maro.edu.pe

Multimedia audiovisual communicator creating material that explores trends in consumption and technology. Degree in education contributing to human and social development. I have worked empowering emerging initiatives and also with recognized clients, contributing to the continuity of their excellence. Each experience contributes to my human and professional growth.

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Self-feedback about a class and the action research diagram

Martes 24 de Febrero - MELT 3

As well as we can have feedback from our peers or education administrators, we can reflect on our own teaching performance. There is hot and cold feedback. One can be developed as soon as we finish teaching and the other after some hours or days.

We also saw the "Action research diagram" in which we can take some steps to do an experiment in which we try to get better with our teaching practice through testing some new practice we can develop to reinforce what we may be think are our weekness. In pairs we developed an example and explained briefly. Here you can find our slide.

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The ideal Teacher Lunes 23 de Febrero - MELT 3

We discussed the answer for the following questions 1. "What is your ideal teacher?" 2. "What strenghts should this teacher have?" 3. "What qualities should this teacher promote?" For the 1st question: We came to agree that the ideal teacher should have passion for teaching, should be patient, should have empathy, should practice equality, should be fair. Also we agree that parents ask for an utopic profile and it should be good but we should balance work and personal life to be effective.

For the 2nd question: We thought that that kind of teacher should have strenghts on Knowing methodology and the english language. For the 3rd question:

The ideal teacher should promote: learners autonomy, confidence, a peaceful environment, being gentle, friendship, cooperation and self esteem. Class Observation There is summative observation and formative observation. The summative observation is made from administratives. Corrective feedback and formative assesment

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Being an effective teacher

Jueves 19 de Febrero - MELT 3

1.María: Personal qualities/ Traits

1. Patience

Language learning takes time, repetition, and mistakes. A good English teacher stays calm, supportive, and never rushes learners who need more practice./ A student has not finished a task or a quiz, the teacher stays in the room waiting until the class finishes.

2. Clear Communication

They explain ideas simply, adapt their language to students’ level, and check understanding instead of assuming it./ If the teacher is speaking to a basic student, words used should be basic.

3. Enthusiasm & Passion

Energy is contagious. A passionate teacher motivates students to participate, speak, and enjoy learning English. / Even plants react good to good words, motivation such as: you can do it, your are smart, is really important

4. Cultural Awareness

English is a global language. Teachers respect and include different cultures, accents, and identities in their teaching. / Even though there may be different accents T focuses on being understood more than that.

5. Organization & Responsibility

Clear instructions, structured lessons, and consistent routines help students feel secure and focused. / Having a pattern for every unit, using a book, telling the dates of evaluation is really important.

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Managing for success

Miércoles 18 de Febrero - MELT 3

If a student missbehave we teachers have to call their parents or a supervisor. 1. Try to identify what is wrong 2. Ask S more questions than usual to get to know and don't refuse.

If Teachers don't let Ss homework in class students are going to be relax.

When dealing with shy Ss ,T should try to get their interest little by little.

10 Strategies to Deal with Challenging and Attention Seeking Behavior

Today's question for Dr. B (our resident early development specialist) is about challenging and attention seeking behavior in children. It w

Avoid triggers for the behavior such as the word, “no.” Instead of telling your child what not to do (e.g., No screaming), tell him what to do (e.g., Ask nicely). Similarly, instead of telling him he can’t have something (“We are not playing with toys now”), tell him when the desired item will be available (“You can watch TV after dinner). Example 1 : Can I add another adjective in that sentence? Instead of saying no, I can say yes but you have to add “and”.

Maria is hardworking and Loyal.

You can also say: Loyal and hardworking are some of Maria’s characteristics.

Example 2: Can i work with her?Instead of saying no, I can say: For the moment you’ll be working with another partner but in other group work you’ll be able to work with her.

Example 3: You arrive at an online class and students are playing with silly filters.Instead of saying no, I can say: Juanito I know filters are fun but please keep your image in a simple way.

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Presenting lessons

Martes 17 de Febrero - MELT 3

Today everyone shared their lesson plans, tools and interactions with students. Here are my slides:

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Technology and ELL

Lunes 16 de Febrero - MELT 3 Today we saw autonomy and Technology. Students can play the role as teachers by doing their own slides or photo galleries. Bloom's Taxonomy 1️⃣ Remember – Facts & basics 2️⃣ Understand – Concepts & meaning 3️⃣ Apply – Use knowledge 4️⃣ Analyze – Break & compare 5️⃣ Evaluate – Judge & decide 6️⃣ Create – Innovate & build 

Using Bloom's Taxonomy, learners can move beyond surface-level study to deep, lasting understanding by applying, analyzing and evaluating knowledge. Transfrom your study routine from passive review to active, higher-order thinking.

