was explained. That way, they arrive in the classroom having an idea of what to expect from the class.
Critical observation of the classes you’re currently at college-