Universidad de Playa Ancha

Ciencias de la Educación
Facultad de Humanidades.
Pedagogía en Inglés.

Final Practicum Portfolio

Name: Beatriz Olivares V.

Teachers: Isabel Vásquez
Rodrigo González
Class: Final Practicum English Teaching.
Date: August, 06th, 2009

Index
INTRODUCTION

READING ARTICLES and PEDAGOGICAL ARTIFACTS

REFLECTIVE WRITING

SCHOOL INFORMATION

UNIT AND LESSONS PLANS

LEARNING MATERIAL

Introduction
During all this practicum process I, as a prospective teacher of English, will

experience several events while I carry out this final stage of my professional

career; events which, fortunatelly, will strengthen my vocation and vision towards

teaching.

In the present portfolio different works will be presented in order to show how I

lived my final practicum, through reflective writings, some reading articles related

to teaching, teaching materials, etcetera.

I hope you enjoy and go beyond the words so that you can be part of my process.

Reading Articles
 Reflective writing

SOBRE EL QUÉ, EL CÓMO Y EL POR QUÉ.

Juan Mata Araya.

 El artículo presenta tres interrogantes claves y esenciales que se deben realizar tanto
los profesores en formación como aquellos que ya llevan años en el rubro. Qué enseñar,
cómo enseñar y por qué enseñar.
Estas interrogantes salen a luz debido a la gran preocupación existente por la calidad
de la educación que los niños y los jóvenes estamos recibiendo; me incluyo puesto que se
vive de igual manera en la universidad que en los colegios la falta de profesionalismo y
vocación que tienen los docentes hacia la enseñanza.
Educar es el proceso, sino el vital, pero el más importante en la formación de los
seres humanos, somos educados por nuestros padres, abuelos, profesores, etc.; por lo tanto
si se nos otorga una educación pobre nuestros estilos de vida serán pobres.
La mayoría de los profesores se han hundido en lo que bien se conoce como rutina,
se desmotivan con facilidad del sistema, por lo tanto se aburren con facilidad y finalmente
se despreocupan de lo que realmente sus estudiantes necesitan aprender.
Se les olvida preguntarse si acaso lo que enseñan es útil para la vida de sus
educandos, o si acaso los alumnos realmente aprenden con lo que se les enseña. Se enfocan
mucho en pasar materias y algunos, lamentablemente, de cumplir solamente.
Como expresa el autor del texto, todas las acciones docentes derivan en los
contenidos, los programas y los currículos, o bien, en los métodos, procedimientos; sin
embargo lo que no despierta ningún tipo de discusión o análisis es el por qué enseñamos,
que es lo que está de fondo a nuestra enseñanza, por qué hacemos lo que hacemos, qué es lo
que queremos lograr con nuestros alumnos, qué es lo que queremos despertar en ellos.
Como decía anteriormente, la monotonía ha vencido a muchos docentes,
prohibiéndoles, incapacitándolos, para cuestionarse estas interrogantes que ciertamente y
un poco utópicamente, puede salvar nuestra educación. Se envician en la justificación banal
acerca de lo que pueden o no pueden lograr sus alumnos, como por ejemplo: “si ya están
acostumbrados”, “si no van a aprender”, “porque siempre ha sido así”, “es que no va a
resultar de esta manera”, etc.
Estas son las ideas que más daño hacen al crecimiento de nuestra sociedad, además
de la poca o inexistente reflexión personal sobre nuestro desempeño profesional, si es que
está dando resultado, si es que los educandos están aprendiendo, etc.
 Por otro lado, el pensar que uno tiene siempre la razón y que no se equivoca jamás
en lo que está haciendo, el ser individualista y egoísta, provoca un deterioro implacable e
infinito en el proceso de formación tanto de nuestros estudiantes como de nosotros.
Ciertamente este tema no tiene fin, se abre a muchas lecturas más, por lo cual, no
limitaré el cierre de tan trascendental interrogativa, para que así contribuir aunque sea de
manera mínima a la resolución que tanto nos está aquejando últimamente; además no me
atrevo a ser categórica frente a estas discusiones, puesto que me falta mucho aun por
recorrer en este sendero tan largo y gratificante que es el de enseña.

