Semester
1, 2009
Upla Final Practicum
Portfolio
First Environmentally Friendly Portfolio
Subject: Final Practicum
Guide Teacher: Jose Luis Tapia
Supervisor: Isabel Vasquez and Rodrigo Gonzalez
Class: Morning Teaching Program
Pamela Larrondo
Universidad de Playa Ancha
Semester 1, 2009
Index
Portfolio Introduction 3
School Information 4
Reading Articles 5
Reflective Writing 6
Pedagogical Artifacts 7
Portfolio Introduction
Six years have passed since I started this journey through a course of study that has
brought me joy, emotions and travels that I could have never imagined. After taking all
the classes and passed them, this final practicum has given me another view of the
concept that I previously had of pedagogy. I have realized that teaching is more that
being a guide for students, more than planning and even more than teaching values.
Teaching, of course, implies all the characteristics mentioned, and for me now, teaching
has become an attitude for life.
Through this first environmentally friendly portfolio in my course of studies, it can be
appreciated the beginning of a career as a teacher, which will be constantly under
analysis, so that I can always improve my skills as a teacher.
I must say that I like the idea of using technology to help the environment, even when
anyone can think that this is not enough to preserve nature. Well, I think we can give
the first step by doing things like this and teaching to use technology in schools so that it
can be created in children and “environmentally friendly conscience”.
School information
School Name: Escuela Particular Nº 20 San Luis
Principal’s Name: Loreto Sobrado
Location: Cirilo Armstrong Nº 325, Cerro Alegre Valparaiso
Class: 7th grade
Guide Teachers Name: Jose Luis Tapia
Reading articles
[Link]
[Link]
teachers/next-generation-of-teachers-project/case-studies-on-pre-service-teacher-
training-in-the-asia-pacific-region/ (Link on Korea)
Reflective writing
Excitement, joy, happiness. Those were the feelings at the beginning of this school year.
At the moment I was assigned St Luis School, I was feeling very excited for starting my
last step as a student at Playa Ancha University.
Once I got to the school I thought that I could not have had a better place to be teaching
for a whole semester. It is a very small school, with primary and secondary classes and
very welcoming teachers and students. It was the perfect place to reassure my vocation.
Unluckily for me, I started teaching in a very special class, with students that had all
kind of needs, which made teaching something like a challenge. Teaching became a
constant challenge, and motivating students was even more difficult than I thought.
The good part of all is that I could count with my classmates and their personal
experiences to help me go through the process feeling fulfilled and accomplished about
the teaching experience.
I think this experience was a personal challenge to realize about my strengths and
weaknesses as a teacher. I also learned that
Pedagogical artifacts
Workshop Nº 1
My expectations for the practicum's process are highly positive, since I have been given
the opportunity to work in a very special school. Since I have found myself surrounded
by warm-hearted teachers and very affectionate and almost disciplinated students in my
practicum, my expectation get even more positive every day.
But I guess that can change as the semester passes. I have had the experience, from my
early Vises that students behave well until they get to know you better. Once they have,
things start to go a little bit difficult every time you try to teach them in the class.
I reckon that my biggest fear for this practicum process is that I can't perform as good as
I'm willing to. I'm really prepared to be as helpful as I can with my students, and to give
them as many tools as I can so that they can learn. My fear is that they get so messy and
noisy that I can't do my classes. Anyways, I'm thinking positive and I know that won't be
the case.
My reactions to this workshop are good. I think that before I answered the questions I
wasn't clear of what my feelings were (I actually hadn't thought about my feelings until I
was asked to do so). I realized that the workshop helped me to clarify myself and to
notice that I wasn't the only one with the same worries. I became sympathetic with my
classmate's worries and feelings towards the same process.
I must say that I actually enjoyed talking about the topics exposed on the workshop.
Workshop Nº 2
Refer to the Teaching Stage you have already started and answer the following
questions:
1. Do you feel satisfied with your performance as a teacher so far? Take about the things
you like and about the ones you don´t like.
Not really. I feel there are more things I could do to help children learning, but there
behavior in class tells me that they don't really care about what the teacher does.
I like helping them, and teaching them, but everything is easier when I go sit by sit
teaching and giving instructions. It really tires me, but I think this is the best way I can
achieve learning in them.
2. Guide teacher´s support: How effective has it been during this stage? Why?
He has been a great support. He helps me in everything I need and gives me good ideas.
He also helps me to get the class organized and has taught me a few tips not only for the
practicum, but also for me as a teacher.
3. Student´s level of engagement: Do your students enjoy the classroom learning
activities presented? ; What do they say about them?
I don't think they enjoy classes. At first I tried doing communicative-type activities in
which they had the chance to participate a lot. The problem is that they do not control
themselves and chaos starts very fast. That's why I started to do more teacher centered
activities, and they turned up to work better for me and them.
4. Planning and lesson preparation: What teaching approach do you consider appropriate
to students ´learning style? Which one are you actually using with them? Why?
As I mentioned before, the traditional way of teaching has worked better
5. Lesson Timing: How much of the planned activities do you actually cover in each
lesson? Is it what you expected?
I try to as much as they can understand. That means that if I have to do two or three
activities in 45 min and they completely understand them, I am satisfied.
I used to worry a lot about this, but they are not fast learners, and I adapted myself to
their requirements.
