 O que foi pasacesco no joga unha fila, o que viva. e nós ganamos para o menino que era 8.000 a 1. E estábamos, e eu já estábamos no apresentao de hera, que é o meu nome, que é o Sr. Otega, que é o Sr. Otega de Granada, que é o Sr. Otega de Segundaria, que é o Sr. Oteganio, que é o Sr. Otega de Centro. E, bueno, cobera, a Ores de Aria, que é o Sr. Aria, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Granada, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Segundaria, que é o Sr. Otega de Segundaria, We have to find, if we know where we are, maybe not, we are in Pony Canal, we have this summer process, but we have to know where we are, and then the first thing I want to know is the special teachings, some of you are English teachers, go please, raise your hands, you need to get an idea. Arts, arts, one, two, three, four, five, six, here. And your history? No, no, no. And technology? French? No, do you want? French? No? Maths? Maths, two? Pi. Pi, this is the application, we have one, two, three, here. And this is the application. Ok, this is the application, here, this is here. Or, let's say, both, and vocational training. Ok, so, ok, we have my range of teachers, sorry, biology, and biology also, who else? Technology, this is the application, biology also, here. And, do you need anyone? Music. Music, good, good. And, as they have? Any other specialities? German? German? German, German, German. Ok, here, where are you from? Where are you from? I'm from school. You're from here? Ok, and you use German as a language to... It's not that short? No, it's not that short. Ok, so it's not that short. Ok, that's good as well, because we are... You have teachers who teach English, English. And teachers who teach from English. And that makes a big difference. That's a huge difference. In terms of what? In terms of level, for example. But we teach in a bilingual school. And we will see the difference between bilingual or... We should say bilingual or... Clear, school. We have the teacher of English who teaches us this level. And it's always focused on language. Grammar, calderón, collegas... And functions of the language. And we use it for events. To make students feel, to communicate in a foreign language. And then we have you, the teachers of non-language exams. Who are going to use English as a medium to... Introduce from English. It's a hard task. It's really hard task. Because it's hard to teach in Spanish. Because it's hard to teach in English. That's right, that's real. So the first question is that I want to ask you today. Are there... How have you... I want you to try to understand your ideas. Try to be positive. If you're not positive, try to be beautiful. Can you have to sustain your ideas? How have you? Are you without a difference? Do you think that we are on the right course? Can you now? Can you now? Can you now? So, so, why not? Ok, can you now? Can you now if you're supposed to be very... Half positive? How many of you are here? Where are you from? Are you there? Ok, so... We have... We're not out of there. So, are we really happy with the course? To do it? Are we ashamed of that place that we have? Are we using English or French or German in our religion schools? Are we doing these contents and are we serious? Are we happy with how this works? Or... We have conditions doing these policies that are far from reality? So, I want to know your opinions about this place. Your opinions about this place. Are you happy with how this is working? Are you happy with how this is working? You don't know? Ok, many of you know me. I'd like to be happy. I mean, I'm happy, I kind of happy. That's... we have to work hard on this. And for that to mean, what? Training in. And you are people who come here. You are not in holidays now. You're not under the sun. You're here, which is a mass temperature, by the way. And... You won't be trained. You are spending your time to be trained. That makes also a difference with some teachers who say they don't mean. So, your ideas are important. What you think about this is really important. Because you are really concerned with this. Maybe your ideas are not very possible. That's a matter. You have your idea and you work out of this to improve it. You don't come here to get these words. You come here to start to work in the feedback. How we have it? Yes, it works. Indian and... This has been my first year teaching English and bilingual. That was my first year as well. First year and bilingual. Both. Then I have some... Some thousand people they come from in... some cases I felt that I was losing some content content due to the child who are with English. It was just another difficulty for some students. It's good because they are training the English. They are with English. They are with English. But everything is much slower. And the difference in the level of English learning was so high that it was... Here we find people who are absolutely enthusiastic who are... I heard the teacher saying bilingualism changed my life. He said that. I mean, I think that's too much. It can change your life because it makes you see that you can learn to get positive things. But then we have all the other science people who are also playing and people who do not do that in this people who think that content are being lost who think that our students do not have the same opportunities. So it's really hard to find a position that says I'm here, I'm here. But we have to be illegal trying to find positive things and trying to find the things that could be not very positive. So the question was if you are happy with it and you are lovin' about it. So, you are happy with your... You are not here. I love it. Sorry, and that was the other part of that. All the courses and the rest of the example should be bilingual. That's impossible. It's what my point is. Because of that, I mean, I'm very happy about your position about that diversity. I mean, the students who repeat to repeat because they are not all in English. So how can you get involved in students in your class? It's impossible. We're talking about... We see how school is diversity. You're from... We have a lot of people from... And I know where you are in politics in Europe and one thing is what politicians say is that we are here at school so we have to talk to each other learn from each other and then try to change things. We cannot wait for them to change things from that level in which they are. They say things, they simply say things. They promise things. But sometimes it is us who have to change things. When you leave this course and then you go back to school and then you say, okay, I left from this guy here these people things that we want to try to do that. Or I left from this guy here so that's what we have to try to change. And we're talking about policies. First of all, we have different policies now, 70 oz documents in Spain with 17 different many of policies. B2 level in Argentina