Who am I?
I started my teaching practices more than 20 years ago, merely by the sympathy I felt for the English language and different cultures. That is why today I wish my students also desire to communicate effectively in English, Spanish, and foreign languages, so they could figure out all the marvelous things are waiting for them out of the box.
These recent years, I have been working as a “self-contained teacher" in elementary, which has been awesome and extremely rewarding.
My immediate goals point toward teaching Spanish abroad, but most of all to gain a priceless cultural exchange. Later on, I hope to come back to share my findings as a better professional language mediator.
Currently, I teach Third-grade pupils in a nice private school in Bogotá-Colombia. They love learning and sharing together. Also, they love their families and their country.
Now, they study as hard as possible to become global citizens.
A calling has come true
I see myself as a constant learner and apprentice, in order to be an effective supporter of my pupils. Digital tools, books, methods, strategies, training, and much more empower me to achieve the goal to get and share meaningful learning and innovative practices. But the keywords are MEDIATION and CREATIVITY.
VLO Reflection
Based on the Visual Learning Object regarding different teaching methods throughout the recent thirty years, and as well as the importance of creativity in Language Teaching, I can state that our greatest responsibility as pedagogical mediators is being in constant transformation since we are called to contribute with the creation of inclusive, supportive, and happier societies.
Additionally, based on the text, written by Richards, J. (2002). Thirty Years of TEFL/TESL: A Personal Reflection., I am moved as a language mediator to consider all those changes that have occurred throughout the recent thirty years in Language Teaching methods and practices.
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SOME OF MY CHALLENGES
According to Richards, particular new challenges emerge in front of my professional practices in order to be an excellent English Language mediator: First, considering classroom procedures as a means to maintain an active and communicative relationship between the student and his/her community. Also, to keep the goal of communication competence up in the middle of class activities, which should be creative and meaningful to my pupils.
SOME USEFUL IDEAS
Certainly, it is a fact that learning a language is possible by using that language; communicative competence should still the goal of Language Teaching, so in order to mediate pleasant English language learning experiences in the classroom and outside of it, classes should be surrounded by cooperative learning, task-based instruction, and content-based instruction.
NEW POSSIBILITIES: (C R E A T I V I T Y)
Richards, J. (2013). Creativity in Language Teaching, states precious principles and tips in order to understand the practical way a creative language mediator should conduct or lead his/her practices: Most of all, I can conceive in my particular context and immediate professional reality the necessity of being a "Risk-Taker", willing to try new things, procedures, materials, and resources in order to motivate my pupils to become "reckless" risk-takers, too. It could include too much more manipulatives materials in every single activity as possible, as well as much more music, chants, tongue-twisters, and everything that regards oral performance and grammar in discourse or real contexts.
Something to Work on now...
These proposals are the outcome of this outstanding approach to learning as a life experience:
Differentiated instruction around common reading issues
Critical Thinking Activities as daily routines
Gamification of new vocabulary words
Encouraging my pupils to show themselves up
Exploring their ways to learn
MY
ACTION PLAN
This little but meaningful action to be developed looks forward to implementing singing out as a meaningful learning experience generator.
Its purpose is to generate an Effective Pedagogical Mediation in Learning English with 22 Third Grade pupils, by singing out at the very beginning of each class session.
Thus, to accomplish meaningful learning regarding some English structures, new vocabulary, expressions, and cultural features. Therefore, to generate some Structural Changes in the way they learn and adapt the English Language into their lifestyle.
You may click on the link below to know some of my action plan features.
