PEDAGOGY

AND LANGUAGE TEACHING

2020-1
FINAL PAPER GUIDELINES

Your final paper will be defended in your oral socialization at your corresponding
CAU. (Now to be done virtually with your regional teacher due to the contingence of
COVID-19) (Please check dates for socialization ASAP)

This final paper consists of three parts:

• Write a reflection in an essay format (300-350 words) related to the observations
developed in the stages of the Module 2 and the interview of the Module 3.
What is the importance of developing class observations in your teaching education?
(Write min 2 reasons), How did you feel when developing the observations? What did
you learn? What was the teachers’ reaction to being observed? What kind of
observation was developed? What recommendations would you give for developing
observations? What can students-teachers learn from other teachers?
(You need to include examples and references so please expand your research).

What is the importance of developing class observations in your teacher education?
1. Because it can be based on when doing and preparing the class
2. Because it allows to use of salts in class and avoids improvisation weights through a
previous analysis of the context was the need of the students

How did you feel developing the observations?
I felt that developing the observations is beneficial, despite feeling somewhat strange, it is
good to be able to observe the work of others to also be able to analyze the things that must
be done when running a class; In the same way, I think it is good to be observed as a teacher
since you can receive criticism to apply it to offer quality teaching.

What did you learn?
I learned that there are many ways to do the class when preparing it And there are also
many ways to execute it, but the most important thing I learned is to prepare the class so
that the student can advance in their learning process taking into account the areas and the
context that students have to be able to use these as enhancers in each of them

What recommendations would you give to develop observations?
The recommendation is that when observing, be clear in advance what is to be observed,
what is the purpose of this observation to understand the position in which you are a
teacher, and in which students are. Finally, when the observation is developed, you should
do is talk to the teacher to understand what was your main idea when executing your class
AND what would be your self-evaluation when observing the reactions of your students to
the lessons given

What can student-teachers learn from other teachers?
It is good that a future teacher can have moments to talk to different teachers, whether they
are teachers with a lot of experience because I believe that you can get to collect
 information and learning since all people have different experiences with their students.
One of the things I think that can be learned as a separate principle is the treatment of the
students, either student who perform as well as students who do not perform well because
they already have experience of how to run a didactic and dynamic class to capture
attention these

• Reflecting about pedagogical practices of others’.

Having in mind Part 3 of the main study material of the course, and after having posted
your class-observation evaluation in the Forum Discussion 2, please select a video
recording from the Repository of Classroom Observations (A different one from the
Module 2). Complete the following chart with the information required in the questions
below:

QUESTIONS TO REFLECT UPON:

Class observation selected:
Link of the video:
https://www.youtube.com/watch?time_continue=10&v=0-
87qwUqve0&feature=emb_logo
Reasons why you selected this video:

Methods and approaches
Identify and describe the kind of methods and approaches that are evidenced in the class;
include support and examples. Address the reader to the part of the video where it is
evidenced. (Time: 00:00:00)

Learner-centered methods
00:01:30 – seeks that students can understand the grammar seen in a previous reading
00:03:30 – indications providers to solve the activity
Meanwhile she is giving the instructions, the teacher focus on the students’ activities and how
they are solving them

Teachers’ roles
2. Write a complete description of the teachers’ roles you could observe in the class and
include information of the qualities of a good teacher that you could identify. Include
examples and address the reader to the specific time in the video (Time: 00:00:00).

The role of the teacher is controlling because the teacher throughout the teacher gives examples
and guide the students to follow her instructions so they can solve the reading properly

Other aspects
3. Include any other aspects you consider important to highlight in the class observed. Do not
leave this part empty. Some ideas may be related to: Teacher’s English use, Rapport,
Materials, Content, etc.
Make sure to refer to relate these aspects to theoretical aspects studied.

you can see a proper pronunciation in teacher time asking for certain words. It should be
noted that the teacher wants each student to participate in class by asking individual
questions, the teacher also worries about constantly reviewing what her students are doing
passing from table to table and also being able to make general notes to her students.



• Re-read the Part 3 (Chapter 8.1. The Limits of Method and Chapter 8.2. The Logic of
Postmethod) of the main study material of the course. In the first chapter you will find
some of the existing myths around methods and in the second chapter some of the
Pedagogic parameters (Parameters of Particularity, Practicality, and Possibility) and
Pedagogic Indicators (the Postmethod learner, the Postmethod teacher and the
Postmethod teacher educator) of the Postmethod era.
Reflect deeply upon them and find relations with what was collected in the teachers’
interviews you used for the Forum 3. Say if those teachers’ insights somehow relate
to a Postmethod perspective and why. Write a 200-250 words reflection with these
relations. Include excerpts of the interview and citations or references of the book to
justify and support your text.

Reading has pointed out that the concept of method is full of ambiguous meanings, and
multiple myths, and, as a result, has lost much of its importance. It also argued that any
pedagogy after the method must take into account the pedagogical parameters of
particularity, practicality and possibility. The first refers to the advancement of a context-
sensitive pedagogy based on a true understanding of the local linguistic, socio-cultural
and political particularities. The second seeks to enable and encourage teachers to
theorize about their practice and to practice what they theorize.
Language-centered methods are those that are principally concerned with linguistic
forms. Language-centered pedagogists treat language learning as a linear, additive
process. In other words, they believe that language develops primarily in terms of what
Rutherford called “accumulated entities”. The teacher’s task is to introduce one discrete
linguistic item at a time and help the learners practice it until they internalize it.

Secondly, supporters of language-centered methods advocate explicit introduction,
analysis, and explanation of linguistic systems. That is, they believe that the linguistic
system is simple enough and our explanatory power clear enough to provide explicit
rules of thumb and explain them to the learners in such a way that they can understand
and internalize them.