CONCLUSION

One of the most important facts about English teaching is that we have many ways about how to do it. It is really interesting how teachers at Utec are providing tips or guiding students about how to success with the target language

One of the aspects that we have to take into account is that every teacher has a way to teach, a way to show how to pronounce or how to get more vocabulary in the learning process.

Whether you are new to English language teaching, or whether you are taking the next steps in your career and development, you will find valuable help and opportunities at the university.

teacher would provide as much opportunities as he can for students to catch all information they Will need

there are activities that can get students motivated to stay and be willing to learn about the target language, it depends on how teachers are implementing their work on students and how to créate a relationship with students

Effects of physical classroom enviroment on students learning.

A large amount of a child’s time is spent sitting in a school classroom. 

This place is where they will learn the various skills deemed necessary and proper for them to achieve success in the global society. The classroom is where they will gain an understanding of their place in the world and the gifts that they have to offer it. It is where the student develops what they want their future to look like, as well as knowledge of the skills needed to reach that goal. 

With the classroom being such an important place in the growth of a child it is important to understand the ways in which to affect this environment in order to receive maximum 

effectiveness in instruction. If schools really do play a large role in teaching the next generation how to be successful members of society then every precaution should be taken to make sure that the learning environment is one that helps students thrive.

If not approached correctly, a classroom can be set up in a way that stifles creativity or 

does not promote a positive learning environment. There are many things that can affect this environment. 

There are physical elements such as wall art, arrangement of desks, or resources. 

Also, there are intangible elements such as the energy of the classroom, the rules, or the 

sounds within the room. Each of these can impact a student’s focus and achievement in the class. They can also affect a teacher’s attitude in the class. Included in each of these elements of the classroom is the emotional environment. 

The way in which a teacher organizes their class, or how they control it, will yield positive or negative consequences for their students. 

If a teacher is unmotivated or negative there will be a direct impact on the students within the classroom. Similarly, if a teacher is motivated and positive they will likely have a beneficial impact on their students as well.

It is important for a teacher to understand this cause and effect in order to understand how to organize their classroom to create a better learning. The standard for many classrooms today is to have desks aligned in rows within the classroom. This system of arrangement seems to make students lose focus and creates a higher number of disruptions in the classroom.

This structure does not encourage interaction between students and focuses more on the student as an individual completing their own work. 

Humans are social creatures that want attention, and if they aren’t going to be able to get it from their classmates then they will commonly act out to get attention from their teacher. 

One of the first areas that make a noticeable impact on student success is the physical 

environment of the classroom. This can pertain to a variety of details. It can be structure, 

resources, color. All of these can play a role in determining whether the classroom will be conducive for learning. Each may not have a large effect individually, however together they can work to strengthen a student’s ability to learn.

When a student first steps into a room they will make a judgment about the type of 

class they are going to be taking. 

They will look to see how desks are arranged. They will notice what is hanging on the walls. 

The way in which a teacher sets up their class allows them to communicate with their students non-verbally. By adding various learning centers or activity centers the students will know that this is a classroom that likes to do hands-on experiments. 

It also conveys that they will not just sit and take notes, but they will act out what ever subjectthey are learning. The wall art will demonstrate to the student that the teacher cares about their work enough to show it off. Students will also gain an understanding of the social expectations of the teacher in the classroom based on how the desks are organized. Each of these tools can be used in any classroom regardless of the content.

Even the position of the desks gives the learners a message, for example if they are placed in small groups they will feel they have to interact more with the classmates, but if they are placed one behind the other they won´t feel comfortable to interact with others.

in conclusion classroom enviroment is very essential for students to feel good and if they feel comfortable in the place they are, it will help them to concentrate and be able to learn. 

STUDENTS PERCEPTION OF LEARNING PROCESSED IN LINGUISTICS BLENDED COURSE -

STUDENTS PERCEPTION OF LEARNING PROCESSED IN LINGUISTICS BLENDED COURSE

Learning environment has a significant role in determining students’ academic achievement and learning. The aim of this study is to investigate the viewpoints of undergraduate medical sciences students on the learning environment. Learning environment refers to the diverse physical locations, contexts, and cultures in which students learn. The term encompasses the culture of a school or class and its presiding ethos and characteristics, including how students interact with and treat one another, as well as the ways in which teachers may organize an educational setting to facilitate learning. Since the qualities and characteristics of a learning environment are determined by a wide variety of factors, school policies, governance structures, and other features may also be considered elements of a “learning environment”. 
Studies have shown that the educational environment affects students’ achievement, happiness, motivation, and success.3–8 The quality of the educational environment is indicative of the effectiveness of an educational program. The educational environment subscales correlate positively with academic success and satisfaction toward educational programs. 
Student's perceptions of learning over final course examination scores is that the latter
are limited to multisection courses that use a common final exam. These are typically first year introductory courses.