to be a valuable teacher. C1 level from some years ago in a community to be a... That makes a difference. So there is a difference between B2 and C1 level. Do we really need a B2 or a C1 level? Or do we need teachers who are able to cope with the class and then use this for her in the class? We go to the driver family to get a B2 level. And you learn how to be in their class. And sometimes it makes plans to brothers when they get to use after their students. Or they need a test. And the test is about benefits of travelling around the world. That you read the test. Do you? Like being in those places, that's nice. Then you learn about Moscow and the world football. That's not what we really need. I mean, maybe what we need is to change this thing. And you know artis in good schools? Artis is like those Cambridge and Trinity. Now we have artis by the British Association and they have artis for teachers. So we need a B2 for teachers, a C1 for teachers so that I know very well how to cope with diversity, how to deal with the different problems that I can find, that I can face in my classes. From the basic vocabulary to the most complex sentences such as commands, questions that I have to ask these kids. But that's in terms of English, which is necessary. But you know very well that with your English, you are able to communicate. Some other people, at a higher level cannot communicate. But those that happen in Spanish, you have people in Spanish who have to speak in front of the air. And all this like this, you cannot. And the sentence is excellent. So what we need to change for the process is not only the level of English. The method of it. We are not properly trained on method of it. And we need to request teachers who are working this training all the teachers to tell them how they do it. We don't want more theory. And maybe everyone should bring some theory to change or to make you think about this. But we need not only the levels that we can expect how to change their method of it. For example, how do you learn courses on criminal method of it. But practical courses. 1, 2, 3, 4, 5, 6, 7, 8, 9. It's not even 25% It's not even 25%. It's it. So what we need maybe is our level of English is beauty and happiness and being zero is used in the same structures. Same vocabulary, same commands to students, same functions of the language to ask how they feel to see if they need any help to try to make them participate I mean always the same structures but we need how to gamen them and use theory to figure out those things. These are the things that have some things that are let's say in a higher level if you compare them to teachers of normal English studies. They think wonderful years now on how to cope with students who are not willing to learn the language who failed in our business and they take the test and they know how to cope with that they know how to make students speak or write and they have some structures and they give them some advice about which connectors could be good in a written test or which things they could be using like teachers or things that they then use to make them feel that they can communicate quite well. So maybe what we have to do is to work together and we not share experiences and we should do that considering that that, for example should be done, should be carried out by teachers and real teachers will have experiences and they could share experiences with others. Ok and the question is this and there was an answer now do you think that students will learn the people test should be part of clear lessons? Are they good part of clear lessons? Or not? Ok Are they good students? Are they good students? And people with people test are not in the very much more What happened? And in all the levels in my school are the same that kind of people are out of the problem. We have been teaching now for some years some years and others not many years that you know how this gets changed you have students who are let's say bad students and then they change friends they change their, they become 14, 15 years old and they start appreciating their effort at home or they see that they can get a job or they want to be friends of wherever they start studying and we take these tips we go to the left behind the American lower education is thought not shined left behind and that's good title it's not shined should be left behind and sometimes what we do in our schools is to leave the behind that's our thought now we should have the tools not to leave these kids behind to put them in the real history which is not peace that is not peace then we find lack of motivation we find students who do not want to learn we find that we have to impact these students there till they are 16 years old and sometimes they are the subject and you have to teach the rest of the class that's right, that's right that's right it is so we have to find a thousand day difference a big difference between these students but we have to know that these students do not want to study or do not want to call a base they should have options I mean the options should be better and they are going to be much better you train them for any specific vocational training or you train them to find your and then simply the level of literacy in a university in Spanish it's more than enough so basic English would be enough in contents that they cannot reach in English which is even harder absolutely I mean I didn't say that that is good that sounds like a private school with families who have the money private families, sabros in England and they cannot do that and my son should be there now so we have to hope that our conditions work out and we have to try to change states we will all try to change states I think it's a very dedicated yes absolutely amazing idea in primary it is very well followed so all the students go to the primary program but in secondary they have to take an exam and only if they get like a minimum bar they have all the state budget and the reason why we did this is because when they decide to arrange it like this is that there are the students who have lots of difficulties to follow the standard in English so at the end you have to balance what is better for them if to learn the content or to be in the writing board room and maybe they are not learning neither English nor abstract and the reason why this happens is because you need the primary if the family has money the children apart from the sport they go to the structure so there is a gap between students that is getting bigger and bigger and bigger along with the primary we have to try to maybe we have to teach all of our students we have to try to make them all can change over phase and succeed at the end of our composter education it is not, it is difficult and succeed doesn't mean that they are going to go to the university you are confusing the idea that we have in this country you are good, you go to the university