pedagogical artifacts

8/14/2019 Pedagogical Artifacts

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Pedagogical Artifacts

Stage 1: Observation Stage

During the first weeks of observation I had the opportunity to observe that

classes were always interrupted by other teachers, studendt from other

classes and even the inspector interrupted the class. One particular day, the

teacher was explaining the students the story that was told in the listening

comprehension with mimicry, for the students to understand it better, when

suddenly someone knocks on the door and open it. It was the inspector, that

needed that any student lend him a maths and music notebook. The

students said; “we do not have neither a maths nor a music notebook here

today”.The inspector insisted on his purpose and the teacher, Frabrizzio,started to push the students to lend a notebook to have the possibility to

continue the class. The students told the inspector and the teacher that they

did not have any of those notebooks at school, but they were not listened .

Passed around more than 8 minutes, the inspector gave up asking for the

notebooks and left the classroom. The teacher had to explain the listening

task again.

It was such a annoying situation, and was not the only I had to face during

this period. In that moment I wondered; Doesn’t the inspector realize that

he is interrupting a class? Doesn’t he realize that the schedule is so tight towaste time looking for a math and music notebook? Why he enters the

classroom without asking for permission, or apologizing because of the

interruption?

Effective schools do not allow interruptions in the avaliable time to teach.

The available time to teach is such a sacred period that should not be

interrupted by anyone at any time.

As teachers we all know that gaining students attention sometimes is

difficult, so maintain it is a real challenge, and how can not be respected by

someone else? People that works in schools as inspectors, should know thatthey does not have to interrupt classes. I made a comment of this particular

situation to my guide teacher, and he told me that it was really annoying for

him, but that it used to happen all the time, and that it was a constant

complain in the teachers meeting, but that the attitudes toward this issues

have not changed at all at school.

So I wonder how to deal with this issue in my teaching stage, and I thought

that putting an announcement on the door’s window could be a good

strategy, something like ; “please do not interrupt our learning time”



Stage 2: Team-teaching Stage

In the team teaching stage I was asked to play the recording of one of the

formal English test called “certamen”. When I entered the different

classrooms to play the recording I realize that the students were all mixed

(7th A, 7th B, 8th A and 8th B). The all had an assigned sit and had to answer

the test in a pen score.

My first impression of it was; “don’t you think they are too young to

experience that kind of formal tests?”. But I realized that for all the children

it was too normal, and it was part of the routine of the school in a test day.

After the examination I could not avoid asking my guide teacher what did he

think about this formal way to take the tests for the children, and he

explained to me that they were not consider as part of the elementary

education by the school organization, 7th and 8th grades were considered

part of secondary education. Furthermore, this modality to take tests

prepares them for the future opportunity to take international o national

standard tests as PSU, SIMCE and PET or FCE (in case of English). The

children get used to it, and then do not make the common mistakes as

answering in a different way from the test in the pen score, not giving the

personal information on it as name, subject and ID number, etc.

I understood that it was a really positive strategy and very innovative. I

really liked and I also learnt to deal with it. I had to prepare multiple-choice

tests, go around the classrooms answering possible questions from students

during the tests. Paying attention to the attendance lists and also paying

attention to gather all the pen scores after every test, because every

supervisor teacher was responsible for the test in every particular class.



Stage 3: Teaching Stage

During the teaching stage I had the opportunity to develop different kind of

activities. My students were really hectic, so it was a challenge for me to

develop active classes for them.

My students and I were in the test feedback class, checking the answers of

the “certamen” and paying attention to common mistakes, so we got to the

second part of the test that had to do with some collocations I taught them.

Most of the students from my class had right answers and suddenly Mathias

Sanchez said to me; “this part of the test was really easy miss! I remember

the answers because of the song we learnt in classes” and Mathias and

some other students started singing the song I taught them.

In that moment I felt very proud. As I said before, my class is very hectic so,I decided to create a way to make them remember some collocations I

taught them in a easy and funny way, so I created a song (with a hip-hop

rhythm) it was really easy and fun. They had to make the rhythm of the hip-

hop song with their hands and follow the song instructions (it was

interactive; the teacher and the student had their own part in the song).

I remember that as prospective teacher I made the commitment of being

creative when creating activities and it really worked. The song was really

simple but helped them to learn in a new, easy and funny way. Teachers

should be creative all the time, I know that creativity also brings time

consuming activities that we must prepare with a lot of anticipation, but it is

important to fit students learning styles and try different kind of activities to

make your class being involved and committed with their own learning

process.

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