GOBIERNO DE MENDOZA

DIRECCIÓN GENERAL DE ESCUELAS Profesorado de

DIRECCIÓN DE EDUCACIÓN SUPERIOR INGLÉS
I.E.S "DEL ATUEL" Nº 9-011 PPD II
Lic. Prof. Melina A.
Bittar-
-2019-

PROFESSIONAL TEACHING PRACTICE II

Important general tips to remember:

 Be punctual.
 Observing teachers in their classrooms is a very serious activity, so be responsible.
Remember that you will be a teacher and the work you are doing now describes you as
a future professional and you also represent an institution so it depends on you the
success of your work.
 You are having a significant opportunity to learn from experienced teachers, so take
advantage of that.
 You are not supposed to judge, evaluate or criticize the teacher. You are just there to
learn from the good and bad things that may happen in the classroom.
 Plan your classes and activities. If you have clear in mind what you have to teach, your
classes will be a success!
 Tell the teacher in advance if you are going to be absent.
 Tell the teacher to let you know if she/he is going to be absent.
 Tell me in case you’re not going to deliver your class because of the teacher will be
absent, students won’t go or haven’t gone to class, or you yourself have a problem.
 Be always polite and kind.
 Treat students respectfully as well.
 Find out who your pupils are. Talk to them and ask about what they remember from
previous years’ English lessons, what they liked the best and what they didn’t like.
Inquire about children’s general interests and motivations as well.
 Make a map of the school and the classroom you’ll be teaching, and also find out
about the resources you can rely on at school (such as the computer lab, maps or
whatever you think you may need or find useful to include in your lessons).
 Find out about the school characteristics (social, economic and cultural context),
history and rules.
 Take several copies of the evaluation sheet and one of the attendance sheet to have
them completed every class.

Tips when starting to teach your own lessons:

 Start your experience as a teacher by being firm and be consistent in your own actions
and behaviour - children expect a disciplined, structured classroom environment and
respond well to routines. Check with the school what is acceptable and unacceptable
behaviour and make it clear to the pupils that you expect the same behaviour.

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GOBIERNO DE MENDOZA
DIRECCIÓN GENERAL DE ESCUELAS Profesorado de
DIRECCIÓN DE EDUCACIÓN SUPERIOR INGLÉS
I.E.S "DEL ATUEL" Nº 9-011 PPD II
Lic. Prof. Melina A.
Bittar-
-2019-

 Learn your pupils' names and address them directly.

 Be mobile and walk round the class.
 Have a clear signal for stopping activities or when you want children to be quiet. Get
silence and wait for their full attention before you start speaking and give clear
instructions or demonstrations. Make sure children understand what they have to do.
 Never underestimate children's abilities or intelligence. They may have very limited
English but they still have the same interests and aspirations as any other child of their
age. Keep them interested by providing stimulating content and meaningful activities.
 Always ensure that children have some English 'to take away' with them at the end of a
lesson. Children will feel proud and have a sense of achievement if they leave the
classroom being able to ask, for example, a new question in English, say something
about themselves, or sing a song. This means (see the first point above) that your aims
will be clear to the children.
 Avoid too many activities that over-excite - it is often difficult to return to a calm and
controlled learning environment after a noisy game. Avoid activities that require a lot
of movement if there is little space in a classroom for this type of activity. Also avoid
activities that require a lot of cutting and pasting unless there is a clear linguistic
outcome, as these can cut into valuable time, apart from creating a great deal of mess.
 Make positive comments about the children's work and efforts and let them see that
you value their work.
 Have additional material prepared to cope with faster and slower pupils' needs and
don't let activities go on too long.

Some other specific tips to teach primary school learners:

 Enjoy teaching primary learners. It can be incredibly rewarding to see the immediate
progress from this age range of young learners but you need to be very, very patient.
 The best approach to deal with primary learners is to focus on themes or topics each
sequence, with grammar and vocabulary embedded within the lesson (something
which you can incorporate into all young learner and adolescent classes then). The
benefit of focusing on lesson topics would help engage learners but you need to
choose topics which would interest primary-aged learners such as animals, parts of the
body or food.
 Establish a reward system. Rewarding young learners can be a useful tool to help out
with extrinsically motivating learners to complete tasks or activities. You can use

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GOBIERNO DE MENDOZA
DIRECCIÓN GENERAL DE ESCUELAS Profesorado de
DIRECCIÓN DE EDUCACIÓN SUPERIOR INGLÉS
I.E.S "DEL ATUEL" Nº 9-011 PPD II
Lic. Prof. Melina A.
Bittar-
-2019-

stickers of smiley faces, for example, to increase motivation and give students positive
feedback.
 Establish routine in all lessons with primary learners as children, especially very young
learners, will function better if they are familiar with the routines.
 Supplement lessons with songs and/or nursery rhymes.
 Use flashcards and other visual cards. They can be used for games to review vocabulary
or introduce key words as well as drilling and pronunciation work. You should laminate
the cards to reuse them and keep them tidy.
 Include creative tasks than involve activities such as painting and drawing, cutting and
sticking, especially with very young learners.
 Establish a good relationship with all students in the classroom.

