1.Corella,
C. Mora, N. Páez, A. THE UNHEARD SCREAM: A CASE STUDY AT A PRIMARY SCHOOL. (Supervised by M. A. Mariela Porras, Escuela de Literatura
y Ciencias del Lenguaje, Facultad de Filosofía y Letras, y M. Ed. Hilda
Fonseca, División de Educología, Centro de Investigación y Docencia en
Educación, October 2016).
This field research project focuses
on how noise can induce affectations in the development of a class and how it
is faced by students, teachers,
and authorities. This is a case study
which was carried out in a primary school located in downtown Heredia, Costa
Rica. From a qualitative perspective, the researchers analyzed infrastructure,
class development, teacher´s perspectives,
and MEP´s (Ministerio de Educación Pública) occupational health
policies. The methodology used to collect data included participant
observation, interviews, and other innovative methods such as analysis of reactions
towards pictures and words, application of questionnaires, and experiments such performing role plays. The
process of triangulation involved not
only the methods and techniques previously cited but also 1) the
analysis of observer´s perspectives, 2) the study of teachers’ perspectives
after applying interviews and other innovative instruments, and 3) the analysis
of the external and internal factors which converge into one of the main constraints at the school and the possible strategies to
minimize its effects. The analysis of data shed light on how
infrastructure can lead noise issues at school, and how an appropriate plan to
settle a school can prevent noise problems. Furthermore, the administrative
side is vital to manage inside and outside noise by looking for
possible solutions, and how the teacher deals with noise issues and what might
be some strategies to develop a class in such environment. The main limitations
of this research include the restraint of time to develop the research in order
to scoop in a reliable possible solution
for the problem, the willingness to help
and work in the project from school authorities, and the lack of knowledge in
regards occupational health at schools. Based on the analysis and
interpretation of data, it is highly recommended to MEP and corresponding
authorities to take into consideration location and building design before
constructing institutions. Moreover, the school principal should develop the
leader role to find out solutions with colleagues as a team, and lessons’ plans
should be based on the realities faced by the entities in the class. In
addition, we suggest finding out methods to fight and prevent health consequences
that noise as a result produces in classrooms.
2. Peña, G. and Zúñiga, W. LEARNING BREAKDOWNS IN THE EFL CLASS: A CASE STUDY. (Supervised by M. A. Mariela Porras, Escuela de Literatura y Ciencias del Lenguaje, Facultad de Filosofía y Letras, and M. Ed. Hilda Fonseca, División de Educología, Centro de Investigación y Docencia en Educación, October 2016).
2. Peña, G. and Zúñiga, W. LEARNING BREAKDOWNS IN THE EFL CLASS: A CASE STUDY. (Supervised by M. A. Mariela Porras, Escuela de Literatura y Ciencias del Lenguaje, Facultad de Filosofía y Letras, and M. Ed. Hilda Fonseca, División de Educología, Centro de Investigación y Docencia en Educación, October 2016).
This project focuses on the
different breakdowns found in a conversational English class that may be
restraining students from acquiring the target language and producing oral
communication. From a qualitative
perspective, the researchers analyzed the different aspects that disrupted the
class; for instance, the teacher’s attitude, noise in and outside the class,
and the classroom conditions. The methodology used to collect data was mainly
through qualitative observation methods,
emergent innovative methods, the application of instruments, casual
conversations with students and teacher, among others. The process of
triangulation involved was based, not only on the methods cited before, but
also on different techniques to get teacher’s perspectives towards her students
and viceversa, as well as our perspectives towards the teacher; having her as
our case study. We chose the teacher as our case study because we realized that
even when students seem to have a good emotional rapport with her, they are not
getting good grades, the activities are not as communicative as they should be
for a conversational English class, and the teacher’s attitude is one of the
main distracting “elements” acting sometimes as one of the students, laughing
at their jokes, not paying attention to different situations that take place in
class and not motivating them to use the target language in class. The analysis
of data shed light on aspects that cause the breakdowns in the class and
students and teacher’s points of view about the issue. The main limitations of
this research include the teacher’s poor cooperation and time constraints as
there were several days in which we could not observe classes due to meetings,
holidays, exams, and other activities. Based on the analysis and interpretation
of data, it is highly recommended that teachers plan their lessons, respect
class time and dedicate it to teach and assist students, use the target
language and implement more communicative activities to encourage students, instead
of investing time in personal activities. Besides, for further research, the
analysis of other aspects that may interfere with students’ development in
class besides the teacher might be analyzed. Finally, we propose that the
disrupting aspects that cause the breakdowns in the class are not impossible to
be mended.