you are very good, you go to a personal education to material why? in a professional journey we need people to do help us, we need people to use their hands to work on these things but the idea is still there the good students will always go to the university and that is wrong, we have many students at the university but it is still that at least we have any support like this program for the students who are more difficult for another teacher in the class in this inclusion it is difficult imagine in another language that you are not fully confident and they still don't start working for us that's impossible well the idea is that what I want to know is two of the other resources the program resources I want to point out I come from Castileira where I live they can't choose we don't have a mission test but we can choose the language and both are fine because we don't have to think that something is better it's better if you want to if you don't want to, that's up to you so you can start with the green one and then go down you need a lot of it it's not a lot to me in the university there used to be a lot of it some kids were happy or were lacking but they were really bad at school so they had to be changed so if I made a lot of it, you didn't have to change students so that's an option yes, it's an option it's an option that is flexible you can join it or you can work it out and the thing is it is good because you want to go for it you want to have a real good education in your mountaintop you also have the education in the mountaintop I think we don't have to go everybody go there or everybody go there so I think it will leave the influence it is good because also there is a the month to year people say well my language is good so they go for it it's no push up to do it and so I found out that in my area it's not the people who have money they call the ones that are doing the language because as she said in primary school they have the bilingual option for everybody so they choose that is the thing and it is important to choose and not to press everybody in only one question so we have to change politicians we have to change ideas in politics also so my job is in the language if you want to start a bilingual can't you believe that how we see that you want to start a bilingual section oh well she only wants to get peace on her daughter of whoever to these languages so we want to change these things so we can clear these comments that's one of the things there so we take a look back at what we have not many students with special situations in our queer girls or schools in all the girls so we will have these students here the thing is that we need maybe some instructions to tell us how to cope with this amount of time they have to be exposed to English or how much the curriculum has to be given English or things that are going to make these students part of a system that is something against bilingual the ideas that all schools will be able at the edge of them will not be a student of the education at safety education and this includes English or French as a result of construction in primary and secondary education is that true? they are going to be there that's the idea for any class? yes I can tell you he is alone in Manada which class are you in? I've been in a video chain CIV CIV every group have education ok every because all groups are I'm not in my case where you from? CIV yours is not now in France now I have another one yours and that school has been trying to become a bilingual school and who has not yet has not given them the resources especially for this to happen so the idea of the campus all schools are going to be bilingual we are the team X I use my English materials for my ordinary classes do you teach? we follow that students which subject? ok when you use it because my review is bilingual school but you use it I try to use it that's great now there is not much research on this if you can find papers and all these here as the people do you cannot find much research on this they show how to cope with that idea and when you find this most of it is theory it's always theory and we are all more theory now we need something more practical and then and then there will be for everyone regardless of their skills or abilities that's the proposal and then all the names of the loans that we have had in these years desoxe loe lofe loa all the loans that we will have leo nina we don't know which is going to be next but we will have one coming soon as soon as we have that we will go back to or we will go back to this makes people crazy and you now you will be stuck in stunts and crazy for your criteria with indicators and that makes anyone crazy but especially those who go through the opposite those are absolutely crazy you think this year next year we have a new manager and we will find new loans and degrees so that makes people the only thing is that we will keep on working it doesn't matter who is the government it doesn't matter what we have we are going to be in the same class the same students and the same resources and do it more or less the same so we will have to see and it doesn't matter if they change this we will do it more or less the same and this proposal I will not read that it's only for you to see that this definition in March 1994 he mentioned this is like for very clever students this is for students who or are very clever and they are a good level at school or are being a bilingual country a bilingual region here refers to situations where subjects or parts are taught through a foreign language with dual focus aims namely the learning of content the civil tennis learning of the foreign learners of course and now the students who take to school we students who don't think we don't think that they have to do and learn the biology for what and neighbors for this so this guy back in 1994 was very optimistic and then in 2000 he added something new and all the subjects and developing in the youngsters a positive can do that gives a new option can do is that we going to make these students maybe you can use this easy basic English that they will learn or French in real situations we have here two components one the teacher of English basic we teachers of English change our mind number two teachers of the non-investigate subjects you have to know very well and that is really our task which is your main concern do you see content or language and how do you make a difference between one and the other when you have to the whole age for example now the global I think it is a full 10 where you see the cross molecular contents it is stated there that all the teachers that's among the subjects you pitch we have to pay attention to coming together skills especially to the ability to speak and write in a harder way when you mark when you mark when you give the marks to your students and this is really important because some teachers have the idea I