And as regards the planning of didactic sequences, bear in mind the following:
 Write your didactic sequences in Spanish in the case of primary school.
 Write your didactic sequences in third person: The teacher will greet the students….
 Write your sequences with as many details as possible, for the teachers in charge of
checking them to be able to fully understand what you’ll be doing each lesson. If the
activities include songs, copies, texts, videos, etc., please attach that material, link or
image in the sequence.
 All the activities must be connected with one another, as well as the sequences.
 Plan activities that last no more than 15 minutes (unless it’s really necessary).
Otherwise, students will get bored and distracted.
 All the classes must have an opening and a closure compulsorily.
 Try to speak English in your classes in order to introduce vocabulary – at least the
students’ feedback, classroom routines and instructions.
 All the activities must keep the final purpose of teaching English.
 Prepare material that you can then use again.
 It’s not necessary that you spend money buying material. You can prepare it on your
own and find plenty of stuff in the web.
 You can get “The Teacher’s Magazine” online, where you’ll find interesting activities
and nice posters to be used.
 Sequences must be accepted at least 48 hs before putting them in practice. I’ll be
checking sequences on Thursdays, so make sure that you upload yours to the
corresponding Google Drive folder before that day, considering the possibility of having
to check, modify or add something and uploading it again. Once you’ve uploaded a
sequence, you have to let me know in the WhatsApp group. If there are comments
with suggestions or something to change/modify/add/delete, please make the
corrections in another document and upload the file again in the Google Drive folder
(without erasing the previous uploaded document), so that I can see the differences
and give a look at the whole sequence again.

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 GOBIERNO DE MENDOZA
DIRECCIÓN GENERAL DE ESCUELAS Profesorado de
DIRECCIÓN DE EDUCACIÓN SUPERIOR INGLÉS
I.E.S "DEL ATUEL" Nº 9-011 PPD II
Lic. Prof. Melina A.
Bittar-
-2019-

 These are the topics you should bear in mind when planning your sequences, and
adapt them to your group’s characteristics and the situation you’d like to use to
contextualise those topics:

PRIMARY SCHOOL: TOPICS TO TEACH

SEQUENCE 1 Greetings; Numbers 1-20; Colours (red-blue-green-yellow-black-white-

pink-purple-brown); School objects.
I am ………….. I have got …………….. It is ………………….

SEQUENCE 2 Parts of the face (eyes, nose, mouth, ears, head); Parts of the body
(arms, legs, hands, feet, shoulders, fingers, toes).
He/she/it has got ……………. He/she/it is ……………….. big – small

SEQUENCE 3 Animals: Pets (dog, cat, hamster, frog, bird); Jungle animals (lion, hippo,
tiger, giraffe, zebra).
They have got ... They can/can’t … They are … hungry – happy - sad

SEQUENCE 4 Family members (mum, dad, brother, sister, uncle, aunt, cousins,
grandma, grandpa).
Revision of all the structures: I am …… I have got ……. It is ……..
He/she/it has got…… He/she/it is ………
They have got ……. They can/can’t They are …. hungry/happy/sad

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GOBIERNO DE MENDOZA
DIRECCIÓN GENERAL DE ESCUELAS Profesorado de
DIRECCIÓN DE EDUCACIÓN SUPERIOR INGLÉS
I.E.S "DEL ATUEL" Nº 9-011 PPD II
Lic. Prof. Melina A.
Bittar-
-2019-

Convenios de Articulación Académica entre escuelas de

nivel primario y el IES 9-011 “Del Atuel”:

Ayudantes de 2° año del Profesorado de Inglés

Actividades que DEBEN REALIZAR los ayudantes:

 La metodología de trabajo es la siguiente:

o Los alumnos ayudantes realizan observaciones durante las 3 primeras clases
para conocer el grupo, la forma de trabajo de los alumnos y de la docente, etc.
o Dar clases sobre las secuencias didácticas previamente aprobadas por la
docente de prácticas.
 Realizar entrevistas a docentes, directivos, alumnos
 Planificar
 Preparar
 Observar clases
 Preparar actividades de un tema específico que la docente necesite y llevarlas a cabo
en el aula, siempre junto con el docente titular.

LOS ALUMNOS AYUDANTES NO DEBEN:

 Ingresar al aula ni permanecer en la misma si no se encuentra la docente del grado

responsable
 Ingresar al aula sin guardapolvo
 Corregir evaluaciones, ni trabajos prácticos
 Llevarse un grupo de alumnos fuera del aula sin ser acompañados por la docente del grado
 Preparar evaluaciones trimestrales
 Usar el teléfono móvil mientras dan clases u observan las mismas.