3. Delgado, R., Figueroa, F. and Gutiérrez, J.
THE SUPREME PIZZA: A CASE STUDY (Supervised by M. A. Mariela Porras, Escuela de
Literatura y Ciencias del Lenguaje, Facultad de Filosofía y Letras, y M. Ed.
Hilda Fonseca, División de Educología, Centro de Investigación y Docencia en
Educación, October 2016).
This project focuses on how the different English proficiency levels in
an L2 classroom can positively or negatively affect its development as well as
how the teacher manages this situation. From a qualitative perspective, the
researchers studied a group of 21 eighth graders from a public high school
located in downtown Heredia. The methodology used to collect data
included participant observations, in-depth interviewing, and the application
of innovative methods. The process of triangulation involved the comparison of information
gathered with the aid of these three methods to provide validity to the
research. The analysis of data shed light on how the teacher takes advantage of
diversity in the classroom by making a real effort to understand each student’s
particular case and recognizing the best qualities of each person.
Consequently, when students have a higher level of English, teachers can appeal
to them to help peers who have more difficulties. However, students with higher proficiency levels
may create a comfort zone where they do not feel the necessity to study, feel
superior than the rest, or lack interest in the classroom. One of the main
limitations of this research included limited time to develop more substantial fieldwork. Three months were not enough, and we could
attend the high school only once a week because of schedule availability. This
represented a constraint since qualitative research requires a sustained and
deep study to obtain more data. Furthermore, during the observations, we found
different aspects to be analyzed. However, it was necessary to choose one
specific topic, but the others were equally relevant. Finally, since this is a
case study, results cannot be generalized; hence, this research does not
reflect the reality of other classroom environments in the country. Based on the analysis and interpretation of data, it
is highly recommended that teachers take into account the different English
levels when creating their lesson plans to involve every single student in the
class activities. In addition, we
propose that topics such as motivation, students’ self-perception, cooperative
learning, and teacher’s methodology be included in further research to
complement this information.
4. Alpízar,
E. Arguedas, A. and Azofeifa, E. Age and Motivation in the EFL class: A Case
Study. (Supervised by M. A. Mariela Porras, Escuela de Literatura y Ciencias
del Lenguaje, Facultad de Filosofía y Letras, y M. Ed. Hilda Fonseca, División
de Educología, Centro de Investigación y Docencia en Educación, October 2016).
This project
focuses on the relation that exists between motivation and age in the process
of learning a second language. From a qualitative perspective, the researchers
analyzed two groups of students –groups Intro A and Intro B– which rank of ages
was from fourteen to fifty. The classes took place at Universidad Nacional as
part of free English courses open to the population. The methodology used to collect
data consisted on observations of the students’ behavior and development during
classes taking into consideration their age and motivation. Also, interviews were
applied to three students from different ages and the teacher in each group.
The process of triangulation involved the data collected from the observations,
the interviews, and the analysis of related works. The analysis of data shed
light on the importance of motivation when learning an L2 and how the age
shapes the type of each individual's motivation. The main limitations of this
research include the lack of knowledge in regards pedagogical development in
terms of age, the academic and pedagogical performance of the teacher of Intro
B’s group, and the duration of the bimester. Based on the analysis and
interpretation of data, it is highly recommended that teachers take advantage
of the students' motivation to promote and facilitate the second language
acquisition in the English classroom through the utilization of didactic
material and appropriate teaching methodologies that involve the participation
of each student despite his or her age. In addition, we propose that teachers
be conscious about students' real motives to learn the language so that the
learning process would not be affected by other inconvenients.
