Observation+in+Tello+Téllez

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OnFriday23 Novemberwe went to the public school “TelloTéllez”towatchan educational practicein whicha storytellercametoa classroom ofstudents of 1stprimary. The classroomwas organizedin a "U" made by desks,in whichseveralbooks andother literary devicesinEnglishwere presentedat theend of the event to all the students. All studentswere sittingon the flooraround theteacher.The teacherconducted thereading of the storybesides thechoreography thataccompanied it. =====

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The storywas about achild who waswalkingwith his mother and when he reached the parkheasked hismotherto buy him a colorful balloon.His motherbought it,but suddenly thewindtook it andthe boyrun after him. Thestory tells howthe childfollows theballoon andbythe wayappearsdifferentanimalsin the park.Eventuallythe child willcatch theballoonbutjust thenexploited. When he runstotell his mother the fact, he realizesthat there is aman sellingballoonsand he seesan identicalballoonthatexploded few minutes ago. =====

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If we analyze thestructure of the storywe can see that it is cyclic, since the story endsthe same waythat begins"the child sees a balloon helikes andasks hismother tobuy it". The kind ofstory isnarrative,because aparticular eventis told ina particular place. Thestory hasbig, colorfulillustrations thatalmost notext,justsimplesentences withsimple verbs. Running, jumping, walking ...because they arethe aspects that pupils areworking withat this level: Inthestorycontentas animalsand colorsandsimplemotionverbs. =====

Asteachers we cansee that the storyteller usesmultiple resourcesand intervention strategiesto attract theattention of students:

 * =====Before the beginning of the story, theteacher usesnon-verbal language(illustrators), pointsthe book,so that studentsknewthey had to followthe book.Theteacher announcesor indicating thepurpose of the activityin the first instance. Says the bookand makesgeneral questionsabout itpointingthe cover; Do you knowwhat this object is?It's a balloon,well done; Do you know what is thefirst colorof the balloon? It is red, Very good! =====
 * =====We could saw thatat all timesthe teacher useseye contact, friendly facial expressions, such us smileto conveyfriendliness to studentsand tokeep the control ofthem. =====
 * =====Throughout the history the teacherasks questionsabout thesimple vocabularythat appearsin the book,checkingthe pupilshaveunderstood the story. The words that appears in the story and the teacher wantsstudents discover themare colors; red, yellow, green; and animals:dog, cat, cow ... =====
 * =====Throughout thestorythe teacheruses differentillustratorforthe pupils to understandthe actions andverbs thatappear in the story. For example, when runninghemoves his feet, get up to jump,imitatingdifferent animals likethe duckflapping its wingsandmaking the soundmimicsthe cowdoingsound andmoving its legs. Whenisthe feeling of sadnessbecausethechild´s balloon isbroken, he usestheillustratormovinghis lipsdown. =====
 * =====The teacherdirectsstudentsas a grouprather thanindividually.The answersareexpectedparticipatorywhole group. =====
 * =====When the teacher wants toaskfor informationabout thetale, he usesillustratoraspoint to the picturesthat appearin the story, for studentsto followbetter. =====
 * =====The teacheremphasizes onhisvoice, highlighting the questionsstudents witha risingpitchbythe vocabularyhe wants pupils learn,usingchangesoffallingandrisingduring the tellingof the story.Intonationplays a lot withgiving itan importantrole intelling the story. =====
 * =====At the endof thestory the teacher asks generallyifpupils enjoyed withthe storyand clapforthem understandthat the activityis over. =====

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In the observation made about listening, we have observed the whole class, but in particular to 3 different students during the performance of a storyteller on a globe (I tell explained above) from an English storytelling. In this observation of the 3 different students complete a table with a number of strategies previously made in class, so we look specifically if students performed or not, those strategies. =====

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Students were opposite the storyteller sitting on the floor in a semicircle. They sat in several rows. During the story, in general, all paid close attention to the story in English. =====

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On several occasions had to complete the missing word which, the storyteller was pointing and looking for students for them to complete the word, the storyteller uses this strategy prediction and also to maintain student attention during the development of the story. =====

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- 1 pupil, sitting in the front row right: paying enough attention to the storytelling, keeping eye contact with the book and could also observe as indicated with facial gestures understand what was happening to him in the story. This student answered easily to the English words that storytelling noted in the various drawings of leaves of the story, difficult words but do not know how to answer properly and kept quiet. =====

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<span style="font-family: Arial,Helvetica,sans-serif;">- 2nd student sitting in the second row in the center: this student listened to the beginning of the story, but as I went past history, his level of attention was diminishing and looked away. Therefore, this student was not able to complete the words that marked the storyteller. On the other hand, we see how the storyteller, seeing this low level of attention in several students increased their voice and rose from his seat to represent a movement that is narrated in the story, in order to draw attention of those students. =====

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<span style="font-family: Arial,Helvetica,sans-serif;">- 3rd student sitting in the back row left: this student paid little attention throughout the story, and did not understand what he was saying. Nor raised his hand to ask your questions or indicate their facial gestures did not understand ... ie showed no signs of wanting to understand the story and was uninteresting. This caused looked continually trying to distract their peers. =====

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<span style="font-family: Arial,Helvetica,sans-serif;">With this observation, we could see that the student-tellers interaction was unclear, as there were students paid attention but failed to understand the content of the story and complete the words that were asked, which failed to leverage content of that session. =====

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<span style="font-family: Arial,Helvetica,sans-serif;">Once the story is finished, the students applauded the storyteller and waited for her to shut the book, to stand. Then the storyteller gave five minutes to see the exhibition of several books in English that brought the storyteller, and the kids could buy. During this display of books, we could see the books that had pleats, sounds, puppets ... called my attention to students, which encouraged them to open and browse them. In the end, student not bought a book. =====

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<span style="font-family: Arial,Helvetica,sans-serif;">Once it's over this time students formed a line in front of the classroom door to get out. The line's formed the teacher and students until all were silent, not out of class. We observed as among students, were sent shut each other out so earlier. =====