Escuela de Ciencias de la Educación Componente Práctico

FIELD JOURNAL FORMAT

OBSERVATION PRACTICE
To be completed by the teachers in training

The FIELD JOURNAL is one of the favorite tools to systematize experiences and
research that generate a considerable volume of information; It allows the
systematic recording of the observations, experiences, experiences and
perceptions of the participating actors.

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

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

FIELD JOURNAL No.

2

This format must be completed digitally and delivered to the classroom in PDF.
Date: 08-04-2021 Start time: 5:00 pm Close time: 7:00 pm
Educacional institution: Tema: Story Time
SINEP: Proyecto Ombrella
Name of the teacher in training: Mishell Blanco

Bachelor's degree: Lenguas extranjeras con énfasis en

Ingles
Name of the UNAD Accompaniment Ana María Calderon García
teacher:
No. of students
or participants: Grade: Ciclo IV
9
Activity, process or
Practicant de observation.
class in which it
participates:
Purpose of the activity, process or class in which you participate:

The purpose of the class was to guide the students in their learning process

based on different topics and support material, which will be used for the

development

of activities during this academic moment.

 IMPLEMENTATION CONTEXT

This class was developed by teacher Mishell Blanco, at the Ombrella

Foundation (SINEP: Virtual Ombrella Project). This teacher seeks to provide

support to adults in cycle IV who are in the learning field and who could not

develop their primary and secondary school, this group of learners are

between 40 and 60 years old, they are people who seek to acquire new

knowledge and eliminate the illiteracy of their lives, so they are very dynamic

and participatory in the class, to be able

to appropriate the English language.

DESCRIPTION:
The teacher enters the virtual room and gives a

fraternal greeting to his students, then gives a short

Describe the
presentation in English to his students and then talks
initial
about the processes and skills that will be acquired in
moment:
the class.
The teacher Mishell Blanco taught the area of English.

The teacher proceeds by sharing the screen of the

guide called Cycle IV, through the Zoom application,

where the teacher works with the students on the

Story Time theme.

Describe the
Next, the teacher shares a screen showing the activity
development of
guide that he will teach in the class to be developed.
the Session
Among the activities to be developed, the students

had to keep in mind the information provided as

support material, for the development of activities,

 which were: take into account the conjugated verbs in

the past that were found below in the guide, in order

to read the story “The magic paintbrush”, after having

read the story, Read the vocabulary used in the story

“The magic paintbrush” and put it into practice in

sentences simple.

At the end of the class, the teacher asks brief guiding

questions about the topics covered in class, where

each of the students gave their answers to the

questions given by the teacher, contextualizing what

they learned during class.

In the class it was possible to observe the good

development of the didactic uses used by the teacher

Describe the and an excellent approach, a method and a technique

didactic in the teaching of English, strengthening the

strategies communication skills of each student, involving the

developed and disciplinary foundations worked in class.

how they favor According to Anthony's model, focus is the level at

the appropriation which assumptions and beliefs about language and

and learning of language learning are specified; method is the level at

the disciplinary which theory is put into practice and decisions are

fundamentals made about the particular skills to be taught, the

worked on. content to be taught, and the order in which the

content will be presented; Technique is the level at

which classroom procedures are described.

 On the other hand, the National Open and Distance

University (UNAD), designed the thematic contents to

work with students, to respond effectively to the needs

of students and modify the teaching processes in

education.
In conclusion, the class was carried out in a virtual

way, so it bases the interest of the students, not only

strengthening their theoretical and practical knowledge

acquired in the class, but also strengthening the use of

ICT, to apply them in their process teaching.

On the other hand, students were able to recursively

Conclusions acquire the topics taught by the teacher, enhancing

communication skills in English to function verbally in

work, educational, social and cultural contexts, orally

and in writing.

Since students can also learn in a team or community,

as it is another tradition of language teaching with

which Community Language Learning (CLL) is linked is

a set of practices used in certain types of bilingual

education programs and that Mackey (1972) calls

"alternation of languages".
INTERPRETATION

In the development of the class, it was possible to

observe the motivation, skills and positive and

 participatory attitudes of each student during the

contextualization of the class.

Identification of As for the teacher, he was very attentive when

qualities, responding to each of the students' concerns, forming

abilities, the class scenario in a space of participatory

attitudes, integration and motivation, so that students could

competences, appropriate the skills in English, based on a method

paradigms, called grammar translation.

mental models, According to Richards, J. and Rodgers, T. (2001)

judgments, Grammar translation is a way of studying a language

emotions and that approaches the language first through detailed

beliefs that analysis of its grammatical rules, followed by applying

occur in the this knowledge to the task to translate sentences and

session texts into and out of the target language. Therefore,

he considers that language learning consists of little

more than memorizing rules and facts to understand

and manipulate the morphology and syntax of the

foreign language.

On the other hand, the teacher showed his

professional competence at his level of training,

creating scenarios of participation and motivation,

achieving effective and meaningful learning with his

students in learning English.

ARGUMENTATIO
N
 Analyze how First of all, we must bear in mind that the teaching

the processes practice is the empirical space, to carry out the

influence the practices with their students, in this the teacher shows

academic, a good relationship with his students, creating and

personal and building spaces for interaction and participation,

professional enriching the learning of each student in the English

relationships language.

that occur in These observed aspects are very important in our

the educational training as future teachers, because they allow us to

field of the acquire new knowledge, to apply them in our future

teacher training classrooms.

intraining
EVALUATION

In my opinion, I consider that when implementing a

Aspects in
class like that of the teacher Mishell Blanco, it seems
which you as a
teacher in to me that it is perfect, because it implements many

training didactic resources, so that students have a more

consider that
dynamic and recursive class in learning English, such
you can
improve in the as the use of online dictionaries, methods, approaches

observed and techniques in learning English.

session