Case study
Páginas: 2 (344 palabras)
Publicado: 14 de enero de 2010
CASE STUDY
(María Luisa)
I decided to work with Ma. Luisa, because since the beginning her attitude catched my attention. She is a 50 years old woman and she is one of the strongstudents of the class. From the first class, she asked what she didn’t understand and tried to participate all the time.
During the course, I noticed that some times she had problems with grammarand pronunciation, but it did not stop her to continue participating, she was not afraid to make mistakes, it was all the opposite. She knew that she could learn from her errors.
While thecourse went along, I tried to help her with these two problems that she had. In order to correct the first mistake (grammar), every time that the said something incorrect such as one sentencesaid with the laments in disorder, I let her finish her expression, comment, thought, etc. while I was writing down all the mistakes. When she finished speaking, I told her in a nice way, andtrying not to expose her, that had made a mistake, and I said, for example.
Ma. Luisa: “She have two dogs”
Me: ok Ma. Luisa, remember that “she” is a third person, so we use ______. Andimmediately corrected the mistake by herself.
To correct the second mistake (pronunciation), I used another technique. Every time that she or one of the classmates mispronounces a word owrote it down in my note book. And at the end of the class, I wrote a list of the words on the board and I asked for choral and individual repetition. I think that with this technique, I hadthe opportunity to help not only to Ma. Luisa, I also helped to the rest of the students.
As a conclusion I can say that doing this case study helped me to understand that every singlestudent, is different from the others and that they have different weaknesses. Also I realize that we, as teachers have the responsibility to help our students to improve those weaknesses.
(María Luisa)
I decided to work with Ma. Luisa, because since the beginning her attitude catched my attention. She is a 50 years old woman and she is one of the strongstudents of the class. From the first class, she asked what she didn’t understand and tried to participate all the time.
During the course, I noticed that some times she had problems with grammarand pronunciation, but it did not stop her to continue participating, she was not afraid to make mistakes, it was all the opposite. She knew that she could learn from her errors.
While thecourse went along, I tried to help her with these two problems that she had. In order to correct the first mistake (grammar), every time that the said something incorrect such as one sentencesaid with the laments in disorder, I let her finish her expression, comment, thought, etc. while I was writing down all the mistakes. When she finished speaking, I told her in a nice way, andtrying not to expose her, that had made a mistake, and I said, for example.
Ma. Luisa: “She have two dogs”
Me: ok Ma. Luisa, remember that “she” is a third person, so we use ______. Andimmediately corrected the mistake by herself.
To correct the second mistake (pronunciation), I used another technique. Every time that she or one of the classmates mispronounces a word owrote it down in my note book. And at the end of the class, I wrote a list of the words on the board and I asked for choral and individual repetition. I think that with this technique, I hadthe opportunity to help not only to Ma. Luisa, I also helped to the rest of the students.
As a conclusion I can say that doing this case study helped me to understand that every singlestudent, is different from the others and that they have different weaknesses. Also I realize that we, as teachers have the responsibility to help our students to improve those weaknesses.
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