5. López,
F. and Solís, V. A TEACHER’S CONTRIBUTION TO THE L2 LEARNING PROCESS: A CASE
STUDY. (Supervised by M.A. Mariela Porras, Escuela de Literatura y Ciencias del
Lenguaje, Facultad de Filosofía y Letras, y M. Ed. Hilda Fonseca, División de
Educología, Centro de Investigación y Docencia en Educación, October 2016).
This
project focuses on the importance of the environment created by the teacher in
an L2 classroom, and how it affects the students’ learning process. From a
qualitative perspective, the researchers analyzed the teacher's role in the L2
learning process of 10th. graders in a Costa Rican technical high
school. The methodology used to collect data was grounded in observing a
classroom´s environment, interviewing the students and the teacher, as well as, investigating and
triangulating the information obtained from other different methods in
order to have a broader panorama of the class studied. The process of
triangulation involved using different sources to gather the necessary
information to support this investigation. For this purpose, we used
interviews, drawings, and questionnaires to assure the
validity of the data. The analysis of the
information shed light on the teacher’s role in the L2 classroom; mainly to
motivate students in their learning process and to contribute to a productive
learning environment. The main limitations of this research were the lack of observation time; consequently, it
affected the amount of information gathered. We were observing a class of two
hours and fifteen minutes per week which complicated the collection of
information; in addition, the size of the classroom played an important role
because the research was carried out in a fifteen-student classroom; and this contributed to the learning
environment developed in this classroom. Based on the analysis and
interpretation of data, it is highly recommended that for further empirical
studies, qualitative projects, and even classroom tasks related to the topic
studied in this research, the investigators can observe the same professor
with different groups and the same group with different professors.
Consequently, it will give the researchers the opportunity to identify other
factors affecting the students’ development in the classroom, such as the
classroom dynamic and the relationship they have among each other. In addition,
we suggest some topics for further research in this same line of investigation.
6. Brenes, H. and Pindras, G. TEACHER’S ROLE
ON THE STUDENTS’ LEARNING PROCESS. (Supervised by M.A. Mariela Porras, Escuela
de Literatura y Ciencias del Lenguaje, Facultad de Filosofía y Letras, y M.Ed.
Hilda Fonseca, División de Educología, Centro de Investigación y Docencia en
Educación, October 2016).
This project focuses on the impact
unplanned lessons have on students’ learning process and motivation. From a
qualitative perspective, the researchers analyzed the way both the teacher and
students behave in the class as well as their thoughts about the lessons. The
methodology used to collect data was based on the phenomenologist or
interpretivist theoretical perspective which, in this case, intends to study how
the students and the teacher perceive and think of their environment and how
their perceptions of the world affects the way they act. This approach makes
use of qualitative methods such as participant observation and in-depth
interviewing as well as innovative methods designed by the researchers. The
process of triangulation involved a combination of methods to obtain as much
information as possible. In this study, it includes sources, the teacher, the
students, and parents (indirectly); methodology, participant observation,
interviews, and innovative methods. The analysis of data shed light on how teacher’s
weaknesses regarding performance and confidence have affected students’
learning process, behavior, and motivation; likewise, how authentic material
and dynamic classes promote learning and motivation in the students. The main
limitations of this research include working with a large group in a limited
space where it was impossible to find a place to observe without being in
contact with a group of students, also to observe the group only once a week
because no information was obtained about teacher’s performance during other
lessons with this same group, and lack of time to apply more innovative
methods. Based on the analysis and interpretation of data, it is highly
recommended that the teacher has to work on her English proficiency, and in
that way, she can increase her capacity to teach and her confidence. Moreover, we
recommend to provide students with creative activities including authentic
material in order to encourage them to practice the language. In addition, the
teacher needs to monitor the working time on each activity and establish her
authority in the classroom. Furthermore, we propose that the teacher has to
plan the lessons in advance taking into account students’ level of English, interests,
expectations, and needs to create an auspicious environment to teach and learn.