Student perceptions of learning can be studied across a wide variety of courses, thereby making the results more generalizable.

THE POSITIVE EFFECTS OF USING A VIRTUAL CLASSROOM AS A REPOSITORY TO SUPPORT A FACE TO FACE ENGLISH TEACHING CLASS AT UNIVERSIDAD TECNOLOGICA DE EL SALVADOR.

Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning.
At UTEC teachers use their on methodology they have personalized according to their experience through the years, however they tend to implement new techniques that can be more interesting for students, and more entertaining, these techniques may vary depending on the age of students as well as the size of the group.
Usually, effective teachers tend to display strong classroom-management skills, while the hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with students who are not working or paying attention.

Virtual Classrooms at UTEC

At UTEC the virtual education is aimed at young people and adults who, for various reasons, are not able to attend face-to-face educational systems.

Learning can be synchronous or asynchronous, and uses the internet as a communication tool. This means that the student will have access to the contents of the course to any time and any space, through a computer.

In the www.utec.edu.sv, site in the area of Utec Virtual, or directly in the site www.utecvirtual.edu.sv, are various virtual classrooms, offering academic services. For example Virtual classrooms of different subjects as “Teaching Practice”.

Teaching practice is a subject imparted by two teachers at UTEC, in this subject the students receive face classes and do teaching practices at other schools or sections of the university, the students also learn about on-line tools and web sites at lab 5, these tools are important for the teachers improve their knowledge and practice the new methodologies for the future, some examples are  G-nomio, Schoology, Joomag, penzu etc.

Teaching practice is a part of subject studies in education, with an exception of ‘In-Training-Student-Teaching’ -period, which is a part of advanced studies in education.
Teaching practice plays a central role in achieving the general goals of teacher education. The practice periods take place in different stages of the studies, and they provide a student with a chance to familiarize him/herself with education, teaching and learning in their different forms as well as discuss the experiences openly and critically with his/her co-students and supervisors.

“ICT TOOLS BASED ON STRATEGIES FOR TEACHERS APPLIED TO THE EVALUATION STRATEGIES IN LEARNING PROCESS OF ESL STUDENTS”

Technology has a vital role to play in effective and efficient evaluation of learning. Modern technology offers educators a variety of new tools that can be used in the classroom. Technology can help teachers assess their students' learning as well as their performance in the classroom. Use of ICT in assessment involves the use of digital devices to assist in the construction, delivery, storage or reporting of student assessment tasks, responses, grades or feedback.

Teachers can use computers to construct their assessment tasks, to deliver these tasks to relevant students and to record and provide feedback and grades to these students. Computers can also be used to analyze students' responses, both to provide feedback to the student on the quality and relevance of their response, as well as to provide feedback to the teacher on whether the task can differentiate between students with different abilities. ICT based assessment can be used to test many different capabilities and skills that are developed by students. There are only a few tasks that might not be suitable for completing and recording electronically, but the number of such tasks is rapidly diminishing as technology becomes more sophisticated and widespread. In many disciplines laboratory equipment can be manipulated remotely and students can undertake real time physical performances that are able to be recorded and used for assessment purposes. We are quickly approaching the stage where our imaginations will be the limiting factor in designing e-assessment tasks.

“STRATEGIES IMPLEMENTED BY TEACHERS ON BASIC ENGLISH I AT UTEC IN LEARNING PROCESS”

 Beginning ESL students at UTEC generally have deep respect for teachers and the learning process, a beginning ESL class often has fun classroom activities such as songs, plays, and outings rather than dictations and research writing.

Traditional language instruction begins with teaching the alphabet, or numbers, or conjugating verb TO-BE. It is, of course, difficult to take a needs assessment at this level, but we already know what beginning students really need is some basic greetings and farewells and other language for getting along in their communities, such as asking for directions or the costs of items. They don’t really need to conjugate the verb “to be,” although this may be taught in the context of introductions, for example: “I am Rosa; he is Luis…” The focus, however, should be on basic conversation; grammar should be taught in context of the conversational skills rather than as a focus on its own. Students should work in pairs or small groups much of the class period so that they can practice their English skills, preferably with speakers of languages other than their own.

Students at UTEC don’t need to know how to recite numbers and colors in their second language. People rarely do that in their first languages, for that matter. What students do need to know is how to give their birthdates and identification numbers or ask for a specific color of item in a store. Continue to focus on communicative needs of students and contextualize language in teaching students short dialogues for places they will be visiting like the store, a restaurant, a library, and so on.

