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Implementation and research of the teaching process
The student teacher selects, uses and investigates practices, strategies, methods and materials which are appropriate and varied to promote the learning of all students, their critical thinking, and problem-solving skills.
Reflexive Seminar III
Reflexive Seminar III
Classroom Management for ESL
Classroom Management for ESL
As evidence of my growth in Competency #5, "Implementation and research of the teaching process," I present a research-based reflection on classroom management in ESL settings as well as a self-control traffic light. These were used during my practicum experience on the second semester of the 2024-2025 academic year. This reflection comes from a scholarly article I analyzed after encountering it difficult to manage my classroom with certain students in an ESL setting. The article talks about common issues that appear in ESL/EFL environments, their causes, and some effective strategies for fostering a productive and inclusive classroom environment.
This evidence demonstrates that I have actively selected, used, and investigated appropriate and varied practices to support all students' learning, critical thinking, and problem-solving abilities. These are exemplified by my observations and strategies used during my practicum experience at the Elementary School of the University of Puerto Rico, where I noticed that some students required more attention or different strategies to stay engaged and respectful in the classroom environment. During my time at the EEUPR, I had trouble with students who struggled to follow routines or follow instructions. This led me to reflect on my own teaching strategies and researching classroom management strategies to understand and address the behaviors so that we could all participate in a positive classroom environment. The article highlighted the importance of setting clear expectations, culturally responsive management, and strategies like positive reinforcement, and differentiated instruction. All of which aligned with the tools I was beginning to apply and experiment with in my teaching. For example I modified the seating arrangements in the classroom as well as creating a self-control traffic light as a form of behavior contract with them.
This process of reflection and research helped me recognize that classroom management is absolutley essential for learning to happen. With the behavioral challenges that were happening in the classroom the child distracted other children which not only interrupted his learning but other students as well. Doing a behavior contract with the student was fruitful. I set clear expectations, reminded them of the rules regularly, and consequences to it. Thanks to this I got the chance to observe how the students behavior changes drastically and the class flowed naturally with little to no interruptions.
This challenge allowed me to appreceate reasearch and its implementation in the classroom. It is always a good idea to search for research-pased strategies that helps educators make informed decisions, apply culturally sensitive practices, and remain flexible in adapting my teaching to meet the needs of my students. This experience deepened my appreciation for professional growth and research-based approaches to classroom challenges.
153-CREELT2057%281%297-15.pdfSelf Control 2nd Grade.pptxThe names have been erased for confidenciality
Reflexive Seminar II
Reflexive Seminar II
I present as evidence of competency #4 "Implementation and research of the teaching process", a document with discussion questions about play and the appropriate practices. This assignment was completed as a requirement of the course Edpr4127: The development of play in the infant, maternal and preschool child. This assignment was completed during the second semester of the 2022-2023 academic year. The purpose of the task was to help the student teacher to reflect on and know appropriate practices for teaching preschool children.
In a preschool context, appropriate practices involve knowing the students needs and talents in order to cater instruction, methods, strategies and evaluation to their needs. It involves knowing in which developmental stage the student is in, in order to offer pertinent experiences. Most importantly knowing the child’s interests and socio-cultural context to keep them motivated and offer meaningful learning experiences.
With this evidence, I demonstrate that I have incremented my domain in investigating strategies, methods and materials that are appropriate for promoting the learning of all students, their critical thinking, and problem solving skills. For the course, development of play in the infant, maternal and preschool child, we had to read an article from the "National Association for the Education of Young Children (NAYC)" and investigate in order to answer discussion questions. These discussion questions delved into what the appropriate practices are, the information a teacher should use to implement teaching experiences, how it relates to play and more. Furthermore, the strategies, methods and materials that a teacher chooses to use will depend on the students learning style and stage of development. For preschool children the most appropriate way to learn is through play and with it comes holistic learning that allows children to develop critical thinking and problem solving skills.
Reflexive Seminar I
Reflexive Seminar I
The Audiolingual Method
I evidence the competency number #4 "Implementation and research of the teaching process", with an oral presentation and a set of documents. They include a powerpoint presentation and document answering guide questions regarding the Audiolingual Method. These documents were elaborated for the course EING4006 (The teaching of english to spanish speakers) offered by the professor Roberto Olmeda. I did this assignment with my classmate Lizbeth Rodríguez in the first semester of the 2022-2023 school year. This assignment consisted of developing an activity using the Audiolingual Method and offering the activity orally in the classroom to our classmates. It is also required for us to submit a document in which we explain the objective and the characteristics of our activity.
I want to evidence this competency by focusing on the implementation of research on students especially. I use this oral presentation as evidence because with this activity I initiate in the implementation process by applying in the classroom what we had learned of the Audiolingual Method. I also demonstrate my creativity by creating an activity and I implemented what I had learned orally on our classmates. The readings in which we based our activities are Techniques & Principles of Language Teaching by Larsen-Freeman & Anderson, 2018 and the reading A Methodical History of Language Learning by Brown, 2007. After reading about the audiolingual method from these books we decided to create and perform an activity that we titled “The alphabet game”.
The audiolingual method is based in the theory of behaviorism which means that it depends on reinforcement, punishment and stimulus. This method, as its name suggests, is focused on developing skills like listening and speaking in the target language. In this case in the English language. It is mostly used for beginner language learners with the goal of helping them to carry out a conversation with English speakers. Another goal that the audiolingual method has is for students to gain the target language through repetition with a native like accent. The Method has some very interesting characteristics and some of them are to present the material in dialogue form, repetition, imitation, mimicry and it does not use any type of written grammar. The learning process is carried out inductively, It has little use of the mother tongue, and it is a method that is teacher controlled and does not allow students to be creative when producing utterances.
We implemented what we had read by creating “The alphabet game”. We chose learning objectives and we created a dialogue. The objectives were that the students would learn syntax, vocabulary in context, pronouns, first, second and third person and lastly ver conjugation in english. The dialogue that we created went like this:
A. “We went to the zoo, I saw an Alligator. What did you see?”
B. “We went to the zoo, she saw an alligator. I saw a Bee. What did you see?”.
As the Audiolingual method requires, we explained the instructions to our classmates. We asked them to think about an animal with every letter of the alphabet in English. They had to repeat the phrases of the dialogue according to their turn and to substitute the animal with the corresponding letter in alphabetical order (For example, alligator, bee, camel, and so forth). We modeled the activity in front of the classroom as an example, following the requirements of the audiolingual method, so that the students can understand what they are required to do. Afterwards we left the students to perform the activity on their own. Since the audiolingual method is based on behaviorism my partner Lizbeth and I offered positive reinforcement saying words like: “good job”, “very good” and other words of encouragement. We also offered a for of punishment, when a student could not perform what was aked of them in an adequate manner, we would ask them to repeat the phrases correctly or Lizbeth and I would help them to do it correctly. The activity continued like this until we got to the letter Z and that is when we ended the activity.
Having gone through the experience of elaborating this activity about the Audiolingual Method has allowed me to appreciate the importance of being well informed when implementing these types of activities in the classroom. Even though I do not like this method very much I would choose to employ it as a technique in my future classroom. I would not use it as my philosophy for my classroom but as I haave said before, I would create activities in the classroom using this method. I would use some of the techniques in my classroom since the Method is based in behaviorism and studies in Neuroscience show that as humans we learn through repetition. This will help me in making sure that my future students can practice their listening and speaking skills in the English language. I believe that the Audiolingual Method is not strictly limited to second language acquisition and that would help me in using this method for other subjects that my students can learn through repetition.
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