7. Gonzáles, M. and Hernández, A. ENGLISH
LANGUAGE TEACHING/LEARNING PROCESS VERSUS REALITY WITHIN THE CLASSROOM. (Supervised
by M.Ed. Hilda Fonseca, División de
Educología, Centro de Investigación y Docencia en Educación and M.A. Mariela
Porras, Escuela de Literatura y Ciencias del Lenguaje, Facultad de Filosofía y
Letras, octubre 2016).
The process of teaching and learning
of English in public education institutions has become very celebrated in our
society. There are marked differences in the teaching programs of the public
sector and an amalgamation of different teaching-learning approaches carried out
in a purely theoretical level. At the beginning of the research the focus was
leaned toward the study of individual causes of the observed gaps in the
teaching and learning process of English language in a classroom with high
school students of ninth grade. However, as the investigation periods passed,
almost instinctively and automatically, the research swerved towards a
comparative exploration between teaching and learning process in theory and its
reality within classroom. The research was led in a public high school in the province of Heredia
with a group of ninth graders whose standard age is 16 years. It was performed
a qualitative type examination based on some principles of Fraenkel and Wallen
(1996), such as maintaining a natural environment, mostly verbal data
collection and data analysis developed inductively. Non-participatory
observations were made in most visits to keep innocuous the natural environment
and on a couple of occasions the qualitative measurement instruments such as an
open- structured interview individualized to a group of students chosen
randomly was used, including an even number of students and gender equity. A
survey was also carried out to the collaborative teacher on his perception of
the teaching-learning process personally and professionally as well. Some
theoretical principles used as a reference in the research were the emphasis in
the teaching method, promoting collaborative learning and cooperation, and the
development of a comprehensive and well elaborated teaching process. The
analysis of the information obtained in this research leads us to the following
results: 1. According Cordoba (2011) Costa Rica has based the concept of
learning of English language in the concept of getting a “well-paid job”, which
is supported by the participating students within the research. However, the
need for qualified personnel per the labor market is far from the
learning-skills shown in the model of public education, except for vocational
high schools’ model. 2. The goals set by the MEP for teaching English language
show some variables that make them "unreal" designs when performing.
3. Many teachers become mere "enforcers" of a pre-established
instructional design and keep them away of being knowledge developers. Several
limitations in the development of research such as the effective time of
research and deeper study of variables concerning the teaching-learning process
were found. We propose that public universities and if feasible, private
universities in conjunction with MEP and other government entities perform and build courses of English teaching and learning based on
national needs according to different contexts accurate enough in order to
upgrade the English teaching and learning process in a way that enables
economic and social development in Costa Rica, rather than as a mere
communicative facilitator key.
8. Granados, M. Pérez, K. Ramirez, J. and
Rojas, J. LIVING IN A DYSFUNCTIONAL FAMILY: A CASE STUDY. (Supervised by M. A.
Mariela Porras, Escuela de Literatura y Ciencias del Lenguaje, Facultad de
Filosofía y Letras, y M. Ed. Hilda Fonseca, División de Educología, Centro de
Investigación y Docencia en Educación, October 2016).
This project focuses on
the lack of motivation and teamwork of some high schoolers. From a qualitative
perspective, the researchers analyzed an English Conversational class of 10th
graders from a technical high school in Heredia. To collect data, as part of
the methodology, the researchers implemented several techniques such as
observations, personal interviews, and class activities as well as games. During
the aforementioned techniques, the researchers took notes, made recordings, and
created sketches and typologies of what was heard and seen. The process of
triangulation involved observations and interviews with Social Studies Teacher,
English Conversational teacher, students as well as an English Teaching Student
from Universidad Nacional that developed his teaching practicum with this
target group. The main theoretical principles used in the case study are
the naturalist inquiry, the grounded theory, and an ethnographic study. The
analysis of data shed light on the students’ relationship with their peers. The
tenth graders acknowledged the lack of rapport among them, and indicated that
personality clashes and disagreements are the main causes of this issue.
