Modelos de interacción en una clase

Desde más centrado en el alumno a más centrado en el profesor

• Autoaprendizje (autonomía)
• Interacción en clase abierta (debates)
• Trabajo en grupos
• Trabajo individual
• Colaboración
• Alumno inicia la interacción y el profesor responde
• Pregunta abiertas del profesor
• Preguntas cerrados del profesor
• Respuesta corales
• Discurso del profesor

JLMS Back to School Night Parent Presentation

This is what I put together to support me as I speak to the parents about my new 6th grade classroom.

Esta presentación la hice con la intención de apoyar mi charla con las familias en la noche de regreso a la escuela.

JLMS Back To School Night Parent Prezo

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Our Spiraling Lives...

In preparation for a large autobiography project, I asked my students to create “mapas de la vida” (life maps). I remember doing an activity like this years ago at a previous school. I had spent some time considering the best approach to get my students to write meaningful things about their lives. I notice that when they talk about their day to day existence, it often rotates around video games and television shows. I was hoping to find a way to channel some deeper thought. 

The idea is to map out one’s life mostly with drawings rather than writing. They could organized these drawings as they saw fit: time lines, spider webs, random, but the example I gave for my own life was a spiral line whose center represents my birth. I spoke about few events in my life I could choose to represent: my childhood house, my family divorcing, kayaking and tennis, going to Mexico etc… But I also included one family tragedy: my brother’s death. My students immediately wanted to know the circumstances of his death, which I wasn’t really interested in telling them, so I let them know that while I included it on my spiral map, I did not necessarily want to talk about it (though I may change my mind later as I am writing).

Something about the sample events I put on the map seemed to inspire many of my students. As I walked around I saw my students intent and even passionate about their sketches. Many wanted to share them with me; explain them in very personal ways.

One of my students came to the US only two years ago from El Salvador. She drew herself being raised by her grandmother, then, later one, a bunch of people gathered around a plane saying “Adios”. Later down the spiral, though, was a birthday party and right next to that, a body laying down next to a cross. She really wanted to share that this was her grandmother who had died on her birthday. I was surprised. “On your birthday? She was there with you?” 

“No, she was in El Salvador. I was having a birthday party here and on that same day my grandmother left her house in El Salvador on a bike and was hit by a car. She died on my birthday”. 

What can I say? What a powerful autobiographical story awaits to be read and shared?

6th Grade Autobiography stories to come

Will be starting autobiographical writing with my 6th graders later this week.

I do wonder what stories they will choose to write about their lives. Many tell me that they have little to say about themselves.

Example: today I asked community circle: what did you do this weekend? Most said little other than videogames and family visits.

I think the family visits are probably very rich events to describe, but they rarely (never) expand upon these stories.

I suspect my students feel their lives aren't worthy of writing. My primary task will be to show them otherwise.

(I wish I had family visits to write about ...)

Esperando el inicio de mi segunda asignatura

Modos de conducir el aula.

Es interesante estudiar la maestría através del Internet.

Interesante y también difícil.

Interesante y a veces, frustrante.

Pero siento que me ayuda a ser mejor maestro y más actualizado. Ni hablar de cómo me ayuda a mejorar mi dominio del español.

Definición

El Adamiaje: Este término metafórico hace referencia al fenómeno que se produce cuando el conjunto de intervenciones del participante competente en una interacción permiten al participante menos competente realizar un enunciado que no hubiera podido hacer sin su ayuda y, por tanto, puede alcanzar una competencia, un nivel superior a la actual.

Dos tipos de comunicación en el aula

La comunicación en clase de lengua se ha definido como 


transaccional : se transmite información, como, por ejemplo, en el caso en que el profesor explica algún punto gramatical o da la definición de alguna palabra;


interactiva : la comunicación con fines personales, reales y comunicativos, como en el caso del profesor que le pregunta a un alumno/a si ha pasado un buen fin de semana.