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Jimmy Gómez huertas:
The practices I've had so far have taught me lots of things. At the begining I though that teaching was a very easy job, but then I realized that it was a nightmare because of all the things we, as teachers, can see at first sight when we come to the first practices: like boys screaming, pieces of paper flying all around the classroom and so on ... but finally I realized that I could face it, it's just a matter of leave stress behind and start living the present as real teachers, and not as trainee teachers any more.

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Pronunciation involves far more than individual sounds. Word stress, sentence stress, intonation, and word linking all influence the sound of spoken English, not to mention the way we often slur words and phrases together in casual speech. 'What are you going to do?' becomes 'Whaddaya gonna do?' English pronunciation involves too many complexities for learners to strive for a complete elimination of accent, but improving pronunciation will boost self esteem, facilitate communication, and possibly lead to a better job or a least more respect in the workplace. Effective communication is of greatest importance, so choose first to work on problems that significantly hinder communication and let the rest go. Remember that your students also need to learn strategies for dealing with misunderstandings, since native pronunciation is for most an unrealistic goal.

A student's first language often interferes with English pronunciation. For example, /p/ is aspirated in English but not in Spanish, so when a Spanish speaker pronounces 'pig' without a puff of air on the /p/, an American may hear 'big' instead. Sometimes the students will be able to identify specific problem sounds and sometimes they won't. You can ask them for suggestions, but you will also need to observe them over time and make note of problem sounds. Another challenge resulting from differences in the first language is the inability to hear certain English sounds that the native language does not contain. Often these are vowels, as in 'ship' and 'sheep,' which many learners cannot distinguish. The Japanese are known for confusing /r/ and /l/, as their language contains neither of these but instead has one sound somewhere between the two. For problems such as these, listening is crucial because students can't produce a sound they can't hear. Descriptions of the sound and mouth position can help students increase their awareness of subtle sound differences.

Here are some ideas for focusing on specific pronunciation features.

Voicing
Voiced sounds will make the throat vibrate. For example, /g/ is a voiced sound while /k/ is not, even though the mouth is in the same position for both sounds. Have your students touch their throats while pronouncing voiced and voiceless sounds. They should feel vibration with the voiced sounds only.

Aspiration
Aspiration refers to a puff of air when a sound is produced. Many languages have far fewer aspirated sounds than English, and students may have trouble hearing the aspiration. The English /p/, /t/, /k/, and /ch/ are some of the more commonly aspirated sounds. Although these are not always aspirated, at the beginning of a word they usually are. To illustrate aspiration, have your students hold up a piece of facial tissue a few inches away from their mouths and push it with a puff of air while pronouncing a word containing the target sound.

Mouth Position
Draw simple diagrams of tongue and lip positions. Make sure all students can clearly see your mouth while you model sounds. Have students use a mirror to see their mouth, lips, and tongue while they imitate you.

Intonation
Word or sentence intonation can be mimicked with a kazoo, or alternatively by humming. This will take the students' attention off of the meaning of a word or sentence and help them focus on the intonation.

Linking
We pronounce phrases and even whole sentences as one smooth sound instead of a series of separate words. 'Will Amy go away,' is rendered 'Willaymeegowaway.' To help learners link words, try starting at the end of a sentence and have them repeat a phrase, adding more of the sentence as they can master it. For example, 'gowaway,' then 'aymeegowaway,' and finally 'Willaymeegowaway' without any pauses between words.

Vowel Length
You can demonstrate varying vowel lengths within a word by stretching rubber bands on the longer vowels and letting them contract on shorter ones. Then let the students try it. For example, the word 'fifteen' would have the rubber band stretched for the 'ee' vowel, but the word 'fifty' would not have the band stretched because both of its vowels are spoken quickly.

Syllables

Have students count syllables in a word and hold up the correct number of fingers, or place objects on table to represent each syllable.

Illustrate syllable stress by clapping softly and loudly corresponding to the syllables of a word. For example, the word 'beautiful' would be loud-soft-soft. Practice with short lists of words with the same syllabic stress pattern ('beautiful,' 'telephone,' 'Florida') and then see if your learners can list other words with that pattern.

Specific Sounds

Minimal pairs, or words such as 'bit/bat' that differ by only one sound, are useful for helping students distinguish similar sounds. They can be used to illustrate voicing ('curl/girl') or commonly confused sounds ('play/pray'). Remember that it's the sound and not the spelling you are focusing on.