Furthermore, teachers asserted that the students’ language learning acquisition
has been affected because they do not have affinity with each other. The
researchers reckon that both teachers and school have not taken actions to
manage this problem appropriately. Now, limitations occurred throughout the research.
In the beginning of the research there were some such as arranging researchers’
schedules and settling the place to conduct the research. During the
investigation the teacher had an early maternity leave, which disturbed the
research. As a result, the lack of data was a limitation that researchers had
to face after the observation process. Finally, based on the analysis and
interpretation of data, it is highly recommended further research on students’
background. On top if this, considering different environments as a cases of
study and contrasting them, will provide more insight. In addition, a
proposal would be that students who already went through integration group work
sessions, and still do not get along should not be forced to interact. In cases
like this one, it is advisable to divide the group and rearranging the students
in different group.
9. Durán, N. Solis, N. Vargas, M. and
Villalobos, C. Pleasant Gardens Are Made of Different Flowers: A Case Study. (Supervised
by M.A. Mariela Porras, Escuela de Literatura y Ciencias del Lenguaje, Facultad
de Filosofía y Letras, y M.Ed. Hilda Fonseca, División de Educología, Centro de
Investigación y Docencia en Educación, October 2016).
This project focuses on
the different purposes students have for attending IPEC English free courses.
From a qualitative perspective, the researchers analyzed what motivates
IPEC English students and the significance that the institution has for them.
The methodology used to collect data consisted on innovative methods.
For example; a digital survey in which students participated and
incorporated the use of technology, and an open-question interview in
which the teacher gave his opinion about the experience at IPEC and viewpoint
about his students were applied. Another method was an interactive game
that allowed students to make connotations of words. Finally, a creative
and descriptive survey was applied and thus the appreciating
of students’ affective domain towards IPEC was proven. The process of
triangulation involved an observation process that led on a diverse population
on this institution, and the common purpose the students share for IPEC. The
analysis of data shed light on IPEC’s students interest to use English as a
tool to succeed in the labor market. The main limitations of this research
included the constraints that students faced to attend classes and the length of the class. For example; the
heavy schedule which includes no breaks, students participation, and the time
the researchers were given was reduced. Based on the analysis and
interpretation of data, it is highly recommended that a longer period of time
could be available to the researchers, that the opportunity to observe similar
groups from the same institution could be available, and that researchers could
have access to interview people who are related to the students lives.
In addition, we propose that main educational authorities, such as
the MEP, take into account the motivation of different populations to
learn a second language. Consequently, more programs to teach English to adults
could be implemented to improve job opportunities to the population involved.
Also, IPEC and other similar institutions should promote the free courses in
more communities as an opportunity to social risk communities to improve their
lifestyle.
10. Esquivel, D. THERE SHOULD BE SO MUCH FUN IN
TEACHING: A TRIP TO THE DIDACTICS USED IN A TECHNICAL ENGLISH COURSE
(supervisado por M. A. Mariela Porras, Escuela de Literatura y Ciencias del
Lenguaje, Facultad de Filosofía y Letras, y M. Ed. Hilda Fonseca, División de
Educología, Centro de Investigación y Docencia en Educación, Octubre 2016).
Este trabajo se enfoca en el efectivo y significativo
uso de la didáctica y en cómo ha sido aplicada con estudiantes de un curso de
un colegio técnico. Se pretende explorar factores como los materiales, el
tiempo para cada actividad dentro de la clase y su efectividad para que el
idioma inglés se aprenda de una forma real. El grupo que contribuye a la investigación
cursa la especialidad en secretariado en un colegio técnico profesional. Este
estudio pretende recolectar información desde una perspectiva cualitativa
utilizando como instrumento madre la observación, de ahí se parte para apoyarse
en entrevistas aplicadas al docente y a los estudiantes. Se encontró que el uso
del tiempo para las actividades es poco efectivo y no muy bien aprovechado,
dado el caso del curso técnico que representa seis lecciones seguidas en un solo día a la semana. Las actividades
carecen de un enfoque comunicativo para mejorar las habilidades orales de los
estudiantes, además de observar el uso del español en una clase de lengua
extranjera. Una carente aplicabilidad de actividades enfocadas a mejorar el uso
del idioma da pie a un débil uso de la lengua en personas que se preparan para
un mundo cada día más globalizado. Las observaciones fueron limitadas a
circunstancias propiamente institucionales como exámenes, pasantías, y cambio
de docente. Esto significó un desaprovechamiento del tiempo disponible para la
recolección real de información. El cambio de docente de igual manera afectó
dado el factor adaptación del grupo a la nueva profesora y su forma de enseñar.
