Survey Already Applied
domingo, 1 de marzo de 2009
Survey analysis
High school name: Saint Francis of Assisi Bilingual High School
Number of surveyed teachers: 4
In Regard to the social framework:
Three of the four surveyed teachers define the social framework based on social strata from upper-middle class to wealthy economic means and well prepared professors. Thus, just one of the teachers defined the social framework as positive environment based on Franciscan teachings.
In Regard to the social strengths:
According to the results, there were different points of view about the strengths present in the high school such as: close-knit teacher corps, good relationship between teachers and students; and some others focused on values as love for nature, and communication while one of the teachers mentioned safety.
In Regard to the social weaknesses:
One of the four surveyed teachers mentioned irresponsibility, disrespect, and lack of hard rules for spoiled students as the most common weaknesses while three of them stressed the lack of concern about less fortunate from some students.
In Regard to the meaning of innovation:
In this part, two of the surveyed teachers commented about innovation as something new that is introduced into something that is routine so as new procedures on products. Then, one teacher defined innovation as something to make our work better and the last one said innovation was associated with a creative point of view.
In regard to what innovation has to do with education:
All of the surveyed teachers stress the idea that educational innovation has to do directly with changing methods and materials to make them more appealing to students and thus it goes by hand with society.
When teachers were asked if they innovate in their classes and why:
All the teachers responded positively to this question even though in different ways: some of them said that it was because learning is a changing process so it needs to be updating day by day, they also mentioned that it was because it was needed to come up with alternatives to boring classes so innovation might enhance students’ motivation throughout a sort of innovative activities. Also, there was a teacher who said that innovation could be applied depending on the groups. But as a sum up it might be said that it is a matter to try different approaches to see what works best.
In regard to innovation examples:
Three of the teachers talked about power point slides, grammar games, vocabulary building through word puzzles, hard work, organization and research as examples and means to achieve innovation while just one of them didn’t answer it.
When teachers were asked what they know about ELTOS:
In this question in particular, any of the surveyed teachers responded. That could indicate that none is infatuated with innovational issues deeply.
When teachers were asked the importance of innovating in education:
Two of the teachers gave different reasons to the importance of innovation education such as: a need for facing a changing world, to enhance motivation on students and make our job more pleasant. One teacher said it was really important to “improve what was once thought best.” The last teacher did not respond.
When teachers were asked about the difference between syllabus and curriculum:
One of the teachers said that curriculum refers to the courses of study and syllabus the contents of the curriculum. Another said that curriculum refers to the contents to be studied and syllabus to a chronological way of organizing the curriculum’s contents. Two of the surveyed teachers did not answer to this question.
When teachers were asked about the British Council:
In this questions all teachers said to know nothing about it.
When teachers were asked about the Natural Approach:
This question was answered just by three of the four teachers in different ways: language acquisition via “comprehensible input”, theory of learning to speak first and the rest of the skills come later, a way to learn by your own or naturally.
When teachers are asked about the difference between language learning and language acquisition:
There were many theories according to the teachers: “language learning as a conscious process and acquisition as an unconscious one”, “language learning comes with rules and stricter elements while language acquisition comes naturally with the environment”, “you can learn a language without acquiring it.”
When teachers were asked about task-based language teaching:
Two of the teachers said it was about a way to teach a language by giving specific tasks to students while two of the teachers did not respond to this question.
When teachers were asked about top-down activities:
None answered to this question.
When teachers were asked about bottom-up activities:
None answered to this question.
When teachers were asked about the context-based approach:
Just one teacher said that it was about “learning according to a context.”
When teachers were asked about curricular innovation:
Just two of the surveyed teachers answer in different ways for example: changing curricula to adapt it to the environment and the implementation of new courses to promote and increase language acquisition.
When teachers were asked about what the teachers’ attitude has to do with the teaching and learning processes:
Two of the teachers answered this question and gave examples such as if teachers are open to new and improved methods, they will have more resources available to promote language acquisition. Also, the fact that we are responsible for our class.
When teachers were asked about the difference between extrinsic and intrinsic motivation:
Two of the teachers answered to this question with arguments like that extrinsic motivation comes from the inside of the person and the extrinsic one is based on external factors that might affect a way of thinking.