“Vinculación Establecimientos Educacionales-Universidad: “Relacionándonos

para ser mejores”. Departamento de Prácticas. Vicerrectoría Académica. Vicerrectoría de
Desarrollo. Universidad de Playa Ancha.”

Beatriz Olivares Velasco.

Pedagogía en Ingles 2009.

Pedagogical Artifacts

WORKSHOP N°1
1. - Post your reflection in the uplapracticum.blogspot.
2. - Refer about your own expectations, fears and commitment for this final
practicum process.
3. - Also refer about your feelings you have socializing with other student teachers
in the workshop.
4. - You have a full page (letter format) to write. Do not forget to attach this
reflection into your own blog and share it with your peers.
5. - Use for writing: times New Roman, size 12.

Although my wishes are a little bit uthopic, I really think that you can
achieve them only if you are persistent and deeply believe that your goals are
possible. Following this idea my biggest expectation is to change the whole view of
education among my future students and also help them to aspire to something
better for their lives, in other words, I would like them to see in education a way to
be better persons.
Relating to what I have written above, my fears refer to the failure of my
dreams, not being able to achieve them; students will not get what I want them to
attain, and also being unable to make them feel that studying is not boring and really
leaves you important learnings.
I guess that you can not commite yourself to things that you know you can
not obtain, specially refering to your role as teacher, that is why, my commitment is
giving the best of me in order to make things better, moreover, doing everything I
can to do the best final practicum ever.
The tactics that our teachers are trying to implement in this final practicum, I
find them appropiate if the main goal is to make of this final process a more
constructive one. Socializing with my classmates about the workshop helped me to
understand that I can count on them for we are in the same level.

Workshop Nº 2

Refer to the Teaching Stage you have already started and answer the following
questions:
1. Do you feel satisfied with your performance as a teacher so far? Take about the things
you like and about the ones you don´t like.

2. Guide teacher´s support: How effective has it been during this stage? Why?

3. Student´s level of engagement: Do your students enjoy the classroom learning

activities presented? ; What do they say about them?

4. Planning and lesson preparation: What teaching approach do you consider

appropriate to students ´learning style? Which one are you actually using with them?
Why?

5. Lesson Timing: How much of the planned activities do you actually cover in each
lesson? Is it what you expected?

I truly believe that I did a great job. I could build strong bonds with my students
throughout all these experience. Professionally speaking, I consider that I did everything
that was in my power to do a good job as teacher, I never missed classes, I was always on
time, I met the other subject teachers, I dedicate lot of my time preparing my classes, so
that my students could have a great time, and also learn in a different way.
My guide teacher was of great help. She never said no to any of my ideas. She let
me be, regarding teaching. She was always there to give me her support; moreover, she
always gave me feedback about my performances.
I remember that the first time I had to do an activity, it was on the team teaching
stage, and my students told me that they wanted classes as I did. They were funnier and
learnt better. I cannot deny that there were times some activities did not like them, but they
all did it.
I never choose one approach to teach English, as I have 47 students who learn
differently. I stimulate all the approaches needed regarding to learning a second language,
that is to say, visual, listening, reading, writing.
At the beginning I could not cover all the activities I had planned, but then, after
reflectiving about it and after working on it, I could manage better the timing in order to
include and cover all the activities I had planned.
Reflection N° 2: Post- observation conference

Instructions:
 • Going back to the moment you were giving your lesson at school, what aspects do
you identify as critical once you have finished the lesson? Refer about your own
expectations, fears and resolutions.
• Also refer about feelings that came up when socializing the above issues with the
supervisor from the university.

I think that one of the critical aspects I identified once lessons were finished, were
some difficult situations I had to deal with in terms of violence inside the classroom. Most
of the students’ realities are surrounded by violence and they behave in the same way they
are treated at home; they perform what they see at home. It was very difficult to be calm
when these situations happened, not only because they are in danger, but also you too.
Hopefully, there are some clues I have learnt from different books I have read that helped
me to get through with it, moreover, the confidence students have towards me.
Another critical aspect I identified was how affected I was when something did not
work as I hoped to. To recognize you were wrong on something is one of the hardest things
that somebody has to face.

Reflection Nº3: Post- observation feedback.

Instructions:
 Taking into account the first lesson you received some feedback from your Guide
Teacher,
• What aspects do you identify as critical once you have finished the lesson? Refer
about your own expectations, fears and resolutions.
• Also refer about feelings that came up when socializing the above issues with him
or her.