Como conclusiones, se puede deducir que por la poca evidencia de un
planeamiento efectivo y aprovechable, el grupo no invertía el tiempo de clase
de una manera efectiva para practicar el idioma, además que las actividades
desarrolladas en clase no presentaban un propósito significativo en cuanto al
idioma. Una posible recomendación es dar una de las clases con un planeamiento
funcional y adecuado a las meras necesidades del grupo y así lograr un
aprovechamiento de las habilidades del mismo.
11. Azofeifa,
M. and Grainger, Y. STUDENTS’ PARTICIPATION IN ENGLISH CLASSROOMS: FEAR FOR
PUNISHMENTS. Supervised
by M.A. Mariela Porras, Escuela de Literatura y Ciencias del Lenguaje, Facultad
de Filosofía y Letras, y M. Ed. Hilda Fonseca, División de Educología, Centro
de Investigación y Docencia en Educación, October 2016).
This project focuses on analyzing
ninth grader students’ participation during an English class time in a public
high school of Heredia. From a qualitative perspective, the researchers
analyzed the behavior of scholars during class and the way in which they
interact among them and with the collaborative-teacher. The research draws
attention to the hypotheses that students do not participate because they are
afraid of getting lower grades due to pronunciation mistakes. The methodology
used to collect data was through class observations and the application of an
interview to the teacher. The process of triangulation involved observations
and interviews to the teacher and to the students as the main tools to collect
information from both perspectives. The analysis of data shed
light on both the students’ and teacher perspectives of how motivation affects
the development of the class. The analysis of the collected data showed
interesting results that let us compared both the perspectives of the teacher
and the points of view of the students. The main goal of the analysis was to
find out the possible similarities and differences in regards to the perceptions
of the impact of school participation. The main limitation of this research was
related to schedules agreement between the researchers and the
collaborative-teacher. Even though we carried out several observations, in
order to have a better analysis it is recommended to have more time to apply
more instruments and have more data to analyze. Based on the analysis and
interpretation of data, it is highly recommended that both the students and the
teacher know the importance of class participation and try to do almost the
impossible to make an atmosphere that fosters participation at all times. We
propose that there must be variety of activities that may catch students’
attention and feel more interested towards the topic studied in class.
Felicidades por los trabajos realizados, son temas actualizados y de mucho interés para la enseñanza.
ResponderEliminarDelgado, R., Figueroa, F. and Gutiérrez, J. THE SUPREME PIZZA: A CASE STUDY.
ResponderEliminarEn primera instancia, concuerdo con la limitante del tiempo para desarrollar un trabajo de investigación que lleve a cabo con todas las inquietudes que aparecen durante su realización. También el incentivar a los profesores que utilicen metodologías cooperativas en las aulas, apoyarse de los estudiantes que mejor comprender la materia y se les facilite para ayudarles a aquellos que les cuesta un poco más, sería una ayuda mutua. Desde mi punto de vista es esencial comprender que un grupo de estudiantes es diverso en su aprendizaje, y que los planes deben estar en función de esa diversidad.
Granados, M. Pérez, K. Ramirez, J. and Rojas, J. LIVING IN A DYSFUNCTIONAL FAMILY: A CASE STUDY.
ResponderEliminarDesde el punto de vista externo se ve que existen carencias relacionadas al trabajo en grupo y a las relaciones interpersonales de los estudiantes del grupo. Es tambien interesante analizar que el grupo podria lograr mayores resultados en muchos aspectos si existiese en ellos una mejor relacion.