Joe Ruhl's Methodology

Joe Ruhl – Teacher, Biology, Genetics, and Science Research courses

I have one of the best jobs in the world, because I get to work with people

who are fun, funny, energetic, creative and insightful. They happen to be 14

to 18 years of age. I really do think kids keep a person young and I think

that’s probably why when I’m in the presence of adults, I sometimes don’t

know how to act, so you’ll forgive me.

So inspiring the students of the future. What really works? 37 years of

teaching experience have taught me that two things are needed. Research-based

teaching techniques and relationship. Relationship is huge, but we’ll talk

more about that later. What I’d like to look at first are the techniques.

I think probably most of us remember the teacher-centered classroom. This is

probably what we’re familiar with from our youth. You remember the teacher

was up front in the center. The students were in nice neat rows, not allowed

to talk to each other. And the teacher, the source of authority, downloaded

information to the kids who regurgitated it back up on a test designed to

measure how much content they could remember.

Passion, love are important to Ruhl, A well-organized consistent discipline plan is important. Effective use of technology is important. The standards are important but please don’t let them stifle your creativity. All these things are important but what the kids are going to remember most of all is you. Don’t forget that 6th C: Caring. That is the most effective, most powerful, most inspiring way of teaching, getting their attention, motivating them, inspiring them.

So what’s really important: how do we motivate, how do we inspire, allow kids to involve themselves in the classroom in student choice, collaboration, communication, critical thinking and creativity. But don’t forget that 6th C. It’s probably the most important one because the greatest of these is love, with this words finish Ruhl.

Joe Ruhl has found some effective methods that will inspire new generations of students. He calls them the “Five C’s” and in a nutshell, he recommends these five easy-to-remember elements that you can integrate into your course design to help inspire student learning:

1. Choice (e.g. a variety of different projects)
2. Collaboration (teamwork)
3. Communication – (collaborative)
4. Critical thinking (problem solving)
5. Creativity (encouraging innovation)

VIRTUAL CLASSROOM

A virtual classroom is a teaching and learning environment where participants can interact, communicate, view and discuss presentations, and engage with learning resources while working in groups, all in an online setting. The medium is often through a video conferencing application that allows multiple users to be connected at the same time through the Internet, which allows users from virtually anywhere to participate.

A virtual classroom is also known as a virtual learning environment (VLE).

A virtual classroom has the following advantages:

• Students are not limited to the courses available in their geography.
• Learning is more interactive as its nature forces the student's attention.
• 
  

It has the following disadvantages, however:

• In the case of supervised classes, the schedule may be an issue to some students.
• It is limited by the technological capacity of the student; those with slower hardware or Internet speeds are at a disadvantage.

                                                     
                                                          TASK ANALYSIS

WHAT IS TASK ANALYSIS?

A task analysis is a fundamental tool for teaching life skills. It is how a specific life skill task will be introduced and taught. The choice of forward or backward chaining will depend on how the task analysis is written.

A good task analysis consists of a written list of the discrete steps required to complete a task, such as brushing teeth, mopping a floor, or setting a table. The task analysis is not meant to be given to the child but is used by the teacher and staff supporting the student in learning the task in question.

TO BE CONSIDERED IN A TA

Three levels of knowledges:

ü  FACTUAL

ü  CONCEPTUAL

ü  PROCEDURAL

ü  METACOGNITIVE

Task analysis is one of the most effective ways to teach elementary, secondary, and even college students to thoroughly complete an assignment and master a skill(s). This article highlights everyday activities that can be broken into component parts to reach a specific learning goal.

Task analysis, in simple terms, is a process that breaks down an activity into smaller parts. By using task analysis in the classroom, teachers find that goals are more easily reached and that students are more likely to recall material at a later date. Sequences or steps are followed and practiced, making complex goals more attainable and hazy directions clearer!

TOPIC: TEACHING WITHOUT THEACHING BY ROBERTO GUZMAN

In this talk Roberto discusses his three phase system which he uses to teach English without teaching English, to improve the learning experience for students and the teaching practice for professors.

Roberto mentioned about the importance of the analyzing, to synthesis and evaluate and think in a new language, he developed a system called Teaching without Teaching English which evolve into the language whenever they listen a conversation, tape and they have to identify if the people are specific when they are talking about that can help in the develop of comprehension, the second one is detect logical fallacies that can make the reasoning process, and the last one is identify levels of cognition. Roberto mentioned about that one important thing in his way of teaching is let his students to make mistakes in order to provide a better learning, and also let them use Spanglish, and also to have an idea of a word or about how to pronounce it after a time students will start to learning, thinking and speaking in English spontaneously and also they realize that they can make mistakes and learning in this way.