My guide teacher always helped me in everything I needed, everytime I finished my

classes she gave me feedback and advice me with some tips about material, and
organizing lessons. We never had any trouble regarding to communication, I think that
one of the things that helped us to communicate fluently was our minimum age gap;
that really facilitate my experience during this final practicum, I truly believe, that my
guide teacher is one of the best teachers I ever had during these past three teaching
practicum.

Reflection N° 4

• Talk about the latest events regarding the “Teachers ´strike” and say how
they have affected the final practicum process you are now. Refer to your
expectations, fears and resolutions for this final stage.

The strike began almost a month ago; teachers belonging to the public
schools should have been paid a bond which it is set whithin the national layws. The
above mentioned bond was never paid and the strike was initiated.
There were several demonstrations both here in Valparaíso and in Santiago, where
teachers were struggling for their rights; moreover, there were different meetings
which main goal was to find out a solution to this dilemma.
Owing to this strike students started to lose classes and most of their parents
began to speak their minds towards this acward situation they were living; they
wanted their children to be at schools, and they demanded teachers to come back to
their classrooms. Nevertheless, teachers would not surrend against the right of
receiving something which was legal and by the way they deserved it.
Teachers ofently state that their job is seen as something which is not
essential to the development of the society and that is why they feel abandoned
particularly from the government but also from their country. They strongly believe
they are being pushed away, and one of the possible justification for this sensation is
their salaries; in other words, how much they are being paid is the clear proof of
how inapreciably their profession is nowdays.
This past Monday they agreed on a common solution so as to come back to
their schools; teachers now have to organize among schools how they are going to
retake the loss of classes.

As a student in my Final English Teaching Practicum this strike does not

have that important effect on the development of this subject, as I could not even
start the observation stage, however, I guess that in this time of the year students do
not want to come back to classes, so it will be difficult to deal with their attitudes
towards both studying and the prescence of the head teacher´s assistant.
One of my biggest expectations is to succeed in this important challenge as a
prospective teacher, I know that it will be difficult, but I will try to do my best so
that this final process can have a deep effect on my future student’s studying a
second language perception.
If you ask about my fears, honestly I do not think education as something
you have to have fear of, teaching is such an important factor in your life that it can
not be sensed as a terrible test to pass. Furthermore, being part of the education of
somebody else is just a rewarding sensation that you can not feel vulnerable,
otherwise you will never prosper.

School Information
School Liceo Politécnico Computacional
A-23
Principal Sr. Luis Pereira Vásquez
City Valparaíso, Chile.
Address Errázuriz S/N
School’s phone number 2281231
Grade 1st grade secondary students
Schedule Mondays 09.30-10.15,Thursdays
08.00 – 10.15, and Fridays
08.00-08.45
Guide Teacher’s name Jimena Campos Padilla
Guide Teacher’s email address Jime.campos@gmail.com

Formato Consejo de Curso

I.- Nombre del establecimiento educacional: Liceo Politécnico Computacional A-23

Curso: 1° medio B
Profesor Jefe: Jimena Campos Padilla
 Profesor en práctica: Beatriz Olivares Velasco
Fecha: 25-06-09
Hora Inicio: 09.30 am
Hora Término: 10.15 am

II.- Desarrollo Consejo de Curso.

Tema en discusión: Violencia y Bullying.
OFT cubierto: formación social de los alumnos, aprendizajes habilidades
sociales.
Tabla Consejo de curso: los alumnos presentan sus trabajos sobre violencia y
Bullying y abren el debate.

Formato de reuniones de Profesores

I.- Nombre del Establecimiento Educacional: Liceo Politécnico Computacional A-

23.
Profesor en Práctica: Beatriz Olivares Velasco.
Hora de Inicio: 16:00
Hora de Termino: 17:30

II.- Tabla: Discusión sobre la evaluación docente.

Discusión sobre la evaluación de la parte práctica de las carreras técnicas
impartidas en el liceo. No enfocarse tanto en la teoría, sino también en la práctica.
Discusión rol del profesorado para con los alumnos, falta de compromiso de
algunos.