am a non-investigate teacher and then I will focus all the other contents how can you focus all the other contents if they are supposed to give you to tell you to explain this in a foreign language and they can know so we have seen how to do this dance and this can do made and opened some new possibilities what, same as understandings I am going to pass this so that I can go there with you and I don't have to be coming here so here we come so contents is content the final age or not please yes yes yes you have to be sure you keep your students that they know this is that that's the final age is English the final age there no good now if they want to do another presentation and they cannot produce how are you going to evaluate what they say and if I say the things that I know in French that would be hard so really I don't care and then inside we have to find how to make these things possible for that the help of the teachers' language is essential these teachers' language for French for years and they know which structures which functions they have to use to express what they act what they don't act what they feel what they consider what they think of whatever if they understand or they do not understand what you said then these are the things that we have to work together and this is English how to do this dance who are you who are you now bilingualism is not learning it is of course English I have been telling my own experience I have three sons he is ten years old last year he had a teacher and everything was English he was absolutely happy there was a lot of students it was nice, really nice my son has a good level of English now he has a lot of teachers and at the end she gives them the list of words in English that's bilingualism so now think that we cannot say that this doesn't work because of one, two, three or one hundred teachers these words that in every job this ends up that we find people who cannot understand what they have to do and this is not bilingualism if we do this we find these words which is attrition attrition means erosion attrition means when you do not practice suddenly you forget dance attrition means when you leave your students in Europe, in this era of whatever, biology and then you become septembral cover and you are here why is it about dance? so the same, the septembral is used not only for education but also for the teeth for example, okay attrition for marketing or in other terms well diversity, inclusion, differentiation is it only for disabled students? no way we were thinking of students who have to retake the course students who have to do an extra year so these are students for diversity and the thing is that should we call this bilingualism or quail which is a pro term for this my term for this which is a homie term bilingualism or quail no no I think quail do you think we should have schools bilingual school or clail school bilingual school so you can declare and then you write bilingual school okay, why does it sound stupid say this is bilingual school but think what a bilingual person is do you know any bilingual person? bilingual means that you can say and then you think in both that but what we are going to do is to use a new method what new because they want to base that up some years ago to make our students learn what they used to learn in Spanish so maybe we have to talk to families and make families think that if bilingual school doesn't mean that they want to be bilingual but they need school if we talk to families what do we do when we have students with special needs we need to talk to families because they can get absolutely scared my son has these problems has these situations has these special issues that makes me very difficult to process a language so is he going to be in a bilingual section why not, we can tell that he is going to do something that we will see or at least answer this question right now well clearly it's only when we talk about that do you have teachers with a C-Full level do you have that do you think that teachers with a C-Full level no it's going to help it's going to help that we need teachers changed on the methodology and teachers who really know how to introduce bilingual economics or physical education in the following language so it is not a matter of using that or textbooks yes, ok do you follow the textbook no no so ok what do we do with the textbook do we follow the textbook how we see the difference between the level of English of our students in for example the 30 year old second education in English and the English years the English that they use in a physical education textbook or in an economics textbook is like this and then you see the teacher of English they are working on he who has to go who is the relative if you know how to use after a month in the other they have all the additional they have all the passive structures if you take a look at the primary goal in Spanish and in English I'm sorry and in English you will see a bigger difference so again the textbook could be a tool but not in stocks the best tool me is you then we have a problem you really make copies because we are not going to use the textbook we have mine I don't know how you copy you can do it in your household you can do it for the copies that you want giving is no no I use the book use book I have the book I think it is very useful it is very useful sometimes you have to act that's also with all the things that's a thing to consider depending on where you change and this is something a bit sad see how diversity in terms of what we have in our daily life this is from the big reports of a really thin in which diversity is considered as linguistic diversity in Europe non diversity as the inclusion of students with these possible different situations different learning situations that we can face so they name these terms nine times for example inclusion and when they use inclusion they mean the inclusion of languages in the curriculum not inclusion of students or when they use diversity nine times again they talk about the inclusion of the diversity in Europe they do not mention differentiation at all they do not use that word and the receivers gifted, stronger, weaker or more or less advised to not be afraid they do not say a word about that so they actually solve it the diversity of cultures or the diversity of languages that's it what we have to do with students with a dancing or students with a water problem or students who simply in an extra push in our lessons it's not even mentioned in a daily report like that it's not good it's not very good and we have to know all those things also ok this is a bit crazy I'm not going to read that so if you want to know that for example in a week ok which level is needed to come to a bilingual school there are two concepts Vivo level and if they have a Vivo level they cannot come to the same level bilingual school what do you think about that well you