Tongue twisters are useful for practicing specific target sounds, plus they're fun. Make sure the vocabulary isn't too difficult.

The Sounds of English, American Accent Training, and EnglishClub.com websites below offer guidelines for describing how to produce various English sounds. You can find representative practice words for every English sound on theEnglish is Soup site.

Here are some resources for teaching pronunciation.

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Pronunciation involves far more than individual sounds. Word stress, sentence stress, intonation, and word linking all influence the sound of spoken English, not to mention the way we often slur words and phrases together in casual speech. 'What are you going to do?' becomes 'Whaddaya gonna do?'

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Maria Fernanda Chicangana:
In my case when I got my teaching practices, from the beginning I realized that educating is not an easy task, but each semester of practice has helped me to correct some mistakes and realize several things that I do well or bad in the classroom to take account.
As a tip I think it is important to have an open mind and be prepared for any kind of criticism or comment, positive or negative. Both will help us grow as teachers.

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Profesor Giovanny Avila

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Les recomiendo estas paginas son muy buenas y tienen información útil:

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8 Simple Tips For Great Teaching
by Jane Healey, Ph.D.

I just returned from a conference where the organizers screened World Peace and Other 4th Grade Achievements, a documentary about John Hunter, the teacher from Charlottesville, Virginia whose elegant design of a classroom activity elicits the deep thinking and creative problem solving educators strive for.

Hunter responded to questions with a crafted vision of teaching and touching anecdotes from his long years in the classroom. Over and over, he repeated a central theme: human interaction is at the heart of effective education. There's no app or standardized test for good teaching. (Or replacement for the kinds of things great teachers do differently.)

As he spoke, Hunter punctuated his comments with phrases that add up to an instructional guide for "serving" students in the educational endeavor. Hunter built his philosophy on the legacy his mother shared with him, and he generously offers it to the next generation and teachers of all ages.

Here's a sample of John Hunter's lessons:

Know the children. Meet them where they are as they are.

I hope for schools where the last item is the whole mission statement.
8 Simple Tips For Great Teaching

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8 Simple Tips For Great Teaching by Jane Healey, Ph.D. I just returned from a conference where the organizers screened World Peace and Other 4th Grade Achievements, a documentary about John Hunter, the teacher from Charlottesville, Virginia whose elegant design of a classroom activity elicits the deep thinking and creative problem solving educators strive for.

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Teacher Juan David Fajardo.

You can read many of the articles on this page that are sure to be useful for the practices and this new path that begins in your professional life, here I took some of the tips that I gave you

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5 Quick Classroom-Management Tips for Novice Teachers

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When it comes to managing a classroom, new teachers mostly learn on the fly, but here are some ideas you can use right away.

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Esta presentacion puede ser util para ustedes.
Por: Jasbleidy, Nathaly, Daniel

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Teacher: Juan David Fajardo

From my own first-hand experience and after many classrooms observations, something that I know for sure: Bored students equal trouble! If the lesson is poorly planned, there is often way too much talking and telling from the teacher and not enough hands-on learning and discovery by the students. We all know engaging lessons take both serious mind and time to plan. And they are certainly worth it -- for many reasons.

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Teacher Juan David Fajardo
Use hand signals and other non-verbal communication:

Holding one hand in the air, and making eye contact with students is a great way to quiet the class and get their attention on you. It takes awhile for students to get used to this as a routine, but it works wonderfully. Have them raise their hand along with you until all are up. Then lower yours and talk.

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What a student may need to know about an item

Ways to present vocabulary

Alternative ways of teaching vocabulary

Introduction
With hundreds of thousands of words in the English language, teaching vocabulary can seem like a very daunting prospect. Remember though that the average native speaker uses around only five thousand words in everyday speech. Moreover, your students won't need to produce every word they learn, some they will just need to recognize. Selecting what to teach, based on frequency and usefulness to the needs of your particular students is therefore essential. Once you have chosen what to teach, the next important steps are to consider what students need to know about the items, and how you can teach them.
What a student may need to know about an item
Which of these areas you choose to highlight will depend on the item you are teaching and the level of your students. Now it's time to think about how we can get the meaning across.