Yo sé que sí. Es una lastima que los estudiantes no han sido incentivados de la mejor manera para promover un aprendizaje cooperativo y en comunidad. Creo que se vive en una familia disfuncional por la ausencia de verdaderos padres (profesores). Cuando un padre no comprende las necesidades e intereses de sus hijos (los estudiantes), ellos se van a sentir huerfanos y su aprendizaje se va a romper.
EliminarAgradezco todos sus intentos para cambiar la realidad de esta familia, lastima que su presencia fue muy corta.
Dawer, tambien gracias por ser participe de esta investigación.
I want to congratulate you all for efforts demonstrated along this course. The opportunity to explore classrooms and their educational practices let you dear students establish a cognitive link between theory taught at the university and Costa Rican realities. This year, you were challenged first to do your practicum, and you were evaluated in many aspects. That was a way of approaching the challenges of a school setting. Now, during this experience, you had to prove you have a sharp eye and a clear ear to learn empathetically from other teachers' efforts and challenges and from students' lives and feelings at school. You have been able to crystalize your understanding from realities observed and analyzed because you were there, living along students and teachers those school experiences that many times, despite the fact they had probably been planned, ended up in different results. May this experience serve you all to understand that in education there is not only one single approach to teaching and learning, there are no recipes to follow but many paths to be constructed, that being a teacher requires desire, planning, creativity, and courage because challlenges are diverse and endless. One of the main purposes of the course were that you could learn rather than judging about what takes place in every classroom. We could see that in your reports where you linguistically artistic have been able to share the knowledge constructed along these four months. Once you graduate and enter the field of teaching remember you will be teachers, not instructors or trainers, but teachers who will also be researchers of your own realities...and that with the purpose of improving your own professional being and the school realities where you will teach. Thank you.
ResponderEliminarEl tema #6 me parece bastante interesante e importante. Estoy completamente de acuerdo en que la actitud del profesor dentro del aula va a afectar en la motivación de sus estudiantes. Como futuros docentes, es muy importante no solo transmitir los conocimientos, si no también una buena actitud y generar un buen ambiente dentro del aula. Es importante tener un planeamiento, que si bien no se va a cumplir al pie de la letra, al menos se tiene una guía y se puede dar una continuidad. Estoy de acuerdo, en que algunas de las recomendaciones sea la de tomar en cuenta los interés de los estudiantes, es una forma de motivarlos tanto a asistir a clases como a aprender. Considero que en el área de ingles se pueden utilizar distintos recursos didácticas, desde vídeos hasta la actuación.
ResponderEliminarEste comentario ha sido eliminado por el autor.
ResponderEliminar4. Alpízar, E. Arguedas, A. and Azofeifa, E. Age and Motivation in the EFL class: A Case Study. I believe factors such as motivation play an essential role in student's development. Indeed, students who do not have any interest regarding learning the target language represent an important challenge for teachers. Nobody should force someone to do something that someone is unwilling to do. It reminds me about how difficult was for me to when I started the major since I believed at that time I was doing something I did not was really inspire to do. In other words, going to college was a kind of hobby, and it was not inside my priorities' circle. I did not take college seriously and this issue constrained my performance in my first courses.This is a well-known reality through hundreds of second language classrooms. Moreover, teachers creative approaches to engage students in the learning process is hardly embrace to develop interactive and catchy lessons. Pedagogical innovations are needed and new generations of teachers must be aware about it. This phenomenon is one of the main challenges to overcome regarding the teaching of a second language.
ResponderEliminarEl tema #6 Brenes, H. and Pindras, G. TEACHER’S ROLE ON THE STUDENTS’ LEARNING PROCESS. Me pareció súper interesante. No cabe duda que la forma en que un profesor se presente y de su lección va a ser determinante para el interés y las ganas departe de los estudiantes. La planificación es el eje fundamental de cualquier proceso educativo, por lo tanto contar con un planeamiento es de suma importancia para crear un ambiente de confianza, es decir, que los estudiantes sientan que el profesor sabe lo que hace. Si bien es cierto que muchas veces no se logra cumplir lo que se planea, es importante saber aprovechar el tiempo de la lección para transmitir los conocimientos necesarios. Una buena actitud, abonado a una buena planificación por parte del profesor, hará que los estudiantes se sientan motivados a aprender.
