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martes, 24 de marzo de 2020
How do I learn?
During this research done with the use of questionnaires, the VARK questionnaire, and the multiple intelligences task, I confirmed what I thought about my learning process and how I acquire and internalize knowledge.
I like to know how things work and have concrete information in order to accomplish any objective or develop some tasks.
Something that caught my attention about the results of the VARK test, was that I got a cero score in writing and reading. I found this very interesting since these abilities have never been a strength for me and the realization of this questionnaire only made it clearer.
My learning style
According to the VARK questionnaire, my scores were:
- Visual 6
- Aural 3
- Read/Write 0
- Kinesthetic 7
My learning preference is Multimodal, which means I like different formats, diagrams, graphs, maps, interesting layouts, space, practical exercises, experiences, case studies, examples, trial and error and things that are real.
My motivation for studying English
Since I was in fourth grade I started to feel a sort f attraction towards the language and I got very interested in learning more about it. I liked learning a new word every day using a dictionary. I did this for almost three months and I was amazed about how many new words I was learning.
As I got older, I was discovering new ways to learn some aspects of language through the things I liked to do, like listening to music or watching subtitled movies. Thanks to this, in my adolescence I showed a great aptitude to communicate through the use of simple sentences, with native English speakers.
I always knew that English would be something that would be with me all my life since I have never stopped liking or being interested. The change occurred when I was in high school, in English classes I worked with many worksheets and these were very basic, so with the vocabulary I had, they were not very complex to develop. There I began to help my classmates to carry out the activities and discovered that there was a way to do what I liked and an enriching job such as teaching at the same time. I never regret the decision I made.
Task 6: An English demo class
Is there anything I would have changed?
I think that the teacher did a great job introducing the topic and all the other things to learn to the students and I found particularly interesting how he delivered the information and interacted with the students by asking questions to them. Something that I would have done differently is the classroom organization, maybe sitting in a circle or something like that. I think that making students comfortable in the space can enormously improve their predisposition about the class and this also makes them more interested in the subject. Another point regarding this video is that for me is very important to receive feedback at the end of a lesson and that I would do with my students as well, a little class summary, some question answering just in case someone hadn't understood everything said during the class.
I think that the teacher did a great job introducing the topic and all the other things to learn to the students and I found particularly interesting how he delivered the information and interacted with the students by asking questions to them. Something that I would have done differently is the classroom organization, maybe sitting in a circle or something like that. I think that making students comfortable in the space can enormously improve their predisposition about the class and this also makes them more interested in the subject. Another point regarding this video is that for me is very important to receive feedback at the end of a lesson and that I would do with my students as well, a little class summary, some question answering just in case someone hadn't understood everything said during the class.
Task 5: Opening a Classroom Door
My first experience as a "teacher" in a classroom was when I was doing my first practicum class. From the beginning, it was a huge challenge. I felt so insecure and extremely nervous, for the first moment I stood in front of the students I knew everything was different from the last time I had been in a classroom. it was a little nostalgic, to look at it from the other side, the teacher´s side.
The teacher that was in charge was very nice and supportive and since the moment we met we created a good relationship with each other. She told me some things about the students so I could start the class with a little overview of the way they were working.
The students were all over the place, they were noisy and easily distracted. They were constantly on their mobile devices so the teacher had to take them away.
Despite all that, students show to be very interested in learning new things, the teacher taught them about the present continuous and they answer every question the teacher asked. The teacher knew them so it was easy for her to manage them and to make them pay attention to her. That was impressive, she had such a domain over those students. After the talk, the teacher provide them with some translation and repetition exercises for them to develop. she gave feedback almost at the end of the class, for those students who wanted. Once the class had finished, all the students said goodbye to us and put their chairs in their corresponding place. I got out of school so excited and nervous as well. I felt that it was the beginning of a new experience, a new stage of my life and I'm looking forward to what is next for me.
The teacher that was in charge was very nice and supportive and since the moment we met we created a good relationship with each other. She told me some things about the students so I could start the class with a little overview of the way they were working.