Ways to present vocabulary
There are lots of ways of getting across the meaning of a lexical item.

Again which you choose will depend on the item you are presenting. Some are more suitable for particular words. Often a combination of techniques can be both helpful and memorable
Alternative ways of teaching vocabulary

Give your students a few items of vocabulary and tell them to find the meaning, pronunciation and write an example sentence with the word in. They can then teach each other in groups.

Prepare worksheets and ask your students to match words to definitions.

Ask students to classify a group of words into different categories. For example, a list of transport words into air/sea/land.

Ask students to find new vocabulary from reading homework and teach the other students in the class.
Other things to consider

Review the vocabulary you teach through a game or activity and encourage your students to do the same at home

Encourage autonomy in your learners. Tell them to read, watch films, listen to songs etc and note the useful words

Have a section of your board for vocabulary items that come up as you are teaching. Use different colours for the word / the phonemics / the prepositions / the part of speech

It is a good idea to teach/learn words with associated meanings together

Encourage your students to purchase a good dictionary and use class time to highlight the benefits of one

Teach your students the grammatical names for the parts of speech and the phonemic script

Always keep a good dictionary by your side in case a student asks about a word you don't know

If you don't and have never heard of the word, tell the student you will check and get back to them. Do get back to them

Give extra examples sentences to the students if they are unsure and encourage them to write the word in an example sentence (maybe for homework)

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What a student may need to know about an item Ways to present vocabulary Alternative ways of teaching vocabulary Introduction With hundreds of thousands of words in the English language, teaching vocabulary can seem like a very daunting prospect. Remember though that the average native speaker uses around only five thousand words in everyday speech.

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Teacher Giovanny Avila
I have advice for each one of you but I will publish them in general so that we can all have a feedback on everyone's weaknesses and improve or avoid them.

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Teacher Giovanny Avila

I found this image and I think it goes very well with what I have read here and its your own experiences

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Teacher Juan David Fajardo

Use a normal, natural voice.
Are you teaching in your normal voice? Every teacher can remember this from the first year in the classroom: spending those first months talking at an above-normal range until one day, you lose your voice.

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Teacher Juan David Fajardo

Hello everybody
Here are my tips for everyone in general to implement those who do not have that expertise and those who want to improve it.

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Teaching grammar in an ESL / EFL setting is quite different from teaching grammar to native speakers. This short guide points to important questions that you should ask yourself to prepare to teach grammar in your own classes.

The important question that needs to be answered is: how do I teach grammar? In other words, how do I help students learn the grammar they need. This question is deceptively easy.

At first look, you might think that teaching grammar is just a matter of explaining grammar rules to students. However, teaching grammar effectively is a much more complicated matter. There are a number of questions that first need to be addressed for each class:

What are the objectives of this class?
Is the class preparing for an examination? Is the class improving their English for business purposes? Is the class preparing for summer holidays? etc.

The answer to this question is important as it will help you decide on how much grammar really needs to be taught. If students are preparing for a Cambridge Exam then grammar will play a large role in your lesson plans. On the other hand, if you are teaching a business class, linguistic formulas may play a larger role as you provide the learners with standard phrases for written documents, participating in meetings, etc.

What type of learning background do the learners have?
Are the students at school? Have they not studied for a number of years? Are they familiar with grammar terminology?

Adults who have not been attending school for a number of years are likely to find grammar explanations confusing while as students who are currently studying will probably be much more adept at understanding grammar charts, expressions, etc.

What learning materials and resources are available?
Do you have the latest student workbooks? Do you have no workbooks at all? Is there a computer in the classroom?

The more learning resources you have the easier it will be for you to employ different strategies when teaching your students grammar. For example, a group of students who like using computers could use the computer to study a certain grammar task while another group who prefers spoken explanations might prefer to have you explain the point with a number of examples. Obviously, the more varieties of learning opportunities the better your chances are that each student will be able to learn the grammar point well.

What kind of learning style does each student have?
Is the learner comfortable with standard right brain learning techniques (logical charts, study sheets, etc.)? Does the learner work better with listening and repeating exercises?

This is one of the most difficult aspects of teaching - especially teaching grammar. If you have a class of learners with similar learning styles, you can afford to use a similar approach. However, if you have a class of mixed learning styles then you need to try to provide instruction using as many different methods as possible.