didn't know that I am surprised because I found out to my children that they can achieve a lot in the moment they are included in this kind of programs because after one year of bilingual what they see is that they learn a lot and they don't have the level at the beginning because you see it it's again there is not much when you were 10 years old and you have to go through a Vivo level and then you don't come to that bilingual schools because you don't have that level at that age what do you think they have to come to this or they don't have the the chances to practice but they already have a level speaking that is not where we are not down to these situations it is a Vivo level for the first and second years it is a C1 level it is a B2 level B2 level for the third year it is a lot it is a very high level especially if you take into account that in Castigliano with a B2 you can be a teacher so it is a kind of contribution so it is a nice idea what do you do in students with special pets do they come to bilingual schools some groups in 30 years and if they are bilingual we have one and it is for the ones that in the past and all these students go there all these students come from the option but nobody these groups are considered to be some kind of ghetto so we see good things from one community all the things from a lot of communities are also good or can be changed but don't we put them all together and try to find what they have done and say ok these works here the scope in these are there it is a simple idea but it is unfair and we leave these students behind because we have been many students in that group and now that's what my question is is that a good group or not a very good group this one is that a quality school yes in my center in the first year secondary school we can choose we have decided not to change them of the class they have the same background before we had these 8 groups that was bilingual they were like the clearer ones but we they see the it didn't work they are miss if they say this is your e-group and you can be bilingual or not and even if they have reached the next time you don't ok you can change them and you can come back well that's it that's it do you see the options you don't close them ok now you are not in the language and you are going to be in the group those that I feel those who get the lower scores with those that that is my question the same group because not at the end because the p-group the attitude the low level given the students the e-group they don't feel like being at the peak there was one thing that I passed from here that I didn't want to have here this quotation taken from a conversation with the teacher if some of my students were taken to a different group I would work with them on the e-group but that is not the e-group this is not the phase and that's the e-group we cannot put all these students apart maybe we have to ask groups with special attention and those students cannot decide in a I work with that that make bridges given the opportunity going back to the other system if they come to the level for example what else do we have that's in some of the autonomous communities but see what Murcia does with the attention to diversity they say that are you using Murcia? teachers involved in my language teaching must establish the methodological and evaluation strategies to cope with diversity in the bilingual class my question now for all here all your pieces of gian your skill work gian a methodology described and there you see how you work with these students in the bilingual session gian there said well with these students I wrote this presentation of time and I wrote these tasks to them and I gave them the opportunity of practicing this and I gave them the use of multiple time board gian did so much because I tried to find in Murcia for the research that we were doing in 12 different schools I asked the teachers they were former students of mine from the Austrians and they told me that they didn't have this they have the traditional approach but they don't have this special thing maybe this is one of the things that we have in church and we have to to reflect on what we are doing and not following some things but I am not there the best time so here they are supposed to do this and see see here they say that if this student this student well fails natural science the teaching staff may recommend that a student doesn't study this subject through English the following are written here in other numbers the teacher is yours and that happens so this student has failed the subject she will not understand this in English but she is going to make things even harder for her and now she is going to learn this subject she is going to work this subject in the multiple time this is going to be easy again and that is in the norms and that is yours that we have the options here to what the opportunities this gets if this is not going to be in English what do we have so you have to have more problems so you do not want to learn you want to learn even less in a foreign language that, let's see the options that they give and the options they give for and see what do you do this is primary who receives the secondary one now but these are the options that they give this is the revelation that the normans that's to primary teachers and you have to tell me if you work on tasks do you? yes who doesn't work with tasks and projects of you no, one more, more than one teacher you are working with tasks and projects no sorry? sometimes sometimes you do a task or sometimes you don't know what we do is work together about the task this is the option is to work with a co-meditative and flexible group there we do that we have to do that when they start working with groups and they will view and arrange the groups most of the time and they are going to have each other and all the roles that they have to play that's going to be a recognition number three, all our presentations all our presentations do we really need that do we have to do all our presentations in arts these are the parts these are the parts can you see the level of achievement of these objectives because of all our presentations no, yes no, yes, yes, no it depends on the group it depends on the topic that is not something that we have to focus our attention on they have to produce they have to do all the presentations they have to do all the presentations they have to do all the presentations and they have the opportunity to do these things in all the presentations and maybe only twice, three times along the school year my students in arts are going to do all the presentations but that's it I want them to practice, to draw to recognize images they are going to do all the presentations in both style of images and have to do that and I cannot get absolute concerns with the idea of all the presentations in all the presentations that's something we have to change