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FINAL

EVALUATION
SECONDARY PRACTICUM

Instituto Primo Capraro


Gallardo 40
San Carlos de Bariloche
Ro Negro

TPD IFDC Lenguas Vivas Bariloche


Student: Lpez Luciana Carolina

Introduction
In this report I will appraise my experience during the third practicum period of
the IFDC Lenguas Vivas Bariloches Taller de Prctica Docente subject. This practice
was held at Instituto Primo Capraro, a school in Bariloche with a strong German
influence, and it was carried with learners from the second year of high school, lower
intermediate level of English.
I will attempt to describe the problems, issues or any other matter that took
place during my practicum, weather they were expected or not, and how these
situations were dealt with.
Development
As this was the culminating practicum of the subject, I had set a goal to polish
all the comments previously received from my tutors, which proved too ambitious for
the time being. The major problems that were present in previous practicum repeated
in this one just a little improved, but still considerably weak points of my teaching.
These were timing, classroom management strategies and teaching strategies.
Indeed, lesson after lesson I became more observant of these difficulties and could
think of ideas to be implemented afterwards, but in the immediate situation were
poorly handled.
Another concern was students behavior. After the observation period this
group seemed quite easy to manage, but as I was making my entrance in the final
period, students attitude was that of weariness, up to the point that they were
frequently missing lessons and not bringing materials to school. The only strategy I
could learn from the teacher was to write down names of students who did not
compromise with classroom work, but unfortunately, when I thought it was time to
use it, the teacher dismissed it as it was our last class together. During that last
lesson, students were enormously distracted, tired and not willing to work, so despite
my insistence, I still consider my acting poor, as I could not apply any strategy to
keep the lesson on the track I wanted to.
Timing showed a slight enhance as the lesson pace went better, being able to
adapt the lesson to unexpected events (as the class teacher doing side activities with
some students, or late arrivals with subsequent late starts). I hint the key to this is not
only a strong planning and a good adaptation to change, but also to know your
students and their capacities in order to consider an appropriate work pace and time.
A particularly interesting experience was that of taking oral exams to the
students. Many decisions had to be taken and I am glad I worked with my tutor and
the teacher to make the most of that situation. To begin with, there was a matter of
time: time to allow students to prepare and to take the exam. Both were limited and
that had to be taken into consideration to build a fair assessment of content and
skills, and to help students to cope with the final marks if needed. Also, there was the
issue of the rubric: what to test, how to do it, how to rank it. And of course, this had to
be balanced with the interests and needs of the school and the teacher. In my
opinion, time was insufficient and students needed more support to build their
speeches. My approach shifted to evaluate the overall work and dedication to the
task, of course to measure their speaking skills, and to merge these two concepts in
a mark. Nevertheless, I consider this opportunity unique and beneficial for my
formation, as I had the chance to analyze theoretical concepts in a real life situation.
Assessment and checking comprehension remain unsteady skills that ought
to be reinforced immediately, specifically observed under the issues with giving
instructions. I am confident that this will not only improve students performance, but
also will aid me to keep track of learners progression and difficulties, as well as

showing me the strengths and weaknesses of my teaching methodologies. Probably


some timing issues derive from this deficiency as well.

Personal conclusions
This last practicum was carried in a complex moment of the year, not only
because of the learners having many tests, shifting priorities, and their tiredness, but
also because coordinators, teachers and myself had many things to focus on besides
an irruptive situation as a training practice. On top of that, there was almost no
margin to eventualities, and little time to work. Despite this, I am extremely grateful
for the cooperation of every single individual for the successful completion of this
period: without it, it would have been impossible to achieve.
I must confess I had my doubts about teaching teenagers, as to whether or
not I would be fit to do so, but from the observations and with every lesson, I felt
more and more as if that class was my own. Of course, some events broke that
sensation, but nevertheless it was a good sign that happened. The attitude of going
there every lesson to teach my class changed my own approach to the practice and
allowed me to be more relaxed and aware of other issues besides the planning itself.
I do consider this practicum as a successful one because I could appreciate
my own improvement, as I did also in the previous ones. Also, working with
adolescent learners allowed me to observe new situations and make incursions into
different approaches or attitudes towards teaching and learning.
This has been a long and fundamental path to follow, and it was by all means,
a positive activity to carry. There is a tremendous difference between the theoretical
part I have been learning through these years and the practical one, and it was
necessary to bridge both situations with a team of prepared people, in a safe
environment as a practicum is. I cannot bare the idea of presenting myself
unprepared, unfinished to students: I consider I have the responsibility towards
learners and I should be able to demonstrate I can help them. This practicum gave
me the opportunity to put to the proof, analyze and redirect my choices, showed me
that I will have to be flexible and that I will never finish learning my trade, as I learned
more from my students than I learned from the books in the same period of time.