Once you have answered these questions you can more expertly approach the question of how you are going to provide the class with the grammar they need. In other words, each class is going to have different grammar needs and goals and it is up to the teacher to determine these goals and provide the means with which to meet them.

Inductive and Deductive

First, a quick definition: Inductive is known as a 'bottom up' approach. In other words, students discovering grammar rules while working through exercises.
For example:
A reading comprehension which includes a number of sentences describing what a person has done up to that period in time.

After doing the reading comprehension, the teacher could begin to ask questions such as: How long has he done this or that? Has he ever been to Paris? etc. and then follow with When did he go to Paris?

To help the students inductively understand the difference between the simple past and the present perfect, these questions could be followed with which questions spoke about a definite time in the past? Which questions asked about the person's general experience? etc.

Deductive is known as a 'top down' approach. This is the standard teaching approach that has a teacher explaining rules to the students.
For example:
The present perfect is made up of the auxiliary verb 'have' plus the past participle. It is used to express an action which has begun in the past and continues to the present moment...

etc.

Grammar Lesson Outline

I personally feel that a teacher needs in the first place to facilitate learning. That is why I prefer to provide students with inductive learning exercises. However, there are certainly moments when the teacher needs to explain grammar concepts to the class.

Generally, I recommend the following class structure when teaching grammar skills:

Begin with an exercise, game, listening, etc. that introduces the grammar concept.

Ask students questions that will help them identify the grammar concept to be discussed.

Follow with another exercise that more specifically focuses on the grammar concept, but takes an inductive approach. This could be a reading exercise with questions and responses in the structures that are being taught.

Check responses, ask students to explain the grammar concept that has been introduced.

At this point introduce teaching explanations as a way of clearing up misunderstandings.

Provide an exercise which focuses on the correct construction of the grammar point. This could be an exercise such as a fill the gap, cloze or tense conjugation activity.

Ask students to once again explain the concept.

As you can see, the teacher is facilitating students to do their own learning rather than using the 'top down' approach of dictating rules to the class.

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How is teaching ESL grammar different than teaching to native speakers?

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Teaching grammar in an ESL / EFL setting is quite different from teaching grammar to native speakers. This short guide points to important questions that you should ask yourself to prepare to teach grammar in your own classes. The important question that needs to be answered is: how do I teach grammar?

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Teacher Giovanny Avila.

Hello guys, I saw all your comments and I'm glad to know that you are doing this exercise because that will give you an opportunity to expand your teaching skills.

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Marcela Castiblanco:

The university's practices have helped me understand and give me a little guidance about how education works and what aspects I should improve for my class and the explanations and activities that I offer, and I hope to focus on the quality of my professionalism

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Alejandra Lopez:

I am satisfied with the information and learning from the previous practices because thanks to these I have consolidated many activities and steps to follow in the last practices and I hope to apply everything in the future as a professional.

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Teacher Giovanny Avila

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Nathalie Ramirez.

Mis practicas han sido buenas pero espero lograr mas con la practica profesional
y desarrollar mas habilidades y actitudes para la comprensión total de mi rol como profesora y aprender mas aspectos que ayuden con la fluidez de la clase.

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Why Is Teamwork Important in the Classroom?

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When teachers, parents and students all work together, with co-teaching and collaboration, students learn the skills and information they need much more efficiently.

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Cristian Guerrero.
My practices have been very important for me because they have taught me to interact with people and to be more patient and active, although I still have problems with shyness and group dominance but these are aspects that I suppose that practice improves,

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Daniel Piñeros:

All the practices are different and in all I need different
useful things that have helped me develop and understand my role as a teacher and trainer. There are aspects to improve that I hope to refine with experience and practice.

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Teacher Giovanny Avila

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Jasbleidy Morales:

The practices are well developed for me, I have learned a lot in that exercise and I think it is very useful to prepare ourselves for the real teaching scenarios, I think it is very important to always be ordered in our classes.

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por favor primero responda esta encuesta. 

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por favor primero responda esta encuesta. 

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https://docs.google.com/forms/d/e/1FAIpQLSe5v714eXocExLqoB9hTD-EtppLoo8bFwq2cy-7oOYEpHkIFA/viewform?usp=sf_link

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What is the role of education in peace process?

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What is the role of education in peace process?