that's going to be good for some presentations these are the videos all our presentations that's it those of you teaching us have to be maybe focus on the all presentations now your students have a higher level using their images so your students now use to be ideas now that they have they have a higher level they have the whole day listen, get the importance of your images presentation, economics, maths some of the subjects all the things you have to teach then new thesis on images how to solve the problem how to understand a problem and then we will solve the problem in mathematics or in the subjects that we use to work with the contents and they will be working with these things in other styles you have to, this is very simple you have to talk to private teachers private teachers, not private students they know the numbers all of that and then when I train them with the orchestra I ask them how do you say when they think and they will be explaining people for a time and how do you say not when they know how do you say and how do you say you haven't done quite enough I can tell you that many not some, many of them not some say that you will go to private and they will go there I mean these are the things you have to you have to have the auditions with their things You have to be happy. If they come after going for a while and you ask them, how are you? Are you shocked? Or are you tired? They say, I'm exhausted, I'm shocked. And then we see these words with your vision. Now, extra and complementary activities, that sounds very well. But these are the options that they give for secondary education. Four options, no, five options, sorry, that they give. And the first one is ICPs. Now how many ICPs do you use with your students? Which apps do you use with your students? Do you use mobile phones with them? Do you use mobile phones as a digital source with students with a disability? Or do you use a tablet with students with a disability? Or with students who need to do a digital thing while the rest of the group is doing another kind? Are you using this? Do you have a nice bunch of apps to use? Or websites to use? If not, you have to find one. You have to find this. This is your option. ICPs sounds very well. You ask people, and ICPs is that. The power points. And how do you say can you? Can you? Sounds like. So, sorry. And some people still remember this of the overhead projector. You remember the overhead projector? Things that were always upside down. Well, what is the portfolio? How do you use the portfolio? And for what? What is the portfolio? Those are the recommendations of the government. What is the portfolio, my friends? If you don't, because I need not, you ask. That's right, that's good. That's the portfolio. The portfolio is what these infant students, infant students, have been doing for years. If you are parents, you will see that when the children is over, your kids, when they were three, four, five, come home with a thing like this, full of documents taken in Jordan, trying to buy her as a portfolio. And then you go to the account, then find the little gold. When he sees his feature, he leaves the work there, counts the other paper, and then he starts working again. And then he creates his own portfolio. Is that the official tool? No. The official tool, yes. Real mine starts as an official tool. It is not an official tool. It is, as you said, a tool that I use to tell my teachers how I feel, where I am, the influence that I have on them. So that's really good. The portfolio is for him to tell me where it is, but not for the others. Because if he tells me, he's not doing very well when I tell them. He would say, it's been great. It doesn't work as well. Groupings, it's good. Other expressions and co-negative tasks. More or less the same. Groupings sound always very, very, very nice, that make these groups where it's not always an official task. Well, two basic things. There are some authors who think that clay is extremely positive effect, or has an extremely positive effect on affective factors. Here, that's good, that's nice. That's beautiful. That we have that less positively on people's content to learn and general school performance. So some of the authors say what they said at the end. We are concerned that the level of contents is going down. Who of you, who of you think that the level of contents is the same? It doesn't matter if it is in Spanish or English. Ok, the rest? The real learning. Well, when we say that I don't believe that the wiring of these contents, all these contents will be there. Well, just because I have my nephew and my niece following my aunt, I don't know what to do. I don't know what to do. I don't know what to do. I don't know. My nephew and my niece following my aunt's program, I can see that they are, they have many difficulties learning natural science and social science. And I can see that they are not truly learning what they are. I mean, they learn vocabulary, they have improved their English, they can understand quite a lot about their page. The real topic they are learning, sometimes they tell me, can you explain it because I don't know what is this whole topic about? I can't understand, I can't follow my niece. I can see this in primary. And one thing I am really concerned is that, at the end of the primary, they, in natural class, well as in Madrid, they have decided that the students will have to take the exam to see their level of English, but they are not tested for the learning of natural science or social science. So it seems that the only thing that matters here is how much English they learn. Yeah, that is wrong. That is wrong. About how much natural science are learning. That should be the concern of this agreement. Your concern, as I told you before, is not what the students do, perfect for our expectations. You have to forget that agreement. Your students are going to listen to you, give them instructions, explain the things, making them feel good, making them feel confident to use, and they stand wherever, in English. See that? Then it will be using this. Are you really, I mean, I teach is really concerned in the first year of compulsory education in education on the overall production in Spanish of students, in speaking public. It's not fair. So we cannot make a concern of something that is not big thing for us. We have to leave this clear stage. By legal education it's by legal. It's too much. So that's made our students learn these things in both Spanish and English. And you will see, depending on the book, and where you teach, how you have to balance it. Absolutely. But there is no regulation to see if all the teachers are teaching the same. I mean, there is no... I mean, if all the teachers, because the problem I see with primary is that the teacher who is teaching all the subject is if you are an English teacher what you know is English. It's a contrary, I mean... It's because I teach a