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Improvement

plan 1
FIRST TERM CLASS 1

Student: RICARDO FUENTEALBA


Professor: MRS CECILIA SCHUSTER
Subject: PRACTICE IV- DIDACTICS III
Improvement plan lesson 1 Ricardo Fuentealba (imprimir)

Introduction

An improvement plan is tool intended to address weaknesses and strengths of the


future teacher concerning all the aspects that are pending to be worked out.

The specific aim of this improvement plan is to state the main problems that I had, as
a trainee teacher of english stated in a real class context during the first
implementation and apply different strategies to correct this problem. The idea of this
work is to improve my teaching skills and provide more opportunities for my students
to develop their use of the english language properly in context.

Considering the context and the role I have in the classroom, the description of this
grade is as detailed as possible, keeping in mind the problem and my responsibility.

Description of the school

The Institute of British Culture, is located in Gral. Cruz 063 in Temuco. It is a


subsidized private educational establishment that receives monetary help from the
Ministry of Education. The school aims to be a recognized educational entity, that
provides Early Childhood Education in the Second Level of Transition; Basic
Education and Secondary Education Scientific - Humanist.

The school has an integration program called “PIE”, which works with students who
have transitory special needs as:
● Intellectual
● Motor disorders
● Specific Difficulty of Learning
● Specific Language Disorder
● Attention Deficit Disorder
● Limit Range

description of context
the School:

The Institute of British Culture, is located in Gral. Cruz 063 in Temuco. It is a


subsidized private educational establishment that receives monetary help from the
Ministry of Education.
The school aims to be a recognized educational entity, that provides Early Childhood
Education in the Second Level of Transition; Basic Education and Secondary
Education Scientific - Humanist.

The school has an integration program called “PIE”, which works with students who
have transitory special needs as:
Intellectual
Motor disorders
Specific Difficulty of Learning
Specific Language Disorder
Attention Deficit Disorder
Limit Range

Class description:

the level of the students is a second grade in high school, the number of students in
total is 19. male is 9 and females are 10. Referring back to their age range is
between 14 and 17 years old and there are 3 students that repeated their level. 2
students have left the classroom dropping out their studies, in general terms their
book entries are most of them negative, however they also have positive ones.

Piaget believes that once children reach adolescence, they develop the capacity of
abstract thought. This gives them the capacity to manipulate information, and
enables them to think about what might be true, rather than concentrating on what is
true. They can imagine possibilities, test hypotheses and form theories (Papalia,
1998).
Students’ characteristics

My students as I mentioned before like music and most of them prefer working with
visual aids and help me a lot when we are commenting on pictures and are keen on
participating and imaging situations in which they can apply all their knowledge. my
students are always poking fun at each other and in my implementation I took
advantage of their enthusiasm to have a funny lesson.

How did I come up with the problem?

I realized that the critical comments analysis from lesson 1 the weaknesses
that I have identified as the main point to improve are the application of strategies to
use more English in the classroom and engage my students to use the language
properly.
According to the standard C-3 I failed in the form I delivered the content to my
students because they were not able to apply it on their own.

The communicative approach is incredibly useful if it is applied correctly, and I made


some mistakes that made the learning process more difficult.

Main problems and Articulation with New standards


-the teacher explains using too much Spanish in the classroom to help students
-the students answer in Spanish because the input from the teacher is not O.K and
consequently students don’t practice enough the accuracy and fluency
-the grammatical content is not taught using english enough.
The new standards from (MINEDUC, 2018) claim that teachers have to gain
knwoedge enough in the use of the language in order to fulfill
Definition of the problem

I have to find ways to improve my own use of the language and encourage
students to use english instead of the native tongue.

Ur, (2012) suggests that we have to speak english or L2 since the beginning in a
simple way and then starting to use more advanced vocabulary, gradually.
The problem begins when I do not speak English in class, therefore my students do
not talk in english during the class enough to continue working properly, making
difficult the learning process of the language.

Ur,(2012) suggests that teachers may have into consideration the level of english of
the students, if it is low we need to provide tools like connectors, vocabulary, and
praise participation.

