Escuela de Ciencias de la Educación

Componente Práctico

TEACHING JOURNAL FORMAT

To be filled out by teachers in training

The TEACHING JOURNAL FORMAT constitutes one of the favorite tools to

systematize experiences and investigations that generate a considerable volume
of information; it allows the systematic consignment of the observations,
experiences and perceptions the teacher has of the participating actors.

Analyzed by authors such as Latorre (1996) and Martínez L (2007) as a training

tool and didactic strategy, in pedagogical practice it constitutes a tool that
develops observation and reflective thinking. The registration of information in
the teaching journal must be supported with the result of the execution of the
planned activities to describe the development of the class, the impressions and
emotions that were given before, during and after each session of the
pedagogical practices.

The teacher in training should take into account the suggested bibliography for
the elaboration of the teaching journal (See Martínez L, 2007. La observación y
el diario de campo en la definición de un tema de investigación. Available in the
following link
https://escuelanormalsuperiorsanroque.files.wordpress.com/2015/01/9-la-
observacin-y-el-diario-de-campo-en-la-definicin-de-un-tema-de-investigacin.pdf)

TEACHING JOURNAL No.

This format must be filled out digitally and delivered in the classroom in PDF.

Date: Start time: 9:00am Close time: 3:15pm

Educational institution: New Topic:
Zealand Language Centre
Name of the teacher in training:

Bachelor's degree:

Name of the UNAD Edner Suarez

Accompaniment teacher:
No. Of students or Grade: Intermediate I (B-1)
participants: 16
Type of practice Mark with an X the type that you
developed in the practice
course _x__ Observation
___ Immersion
___ Investigation
Activity, process or Participant observation in an
class in which you English class pre-Intermediate
participate level 1 (B-1)
Purpose of the activity, process or class in which you participate:

 Speed reading
 Talk about your daily life
 Predict before you read a text
 Understand and use nouns and verbs whit the same form

IMPLEMENTATION CONTEXT
The students, who participate in this activity come from different
nationalities, 90% are Asian from Japan, Korea, China and Thailand, 5%
from Europe and the other 5% from South America.
Students understand ages from 23 to 45 years. The majority are women.
Everyone shares about their culture and the relationship between all is very
harmonious as is the relationship with the teacher who is from New
Zealand.

DESCRIPTION:

Describe the initial The teacher started asking them questions about
moment how everyone's weekend was. They talked to the
classmate next to them, then one of the classmates
explained to the others about their classmate's
weekend.

Describe the
development of the The teacher started by delivering some cards to
session introduce to the activity. These files contained
images about daily routines, according to what they
took they should talk about it.
The students participated actively, organized and
the activity became fun.

Describe the didactic There is a technique that the teacher called "Speed
strategies developed Reading" applies, this is to make a reading but
and how they favor before students contribute ideas based on the title
the appropriation and of this, to know what it will be or what they can find
learning of the in the content. Then read the questions and start
disciplinary reading as quickly as possible and solve the 10
foundations worked. questions.

Here it does not matter to get answers right but to

read in a time limit. Students have a sheet where
they will take their process.

Conclusions The teacher uses the gestures to better reach their

 students, mimics, diagrams and uses the board a
lot, he writes in clear letters.

The teacher reacts to the responses of her students

by praising and encouraging them when they are
correct and when they are not correct, she does it
correctly repeating the words that her students
pronounce badly and structures the sentences so
that they repeat them, correct the phonetics as in
the case of and explains how T sounds with the I in
Spanish.

According to my observation, this teacher shows

commitment to the course since he knows the
material he works well (books, places, countries,
cultures of each student)
Note that the students' mother tongue hardly
appears except in two Korean students where one
serves as a translator for the other so that they can
understand but do not have a conversation in the
mother tongue.