Reflection Nº 2
Post observation conference
Pamela Larrondo
Date: May 29th, 2009
The aspects that I can identify as critical are the physical organization of the class, the
disorder, attitudes of students towards teachers, and lack of self control of students.
I must say that I was really nervous at the moment of the supervision, and that I lack of
techniques and experience of class management.
Even though the class wasn’t absolutely successful, a large number of students
understood the class in comparison to the regular classes.
I realized that I needed students to respect me more as a teacher and not as a student
who is doing the final practicum, so I talked to the guide teacher and we agreed on
some solutions.
My feelings during the socialization of the supervision were of frustration, anger,
sadness. Even when I was aware of the mistakes I had made, clearly the supervisor saw
more than I could ever imagine, which made me sadder.
Consejo de Curso y Orientación
I. Datos Generales:
1. Nombre del Establecimiento Educacional: Escuela Particular San Luis
2. Curso: 7mo Basico
3. Profesor jefe: María Gabriela Olivares
4. Profesor en Práctica: Pamela Larrondo
5. Fecha: cada Martes
6. Hora (inicio y término): 7:45 a 9:15
II.- Desarrollo del consejo de curso
7. Tema de Orientación: La Sexualidad
8. OFT cubierto: en relación al desarrollo del pensamiento, al crecimiento y auto-
afirmación personal. (según lo observado en el desarrollo de las clases)
9. Tabla del Consejo de Curso: Los alumnos de la escuela San Luis asisten a un taller
realizado por el TAC de Cerro Cordillera, en el cual las últimas clases se han
hablado temas de la sexualidad desde distintos puntos de vista (como por
ejemplo, desde el punto de vista de la religión, las tendencias sexuales, la
cultura, etc.)
Como parte de este taller, ellos comparten opiniones del tema de manera
moderada y respetuosa.
Los alumnos fueron expuestos a distintos aspectos de conversación de la
sexualidad, como por ejemplo vieron un video educativo del cambio biológico de
niño(a) a adolescente, conversaron de los cambios físicos y psicológicos que
también los afectan.
Como parte del taller, ellos podían formular preguntas de manera escrita
anónima, que posteriormente serian respondidas por las encargadas del taller y
serian puestas en un diario mural.
Reunión de Profesores.
I. Datos Generales:
1. Nombre del Establecimiento Educacional: Escuela Particular San Luis
2. Profesor en Práctica: Pamela Larrondo
3. Fecha: Abril 21, 2009
4. Tabla de la reunión: Resultados de Prueba diagnostico y taller posterior con
respecto a resultados obtenidos por prueba de diagnostico.
5. Hora (inicio y término) 19:00 a 20:00
II. Desarrollo:
Temas propuestos no tratados: ninguno, ya que se hablo de todo lo propuesto.
Modalidad de la reunión: la reunión fue dirigida por la Jefa de UTP
Modalidad de Intervención de profesores: Las preguntas que surgían durante la reunión
fueron resueltas de inmediato. Sin embargo, al final de la reunión se otorgo a los
profesores para que expusieran el taller que realizaron, así como también para que
expresaran sentimientos que el taller les había provocado.
Clima de la reunión: Hubo un buen manejo de tiempo, ya que se finalizo a la hora
programada. Hubo una buena atmosfera de cooperación y participación para la parte
final del consejo, ya que todos los profesores colaboraron que ideas y opiniones del
taller.
Práctica Profesional
Pedagogía en Inglés
2009.
Reunión de Padres y Apoderados
I. Datos Generales:
1. Nombre del Establecimiento Educacional: Escuela Particular San Luis
2. Curso: 7mo básico
3. Profesor jefe: María Gabriela Olivares
4. Profesor en Práctica: Pamela Larrondo
5. Fecha: Junio 2, 2009
6. Hora (inicio y término): 19:00 a 21:00
7. Tabla de la reunión: Informaciones de aniversario
Sub-centro de apoderados
Taller (entrega de informes)
II. Desarrollo:
Temas que no fueron tratados en la tabla: Se trataron todos los temas propuestos.
Conducción de la reunión por parte del profesor jefe: Por motivos de salud, la
conducción de la profesora no fue óptima, ya que ella no podía hablar en voz alta y los
apoderados se desordenaban tratando de escuchar lo que ella decía. Así también, costo
que ellos mismos tuvieran se organizaran con el tema de unas rifas, ya que debido a la
constante interrupción de las personas que cobraban la rifa durante la reunión, mas
caótica fue la conducción. Al final de la reunión ya se habían organizado y ahí fue
cuando la profesora pudo tener control completo de lo que sucedía.
Intervenciones de los apoderados: Se realizaron al final de la reunión, después de una
rifa que tenían planificada, ya que ahí se dio cuenta pública de los dineros que se
recolectaban y de los que se gastaban. En esa intervención participo tanto el Presidente
de curso como la Tesorera.
Clima de la reunión: En general, la reunión se realizo en un buen clima de cooperación
(por parte de algunos apoderados hacia la profesora). Aunque hubieron momentos de
tensión por la carga académica y los bajos resultados obtenidos por los estudiantes, las
molestias de los apoderados fueron escuchados por la profesora y se les dio
explicaciones y/o atención correspondientes.