III.- Comentario:
Fue bastante grato ir al consejo de curso y darse cuenta de cómo trabajan los
docentes dentro de un establecimiento, ver cuál es su posición frente a las problemáticas
que afectan a los alumnos, que piensas de ellos. Además, fue muy interesante la discusión
que se dio frente al tema de si que valía más si enseñar teoría que la práctica. Fue una
discusión bastante acalorada. Fue muy interesante.

Formato Reunión de apoderados

I.-Nombre del establecimiento educacional: Liceo Politécnico Computacional A-23

Curso: 1° medio B
 Profesor Jefe: Jimena Campos Padilla
Profesor en práctica: Beatriz Olivares Velasco
Hora Inicio: 17.00
Hora termino: 19.00

II.- Tabla de Reunión:

Comportamiento general.
Organización Directiva.
Presentación notas pupilos.

III.- Comentario:
La reunión fue una gran instancia para conocer a los apoderados de mis alumnos e
interiorizarme con sus realidades. Los apoderados conversaron conmigo sobre sus hijos,
sobre sus problemas. Esta experiencia fue una de las mejores, puesto que me pude conectar
de otra manera con mis alumnos.

Unit and Lesson Plans

Planificación Unidad Didáctica

Sector: Lenguaje y Comunicación Sub-sector: Idioma Extranjero Inglés

Unidad (Núcleo) de Aprendizaje: My Family and Friends Curso: 1º Medio B Tiempo:
16 hrs.
 Objetivo Fundamental: Escribir oraciones sintácticamente correctas y comunicativamente
apropiadas.
Aprendizajes Esperados: Desarrollar la comprensión escrita de los alumnos, completando y
redactando oraciones para
demostrar comprensión del
texto.
Objetivo de Aprendizaje de la Unidad: Los alumnos serán capaces de completar y redactar
oraciones, así como resolver ejercicios para demostrar comprensión del texto.
Contenidos del Aprendizaje
Conceptuales Procedimentales Actitudinales
Expressions related to family Completar frases, oraciones, puzzles, Comprender las ideas presentadas y respetar la diversidad de
members; Vocabulary; Family diálogos. planteamiento, sentimientos y valores expresados en textos escritos
relationships; Possessive case; Redactar oraciones simples en forma y orales en la Lengua Extranjera.
Verb To Be; Questions words; afirmativa, negativa e interrogativa.
Nouns; Plural forms of some Responder o formular preguntas,
nouns; Possessive adjectives and utilizando fórmulas ya aprendidas.
Present Continuous. Modelar el diálogo con el profesor/a o
con otro estudiante.
Practicar el diálogo con otro
compañero.

Actividades Recursos Evaluación

-Matching -Flashcards 1) Summative:
-Filling the gaps -Power Point Presentations -Quizzes
-Wordsearching -Cd’s -Final Test Coef.2 ( Units 2 and 3)
-Answering questions -Handouts -Oral Presentations
-Completing sentences -Radio 2) Formative:
-Laptop -Oral interrogations
-Group and pair work
-Training assessment

Lesson Plan
 Lesson Plan

Date: Thursday, July 2nd Level: MB1

Skill: writing and pronunciation

Expected Outcomes: students will have to apply the knowledge learnt about countries and
nationalities during the past classes by answering a handout; filling in the blanks and read the
exercises outloud.
Resources: Handout

Time Comments

Introduction Greet my students : Good morning class! How are you

5 mins today? How was your weekend? Did you go out or stayed
at home? Did you study and do your homeworks?
Call the role

Core of the class

Pre-stage 10 Talk about the different artists they know. Ask them if they
mins know where they come from. What kind of music do they
play? Students recieve a handout to be completed. The
teacher will explain the expected outcomes and the
instructions.

While-stage 15 Students will develop the handout. The teacher will walk
mins around the classroom checking their works and theirs
doubts.

Post-stage 10mins The teacher will correct the handout outloud with the
students participation.

Closing 5 mins Check some mistakes, which are already written on the
whiteboard and go over the contents learnt in classes:
countries and nationalities; and pronunciation.
Date: July, Thursday 9th. Level: NMB1
Skill: Speaking (pronunciation) and Writing.
Expected Outcomes: Students will be able to recognize the members of a family, specifically the
Simpsons Family. They students will go over the VERB TO BE: its affirmative form.
The students will be able to identify and define the use of adjectives.
Resources: Laptop, power point presentation, and a handout.