INTERPRETATION

Identification of With respect to the teacher's decision-making

qualities, abilities, process, there is a balance since the material and
attitudes, objectives of the class were met, as well as the
competences, particular needs of each student, for example, in
paradigms, mental this course, the teacher gave a student a lot of time
models, judgments, Korean who has difficulty communicating to make it
emotions and beliefs happen and also allowed him to use the mother
that occur in the tongue and ask for help from a countryman who is
session more advanced than him.

The teacher attended to the interests of the group

for example when she made them comment as they
say to their native cities.

This class was very dynamic and with greater

participation by the students.
 ARGUMENTATION

Analyze how the

processes influence According to the process that a teacher
the academic, develops in his class, this can also
personal and determine a satisfactory result, because
professional the teacher must analyze the context and
relationships that
its students and try to find the tools and
occur in the
strategies necessary for their students to
educational field of
the teacher in focus on their learning.
training

SELF-ASSESSMENT

To say is not to teach. The true pedagogy is based on a

reciprocal communication between the teacher and the
student. We can speak with more beauty, strength, and
conviction than we have felt and experienced. Only the
word that has a clear taste of experience reaches the student
Aspects in which you and encourages him to grow
as a teacher in
training consider that Communication is desire and need to know. It requires
you should work for interest in the other, ability to listen, openness, willingness
your improvement to perceive what the interlocutor feels and thinks. To
communicate is to dare to be close, is to assume the risk that
the other will surprise us.

The effectiveness and quality of oral communication

depend on the teacher's ability to use the correct methods at
the right time, and the taste and ownership with which he
manages his subject of exposure.

EVIDENCES
Register the Drive To register evidence of your pedagogical practice, you must create a
drive in your institutional or Gmail mail that saves and organizes by
Link from the date the evidence records.
session evidence
file. These may be
photographs of the
work carried out by
the members of the
 educational
community, list of
class attendance,
surveys, interviews,
photographs and /
or videos (take into
account the
informed consent
Formato N. 7. for
photographs and /
or videos)

TEACHING JOURNAL No.

This format must be filled out digitally and delivered in the classroom in PDF.
Date: Start time: 9:00am Close time: 3:15pm
Educational institution: New Topic:
Zealand Language Centre
Name of the teacher in
training:
Bachelor's degree:

Name of the UNAD Edner Suarez

Accompaniment teacher:
No. Of students or Grade: Intermediate I (B-1)
participants: 16
Type of practice Mark with an X the type that you
developed in the practice
course _x__ Observation
___ Immersion
___ Investigation
Activity, process Participant observation in an
or class in which English class pre-Intermediate
you participate level 1 (B-1)

Purpose of the activity, process or class in which you participate:

 Speaking
 Writing
 Explain words you do not know
 Write an e-mail and return an online product

IMPLEMENTATION CONTEXT

The students, who participate in this activity come from different

nationalities, 90% are Asian from Japan, Korea, China and Thailand, 5%
from Europe and the other 5% from South America.
Students understand ages from 23 to 45 years. The majority are women.
Everyone shares about their culture and the relationship between all is very
harmonious as is the relationship with the teacher who is from New
Zealand.

DESCRIPTION:

At 9:05 the class began formally with all the

students, two men and one woman of Brazilian
nationality arrived this day.
This teacher started her class with what is said is an
Describe the effective structure since she returns to previous
initial moment learning and asks questions about it and also
 presented a new material. This beginning lasted
approximately 15 minutes and I think the teacher's
decision to expand in this way It was based on their
interest that students relate what they learned in
previous classes with the concrete and real needs
they have of using the language as well as
describing what they are expected to manage
linguistically.

Describe the We begin by observing some images about objects

development of the and making the description of each of them, how
session much is used and its main functions.

Several activities proposed by the activity book were

carried out, both individual and group work was
carried out. The students were very attentive and all
did the corresponding thing on time.