We also were aware about LBP Here are some steps for the LBP

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Technology and ELL

Reciprocal Teaching

Jueves 12 de Febrero - MELT 3

My partners performed their lessons about grammar or vocabulary. What I learnt about my performance: I should try to reduce a bit my speaking time, and keep focus on students' participation. I can let students ask each other to have a clear activity. In performance i should be more confident and speak a bit faster. T can used Padlet to ask Ss to upload their audio recordings and videos if need it.

We also did a presentation about Technology Usage:

Stage 1:Facilitating classroom Management & content delivery

Peardeck:  Interactive presentation tools with real-time student feedback

Google sides

Teacher roles:

Organizer

Knower / Informer

Classroom Manager

Monitor

Language skills developed:

Listening (gist, detail)

Speaking (controlled responses)

Reading (supported classroom texts)

What students gain:

Clear understanding of content

Confidence to participate

Immediate feedback and support

Stage 2:

AlgoApp: flashcards (lexical retention, spelling accuracy, form-meaning connection, pronunciation recall) / main focus: vocabulary, memory consolidation

Lingo Clip: Lyrics training (listening for detail, connected speech awareness, pronunciation & rhythm, intonation patterns, past tense recognition in authentic output) / main focus. listening, pronunciation, connected speech

British council: grammar accuracy, reading and listening comprehension, writing models, functional language / main focus: structured skill development

Road to grammar: form recognition, error correction skills, sentence structure awareness, past vs. present contrast, quick decision making in grammar) / main focus: grammar control & form accuracy

Stage 3 : Creating or Contributing Authentic Output - Literature Creativity - Being an author Group work - Collaborating with others Logs - document chronologically

Diary - narration of personal experiences Forums - Share opinions or make criticism

Websites: Tumblr.com Blogspot.com threads.com discord.com Wikipedia.com 

Tumblr: Focus on multimedia sharing (photos, GIFs, videos, text) Inspirational

Blogspot: Automatic Google integration for SEO benefits

Threads Standard Post: 500 characters.

Discord ​​Standard Post: customizable, screen sharing, and widespread use for gaming, social groups, and professional collaboration.

Wikipedia: Wikipedia is a free, multilingual, online encyclopedia created and maintained by a global community of volunteers through open collaboration

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Reciprocal Teaching

Miércoles 11 de Febrero - MELT 3

My classmates and I were asked to Design and deliver a grammar or vocabulary session, incorporating two specific educational technology apps (e.g., Kahoot!, Quizlet, and the like) to enhance student practice and engagement.  Here are the used slides:

I took into account the steps given such as: 1. Lead In 2. Topic in Context 3. Check comprehension 4. Practice Controlled 5. Practice Open/Free 6. Logs / Self Study

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Testing and evaluation

Martes 10 de Febrero - MELT 3

We discussed about: validity= refers to the extent to which and assessment accurately measures the specific skill, trait, or knowledge area it is intended to measure. Measures thought ability reliability= refers to the consistency, stability, and reproducibility of assessment results over time, across different raters, or using alternate forms. Trustworthy by the time. Summative assesment: acummulation of scores purpose

Formative assesment: learning purpose

Rubrics are important, this is an speacking activity rubrics.

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Corrective Feedback

Lunes 9 de Febrero - MELT 3 Echoing = When T repeats what S tried to say but in the correct form rigth after the participation Recalling = When T repeats what S tried to say but in the correct form after his or her participation

Procedure of corrective feedback: 0= In class: error correction applied when needed in accordance with activity type. 1= T promotes awareness and self- correction first: variety of techniques 2= T encourages peer correction where appropriate: student or class 3= Direct teacher intervention when self-correction is not possible 4=Student must say the entire statement correctly before closing

When there is a speaking activity feedback should be given at the end, we can give feedback about entonation.

Remember: A task includes 2 or 3 activities

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Receptive Skills: Teaching Listening and Reading

Jueves 5 de Febrero - MELT 3

Feedback Using mothertongue Complacency: When T congratulates S too much, mistakes can happen.

If a students copies answers from another student, we can ask more in detail questions to reconfirm knowledge.

We can take notes of Ss performances and then When participation happens feedback between peers or students can help be aware of the correct usage of the message.

Communication flow: understanding of language

Pronunciation, grammar and lexis mistakes happen. --- We did a performance about giving feedback.

I learnt that when doing a feedback you should focus on correcting pronunciation of the lexical set used during the lesson or activity.

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Receptive Skills: Teaching Listening and Reading

Miércoles 4 de Febrero - MELT 3

Intensive and extensive reading. In intensive reading, there is complex grammar and short words but in extensive reading there are more words it could be an article or so. Those are some kinds of texts: - Music review - New articles -Wikipedia articles -Short stories -Blog posts -Academic texts -State/ Government announcements Extensive reading: - Graded Readers - Monolingual (Native) Books - Magazines - Comic Books/Mangas Marginalia: Writing in the margin of the books.

