FACULTAD DE EDUCACIN

PEDAGOGA EN INGLS

DESCRIPTION OF THE REALITY

Students: Karin Angelbeck

Beln Morales
Teacher: Viviana Rojas
Course: TP VIII - Didactics IV

DESCRIPTION OF THE REALITY

1. SCHOOL DESCRIPTION
a) Name of the school: Complejo Educacional Padre las Casas
b) Dependency: Semi-public School
c) Location: Almirante Barroso 360, Padre las Casas
d) Infrastructure: The infrastructure is very aged which is fifty five years old
approximately. The number of physical spaces of the school are systematized
through the following chart.
Physical spaces
Classrooms
Library
Computer lab
Science lab
Workshop room
Links lab
UTP room
Teacher room
Dining room
Kitchen
Storeroom
Toilet
Playground
Courtyard
Music room
Integration room (PIE)
Special education room
SEP room
Office: principal, inspector, secretary, councelor

Number
27
01
02
01
02
02
01
01
01
01
01
42
01
01
01
01
01
01
03

e) Equipment: The school has the following resources used by Elementary and
High students.

85 computers, 2 photocopiers, 11 printers, 3 cameras, 17 datas

Sound equipment (amplifier , microphone, two speakers)

Sport clothes, sport equipment (mats, balls, nests, ribbons)

Radio, TV, DVD

f)

Number of students:

Number of students
Boys
308
Girls
305
TOTAL
613

g) Organization Chart:

h) Number and description of the workers:

Number of workers

Administrative
Academic
Non-academic
TOTAL

7
33
13
53

Administrative team: It is composed by the principal, sub-principal, UTP chief,

general inspector, Elementary School inspector, two High School inspectors. Their
role is to lead and administer the school based on the Chilean curriculum given by
the Ministry of Education.

Academic team: It is composed by thirty three teachers divided into Elementary

and High School. They work under the curricular bases and school principles. In
order to get the job, the teacher needs to fulfill some requirements which are the
following ones:
- A teacher degree which must be awarded by a university recognized and
accredited by the State.
- Other professional teachers must have an updated authorization issued by the
Ministry of Education.
- Background certificate (Type C) given by the Civil Registry and Identification.
- Computational domain and ICTs at the intermediate level.

Non-academic team: There are thirteen paraprofessional people whose job is to

keep the cleaning and order at different places of the school.
i) Institutional Educational Project
Mission: La misin del complejo educacional Padre las Casas se orienta hacia la
formacin de estudiantes; responsables, respetuosos, honestos, solidarios, con
pensamiento crtico, constructivo y creativo, que le facilitan su desarrollo integral

y proactivo frente a los desafos de una sociedad diversa y globalizada.

Vision: El Complejo Educacional Padre las Casas se visualiza como una
institucin educativa que sea reconocida a nivel local y regional; como un centro
gestor de un alto nivel educativo que brinda a sus estudiantes una slida
formacin general, tcnico-profesional y valrica que los convierte en personas

competentes y emprendedoras, cumpliendo las necesidades de la comunidad

solicita y requiere para su desarrollo. El establecimiento se hace partcipe del
proceso de integracin de los estudiantes en el proceso educativo regular
atendiendo a la diversidad por medio de instancias de participacin de
estudiantes con necesidades educativas especiales de diverso ndole.

j) Others Projects and/or Activities:

Jornada escolar completa (JEC): Many students are from homes or areas of
high social vulnerability and stay longer in school decrease this risk for them. Many
parents of students have not much education and they do not have the means
(books, magazines, computers, internet, etc.) to help their children in order to
develop their homework at home. The full school day develop these activities at
school supported by computers, internet and library facility.

Subvencin Escolar Preferencial (SEP): Its purpose is to contribute to equal

opportunities improving equity and quality of education by providing additional
resources for each priority student to holders of the school who voluntarily
subscribed to the regime of the SEP.

Plan Tecnologas para una Educacin de Calidad (TEC): It seeks to increase

the technological equipment of the schools and ensure their educational use. It is
intended for kindergarden, Elementary and High Education.

Enlaces y TICs: Enlaces is the educational network of educational computing

program Improvement of the quality of Education which intends to gradually
incorporate technology to all schools in Chile. Innovation includes both the creation
and maintenance of the network and the provision of software, teacher training and
ongoing evaluation. The program's goal is to introduce Information and
Communication Technologies (ICT) in the education system so as to be a real
support to student learning under the Chilean curriculum.

2. DESCRIPTION OF THE CLASS

a) Grade: 1st C High

b) Number of students:
Number of students
Girls
5
Boys
15
Total
20
c) Age Range: The students age range between 14 and 17 years old.
d) Repetitions: The half of the class are repeaters (10 students).
e) English Marks: The following chart systematizes the marks of the students
gotten the first semester.
STUDENTS
1. AEDO LIPIN MATAS ANDRS
2.
BADILLA
FIGUEROA