The students were all over the place, they were noisy and easily distracted. They were constantly on their mobile devices so the teacher had to take them away.
Despite all that, students show to be very interested in learning new things, the teacher taught them about the present continuous and they answer every question the teacher asked. The teacher knew them so it was easy for her to manage them and to make them pay attention to her. That was impressive, she had such a domain over those students. After the talk, the teacher provide them with some translation and repetition exercises for them to develop. she gave feedback almost at the end of the class, for those students who wanted. Once the class had finished, all the students said goodbye to us and put their chairs in their corresponding place. I got out of school so excited and nervous as well. I felt that it was the beginning of a new experience, a new stage of my life and I'm looking forward to what is next for me.
Task 4: My classroom metaphore
I would describe my ideal classroom as a farm field. In which the students will be fruits or vegetables and the teacher will be the farmer. Both are the main characters in agriculture but in different ways. Vegetables and fruits are the ones that channel energy and through what is given by the farmer, it grows. The farmer's job, on the other hand, is to deliver the necessary elements for this growth process to take place. without overloading them or making them feel drowned and thus restrain their will to develop. It is also important to give students space enough to grow as much as they want.
Task 3: Teaching Philosophy
What does it mean for me to be a good teacher?
The main aspect of an effective teacher for me is knowing how to teach, being able to provide knowledge to all students without making them feel pressured or stressed by it, but rather presenting learning to them so that they can make it a part of their lives. that does not represent for them an extra burden to all the situations that they must face as individuals.
Being an effective teacher has great importance in creating an interest in the subject and a motivation to learn in the students.
An effective teacher must also be able to create a balance of authority. Give yourself respect without having to become a dictator within your class.
To be an effective teacher you must also understand that students are a fundamental part of the teaching-learning process and that their role in this process must be guided by the teacher. We must be able to measure that nobody owns the truth or absolute knowledge and that we can all learn something from the other. It is something very basic but that is often forgotten by teachers in the classroom since they do not take into account the students, their interests, their participation, the things that attract their attention. This also leads to teaching with almost no internalization of content by the students.
Being a teacher is much more than standing in front of a group of people and delivering verbiage of knowledge, an effective teacher must be able to influence, through his class or the content he teaches, in the very lives of students. For me, there would be no greater achievement than meeting one of my students in the future and telling me that I can create positive change in some way of thinking or in some aspect of his life.
The main aspect of an effective teacher for me is knowing how to teach, being able to provide knowledge to all students without making them feel pressured or stressed by it, but rather presenting learning to them so that they can make it a part of their lives. that does not represent for them an extra burden to all the situations that they must face as individuals.
Being an effective teacher has great importance in creating an interest in the subject and a motivation to learn in the students.
An effective teacher must also be able to create a balance of authority. Give yourself respect without having to become a dictator within your class.
To be an effective teacher you must also understand that students are a fundamental part of the teaching-learning process and that their role in this process must be guided by the teacher. We must be able to measure that nobody owns the truth or absolute knowledge and that we can all learn something from the other. It is something very basic but that is often forgotten by teachers in the classroom since they do not take into account the students, their interests, their participation, the things that attract their attention. This also leads to teaching with almost no internalization of content by the students.
Being a teacher is much more than standing in front of a group of people and delivering verbiage of knowledge, an effective teacher must be able to influence, through his class or the content he teaches, in the very lives of students. For me, there would be no greater achievement than meeting one of my students in the future and telling me that I can create positive change in some way of thinking or in some aspect of his life.
Task 2: Your beliefs and assumptions about language learning and teaching
Children learn a second/foreign language easier than adults.
Taking into account the fact that we all learn differently, in different ways and speed, this statement is true. Since children are learning and constantly acquiring knowledge at their age, they are more likely to catch a language and its variations.
As their first language is still developing and not completely acquired, the rules for a language are being written. They can relate to each other not separating them but learning them in the same way as the first one. Children who learn another language before age five use the same part of the brain to acquire that second language that they use to learn their mother tongue. Young learners are also uninhibited by the fear of making mistakes, which is sometimes an obstacle for older beginners.