The only way of learning is understanding the language is a wonderful living thing and also that there is no way that someone can learn a language by simply memorizing rules by concentrating only in grammar but also when students are comfortable making mistakes the exchange in the classroom become so much more dynamic.

WHAT IS THEORETICAL FRAMEWORK?

The theoretical framework is presented in the early section of a dissertation and provides the rationale for conducting your research to investigate a particular research problem.

Consider the theoretical framework as a conceptual model that establishes a sense of structure that guides your research. It provides the background that supports your investigation and offers the reader a justification for your study of a particular research problem. It includes the variables you intend to measure and the relationships you seek to understand. Essentially, this is where you describe a “theory” and build your case for investigating that theory.

The development of the theoretical framework helps to clarify your implicit theory in a manner that is more clearly defined.  It helps you to consider other possible frameworks and to reduce biases that may sway your interpretation. The theoretical framework is how you conceptualize the nature of your research problem, its basis and the analysis you will choose to investigate that problem. This framework determines how you perceive, make sense of, and interpret your data.

Bloom’s Taxonomy

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. 

The Original Taxonomy (1956)

Here are the authors’ brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives (Handbook One, pp. 201-207):

Knowledge 

“involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.”

Comprehension

“refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications.”

Application 

refers to the “use of abstractions in particular and concrete situations.”

Analysis 

represents the “breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”

Synthesis 

involves the “putting together of elements and parts so as to form a whole.”

Evaluation 

engenders “judgments about the value of material and methods for given purposes.”

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom’s Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of “educational objectives” (in Bloom’s original title) and points to a more dynamic conception of classification.

Why To Use Bloom’s Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

* Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

* Teachers can benefit from using frameworks to organize objectives because

* Organizing objectives helps to clarify objectives for themselves and for students.

* Having an organized set of objectives helps teachers to:

1. “plan and deliver appropriate instruction”;

2 .“design valid assessment tasks and strategies”;and

3. “ensure that instruction and assessment are aligned with the objectives.”

The positive efects of using virtual classroom as a repository to support a face to face english teaching class at UTEC

The positive efects of using virtual classroom as a repository to support a face to face english teaching class at UTEC

A well-maintained virtual class should enable students of all learning styles to receive the best possible education, in a way that they may not in an exclusively lecture-based environment which tends to be focused on auditory learners only. If the resources on a virtual classroom do not cater to the needs of the students both in terms of their format (text files, audio files, videos etc.) and their content the Virtual classroom is effectively rendered useless as it does not add to the students’ learning experience. It should contain just enough information to allow students to reinforce their work in lectures and gain a broader and deeper understanding of the subject, preferably through a range of presentational styles.

as you can see there are many positive effects based on researchs made by students in different áreas

Traditionally, the school has been the place where learners and teachers meet each other day for the purposes of instilling knowledge. However, with the advent of computer technologies in the early 1990s, many products and solutions have been developed to fully exploit the internet. Since then, virtual learning environments  have emerged to supporting teaching and learning activities across the internet. These days, we have something called the virtual classroom

there are different steps to create a virtual classroom

FIFTH CLASS TBI

• TASK BASED INSTRUCTION (TBI)

Task‐based instruction is characterized by activities that engage language learners in meaningful, goal‐oriented communication to solve problems, complete projects, and reach decisions. 

CONTENT BASED INSTRUNCTIONS (CBI)

What is content-based instruction?
The focus of a CBI lesson is on the topic or subject matter. During the lesson students are focused on learning about something. This could be anything that interests them from a serious science subject to their favourite pop star or even a topical news story or film. They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. This is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language.

What does a content-based instruction lesson look like?
There are many ways to approach creating a CBI lesson. This is one possible way.

• Preparation
  
  • Choose a subject of interest to students.
  • Find three or four suitable sources that deal with different aspects of the subject. These could be websites, reference books, audio or video of lectures or even real people.

• During the lesson
  
  • Divide the class into small groups and assign each group a small research task and a source of information to use to help them fulfil the task.
  • Then once they have done their research they form new groups with students that used other information sources and share and compare their information.
  • There should then be some product as the end result of this sharing of information which could take the form of a group report or presentation of some kind.

What are the advantages of content-based instruction?

• It can make learning a language more interesting and motivating. Students can use the language to fulfil a real purpose, which can make students both more independent and confident.

• Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs.

• CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts.

• Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.

• The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have