Portafolio De Evidencias

What factors influenced the design and implementation of your lesson plan?

I was trying to create an activity that was dynamic and easy to understand for such a complex topic.

What type of activities did you implement in class?

Especially worksheets, examples to complement as a group and that they create their own examples.

How did the teaching techniques adapt to the groups’ needs?

I suppose that since they are in high school level, they know when to participate, although the reality is that we try to put it at their level, I think it was very useful to ask simple questions to get into more depth on the subject.

How did you assess students and give feedback?

Through the examples and activities they did, we could give them feedback and know what topics needed to be studied in depth.

What were the participants' reactions or responses to the actions?

They refused to participate but if we saw an improvement in their participation, it helped a lot that two of them participated very much.

What difficulties or surprises emerged during or after the actions?

That they were very reluctant to participate and that their age was very close to mine.

What actions worked and didn’t work regarding students’ learning outcomes?

I consider that very complex questions did not work with the group but easier questions did, something that surprised me too much is that they did not follow my jokes therefore I preferred to be more serious

How do you account for these results?

Well, they are a generation to which English although it seems important to them, they do not see it as a priority.

What might be done differently in the future?

I think I could use more technological activities to promote the activity through games.

What competences did you develop during your teaching practice?

Develop the ability to plan effectively in a short period of time, solve problems and look for alternatives on the moment, as well as inspire respect to myself in a classroom as a teacher.

In the previous blog post I created the followig question

If I Create activities to solve as a group , what effect will it have on students participation?

Then, What were the results obteined at the time of the action-reaserch?

At the beginning of the activity, the students resisted participating, so as they resisted participating, I tried to create easier questions that they could answer to reach the answer to the first question at the end. In this way, if it worked to have put an activity group since they filled in ideas, however, I think the activity that worked was to create easy questions to which they had answered by inertia.

Communication is the general value observed in the class, thanks to this observation, we could realize that this value is poorly expressed in a class context. The nature of the problem to explore is basically that the students see the importance of English but not the need to use it, causing little participation and therefore little communication.

Consequently, my overall action research question is, How do I improve class participation?

The actions that I could take to improve participation is

To ask what they know about the topic pr what they think it is about.

To Create activities to solve as a group.

To solve with them part by part by actively asking.

I anticipate that as a result there will be more students participating.

My cycle one reasearch question.

If I Create activities to solve as a group , what effect will it have on students participation?

Contencts.

Cycle Research Question.

F.4 Action-Reasearch Follow-Up.

Plan for Action (Logic Model).

https://drive.google.com/file/d/1REER8NEKe7WcaCVxFdl7M3iuzN--cpwl/view?usp=drivesdk

12A y 12B

12C

How would you define your topic of interest?

What tools for people with different abilities and mental health are in schools?

What is known about your problem or challenge?

Schools do not take great importance to real tools for people with different abilities, and in the aspect of mental health, at each school there is a psychologist who gives scarce help or that is not enough for each of these schools.

How do you think you can observe and measure the topic that you chose?

Going to school to observe the difficulties and number of people with different abilities and also talking to the school's psychologist or asking students if they have gone to the psychologist and who think of this service.

what have others done?

A reasearch investigates the perceptions of 286 preservice teachers who are about to complete their general teacher training regarding their dispositions towards inclusion and their self‐efficacy in being prepared to engage as inclusive practitioners. The discussion focuses on the need for localised teacher education reform to address the different needs of preservice teachers within the highly rigid centralised curriculum that Escuelas Normales are required to implement. Without the flexibility to modify this national curriculum, it will remain extremely challenging to provide appropriate preservice teacher training for inclusion in Mexico.

There have been investigations to know how many children in Mexico have some psychological condition, determining that from 15% to 20% of young people have some mental condition, as well as the majority of the Mexican population does not have access to mental health or not Go as a priority.

References.

Chris Forlin, Ismael García Cedillo, Silvia Romero‐Contreras, Todd Fletcher & Humberto Javier Rodríguez Hernández (2010) Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers, International Journal of Inclusive Education, 14:7, 723-739, DOI: 10.1080/13603111003778569

Espinola, M., Vargas, I., Raviola, G., & Ramirez, J. (2010, 1 mayo). Psychiatry Online. Psychiatric Services. Recuperado 12 de noviembre de 2021, de https://ps.psychiatryonline.org/action/cookieAbsent

1. Color code in my notes to facilitate the search for information.

Community.

School.

Students.

Teacher.

Researches.

2 and 3. Common Ideas into categories.

Community. The school almost does not share with the community, however, among them, they have a care of who enters and leaves the installations.

School. The classrooms are spacious, have good ventilation, when the students enter to school they have to take the temperature and sanitizing, students wear uniform and only go to some face-to-face classes. The school infrastructure has lighting, water, drainage system, ceramic floors and cement, as well as green areas.