Criteria related

Analyzing the problem from an integral vision, it affects the correct rhythm of a class
because the lack of attention to these aspects make it deficient.

Standard C-3 that mentions a good class as the one that stimulates students to
think differently and encourages the teacher to work having in mind the development
of the students.

the other standard linked to this A-4 the planning of a lesson considers the correct
selection of materials to be coherent with the goals of the class and challenging
enough.

In this point I should have encouraged my students to practice during the class to
evaluate a speaking at the end; however, I assessed another task, in this case a
writing, and being critical, it was not appropriate.
this also affects the goals of the class (B-3) directly because a class that stimulates
participation is the one that is interesting and challenging.

MINEDUC, (2001) guides teachers to plan their work carefully to fulfill quality
standards and change the teaching methods to evolve from a traditional teaching to
a communicative based english lesson.

how do you know it is a problem?


my main problem was to start giving hints in L1 instead of using other strategies
immediately, for example drawing, synonyms and definitions. according to
Scrivener, (2011) mentions that students have to develop the speaking in L2 in
context, it is necessary to listen to each other and try to cooperate in order to find
common points and avoid using he native language to substitute the missing words,
which is basically the most important part to domain a language.

As I mention before the link between the practice and the production was not in
agreement. The common indicator is that in class students are always thinking in
grammar when we study english, but we forget about talking and discussing. I
strongly disagree with the traditional grammar based teaching because as a new
teacher I have to apply new methods to achieve the goal of learning.

why is it important to solve this problem?

I have to solve my problem because using the L1 in a foreign language class is not
correct. A teacher has to be competent enough to teach students without using L1
because I have to prepare future speakers of the language, as a consequence I
cannot practice my own ability.

the relevance of solving this problem is related to the communicative competences


of mine first in L2. if my students are not proficient users of the language we lose all
the sense of studying because it is not useful in the real life. therefore I have to be
attentive and be aware of my own mistakes and then, after using my knowledge in
class I will be able to help them.
I need to keep into consideration that my students do not live in an english speaking
environment, whereas teachers make them practice just in class, I need to make
sure my students use the target language in order to develop productive skills.

Papalia, (1998) emphasizes the use of resources to make students reflect until the
metacognition process, which is an advanced stage of development. In one hand we
have to provide the opportunity of our students to use the language using chunks,
but then, students, on their own will be able to manipulate the language.

the previous point requires practice and challenging tasks, for instance, being aware
of the activities and the way the teacher executes his or her labor is fundamental.

Research question

After having in mind the problem my research question is… what strategy or
strategies can I apply in order to be able to speak more english myself first and make
lessons that help my students to be proficient in the use of a second language?

Theoretical support

Richards and Rodgers, (2001) mentions that having in mind a coherent objective
makes the teacher to state the different steps to go for it, for example class that
includes coherent objectives can deal with coherent activities, in my case, the use of
the language with a communicative intention have better results.
The man idea is the teacher to start a class in english and stimulate students to
speak afterwards.

Scrivener, (2011) makes a difference between abilities, when we speak english we


need to give input to the students and give common floor to the students to
If my objective hasn’t been written separately, I could have worked with an integral
learning outcome, which includes the content, the procedural and the attitudinal
aspect. for next time I will state clear goals of learning, using target language and
explanatory resources (mimicry, drawings, synonyms) in order to be much more
efficient and consistent with the intention of my class.
Harmer, (2007) suggests that teacher with enthusiasm is able to overcome
difficulties in the class, he suggests to replace activities to motivate students and
make them speak when the task is too demanding of the instructions are too long.
-simplifying the language is way better than extreme details
-enhancing communication and time distribution is good when students are engaged
-praise students for their achievements and give them leadership to work efficiently

I think these actions are excellent to work with my students because they have lots
of energy and love speaking in class, If I am able to focus their attention to the class
I will see good results.

Rapp, (2012) mentions that teacher must be able to teach everyone in class, it
means the adaptation of materials is very important, for example having pictures and
big headings, using lots of cognates. I always consider printing full color papers and
giving the clues in such a way that students understand it very well.