Sum Up:
At the end of this particular survey, it is noticed the fact that not all the teachers manage certain knowledge regarding technical terms in education; and it might be said that not all the teachers had a clear idea of what innovation can implied if seen from different other perspectives as in the case of education where almost all of them associated innovation with just “something new” and were not that specific at the time of giving a more related definition. In the sense of the social part, all teachers seemed to know the conditions in which they work and most of the comments were positive. Then, the attitude as well were not that stressed for them due to the fact that all of them agree on the idea of a positive attitude to look for what is best to try.
Universidad Latina de Costa Rica
Survey Applied by Oscar Conejo Chacòn 2009
High school name: Saint Francis of Assisi Bilingual High School
Number of surveyed teachers: 4
In Regard to the social framework:
Three of the four surveyed teachers define the social framework based on social strata from upper-middle class to wealthy economic means and well prepared professors. Thus, just one of the teachers defined the social framework as positive environment based on Franciscan teachings.
In Regard to the social strengths:
According to the results, there were different points of view about the strengths present in the high school such as: close-knit teacher corps, good relationship between teachers and students; and some others focused on values as love for nature, and communication while one of the teachers mentioned safety.
In Regard to the social weaknesses:
One of the four surveyed teachers mentioned irresponsibility, disrespect, and lack of hard rules for spoiled students as the most common weaknesses while three of them stressed the lack of concern about less fortunate from some students.
In Regard to the meaning of innovation:
In this part, two of the surveyed teachers commented about innovation as something new that is introduced into something that is routine so as new procedures on products. Then, one teacher defined innovation as something to make our work better and the last one said innovation was associated with a creative point of view.
In regard to what innovation has to do with education:
All of the surveyed teachers stress the idea that educational innovation has to do directly with changing methods and materials to make them more appealing to students and thus it goes by hand with society.
When teachers were asked if they innovate in their classes and why:
All the teachers responded positively to this question even though in different ways: some of them said that it was because learning is a changing process so it needs to be updating day by day, they also mentioned that it was because it was needed to come up with alternatives to boring classes so innovation might enhance students’ motivation throughout a sort of innovative activities. Also, there was a teacher who said that innovation could be applied depending on the groups. But as a sum up it might be said that it is a matter to try different approaches to see what works best.
In regard to innovation examples:
Three of the teachers talked about power point slides, grammar games, vocabulary building through word puzzles, hard work, organization and research as examples and means to achieve innovation while just one of them didn’t answer it.
When teachers were asked what they know about ELTOS:
In this question in particular, any of the surveyed teachers responded. That could indicate that none is infatuated with innovational issues deeply.
When teachers were asked the importance of innovating in education:
Two of the teachers gave different reasons to the importance of innovation education such as: a need for facing a changing world, to enhance motivation on students and make our job more pleasant. One teacher said it was really important to “improve what was once thought best.” The last teacher did not respond.
When teachers were asked about the difference between syllabus and curriculum:
One of the teachers said that curriculum refers to the courses of study and syllabus the contents of the curriculum. Another said that curriculum refers to the contents to be studied and syllabus to a chronological way of organizing the curriculum’s contents. Two of the surveyed teachers did not answer to this question.
When teachers were asked about the British Council:
In this questions all teachers said to know nothing about it.
When teachers were asked about the Natural Approach:
This question was answered just by three of the four teachers in different ways: language acquisition via “comprehensible input”, theory of learning to speak first and the rest of the skills come later, a way to learn by your own or naturally.
When teachers are asked about the difference between language learning and language acquisition:
There were many theories according to the teachers: “language learning as a conscious process and acquisition as an unconscious one”, “language learning comes with rules and stricter elements while language acquisition comes naturally with the environment”, “you can learn a language without acquiring it.”
When teachers were asked about task-based language teaching:
Two of the teachers said it was about a way to teach a language by giving specific tasks to students while two of the teachers did not respond to this question.
When teachers were asked about top-down activities:
None answered to this question.
When teachers were asked about bottom-up activities:
None answered to this question.
When teachers were asked about the context-based approach:
Just one teacher said that it was about “learning according to a context.”
When teachers were asked about curricular innovation:
Just two of the surveyed teachers answer in different ways for example: changing curricula to adapt it to the environment and the implementation of new courses to promote and increase language acquisition.