Students. Students make certain teasing, they participate as they see others participate, they get along and are respectful.

Teacher. The master guardian respectfully saw the class without interruptions and in a critical manner constructivist. I as a teacher in process, get in charge of guiding the students and in case they did not know anything I guided them to seek the answer without giving them the literal response.

Researches. My English coordinator and some PDF documents allow me to give me the luxury to take sources as my knowledge and observations.

4. Questions based on my observations.

What is the problem? The lack of tools for people with different capacities and lack of spaces for the practice of teachers in training.

How do you know it is a problem? In the first aspect I realized the lack of inclusive or special spaces for people with different abilities, and in the second case my situation as a teacher in formation has let me see the lack of spaces for our practice.

Why isn’t it worse? because they have certain spaces in benches and us as teachers in training have not told us explicitly that we can not practice there.

How will you know it’s not a problem anymore? When it can appreciate more students with different abilities at the institution, and when in our situation as teacher in formation do not get so many obstacles when it comes to asking for practicing at that school.

My rol. In the action Research activities I have some problems because the school did not allow us to observe, in this activities I dedicated my self to observe the school externally, annotating the strategies that the school take with covid situation, also I try to involved myself to know how the school helps and provides tools in the infrastructure for people with different capacities.

Then, How did I complete these activities? I complete these activities through a strict and deep observation about the infraestructure.

Issues. As I explained previously, the school has not opened the doors to observation so I was forced to find some way to learn without being present, time has also been a problem since at the time of the practices the students are in evaluations.

Solution. Regarding the observations, I asked my teacher of private English classes if he would let me observe his classes, I found a problem in the social infrastructure of the school, and at least we found one day to do our practices in the school.

The cecytech 6 it is characterized by being a community with a high low socioeconomic level. This school is big, it has two-story buildings, it is colorful since its walls are orange, the place count with: explánate, multipurpose courts, recreational space, ramps for people with different capacities, various green areas, the walls that divide the school have mesh on the top; the classrooms are characterized by being medium to large, having individual benches, a blackboard and a desk, with large windows.

Work with this school it has been difficult because they don’t want that we let’s interrupt the work of the tutor teacher and take time away from him. The teacher has told us that he works with them in a bilingual way, speaking in English and explaining it in Spanish. Moreover, we have not had the opportunity to observe his class.

Los tres valores marcados en mi descripción (la honestidad, la comunicación y la creatividad) son valores que elegí porque ademas de formar parte muy importante de mi personalidad, siempre han sido la manera de regir mi vida y de tomar desiciones, siempre he pensado que a través de una buena comunicación el aprendizaje y la relación entre las personas será mejor, mayor y más satisfactorio, la honestidad siempre ha marcado como me muevo ya que a través de ella siento que se puede llegar a una mejor relación de nada sirve tener una buena comunicación si esta va a estar llena de mentiras y la creatividad porque en la vida hay un sinfín de posibilidades y siento la necesidad de que cada persona debe hacer las cosas a su manera.

Convertir estos valores en preguntas de investigación:

¿Cómo puedo mejorar la comunicación alumno-profesor?

¿Cómo puedo mejorar la comunicación padre-profesor?

¿Cómo puedo establecer una comunicación honesta en el aula?

¿Cómo puedo mejorar mis habilidades de comunicación?

¿Cómo puedo desarrollar la creatividad de mis alumnos en el aula?

¿Cómo puedo hacer que mi clase sea más creativa?

¿Qué puedo hacer para fomentar la creatividad en la escuela?

¿Qué puedo hacer para fomentar la comunicación sin miedo a que sean juzgados?

¿De qué manera creativa puedo fomentar una comunicación honesta?

¿De qué forma puedo hacer de mi clase una mas creativa?

Bueno la docencia fue una carrera en la que nunca me imagine estudiar y mucho menos en la especialidad de Inglés por experiencias malas con los mismos; Sin embargo, en la actualidad he pensado bastante sobre el tipo de docente en el que me quiero llegar a convertir, mi propósito además de que mis alumnos aprendan a como aprender por cuenta propia es que entiendan y apliquen los temas vistos en clase, yo creo que sería una mezcla entre el estilo tradicional e innovador, llevando mis enseñanzas a un nivel diferente de lo preestablecido pero utilizando los métodos de evaluación tradicionales.

La verdad durante mi practica docente quisiera aprender a pararme frente a un grupo con una postura de profesor, generar esa autoridad en mi persona, a la vez quisiera generar varias encuestas a los alumnos para ver como les gustaría ver una clase, además de aprender a utilizar el sistema de competencias.

Me gustaría ser una experta en la investigación y análisis de las conductas humanas creando así hipótesis para un aprendizaje semi-personalizado que cumpla con las expectativas del alumno y las supere.