We prepared a class by ourselves. Mainly there is also lead in, explaining the activity, pair work or group work, the report listened by the teacher and then the conclusions.

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Receptive Skills: Teaching Listening and Reading

Martes 3 de Febrero - MELT 3 Video about specialist

Bottom- language we hear Bottom up - Focus on the conversation to get the meaning. Language. Top down processing - Start with the meaning then with the language. Rely on background information to find out what speakers say. Language = Vocabulary and grammar Schema = Body Knowledge

Comprehension not only words and sentences , we are activating previous knowledge Live listening: Reading aloud, helpful when the equipment fails and you can not play the original audio. Storytelling: Fun for little kids. You must put enercy and enthusiasm into it. Interviews and conversations: Role plays and other situations. Language level: different videos from different sources can show different levels, youtube , book, self made videos.

Putting in practice our class we made an exposition on how to work with a video as a receptive skill. The video was about "Choosing a course" We used university vocabulary There are Authentic videos and Patterned videos We can ask students to leave a comment giving their points of book.

An example of reading activity was given. Different kinds of abilities can be performed by students such as:

scanning, skimming or reading in detail.

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Receptive Skills: Listening and reading

Lunes 2 de Febrero - MELT 3 Listening activities: Some complains made by students while a listening exercise:

-Accent -New words -Tone of voice -Pronunciation -Background Noise

It could be useful to preteach vocabulary It could be common to use the transcript in books after the listening time. It is important to elicit the main idea of the audio by using visuals as pictures. Grammar - Speaking activities - Vocabulary - Listening - Speaking would be a good order to work on. A) Teacher can play twice, the audio, stopping every 10 seconds, then the last play should not be stopped. B) Ideallly the audio should last 2 minutes and a half. The task - Recording - Feedback Cycle

Gist= General Idea An example of the Listening Idea in a Book:

In https://learnenglishteens.britishcouncil.org/skills/listening there are some samples of listening activities or lessons.

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MELT 2

Productive skills: Speaking and writing Responses to writing How can we measure if the writing was a success? Did it do what i wanted? Audience and purpose is the key If students are only writing to please the teacher, there is probably low motivation and the queañity of writing may be compromised.

It is important to have a REAL LIFE purpose for writing. For marking or grading an student's writing it is important to :

Underline same errors.

Write a letter in reply

Write only about the meaning and message

Give a dictation based on sentences from their work.

Discuss the grade with the student

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MELT 2

Productive skills: Speaking and writing

💡 Ideas for Generating Ideas in Writing Class

🧠 1) Brainstorming

What it is: Students quickly say or write any ideas connected to the topic.

How:

Whole class

Groups

Pairs

Rule: No judging, no correcting.

Example: Topic: Holidays → beach, hotel, travel, food, family, photos.

Purpose: Create many ideas fast.

📝 2) Fast Writing (Free Writing)

What it is: Students write non-stop for a short time (1–3 minutes) about the topic.

Rule: Do not worry about grammar or spelling.

Purpose: Get ideas flowing and reduce fear. Other ideas for helping writing: Structuring and organising Looking at sample texts Getting feedback on drafts Using computers

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MELT 2

Productive Skills: Speaking and Writing Approaches to Writing Writing can happen in the class in different ways: 1. Copying

2. Doing exercises

3.Guided writing

4.Process writing

5 Unguided writing It is useful also to know 12 Steps Route for Classroom Writing Work

Introduce the Topic Get students interested and familiar with the context — for example, by reading a text, showing pictures, or discussing ideas related to the writing topic.

Introduce and Summarize the Writing Task Make sure students clearly understand what they must write, the genre (e.g., email, article), the audience, and the purpose of the task.

Brainstorm Ideas Collect and share as many ideas as possible related to the topic. Students can brainstorm in groups or as a whole class.

Fast-Write Students do a short, quick writing session with no concern for accuracy — this gets ideas flowing and reduces anxiety.

Select and Reject Ideas Students choose which ideas are important and decide what to include in their text and what to leave out.

Sort and Order Ideas Learners organize their ideas into a structure that makes sense for the text they are writing (e.g., beginning, middle, end).

Decide on Specific Requirements Clarify how the text should look — layout, style, paragraphing, required information, and any special rules for the genre.

Draft the Text Students write a first draft of their text, using their plan and ideas.

Teacher or Peer Feedback on Drafts Feedback is given on the draft (focusing on content, organization, and language), so students know what to improve.

Revise and Edit Students revise their writing to improve content and clarity, then edit for language accuracy (grammar, spelling, punctuation).

Produce a Final Version Students write a final draft incorporating improvements from revision and editing feedback.

Read and Share Texts Students share their texts with classmates (reading aloud, posting on a board, or exchanging copies), and can discuss and respond to each other’s work.