bit more of biology than English. I'm not teaching English than English. But in primary if a teacher has studied a degree only to become an English teacher I don't know where. It's... This is very good. This is very good. Can not fix. So it's different. They cannot come to the bolsas. If you are a teacher of English and you have a C2 level you cannot come to the regular position. But when you pass your course you don't make sense. And you get a position as a C7. It's digital, right? It's digital of English, then you can learn to teach science and you teach arts and so on. That's non-sense. They need people or they need to be used people. To access and access. To this you cannot... And they might only know that you become a teacher. It is that we have three teachers of arts or this education or a specialist in education or... depends on the bolsas. Well, see this. This is you. 80% you have these teachers. You love it because you like this. 80% of the studies indicate that integrating special needs into mainstream schools doesn't have a negative influence on other people's school, performance or social development. So having these students with us is great and level. We will not go down if we have students with business. But only 5% of class teachers subject teachers, specialist teachers and principals supported inclusion to some extent. How can we see that? 80% think that it doesn't have a negative effect. But only 5% only 5% supports inclusion to some extent. Why do you think this happens? Why do you think this can happen? I mean ladies and gentlemen I agree with this but I don't do this. It's like... I don't know if I ask you all of us love Poseidon all of us see that Poseidon is great but then sometimes we forget about that. So why do you think this could happen? The reason is that there is a fear of not being able to provide quality teaching for both pupils with and without special needs. So again there we have the need of training to tell people who want to fill things they can fill things with students and they can put together these students with and without special needs to get in the class and work special needs in bilingual sections. Well we have this is theory and I hate theory I like bringing offers sometimes we have too and these guys are like big guys in terms of languages and so on and you know all of this you know Garner about the multiple intelligences and he says that students are different in terms of intelligence and intelligence so teaching should be adapted to best match each student state all we have for God's sake with this zone of proximal development. What is that? Yes Did you really understand what this was before? What are you really interested in this? To be The first The first is good. We are going to see how this really works in our lessons and how this could be if we work for example this zone of proximal development we will see a video right now Let's see this again we know all of this and now you are going to be there think of here new teachers and there you are now at the bottom and we will be at the top let's say I'm going to pass you there because we don't have time to do more then you will have a question so so remembering remembering that's where it's original remembering let's say if you apply these verbs in your lessons for example do you say define duplicate let's make a list memorize, recall, repeat reproduce yes, sometimes we do isn't that, no it's not it's not we have to make our students remember this how using these instructions so this should be the verbs that you have used but more than remembering we need them to understand if not we will have students less motivated if they know what they do in these four they will be a bit more motivated because they understand that this is useful and they can explain these things when they come home for example what do you do today, this and what is that, you don't know that I know the list of things that I have to say I know the parts of the flower and I don't know all these words so we have to make our students and this is essential to understand which verbs should we use to these classify or describe, discuss explain see that you are giving emotions now explain in your own words or identify, locate, memorize report, select translate, batteries say these in other words so you understand this you can give different emotions if you only know things by heart you only have one option and if you understand them you can give them options so you have to use these terms in order to make them see that they can retell them and this is something to practice apply, you learn something you understand something, you apply that let me see if you use any of these if you give them your students options of shoes, percentage my students of this vocation I've got to stop today about what is next? having a banana and an apple in the morning and it depends on what it depends on the time of practice what you're going to do so what's the problem with that, calories and all the benefits of having a banana or an apple in the morning or if you want to talk about that or an apple in the afternoon or in the evening and if this has an influence on the children in your class or maybe the efforts you're going to do they will have to explain the rest after that and we will see how do you use these things for example, do you have a physical vocation do they explain things or do you try to explain some of these things or is it only physical vocation as such you use that, that's good, that's great so choose demonstrate, dramatize employ, illustrate, interpret operate, schedule, sketch so use that now we have his students go to the door, zoom out and with the phone they're going to interview people and see what they've got the age that they have and they will say if they can or they cannot they should not if this is good if not, if this is healthy if they know that they are not and this is the special age that is recorded he is recorded that he is in the blue he will be there maybe he stops there because he cannot walk that he will be reordering all the videos and making the final video that he is going to be in charge of that only he is in hospital for 300 then he can do this from hospital because he can work for the computer that teaches hospitals so maybe we can do these things even if someone who is not attending our lessons and there we have, the next one is analyzing which is applied with verbs such as compare, contrast, criticize differentiate, discriminate distinguish and so on if we go away we have criteria we go away to say good and bad things pros and cons, we give our opinions so maybe we have to give our students things to learn things to understand things to discuss and now things to evaluate and say they did that or if they did that you have to evaluate your own decision process did you really do that did you do that, that's not as good that's not as good that makes you regret it makes you