PEDAGOGICAL PRACTICE 

1. Link to my official Drive Folder: 

https://drive.google.com/drive/folders/1y93QnoeCYGxeer5q7Tb0lRF_jRRe7q8MV

SYNTHESIS OF THE DIARIOS DE CAMPOS

The field diaries were very significant formats at the time of initiating the pedagogical practice in the educational institution; They allow the identification of the purpose of the practice, its respective description, interpretation, argumentation, and evaluation of each of the sessions observed in the classroom.

 

There are many methodologies that teachers use in a classroom, within them the expository method is highlighted, which is part of the meaningful method whose purpose is to promote research and the search for information and analysis. Comparative tables that serve as didactics are taken into account so that the student understands in a simple way any topic. There is also communicative learning, where it is possible to develop activities that promote learning, and that according to Skehan (1998) communicative learning is discussed more in relation to the teaching of language based on tasks.

 Each of these processes has a positive influence because it reveals the diversity of methodologies and didactics that make the teaching profession at the forefront with new teaching strategies and that, in turn, generate empathy in students for acquiring new knowledge.

According to Richards and Rodgers, (2001), they affirm that by using different teaching methodologies, decisions are made about particular skills to be taught, as well as the content to be taught and the order in which each content will be presented; It is a technique where classroom procedures are described and it is very useful because it is possible to distinguish between the different language teaching proposals. (pp 19)

 It is very important to recognize the environment where you are going to work and adapt to the context; I believe that education is where you acquire the knowledge and experience necessary to be a good teacher.

 

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 DESCRIPTION OF THE OBSERVED POPULATION

The Betania Educational Institution is located in the Betania village of the Huila municipality of Argentina, east of the municipal seat and at a distance by road of 3.5 kilometers, the population that I was able to observe were secondary school students from sixth grade to eleven grade, They are students from agricultural parents, where their economy is based primarily on coffee, sugarcane, panela production, and livestock.

 

Each of the students presents similar characteristics in the acquisition of a second language, they are very proactive people who show interest in wanting to learn, they are also participatory and cooperative in the classroom, the few students who have difficulty with the language, The teacher has another teaching strategy where assertive communication between teacher-student and vice versa is achieved, using didactics and games as a method of teaching the language.

PLAN DE TRABAJO 

PHOTOGRAPHICS EVIDENCES 

CONCLUSIONS

• The pedagogical practice in the educational institution was an effective process that generated in me, a real approach within the classroom, where I managed to identify many aspects to take into account, from the initial moment, until the final moment of a class session, within of them this, the different teaching methodologies that are used, the distinction of the context in which the class takes place.

•  It is good to know the students and assertive communication for the understanding of the topics for each grade level.

•  The pedagogical practice is a preparation for the future, for when it is exercised, it is done in the best possible way, counting on the preparation and previous knowledge to teach.

• The communicative method was one of the methods that I liked because in language teaching a lot of importance is given to interaction as a means and as a final objective in learning, the intention is that even be able to produce real communication, both written as oral, using audiovisual media, texts or recordings.

• I also liked the cooperative method a lot, because it is a methodology that is based on dividing the students of a class into small groups with the sole purpose of working together.

References

Richards, J., & Rodgers, T. (2001) Task-Based Language Teaching. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 223-243). Cambridge: Cambridge University Press. Retrieved from https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.022

Richards, J., & Rodgers, T. (2001). Cooperative Language Learning. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 192-203). Cambridge: Cambridge University Press. Retrieved from https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.020

Richards, J., & Rodgers, T. (2001) Communicative Language Teaching. In Approaches and Methods in Language Teaching (Cambridge Language Teaching Library, pp. 153-177). Cambridge: Cambridge University Press. Retrieved from  https://doi-org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667305.018

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