Today, all the activities that the book had were

given more relevance. The activities of the book also
propose audiovisual videos, great care was also
given to listening

The didactic strategies most used by the teacher are games that
really entertain students despite the ages, both adults and young
people enjoy the realization of this, in addition to these are very
Describe the creative and entertaining.
didactic strategies
developed and how There was also interaction to obtain information that has nothing
to do with the subject worked. This case occurred while the
they favor the
teacher explained that a Brazilian student, sitting on the left and
appropriation and
back, began to investigate the young Japanese who was sitting
learning of the
next to her on her electronic dictionary and how they could not
disciplinary understand each other asked another Brazilian student to
foundations participate as facilitator
worked.
This young man almost does not speak Spanish and I think it is
difficult for him to understand it orally since his gestures indicate
it (expressions of the face, movement of the hands, etc.) as
aggravating this lady does not speak Spanish and uses her mother
tongue all the time

While the study text is the most used resource by English

conclusions teachers in public educational establishments,
This is mainly used for vocabulary learning activities and
gramatical structures. This may be because the text from the
Ministry Education provides a lot of knowledge, but
neglects the work of the communicative abilities of the
language. In addition, communicative activities are designed
for students who achieve the objectives sequentially.
 year by year and without difficulties; otherwise, they must
be adapted by the teacher, what Which means extra work. In
the case of semi-public agencies work with the study text,
mainly the activities related to the learning of vocabulary,
followed by listening comprehension activities.

INTERPRETATION

Identification of In relation to the study text, most of the teachers of

qualities, abilities, public administrative units, use the study text of
attitudes, the subject of
competences, English for vocabulary and grammar structures
paradigms, mental activities. For another
models, judgments, On the other hand, in semi-public units,
emotions and comprehension activities are emphasized
beliefs that occur auditory and vocabulary learning.
in the session Regarding the use of audiovisual teaching resources
in the class of
English, it can be noted that public offices are
mostly used
The cassettes, CD, DVD. On the other hand, in the
semi-public units the projectors
Multimedia show an important use.

ARGUMENTATION

Analyze how the Important educational changes are occurring,

processes influence the government must introduce an educational
the academic, reform in primary and secondary schools to
personal and improve the quality of student learning.
professional
relationships that
The use of resources can have an important
occur in the
educational field of impact on language teaching and learning
the teacher in (Brown, 2007; Harwood, 2010; Medium, 2010;
training Mineduc, 2004). Within this framework,
teaching resources guide the phases of the
educational process. From a cognitive point of
view, these phases promote the construction of
meaningful learning (Iglesias & Sánchez, 2007;
Mazzeo, 2009; Ur, 2012), classify teaching
resources, in base texts of the subject and
complementary materials. On the other hand,
 García (2008) and Hedgcock and Ferris (2009)
group the teaching resources into published
materials and authentic materials.

SELF-ASSESSMENT

Teachers have the mission of being creative in the

Aspects in which classroom and motivating the student through
you as a teacher in teaching in order to obtain meaningful learning. For
training consider To achieve this, teachers must strive to prepare and
that you should select different
work for your teaching resources, which are a fundamental part of
improvement achieving innovation
in education. In fact, to impact the facet of
curriculum design, resources
didactics constitute an important field of action.

EVIDENCES
Register the To register evidence of your pedagogical practice, you must
create a drive in your institutional or Gmail mail that saves and
Drive Link from organizes by date the evidence records.
the session
evidence file.
These may be
photographs of
the work carried
out by the
members of the
educational
community, list of
class attendance,
surveys,
interviews,
photographs
and / or videos
(take into
account the
informed consent
Formato N. 7. for
photographs
and / or videos)

file:///D:/Angel_Alberto/Downloads/Dialnet-
LosRecursosDidacticosEnLaEnsenanzaYAprendizajeDelI-6576591.pdf

http://www.c5.cl/ieinvestiga/actas/ribie98/286M.html
http://www.c5.cl/ieinvestiga/actas/ribie98/286M.html