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Actividad introductoria En forma individual los estudiantes inician la caracterización de los principales rasgos de organización y funcionamiento de una escuela secundaria donde realizan o realizaron sus actividades de observación y práctica docente, considerando preguntas como las siguientes (este ejercicio lo irán complementando durante el desarrollo del curso):

• Además de las actividades en aula, ¿a qué otras se dedica mayor tiempo en el plantel?, ¿a cuál se le da más importancia? The good students’ behavior and the “workshops”, the implementation of workshops is the most important since over here, the students have the opportunity to learn something different. •

¿Qué criterios se siguen para la asignación de grupos y horarios a los maestros?

The assignation is based on the type of subject, the disposition that each teacher has to work and the students’ behavior after the break. •

¿En qué clima de trabajo se desarrollan las diversas actividades escolares?

The environment in which the activities are carried out is great since the teachers, students and all the actors of the organization of school have a good may to work together. • ¿Cuáles medidas se adoptan para procurar el orden y la disciplina en la escuela?, ¿qué tipo de sanciones se establecen? Teachers do an appointment to their parents and make that student does squads depending of the situation. •

¿Cómo se expresan los maestros acerca de su trabajo?, ¿y de su escuela?

Some teachers were not according to the work way and the way in which the school is based on, the teachers have different thoughts about it, but they make and effort to work with. •

¿Cómo se expresan los estudiantes acerca de su escuela y, en particular, de sus maestros?

The majority say that do not like to assist to the school, and also, that the teachers are a little bit bored and they just want to put them to work. Students don’t like the conditions in which the school is, they say that are old and dirty. •

¿Cómo es la relación entre maestros y directivos?, ¿y entre los directivos y el supervisor?

The relation between the actors of the school is excellent, they work together and have great organization among themselves. They help to their partners if they have doubts or have an inconvenient with a group.


¿Cómo es la relación entre maestros y estudiantes?

Some teachers don’t have good relation with the students because they do not motivate them and just give orders to work, and the others try giving them activities that help to students to increase their knowledge and any doubt that students have, teachers try to help them to solve it. • ¿Qué tipo de apoyo ofrece el director a los maestros?, ¿qué tipo de apoyo reciben el director y los maestros de parte del supervisor y los jefes de enseñanza? Any support that teachers need, the principal try giving them while it is in existence and he/she can. • ¿Cómo es la relación entre los maestros y el director con los padres de familia?, ¿para qué clase de asuntos se solicita su apoyo?, ¿cómo es la participación de los padres? What I could see was that the parents just assisted to the school when teachers requested them for the students’ behavior. • ¿En qué ámbitos de la organización y funcionamiento de la escuela participan los alumnos?, ¿mediante qué mecanismos y estrategias? Just in the parades and the extra-curricular event such as government’s events. • ¿Cuáles son las condiciones de infraestructura física del plantel: instalaciones, equipamiento, recursos didácticos? The walls were a little bit dirty and the classrooms were built in two floors, but something that got my attention was that each classroom had HDT in which some teachers gave their classes.

Israel Covarrubias Velasco

1st activity sofia israel  

sdhgwgeds

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