Practice Journal

 

 Asistencia Evaluación Final Al Asesor Evaluación Final Al Docente En Formación

 Narrative Analysis My Narravite Finding My Voice  Ever since I was a little girl, the idea of being a teacher never crossed my mind. The idea of being in front of a group of students or people, guiding them and helping them discover the world, filled me with panic and nerves. However, as I grew older and became more interested in language and teaching, my reality changed. My first day as an English teacher was a whirlwind of emotions. I entered the classroom with a mixture of excitement and nervousness, ready to face any challenge that came my way. However, I soon realized that teaching is an art that requires patience, adaptability, and a constant willingness to learn, and I had a long, long way to go. One of the biggest challenges I faced was managing my tone of voice, discipline management and my anxiety. Often, my tone would fluctuate without realizing it, and my lack of experience in managing student behavior made classes noisy and disorganized. I felt that my voice ...

 Practicum Reflections Week 1-2: (April 5th, April 10th, April 12th) This first visit to the school was to meet the tutor and to "assign me a group", but unfortunately this year the school changed its coordination and rectory and the students did not have an established schedule yet and the tutor was a little lost. So, in order not to lose these days, the tutor showed me the guides with which they work and gave me the topic to work with my classmate Maria Fernanda Yepes (definite and undefinite articles) together we made the guide and received advice to know what to change and what not to change.  Week 3: (April 16th) This week the students were still without an established schedule, then the teacher told us that we both had to teach only one grade together (701) so this day they had only one hour of class, we had planned to do the needs analysis but the teacher did not let us, the classes last 45 minutes, then we started with a game to know the animals that was the vocabular...

 My Action Plan  Week 1:  Planification:  To reflect on my voice tone patterns, I should identify instances when the tone may have been unclear or unintentionally fluctuating. For example, when I give instructions. For this, I developed a set of clear and concise instructions and expectations for classroom behavior.  To practice conveying instructions and expectations with a clear and assertive tone, I must focus on maintaining consistency in tone throughout the class and remind them of the class rules to maintain discipline.  I also consider it important to create a nonverbal attention cue (e.g., raising my hand or the use of attention getter) to regain students' attention during transitions or at times when they get off task. In this case: I say "one, two, three, eyes on me" and the students say "one, two, three, eyes on you" which I had already taught them in the first class I had with them, but I should use it more often.  Implementation: The imple...

 ISSUE, CAUSES AND CONSEQUENCES Issue Description:  Tone of Voice and Discipline Management My main issue when teaching is especially in regards to my tone of voice and discipline control. Despite some strategies I have implemented (attention getters, dynamic activities) I struggle to maintain an appropriate tone and effectively manage classroom dynamics. The issue revolves around the challenge of maintaining a conducive and organized learning environment in the classroom. In addition, I find it difficult to control disruptive behaviors and maintain students' attention during lessons, which impacts the overall flow and effectiveness of the teaching-learning process.   Causes:  Lack of effective communication strategies, sufficient strategies to communicate instructions and expectations clearly and assertively.  My tone of voice may change unintentionally, making it difficult for students to gauge the urgency or importance of instructions.  Limited disc...