When teachers were asked about what the teachers’ attitude has to do with the teaching and learning processes:
Two of the teachers answered this question and gave examples such as if teachers are open to new and improved methods, they will have more resources available to promote language acquisition. Also, the fact that we are responsible for our class.
When teachers were asked about the difference between extrinsic and intrinsic motivation:
Two of the teachers answered to this question with arguments like that extrinsic motivation comes from the inside of the person and the extrinsic one is based on external factors that might affect a way of thinking.
Sum Up:
At the end of this particular survey, it is noticed the fact that not all the teachers manage certain knowledge regarding technical terms in education; and it might be said that not all the teachers had a clear idea of what innovation can implied if seen from different other perspectives as in the case of education where almost all of them associated innovation with just “something new” and were not that specific at the time of giving a more related definition. In the sense of the social part, all teachers seemed to know the conditions in which they work and most of the comments were positive. Then, the attitude as well were not that stressed for them due to the fact that all of them agree on the idea of a positive attitude to look for what is best to try.
Universidad Latina de Costa Rica
Survey Applied by Oscar Conejo Chacòn 2009
Plan demo: Phrasal verbs with ‘Get’ lesson plan
Level: Intermediate
Plan Demo Analysis:
Though the teaching of phrasal verbs might become into a hard task for intermediate level students, this kind of activities involve certain features such as the cross-cultural factor which is more focused on English speaking countries due to the fact that this activity involves language that is mostly used by native speakers of the target language. In the sense of implementation, there are certain implementations such as the use of task-based activities where students can interact and cooperate with each other to achieve the objectives set in the plan. Some of the limitations present when applying this kind of task is the fact that this might be a hindrance for some students whom suffer from certain motor difficulties at the time of manipulating materials or objects involved into the activities.
When talking about competence, this activity presents a great opportunity for students to improve their knowledge and achieve the objectives at the same time by means of competence.
Regarding levels of difficulty, this task-based activity does not present much difficulty nor risk in the case of high school students due to the fact that the activity is performed indoors, in groups and under the supervision of the teacher. Although the activity does not focus its objectives in critical thinking, with this activity students are kind of exposed to critical thinking when identifying the different contexts in which to apply the rules and features of phrasal verbs as well plus that, the activity is more focused on memorization as the main task for students to achieve the objectives.
In regard to what local teachers do, not all the time we see this kind of procedures and tasks reflected on our classroom to achieve our syllabus objectives maybe as a matter that there is no innovation in all the cases when teaching some specific contents and specially in the case of high school teachers that focus more on the idea of using course books instead of activities that can enhance students motivation due to task-based activities.
Students’ interest is a major factor to take into account and with this tasks, students get some more interested due to the change from boring course book guided classes to innovative activities that involve them actively in the process.
When applying this activity, it might be said it really is an innovative one cause it involves new materials, competence and procedures where student are involved actively in the process of learning and so changing those boring classes where students are used to sit and limit themselves to the same course books that never change.
by Jaylin Jimenez Zuñiga & Oscar Conejo Chacòn
Level: Intermediate
Plan Demo Analysis:
Though the teaching of phrasal verbs might become into a hard task for intermediate level students, this kind of activities involve certain features such as the cross-cultural factor which is more focused on English speaking countries due to the fact that this activity involves language that is mostly used by native speakers of the target language. In the sense of implementation, there are certain implementations such as the use of task-based activities where students can interact and cooperate with each other to achieve the objectives set in the plan. Some of the limitations present when applying this kind of task is the fact that this might be a hindrance for some students whom suffer from certain motor difficulties at the time of manipulating materials or objects involved into the activities.
When talking about competence, this activity presents a great opportunity for students to improve their knowledge and achieve the objectives at the same time by means of competence.
Regarding levels of difficulty, this task-based activity does not present much difficulty nor risk in the case of high school students due to the fact that the activity is performed indoors, in groups and under the supervision of the teacher. Although the activity does not focus its objectives in critical thinking, with this activity students are kind of exposed to critical thinking when identifying the different contexts in which to apply the rules and features of phrasal verbs as well plus that, the activity is more focused on memorization as the main task for students to achieve the objectives.
In regard to what local teachers do, not all the time we see this kind of procedures and tasks reflected on our classroom to achieve our syllabus objectives maybe as a matter that there is no innovation in all the cases when teaching some specific contents and specially in the case of high school teachers that focus more on the idea of using course books instead of activities that can enhance students motivation due to task-based activities.