M
40
CARLOS 50

A
70
32

R
70
59

K
65
40

S
60
45

AVERAGE
61
45

ANDRS
3. CERDA OATE JOSEPH ALEJANDRO 59
4. CHIGUAILAO CHIGUAILAO CAMILA 50

50
30

70
68

70
70

60
68

61
57

ANDREA
5. HUENTEANCO CAUPN DANIEL 49

41

55

70

42

51

ANDRS
6. JARA VEJAR DOTTY ALEJANDRA
40
7. JARAMILLO MNDEZ SCARLETH
55
8. MARTIN QUINCHAVIL ALEJANDRO 56

56
58
44

70
68
70

65
60
70

20
55
40

50
59
56

46
LUIS 49

43
40

69
70

60
70

56
54

54
56

ALEJANDRO
11. ANCULAF LEPN MARGARITA
52
12. PARRA PICHN FELIPE ANDRS
57
13.
PINCHEIRA
PARRA
JAVIERA 49

68
55
70

70
70
70

68
65
70

68
20
68

65
53
65

ANDREA
14. VALENCIA MUOZ RAUL ALEXIS
15. ZAVALA SALAZAR JOS JULIO
16. CID GALAZ ANGELO NICOLS
17.
VIDAL
URRUTIA
SERGIO

70
45
46
62

61
32
36
59

70
70
69
70

65
60
40
70

20
60
20
68

57
53
42
65

SEBASTIAN
18. CUEVAS CARICAO CRISTOPHER 40

70

70

60

54

58

BRYAN
19.QUEUPUCURA PAILLACO GABRIEL

20

68

48

43

40

ENRIQUE
9. MENA GALLOZA BENJAMN ARTURO

10.

MORALES

ESPINOZA

20

TOMS
20. MUOZ CDIZ TOMS MATAS

42

48

68

68

48

55

f) Records: The positive records were 13. They were mostly related for having
worked properly during classes and having good manners. On the other hand, the
negative records were 47. They were mainly about disrupting and interrupting the
class by talking during classes, throwing paper balls, and listening to music.
g) Students characteristics according to the English teacher:
In general terms, students have a lack of motivation and commitment which is
shown by their disinterest during the class. As the class starts early in the morning,
most of the students get at school almost at break time which does not improve
students learning. This bad situation is shown through their marks that are not
good enogh. Although last semester they had a lot of behavioral problems, this
semester they have changed and adapted to the course. Also, all of them are very
respectful and cooperative.

h) Students characteristics according theory:

Cognitive development: According to the cognitive developments theory
proposed by Jean Piaget, teenagers between 12-18 are in the stage of formal
thought, which is characterized because the students are able to understand the
historical time and space. Moreover, they are able to use symbols. Also, they are
able to learn algebra and calculus. Besides, they are able to think of what might
happen, precedence, making assumptions and assess possibilities. With this,
teens can also define abstract concepts like love, justice, respect. They can
understand and use more resources of language as irony, metaphors and puns.
According to what was observed in the classroom and teachers and school
staffs opinions, we can say that the students are in the process of developing the
skills or characteristics mentioned above. This is evidenced in English classes
where they have worked with symbols relating to obligations, as they have also
worked with possibilities. Under this framework, students are able to process and
produce these aspects very well. Nevertheless, it remains a flaw is with respect to
materialize more abstract concepts such as when they are giving an opinion when

they are talking about respect. It is difficult for them to substantiate true and false
answers in English and make connections between concepts. In language, it is
evidenced in the form of expression among them, the use of irony and wordplay as
saying that something is "beautiful" when in fact to them it is not.

Moral Development: According to the stages of moral development raised by

Kohlberg, teens must be at level II which include the steps 3 and 4. This means
they have internalized the standards of others and conform to social conventions,
they support the status quo and think in terms of doing the right thing to please
others or to obey the law. They are also able to exercise justice in relation to the
rights they have as individuals and care derived from a sense of responsibility to
themselves and others.
In contrast to reality, the above has become evidenced due to they have
been adjusted to the standards of others because they are very influenced by
mass in terms of issues of general behavior as groups. The groups are very
marked and all of them have features in common or similar attitudes and
personalities that characterizes them and unlike them with the rest of the course
group. Regarding to obey, they have difficulties to respond the way they are asked.
The entries in the class book show that many students do not obey the first time
teacher called their attention, but when they do it is because issues of acceptance
of authority or affection, that is to say please others. Around care of themselves
and others, it is observed that they are very concerned about the physical
appearance and how they look to the rest. Also the care for others is evidenced as
they are willing to organize events that allow them to show affection and
appreciation for others.

Biological Development: In terms of the physical, the differences become

noticeable between men and women due to they have reached the image
corresponding to an adult, namely, changes related to puberty are consolidated at
this stage. Along with this increased interest in sexuality either in terms of thoughts
and feelings due to self-discovery and the relationships they establish. According

with the physical we can say that the course is in accordance with what the theory
raises inasmuch as body development corresponds to an adult. The interest in sex
is evidenced in the comments they say thereon and jokes that they make between
them.

Social development: According to social development, the process initiated at

puberty continues at this stage focusing on socialization and the importance of
interpersonal relationships. Greater importance is given to close friends, there is
greater social sensitivity, the autonomy and independence of the family is looking
for.
In fact, it can be seen that there is a high interest in establishing
relationships. Although there are distinct groups, the course has good relations with
each other and there are no major conflicts. In terms of social sensitivity, still it has
not seen great interest in what happens around them and neither it has been able
to identify how close are with their parents.
i) Relevant health information: In the class, there are two students with healthy
problems. One of them has asthma and the other one has hypothyroidism. There is
also a student with attention deficit disorder, which has a record of care psychology
which mentions the following analysis: inter homogeneity scales can be seen, with
no significant differences between their verbal skills and execution. This student
does not have significant cognitive problems, the head teacher defines it as a
hyperactive student and easily distracted.
REFERENCES

Atherton, JS (2013) Learning and teaching; Piagets developmental theory. UK

Erikson, E.H. (1950). Childhood and Society. New York:Norton.
Kohlber Lawrence (1992). Psicologa del desarrollo moral.
Linares, A (2007) Desarrollo cognitivo: las teoras de Piaget y Vygotsky.

Barcelona. Bienio.
Piaget, J & Inhelder, B. (1973). Memory and intelligence. London: Routledge
and Kegan Paul.