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Communicative competence, CT Andrés Felipe Ochoa Gaviria.

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Communicative competence, CT Andrés Felipe Ochoa Gaviria.

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In the English II - A2 course, the communicative competence between the teacher Andrés Felipe Ochoa Gaviria and the students is active and constant, it motivates the students to practice English inside and outside the class, asks them to read, and thoroughly explains the topics and activities to be carried out, he knows how to make himself understood by his students and that helps them want to participate in the classes without the teacher asking them to participate all the time. Likewise, the teacher makes the appropriate corrections and recommendations on the use of the language, for improvements and to be able to gradually achieve better command of it.
For communicative competence, the teacher uses the experiences lived by his students and the most well-known topics in the actuality with which they can become familiar much easier.

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Ct Jennifer Jaramillo: Communicative competence

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Ct Jennifer Jaramillo: Communicative competence

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In the observed lessons of course b1-1, the teacher Jennifer addresses communicative competence, through the teaching of grammatical competence. An example of this is when the teacher first asks the question "what are your plans for the next vacations" in this way she introduces the future tense. From there the teacher begins to explain in which situations expressions are used in the future, their grammatical structures with the different auxiliaries and in which situations one or the other is used to express different things.
In addition, the teacher also intends to address functional competence, for this she generates conversation with the students where they express their tastes, their desires and experiences traveling. To achieve this objective, she shows the vocabulary of the thematic axis Traveling to take it to a communicative act.

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-When the students arrive at the classroom, the teacher begins talking about course activities, giving feedback on it and solving doubts.
-Then gives instructions on what will be done, which is to listen to two audios in which there is information for what the students will do in a task, the audio repeats it twice each.
-These audios were to set the mood, while the students are preparing their presentations.
-After the audios, each student presents their topic, and at the end of each presentation the teacher asks the students questions about the topic.
-The classmates finish presenting, the teacher says goodbye to the class, but stays with some students who have pending issues to clarify them.

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The Nature of the course English l (Al) Carlos Andres Salazar CT

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The Nature of the course English l (Al) Carlos Andres Salazar CT

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The teacher welcomes the students and makes known the commitments of the present day.

In the first activity that is carried out in class on a voluntary basis, the teacher asks who wants to participate in the reading of the text of the daily routine that was established as homework. Then the teacher makes the grammatical corrections of the exercises shared by the students of the English I (A1) course.

In the development of the class, the teacher uses a video as an aid to have key guidelines when developing a text, with the intention of clarifying doubts in the narrative text that is made as PACI on 09/22/2021. After the lesson, a questioning is made to evaluate the understanding of it.

Finally, the teacher reminds the students that the PACI will be held in the next class, he calls the list and says goodbye, the meeting is finished.

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Lesson structure; opening, development and closing of the teacher Carlos Andres Salazar CT

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Lesson structure; opening, development and closing of the teacher Carlos Andres Salazar CT

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formato seguimiento 20 y 22 de Septiembre

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Evidence from CT  Carlos Andres Salazar, conjugation of regular verbs in the simple past and proper pronunciation.

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Evidence from CT  Carlos Andres Salazar, conjugation of regular verbs in the simple past and proper pronunciation.

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Based on the observations made in the different Cooperative teacher lessons, the Ethical and Ontological dimensions in the CT teacher highlight the student's formation based on self-reflection and self-observation, personal fulfillment, the development of each student's own talents, the sense of the good of each one of them. The experience of teaching practice, creativity, and art to develop the themes in each class and adequate communication that allows the teacher-student to have a relationship and at the same time participate in the construction of knowledge and learning.

Regarding the Socio-cultural dimension, the cooperative teacher seeks the conversation with himself, and the conversation with his students as a tactic to transmit real and experiential knowledge, generating, on occasion, feelings that give desired results, appropriation of the general culture, and developing their human faculties (natural, physical or moral capacities or aptitudes that the person has to do things) within the context in which they find themselves.

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Evidence of class with Ct Jennifer Jaramillo

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Evidence of class with Ct Jennifer Jaramillo

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The Ct explains the future tense to the students.

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-Daniel Guzmán Cifuentes
-Cristian Camilo Montes Zapata
-Mariana Palacio Orozco
-Cristian Emilio Mesa Cárdenas
-Elizabeth Moreno Valencia
-Juan David Granado Rendón

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Course Nature English 3 (B1-1) Ct: Dalia Barcos Moreno

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Course Nature English 3 (B1-1) Ct: Dalia Barcos Moreno

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Course Nature English 3 (B1-1) Ct: Jennifer Jaramillo

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Course Nature English 3 (B1-1) Ct: Jennifer Jaramillo

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-Use of language:
Teacher: in class, the use of Spanish is used more than English, since most of the time the teacher tries to make the explanation clear so that the class can be carried out at an adequate pace.
Student: uses Spanish almost all the time in class to ask questions or participate, but the activities to be carried out are at least most of the time in English.

-Order of the class: at the beginning, participants greet each other, talk about how their day, week, or classes have been.
Then, they begin with a review of what they were working on, the topic is complemented, doubts are resolved, and if planned, an activity is assigned.

-Pedagogical model: we consider that Dalia uses the constructivist pedagogical model because we have seen that she always provides the students with the necessary tools for their work, and in addition to that, the accompaniment is constant.