Students’ interest is a major factor to take into account and with this tasks, students get some more interested due to the change from boring course book guided classes to innovative activities that involve them actively in the process.
When applying this activity, it might be said it really is an innovative one cause it involves new materials, competence and procedures where student are involved actively in the process of learning and so changing those boring classes where students are used to sit and limit themselves to the same course books that never change.
by Jaylin Jimenez Zuñiga & Oscar Conejo Chacòn
Teachers’ Attitude: Molding Teachers’ Attitudes for Molding Students Beahaviour
Teachers have the opportunity to leave an indelible impression on their students’ lives. School experiences mold, shape, and, can influence how children view themselves inside and outside of school. These school memories have the potential to last a lifetime in students’ minds and can play a consequential role with present and future decisions. It does not take long for students to realize that teachers make the difference between a long and boring school year and an exciting and challenging year.
When teachers are asked, "Why do you want to be a teacher?” The response is commonly, "I want to be able to make a positive difference in the lives of my
students.” Many teachers continue to say they also want to be an effective teacher who will be remembered fondly by their former students. Some want to have a chance to be a better teacher than the teachers they personally experienced.
However it is stated the axiom that teachers usually teach in the way they were taught. This compelling statement highlights the importance of reviewing and analyzing students’ prior educational experiences for insight into the effective and ineffective attitudes and actions of teachers. The effective attitudes and actions employed by teachers ultimately can make a positive difference on the lives of their students by examining prior educational experiences, teachers can discuss what they should or should not do with a class of students. The five frequently discussed attitudes and actions include: a genuine caring and kindness of the teacher, a willingness to share the responsibility involved in a classroom, a sincere sensitivity to the students’ diversity, a motivation to provide meaningful learning experiences for all students, and an enthusiasm for stimulating the students’ creativity.
Five Effective Teacher Attitudes
First Attitude: Demonstrating Caring and Kindness
This attitude pertains to the persona of the teachers. The effective teachers willingly shared emotions and feelings (Ex: enthusiasm, affection, patience, sadness, disapproval) as well as a sincere interest and care about their students. Communication is also valued in classrooms and feelings are openly expressed by both the children and teachers. In some cases it wouldn’t be bad if entire school curriculums were built around the ethic of care
Second Attitude: Sharing Responsibility
This attitude focuses on the ability of the teacher to establish a shared environment. It is emphasized that an effective teacher must not be overly possessive or need complete control of the children and environment. It is important to allow students both responsibility and freedom within the classroom community. Both the teachers and students need to contribute to the learning environment for a relationship of closeness and acceptance to develop. The learning process should be organized in such a way that students take responsibility for their own learning. Students should be independent and able to make decisions about their learning ability and then plan accordingly.
Third Attitude: Sensitively Accepting Diversity
This attitude deals with empathy and the importance of understanding your students. It is identified sensitivity, acceptance, and encouragement as critical when approaching the issues associated with the diversity of the children. Effective teachers understand their students without analyzing or judging. Teachers gotta have the ability to make each child feel special by verbally sharing individual compliments in front of the class. Also, teachers who keep a written record of how many times they talked and listened to each child and how that can make students feel valued and important. “A child may be born with a talent but someone, such as a teacher, needs to realize and believe in it or it may not ever be nurtured. A teacher has the ability to reinforce, support, and appreciate the work and play of her students.”
Fourth Attitude: Fostering Individualized Instruction
This attitude discusses the ability to provide meaningful learning opportunities for all students. Students really appreciate teachers who helped them succeed with their learning experiences. On the other hand, some teachers are used to using intimidation in front of the class which could result in a reluctance to volunteer. Then, effective teachers believe that every child can and will learn thus it is important for teachers not to point out weakness, but instead stress individual strengths and talents. This way, teachers are credited for encouraging positive self-confidence and self- esteem. “Effective teachers and especially those who teach children with special needs, should pay attention to students’ progress and actively involve them in learning activities, while offering guidance and praise for effort and accomplishments.”