There are also different benefits for children who learn a second language at an early age. Learning a second language boosts problem-solving, critical thinking, and listening skills, in addition to improving memory, concentration, and the ability to multitask. Likewise, it boosts their academic achievement, nurtures their curiosity, cultural sensitivity, empathy, and tolerance.
Taking into account the fact that we all learn differently, in different ways and speed, this statement is true. Since children are learning and constantly acquiring knowledge at their age, they are more likely to catch a language and its variations.
As their first language is still developing and not completely acquired, the rules for a language are being written. They can relate to each other not separating them but learning them in the same way as the first one. Children who learn another language before age five use the same part of the brain to acquire that second language that they use to learn their mother tongue. Young learners are also uninhibited by the fear of making mistakes, which is sometimes an obstacle for older beginners.
There are also different benefits for children who learn a second language at an early age. Learning a second language boosts problem-solving, critical thinking, and listening skills, in addition to improving memory, concentration, and the ability to multitask. Likewise, it boosts their academic achievement, nurtures their curiosity, cultural sensitivity, empathy, and tolerance.
Task 1: Learner Autobiography
Jocabed O. Flores Tapia
I was born and raised in Los Vilos, which is a small town in the fourth region of Chile. I lived there until 2017 when I moved to Valparaiso to continue my studying career.
I completed my basic education at the San Francisco Javier school in Los Vilos. After that, I moved to the Nicolas Federico Lohse Vargas High School, where I finished my school stage in 2006.
The difference between these two educational establishments was enormous, while in the school an intermediate-advanced level of English was maintained, the teachers were in charge of making each student improve according to their own level of knowledge, but always prioritizing that everyone learns. On the other hand, in high school, the level of education was very basic. The classes were practically based on guides, which did not present a major challenge for me, but they did for several of my classmates who found it difficult to memorize the grammatical structures of the language. Is that why at that time I began to help them and I realized that I could teach. I was really good at it, but I never felt I had enough knowledge to teach someone else. Due to this lack of confidence that I pose as a personal challenge to become a teacher. It was actually a decision I made with the idea that once I acquired a greater amount of knowledge, I would gain greater confidence in myself and could perform the job that I really like.
Regarding self-learning, I think that the closest experiences I had with the language were through the music that was popular at that time since I loved listening to music in English. Also, the music that my parents liked greatly influenced my tastes regarding the culture of English. Another influential factor in my closeness to the language was the movies. Due to these things I acquired a lot of vocabulary and practice regarding pronunciation.
Now that I'm studying to be an English teacher I hope to continue looking for ways to improve my English, to search for different sources and get exposed to the language.
I was born and raised in Los Vilos, which is a small town in the fourth region of Chile. I lived there until 2017 when I moved to Valparaiso to continue my studying career.
I completed my basic education at the San Francisco Javier school in Los Vilos. After that, I moved to the Nicolas Federico Lohse Vargas High School, where I finished my school stage in 2006.
The difference between these two educational establishments was enormous, while in the school an intermediate-advanced level of English was maintained, the teachers were in charge of making each student improve according to their own level of knowledge, but always prioritizing that everyone learns. On the other hand, in high school, the level of education was very basic. The classes were practically based on guides, which did not present a major challenge for me, but they did for several of my classmates who found it difficult to memorize the grammatical structures of the language. Is that why at that time I began to help them and I realized that I could teach. I was really good at it, but I never felt I had enough knowledge to teach someone else. Due to this lack of confidence that I pose as a personal challenge to become a teacher. It was actually a decision I made with the idea that once I acquired a greater amount of knowledge, I would gain greater confidence in myself and could perform the job that I really like.
Regarding self-learning, I think that the closest experiences I had with the language were through the music that was popular at that time since I loved listening to music in English. Also, the music that my parents liked greatly influenced my tastes regarding the culture of English. Another influential factor in my closeness to the language was the movies. Due to these things I acquired a lot of vocabulary and practice regarding pronunciation.
Now that I'm studying to be an English teacher I hope to continue looking for ways to improve my English, to search for different sources and get exposed to the language.
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