Description of my philosophy of classroom management
As a teacher, my philosophy is always to be an example for my students, committing myself to provide a comfortable and safe learning environment, where students feel confident, to ask questions if they have doubts, to understand that if they make a mistake, it is not wrong, that from mistakes you also learn. I plan to manage my classroom with firmness, being the one who leads and makes the decisions and the rhythm of the class implementing dynamic and pedagogical activities that encourage students to participate, generate interest in learning a new language individually and as a group; for this the implementation of methodologies such as Cooperative Language Learning (CLL) that focuses on making the most of all cooperative activities in pairs and small groups of students in the classroom for teaching a second language; it is ideal when it comes to engage and integrate students in the learning process.
Procedures used for teaching large classes and for using group work
In order to teach large classes and encourage group work, perform an analysis of the following characteristics for class planning:
- The number of students
- The level of the students
- Class time
- The topics to be covered
Taking into account the above, implement a routine of order, where students arrive at their stations, greet them cheerfully in order to make them feel comfortable and start the class with enthusiasm and control with the ca
ll for attendance, incorporate dynamic and pedagogical activities on an individual basis, incorporate dynamic and pedagogical activities such as role-playing, encouraging responsibility and commitment to the role, Tingo-Tingo-Tango games, songs, videos, hangman, also, in each class placed a student as a representative of the table, (4 or 5 students per table); I implemented ICT as visual and auditory support, in order to strengthen the different linguistic skills of the students, varying the activities and the rhythm of the class; I also implemented a follow-up through evaluations, rounds of questions and answers directly to check and resolve doubts of the students.
Diagram of my ideal language classroom
The classroom should be Active (perform activities that force students to move at least once during the class to keep them awake and focused), Supportive (create a learning environment that makes all students feel comfortable) and Cooperative (perform collaborative activities or in groups) implementing language constantly to communicate.
My ideal classroom would be two special or specific spaces for languages, in the first classroom would be organized into sections, in the first section have their desks so that you have visualization to the board without any visual obstacle, also up in the center have a video beam, which project to the board and above the board the fabric is lowered to see clearly what is projected, two speakers to have a good audio; At the back of the classroom would be computers or tablets that can be adapted to the students' desks to work with technological resources and virtual activities; in the other classroom would be the library with books, stories and a closet with didactic materials such as board games adapted for language learning with comfortable furniture and a space for recreational activities such as games that require more space.
Description of the most effective activity I developed with the students.
The two most effective activities that I have developed with the first and second grades of primary school were; the first was with the second grades in the morning and afternoon, in which we played the game Tingo-Tingo-Tango, which consisted of passing the yellow ball to each student while I said Tingo-Tingo-Tango and the student who was left with the ball when saying Tango, would have to answer any of the questions on the topic that was the greetings; The second activity of association and application was with the first grades in the morning and afternoon, where it consisted of watching a video of the theme (the part of the house) and paying close attention to its pronunciation, then the students drew the part of the house that I mentioned in the notebook and then divided the group in two, to perform the last part of the activity which was that I mentioned a part of the house and the children drew it on the board, as a kind of contest. While doing the activities, I observed how the students liked the activities, wanting to participate and responding, as well as helping their classmates in the process.
List of the digital resources
As for the list of digital resources, it was a difficult task to implement them in the classroom, since internet access was impossible, and they do not have a computer room in the school, therefore, the digital resources that I could implement were those that I had already downloaded on my laptop or in memory and connect it to the TV that they had in each classroom, and other digital resources I had to change them to physical ones to successfully perform the scheduled activities, such as:
Live worksheets - Google Forms: I did an evaluative activity online in each of the applications, but due to connection problems (internet) I had to move it to PDF and then print several pages and perform it physically.
Videos and songs: In all the different grades I showed them videos and placed songs of the topics we were working on, projecting them on the TV.
.jpg)
.jpg){kind=link}
Comentarios
Publicar un comentario