Oriana Balari - Practice II - My Edublog

Final Colloquy from Oriana Balari Centeno

Practical 17 from Oriana Balari Centeno

Practical 16 from Oriana Balari Centeno

Practical 15 from Oriana Balari Centeno

"Es esa diferencia, esa distancia, esa asimetría con los adultos que habitamos las escuelas la que resulta imprescindible reactualizar y ejercitar en tiempos de conmoción social, en tiempos en que los adultos, de quienes dependen esos niños, se encuentran ellos mismos vulnerados. Se trata de reactualizar esa diferencia en su faz de amparo y protección, no de omnipotencia ni autoritarismo." Dos ideas fundamentales para mí se resaltan en este extracto que seleccioné del texto de Zelmanovich. En primer lugar, la idea de que el profesor, por el simple hecho de ser el adulto, tiene que dejar de lado su vulnerabilidad y actuar como ese "Otro" que apoya al niño en su crecimiento y en su constitución como sujeto. A su vez, se me ocurre que la idea de reactualizar esa asimetría, incluso en momentos en que los adultos actuando como "Otro" también se encuentran vulnerados, está relacionada con el hecho de que los profesores debemos aprender a "actuar...

Practical 13 from Oriana Balari Centeno

Practical 12 from Oriana Balari Centeno

Practical 10 from Oriana Balari Centeno

Practical 9 from Oriana Balari Centeno

NAME CONCEPT AUTHOR INFORMATION SOURCE Oriana Balari Accomodation Accommodations are changes in the classroom environment and in the manner of instruction (presentation style, timing, and testing arrangements) that increase the student's access to education. They allow the student to be included in and benefit from regular activities.  Caroline Moore and Jo ep van der Werff "Teaching Learners with Special Ne eds"

Practical 6 from Oriana Balari Centeno

Practical 5: CEFR from Oriana Balari Centeno

For this practical, we were asked to prepare a lesson plan based on any topic that can be taught at primary school and we had to do it using a song. https://docs.google.com/document/d/1SKsFACebRxZFmoq8Vagl1SNVv7UfyO-19t62LcSe630/edit?usp=sharing

The reason I decided to become and English teacher. My fears and expectations - Oriana Balari I decided to become an English teacher because I wanted to study something related to languages and I really like English. As regards the teaching part, I wasn't sure I wanted to be a teacher when I chose this course of studies, but now I am. I've been through different experiences that made me aware of the importance of education and the importance of knowledge and learning and I want to go through those processes together with my students and help them grow. I've tought English to some young children on my own, and also last year we observed and prepared some activities for 1st and 2nd grade students at primary school (campo de las prácticas). Regarding my fears and expectations, I'm afraid of not being able to recognise what kind of help the students need from me in order to learn, and I expect to be able to find creative ways to teach.

This practical consisted on 3 different parts:  Part 1: For this part, we had to: choose one of the three levels of the book Made in Corrientes , choose either the page from the book called Project English 1 or the one from the book called Flashlight 1 , and we also had to work with the book  Cuadernos de Trabajo para el Aula de Inglés . Once we had made our choices, we had to solve the following activities in order to analyze each book: Find publication details: author/s, year, publishing companyanalz, kind of distribution for materials. Use APA citation. Choose an activity from each textbook; mention pages. Describe the activities in detail and analyse them critically bearing in mind the theoretical background provided till now. What view of English language teaching does each textbook represent? How are learners’ identities regarded? Which variety of English is taught? Why? Is there a monolingual or plurilingual perspective present in the textbook? What is the...

For this practical, we were supposed to contribute on the forum twice. My first contribution was a comment on Ana Moreno's publication. She published the following:  How can we teach English respecting plural identities and avoiding linguistic  imperialism? - By Ana Moreno. "In order to start answering this question, I'd like to say that we, as teachers, should bear in mind that students are not 'empty boxes' when they come to school. They bring with them their own social and cognitive constructions. Therefore, it's important that, in the classroom, they find rhe oportunity to explore and value those differences. In the context of an English classroom, we have the advantage that we are dealing with cultural diversity all the time, so that makes it easier to teach English respecting these plural identities at the same time we strengthen our National  Identity. One important point to consider at the time of teachng the English language is that our aim s...

I worked together with Valentina Molina and Lucrecia Corral for this practical and we made these flashcards to work with feelings:  After presenting the flashcards we asked some of our classmates how they were feeling that day expecting them to answer using the vocabulary from the flashcards.

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