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ResponderEliminar6. Brenes, H. and Pindras, G. TEACHER’S ROLE ON THE STUDENTS’ LEARNING PROCESS.
ResponderEliminarEs definitivamente necesario que los profesores planeen sus clases para obtener un incremento en el nivel de sus estudiantes, los planes ayudan a llevar una estructura que permita que se desarrolle el conocimiento.
También concuerdo con la necesidad de que el profesor mantenga una postura de confianza y de continua actualización para mantener el nivel del contenido que se está impartiendo.
THE SUPREME PIZZA: A CASE STUDY
ResponderEliminarMe parece muy interesante el estudio, es algo que se vive cotidianamente en la mayoría de los grupos. Los que saben más que los demás, prácticamente toman dos caminos: o no estudian y se creen superior que los demás, o más bien ayudan a sus compañeros, sobre todo a los que más les cuesta. Lamentablemente, por experiencia propia, la mayoría de estos estudiantes que “saben más” se despreocupan de la materia, de la clase, y aprovechan para esforzarse poco. He aquí donde debe entrar e intervenir el docente, y motivar a estos estudiantes a que sigan aprendiendo, y motivarlos a que ayuden a sus compañeros, eso los beneficiaría tanto a ellos como a los demás compañeros.
tema#11- (opinión por saul morales mora)creo que uno personalmente como futuro educador sin importar el área y la especialidad debe encontrara la formula del grupo en el aula del momento para incentivar una confianza y que la clase sea mas dinámica para sacar un mejor provecho...es muy natural en este caso cuando se habla de enfatizar en una lengua que no es la común en uno; sentir cierta vergüenza en mi opinión mas que un miedo.
ResponderEliminarproyecto#9-(saul morales mora--opinión)-felicitaciones por la iniciativa y la coloración social que toman en este campo todas estas personas..ya que el conocimiento como tal habré muchas posibilidades y en este caso la incentiva de esta segunda lengua en estas personas le sera de gran ayuda y de una gran experiencia personal.
ResponderEliminarproyecto#1(opinión-saul morales mora-)creo que concuerdo en lo escrito en este proyecto en el fin de realizar instituciones que se dediquen a la educación y a la formación de personas -el cual se debe anticipar un lugar de construcción adecuado para este tipo de objetivos sociales y humanos ..,
ResponderEliminarThe Sumpreme pizza: A case study
ResponderEliminarMe parece muy importante el aprovechamiento del conocimiento en la materia de un estudiante en una clase ordinaria, aunque la metologia que se utilice puede generar limitantes porque el hecho que el docente prepare material individualizado llega a ser imposible de cumplir, entonces debe de recurrir a otras técnicas como aumentar la participación de estos estudiantes, dandoles una posición de asistente, así logrando abarcar todos los estudiantes por igual.. Por esto me genera gran interes los resultados del articulo porque no solo en ingles se puede aplicar esta situación.
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ResponderEliminar#4
ResponderEliminarI think this research is very important to get people interested in this language. But that's a tool that the future can be very useful. Find how to get the interest of students mediantes pedagogical and methodological practices that fall in love to children from an early age interested in learning. difrencias is relevant age and learning levels so that there is comfort among those who learn slower or faster ways and improve as needed for each population.
Alpízar, E. Arguedas, A. and Azofeifa, E. Age and Motivation in the EFL class: A Case Study. (Supervised by M. A. Mariela Porras, Escuela de Literatura y Ciencias del Lenguaje, Facultad de Filosofía y Letras, y M. Ed. Hilda Fonseca, División de Educología, Centro de Investigación y Docencia en Educación, October 2016). The recommendations suggested are clearly what second language classes need. Beyond the written part, based on what you analyzed, there should be a new refreshing methodology for teachers with different case scenarios, such as age, etnic and/or level of english groups. I hope the way in which a second language is taught will improve more and more thanks to this kind of investigations.
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