-Use of tools: for a clearer explanation of the topics and activities, she usually uses documents previously prepared by her, or audio and video.

-At all times of the class, the positive attitude of the teacher and the student are a great pillar in the development of the activities. Everyone is cordial, respectful, and confident in what they do since the teacher's guidance is full-time.

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The Teacher usually uses a topic of daily life in which she gives space for the students to answer some questions about their experiences on a day-to-day basis in relation to her.

Students are given the opportunity to express their likes, opinions or comments in relation to the thematic axis of the class. This makes it easier for the teacher to have a peer-to-peer conversation with the students, while evaluating their pronunciation level and their communicative competence.

The Teacher also usually uses visual material to introduce vocabulary with words that are related or are normally used in everyday situations of the class theme.

For the explanation of the verb tenses, the teacher asks the students who know a certain verb tense and through the contributions they give, she introduces its function, the linguistic structure and its proper use. At the same time, she also shows expressions and then gives the students the opportunity to construct sentences as explained and share them in class.

The teacher tends to use collaborative teamwork a lot, it is quite frequent. They are intended to provide space for discussion and product creation among group members to later socialize.

The teacher speaks in English most of the time, but she speaks in Spanish when it is necessary to clarify explanations that at first do not seem to be fully understood.

In general, it can be inferred that the teacher uses more than all a constructivist pedagogical model, in which student and teacher treat each other as equals and build knowledge together. Since the students dialogue with the teacher and express their experiences, and their previous knowledge regarding the thematic axis of the class. At the same time, errors in expressions and the degree of understanding of what has been explained are being corrected.

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• The teacher uses many visual and didactic activities to generate participation in his students

• When he has explained the activities, he gives the students various group activities, thus allowing group support and autonomous growth.

• The role of the teacher is that of an active teacher and guide of his students: He imparts his knowledge to the students and likewise encourages them to be proactive in the development of the classes and to be constant participation, being a guide in each task to be carried out and followed pending any doubt that any student may have in order to solve it together with him.

• Regarding language, he makes an explanation in English, and then for those who cannot understand the language very well, he makes the explanation/translation of it.
Also he asks now for words and sentences in English so that your student gradually immerses themselves in the use of the English language and; Students also ask the teacher for traditions of words and sentences that they do not know and want to learn.

• Thanks to the role of the teacher in the classroom, active and constant participation of the students in the class is achieved.

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The theories implemented by CT`s teachers as observed, employ a constructivist model (Transformative Intellectual), with which they stimulate and help build the knowledge of their students by guiding and participating in the classroom; both (teacher-student) build the knowledge taught / learned that is imparted in each class, becoming all transformers of the environment in which they transmit and receive knowledge (socio-constructivist). The teacher, at every possible opportunity, teaches students to learn to think and reflect (Reflective practitioner) by being a supportive being and giving the student a certain degree of freedom regarding what he is learning, and teaches him how to be autonomous and interactive through the time to make decisions and have a critical and reflective posture, so that afterwards you can face the various situations that you are experiencing at the moment or in the future (critical-social).

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The beginning of the class can trigger the activation of many factors that can strengthen or weaken the environment of the space.
Our teachers usually start with the usual greeting and as they connect with students interact with them by asking questions that do not cross too personally and thus create an atmosphere of trust.
Once the above is finished, a review of what has been worked on in class is made, sometimes questions are asked to guide the teacher to know where the student is at and what should be reinforced so that learning is really meaningful.
The topic is explained, and questions are solved with the support of different materials that can be provided by both the teacher and the students.
To complement and if previously planned, the activity to be carried out is assigned with the appropriate guidelines and explanations.

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Evidence CT Andrés Felipe Ochoa  Gaviria

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Evidence CT Andrés Felipe Ochoa  Gaviria

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From the moment the class begins until the moment it ends, it is essential to address the teacher and each of the classmates properly, because respect as a unique tool of social relations is what identifies and forms a true student in the expression and construction of knowledge through the class teacher (CT). When communicating in the classroom or sharing knowledge, many factors are taken into account in the space, such as the use of language and expressions. The teacher always tries to make adequate use of a language that is not ours (English), so the teacher is in constant observation to correct and lead each of the students, through the construction of activities that allow a better understanding and use of the language.

Both parties are considered as equals (teacher-student), without the need for the teacher to lose authority and without the need to go to extreme measures to demonstrate it. Students are allowed to express their ideas, opinions, or comments about the thematic axis of the class. Viewing the teacher-student relationship toward knowledge construction facilitates teachers having a peer-to-peer conversation with students. It is evident that teachers encourage students to engage in assertive communication in the classroom since the teacher intends to evaluate the level of pronunciation and their communicative competence that they plan to achieve in the projects proposed in each of the courses.

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Evidence of class with CT Jennifer Jaramillo

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Evidence of class with CT Jennifer Jaramillo

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Space for conversation between teacher and students

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Evidence of class with CT Jennifer Jaramillo

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Evidence of class with CT Jennifer Jaramillo

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Vocabulary from thematic axe "Travelling"

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Evidence of class with CT Jennifer Jaramillo

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Evidence of class with CT Jennifer Jaramillo

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Structure of the class that support the observations made about the Ct

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Course´s Nature.                              English II (A2)CT: Andrés Felipe Ochoa.                

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Course´s Nature.                              English II (A2)CT: Andrés Felipe Ochoa.                