Teachers have the opportunity to leave an indelible impression on their students’ lives. School experiences mold, shape, and, can influence how children view themselves inside and outside of school. These school memories have the potential to last a lifetime in students’ minds and can play a consequential role with present and future decisions. It does not take long for students to realize that teachers make the difference between a long and boring school year and an exciting and challenging year.
When teachers are asked, "Why do you want to be a teacher?” The response is commonly, "I want to be able to make a positive difference in the lives of my
students.” Many teachers continue to say they also want to be an effective teacher who will be remembered fondly by their former students. Some want to have a chance to be a better teacher than the teachers they personally experienced.
However it is stated the axiom that teachers usually teach in the way they were taught. This compelling statement highlights the importance of reviewing and analyzing students’ prior educational experiences for insight into the effective and ineffective attitudes and actions of teachers. The effective attitudes and actions employed by teachers ultimately can make a positive difference on the lives of their students by examining prior educational experiences, teachers can discuss what they should or should not do with a class of students. The five frequently discussed attitudes and actions include: a genuine caring and kindness of the teacher, a willingness to share the responsibility involved in a classroom, a sincere sensitivity to the students’ diversity, a motivation to provide meaningful learning experiences for all students, and an enthusiasm for stimulating the students’ creativity.
Five Effective Teacher Attitudes
First Attitude: Demonstrating Caring and Kindness
This attitude pertains to the persona of the teachers. The effective teachers willingly shared emotions and feelings (Ex: enthusiasm, affection, patience, sadness, disapproval) as well as a sincere interest and care about their students. Communication is also valued in classrooms and feelings are openly expressed by both the children and teachers. In some cases it wouldn’t be bad if entire school curriculums were built around the ethic of care
Second Attitude: Sharing Responsibility
This attitude focuses on the ability of the teacher to establish a shared environment. It is emphasized that an effective teacher must not be overly possessive or need complete control of the children and environment. It is important to allow students both responsibility and freedom within the classroom community. Both the teachers and students need to contribute to the learning environment for a relationship of closeness and acceptance to develop. The learning process should be organized in such a way that students take responsibility for their own learning. Students should be independent and able to make decisions about their learning ability and then plan accordingly.
Third Attitude: Sensitively Accepting Diversity
This attitude deals with empathy and the importance of understanding your students. It is identified sensitivity, acceptance, and encouragement as critical when approaching the issues associated with the diversity of the children. Effective teachers understand their students without analyzing or judging. Teachers gotta have the ability to make each child feel special by verbally sharing individual compliments in front of the class. Also, teachers who keep a written record of how many times they talked and listened to each child and how that can make students feel valued and important. “A child may be born with a talent but someone, such as a teacher, needs to realize and believe in it or it may not ever be nurtured. A teacher has the ability to reinforce, support, and appreciate the work and play of her students.”
Fourth Attitude: Fostering Individualized Instruction
This attitude discusses the ability to provide meaningful learning opportunities for all students. Students really appreciate teachers who helped them succeed with their learning experiences. On the other hand, some teachers are used to using intimidation in front of the class which could result in a reluctance to volunteer. Then, effective teachers believe that every child can and will learn thus it is important for teachers not to point out weakness, but instead stress individual strengths and talents. This way, teachers are credited for encouraging positive self-confidence and self- esteem. “Effective teachers and especially those who teach children with special needs, should pay attention to students’ progress and actively involve them in learning activities, while offering guidance and praise for effort and accomplishments.”
Fifth Attitude: Encouraging Creativity
This attitude stresses the importance of stimulating the students’ creativity. It might be really helpful if teachers listened to ideas and suggestions for lessons and activities. The effective teachers are open to students’ ways of being imaginative and also utilize many approaches to learning. The students appreciate and are personally motivated when teachers design lessons that consider their interests, skills, and needs.
The eight intelligences identified by Gardner (1997) are: verbal-linguistic, logical-mathematical, visual-spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. “Gardner’s notion supports that education needs to accommodate students’ unique ways of learning and creativity needs to be a partner in the learning process.”
The eight intelligences identified by Gardner (1997) are: verbal-linguistic, logical-mathematical, visual-spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. “Gardner’s notion supports that education needs to accommodate students’ unique ways of learning and creativity needs to be a partner in the learning process.”
Universidad Latina De Costa Rica 2009
By Óscar Conejo Chacón
miércoles, 11 de febrero de 2009
lunes, 11 de febrero de 2008
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