Time Comments

Introduction 5 mins The teacher will greet students asking them: How are you?,
also ask them about the test they took on Monday. How
was it? Difficult? , Easy? Etc.
Call the role.
Motivate them by telling them we are going to do
something fun today.
Core of the class
Pre-stage 25 Students will be shown a slide of the Simpsons´ Family
mins and they will be asked “Who are they?” “Who is the father
of the family? “Which is his name?”, and so on so far.
Then the teacher will show them the Family Tree of the
Simpsons, their family relationships: brother and sister,
husband and wife, etc. Students will have to pronunciate
what it is shown on the slides. After that, there will be
slides where adjectives will be presented, all together
related to the Simpsons. Students will identify them once
the teacher asks if they know the adjectives in English, and
if they can identify them on the slides.
While-stage
25 Once finished the power point presentation, we will check
mins again the affirmative form for the VERB TO BE writing
some examples on the board. The teacher will give the
grammar structure for it. After that, the students will be
given a handout about adjectives. There will be a brief
explanation of the use of them and exercises which be
developed together with the teacher. Feedback will be
provided every time is needed.

Post-stage 25 The students will be asked to come to the board to write

mins the answers of the exercises, so that they can check them
altogether and learn better. The IV part of the handout will
be checked orally.

Closing
10 The slides will be shown once again and the teacher will
mins ask: Who are they? How are the members of the Simpsons’
family? How can you describe Bart, or Lisa, or Maggie, or
Marge, or Homer?
Lesson Plan (supervised)
Date: Monday July, 20th Level: NM1
Skill: writing and comprehension
Expected Outcomes: students will be able to internalize, the use of VERB TO BE and
ADJECTIVES, putting in practice their knowledge about the contents named before.

Resources: Laptop, power point presentations and teacher’s voice.

Time Comments

Introduction The prospective teacher will greet the students and ask
5 mins how they are, how their vacations were, if they had a great
time; and will introduce the teacher who is going to
evaluate the prospective teacher’s performance.

Core of the class

Pre-stage The teacher will ask students if they like watching T.V.,
10 moreover, who their favourite artists are. Then the teacher
mins will review the use of verb to be and the adjectives,
showing them several slides with its content.
Then, the teacher will tell students they are going to do
some exercises in order to reinforce the contents studied.

While-stage
15 The students will be chosen, randomly, in order to come to
mins the board and do the exercises which will be projected
from the slides. Each of the exercises will be corrected by
both, the teacher and students.

Post-stage 10 In order to close the activity the students will have to

mins choose a famous person they admire and describe him/her,
using the correct form for verb to be and adjectives.

Closing 5 mins The teacher will ask students to summarize the use of
adjectives, their purpose. Moreover, the teacher will ask
students if they liked and enjoyed the class and what they
learnt.

Lesson Plan (Supervised)

Date: July, 23rd Level: NM1

Skill: writing, speaking, and listening.

Expected Outcomes: students will be able to recognize the present continuous tense and apply it
developing writing, listening and speaking activities.
Resources: magazine, mobile phone, cd player, mp4 device, laptop, colour cards, ppt
presentations, and teacher’s voice.

Time Comments
Introduction
5 mins Greet my students; introduce the teacher who is going to
Core of the class evaluate the prospective teacher. Call the role.

Pre-stage The prospective teacher will ask students what they are
20 doing at that moment, she will perform some actions in
mins order to direct the class and motive them.

The teacher will show them some slides where the use of
While-stage 35 present progressive is include, implicitly. The slides
mins include some of the pictures I took some classes ago, so
that the process of learning will be more real and put in
into context.
Then the prospective teacher will show them some
flashcards. She will begin by saying what they are doing
and after some examples; she will give the opportunity to
students to say what the flashcards show, to put into
practice the knowledge. Once the do these exercises
Post-stage students will hear an audio material about actions in
progress.

20 Students will be given a handout in order to develop it. It is

mins going to be corrected by the prospective teacher, with the
students’ participation too.

Closing 5 mins The prospective teacher will check what we did in class, if
students enjoyed it.

Learning Material

Flash Cards: Countries and Nationalities

 …….To see more of my learning material, please go to Scribd website and take a
look.
Thank You.

Evaluations

1. - Teacher Evaluation
2. - Self Evaluation (for each teaching and practice stage)
3. - Peer Evaluation (at least once instance)