PLAN OF ACTION
Main goal

As far as I know my students and all the school environment, the main goal of this
improvement plan is through the use of more english in the class from my part
(the trainee teacher), the design of better activities to implement better classes
to stimulate my students to use the target language (English) and be more
proficient in the use of it.

Strategies to apply:
-the first strategy
the use of key concepts to start the class and it is obvious that I have to speak more
english in class first.
Using the L1 actively I will be able to introduce concepts to my students and then
start talking in english about them, to avoid repetition of words in spanish I will use
drawings and cognates, synonyms and definitions.

-Second strategy
To consider speaking games and conversational activities
I was working with my students in class but I did not include a peer or group
conversation. I should have thought of creating more dialogue among classmates
Scrivener (2011), suggests to think in ARC

-english with Authentic use: real and useful in context


-Restricted use: to speak using structures seen in class and using vocabulary
accordingly
-Clarification of form: accuracy and specific words to work must be used and
explained.
Using as support to my class hints and vocabulary:

-Students need to apply words and specific structures according to the syllabus, for
instance I will give them a glossary to give them tools to use the language in context.
Ur, (2012) suggests that visual aids are useful to contextualize the vocabulary by
adding meaning to the words and let students to relate a concept to a specific object.
-students knew lots of concepts related to globalization I should have exploited that
amount of words and enthusiasm for the topic. for next implementations I will use
simple language in order to stimulate them to talk, even if they think they might be
wrong.

-Time
the strategy will be applied during the next term in my implementations.
-Resources
Human resources: teacher and students
Technological resources: PPT, audios, videos, worksheet, papers, pencils, pen and
other materials depending on the ability required to be developed in class.

Assessment tools
-teacher and practice peer: teacher comments, rating scale
-students: checklist
-self-evaluation: critical comments and teacher journal

criteria 1 point 2 points 3 points


NEEDS WORK GOOD JOB PERFECT

Was I able to
speak english
during the whole
class?

were my
performance and
strategies more
clarifying for my
students?

the teacher is
always
contextualizing the
information and
giving hints and
clues to students

conclusion
During the next term I will not use more Spanish in my classes, it logical to use L2
and that is what I have to do. Harmer,(2007) encourages teachers to emphasize the
target language use through the simplicity of common topics.
My duty is to apply these strategies to make the approach real, improving my
performance and the use of english in class and get it as close as I can to the reality
of my students.
It is not easy and requires time and expertise to domain advanced methods and see
the results; However, during my teaching process the goal is to achieve a realistic
and contextualized use of the language. the government requires A2 in this level, but
what I want to emphasize in the students is to go forward and learn as much english
as they can, for instance getting a B1 is possible.
I will continue developing lessons that are challenging, motivating and clear. As far
as I am identifying the mistakes I made in this first lesson I will be able to polish them
and gain strength to go beyond. The benefits for my students in first place are the
input and access to the language, then the opportunity to listen and speak more
fluently using the teacher as the model and finally to construct their own vocabulary.
References:

✓ Papalia, D.E., Olds, S.W., & Feldman, R.D. (1998) Human development. (7th
ed.). Boston: McGraw-Hill
✓ Wadsworth, B.J. (1971). Piaget's theory of cognitive development: An
introduction for students of psychology and education. New York: David
McKay Company.
✓ Ur, P., & Ur, P. (2012). A course in English language teaching. Cambridge:
Cambridge University Press.
✓ MINEDUC. (2001). Estándares para la formación inicial Docente. (G. d. Chile,
Ed.) Santiago de Chile, Chile: MINEDUC.
✓ Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in
language teaching. Cambridge: Cambridge University Press.
✓ Scrivener, J. (2011). Learning teaching: A guidebook for English language
teachers (3rd ed.). Oxford: Macmillan.
✓ Harmer, J. (2007). The practice of English language teaching. Essex,
England: Longman.
✓ Rapp, W. H., & Arndt, K. L. (2012). Teaching everyone: An introduction to
inclusive education. Brookes Publishing Company. PO Box 10624, Baltimore,
MD 21285.