start again and change things so that's what we have to do with these kids here simply tell your students to idea, ok you're going to talk about immigrants positive or negative for society is across people's topic and then we have to defend it doesn't matter that all of us are going to defend people coming from other countries and this things but we're going to make one of the groups be against this so that the other group has to give their opinions but we're going to give the special needs the part of this how it's going to be working on the science for example or he's going to be doing some specific things and we gave them as a goal as a member of this group and finally we have this of creation which is the last step there simple consulate design develop you told me that you work with tasks and projects you do work with tasks with your students those are very common verbs you have to design this with this instruction that I'm giving you I need two things instructions and time I approach sometimes every lesson with you to work the task and not let these things be done at home so design, develop, formulate and now see this guy here this guy is five years old this one now we are going to listen to you see that he has what your students may have and now he's very popular he's of the attention deficit disorder he's very popular and we have now but let's see how this then but how much of this students with this guy at home it is his mother who is talking to him you have to listen to this mother who almost has to be this way I think that she was close to saying I cannot even going with it but see how giving the proper instructions this is going to happen and how this is going to happen and this is in the rest of times is of a sort of proximal development very good this time good boy cool where is that sorry there is not red there is not a cone and she wants him to touch him there yeah you see that he touches them he's going to dance this is your father have you heard the father look this is you well I don't know what's going on with the sound just tell me that's us we think that we can go more where is that well done he does that he has to do a bit of things again and again when he put the blue things in there he touched them to cover and there he comes well done ok so say how many times have you done this how many times have you done this how many times have you done this not so many and sometimes it's only one student who did this or two students so we have to go there and do that let's change the action to our same direct dance and change this to students who need and want a nice approach need and want sometimes they need and want we have to teach we have to teach all of them and we have to find out how to do this well there is another thing that I want you to consider do you differentiate really not only tasks and assignments but do you differentiate in goals for example do you work with adaptations of the group do you have adaptations of the group in your classes ok tell us what do you have for example when I teach you at technology I have but this year I have two students that they don't speak English because of different sensitivities so I needed to change the group and be better so there are things that they have they have an age that they cannot use English that they can follow they could follow the content ok that is not really a significant transition it is generally that we have students maybe they are they came from other countries or realities or whatever and they cannot follow these measures in the next couple of years they will be attending this and students who have these special things in your classes do you have any no I started to have these I started to have these and I was very busy I have these people who were on the collaboration they were really of the exams because they couldn't read they forgot about the the question so we had a part of having more time for them for the exams E que nos sacamos o relato, o risio, as dificultades e o valor de asaspeitos. Son porque é chile que, n Bureau de Umbres, nós temos um valor dagen da igual. E os daivos… o daivo de base que nós temos, o daivo da base que nós xifamos. Ok, e isso coza. E para os daivos que não possuísmo enganar o santo, other things are the regular Area un if higher you things E na vieta, nós unhamos a ½ de asas postas. Nós unhamos 5, ou 10, na hora. O que nós facemos para dar os finales marxes, os finales por cento? Sim. É dependente da deporación, da deporación no... Ok, ok. É porque o que nós dicemos é que a deporación non é o exámbio. É o exámbio que nós facemos. No d legers de dunes fí estre, nºos joino da indrślęma. He buscánsikoworten sin not by o fí until the end of millennial times E coxулx biggest interesting. How came to we do dud d e d d No d d dud d e d d d d d d desirableท Do dud d orbit worshiper Why... The reason I did it is that one of a few saw it. Y el dalala wasn't ugly there is in reality.el dalala was actually only 11 yearsRElde, o meu garoto está ahí, o álbum está aquí e eu vou xergar. So, algo que pode ser importante. If you go to England, you go to England. In a school, in a seminary or primary school, in the same building you have three levels. In nothing happens, nothing happens. Those students make more effort, more push, more action inside of the teacher, and then those students who are on the mainstream level and then those who have a high level and then get all the chance. Because sometimes what we do, what we would say, what we do with these students is to make them help others. And if you are a good student, what have you just said is going to help others. And yet sometimes these students get tired of these things and sometimes these students do not have the social skills to help others. And then again others will make fun of him or her because she really gets very good levels or very good marks. So, this is something to consider not to keep them doing the same. What we have, we come to this diversity, a mixability that we say here, the different levels, culture diversity of course, with different people coming from different countries or religions or in the areas of the city. Students with special needs that we know very well and the late comers. See where you live, you have late comers. See, late comers, these students are very appearing much or they don't because of the only speaking system, the only things or the assignments spoken in world war. They have students who come with comers and then these are also students that meet these special friends. And here these are the difficulties that you have to challenge the large class size in the time that we need to do all the things that we are offering here, for example, the lack of materials that we don't know, the lack of knowledge. So, you said, this is of a asker. If we say asker, what do we really need to know about asker if we want to work these students a lot? And what do we know? So, that's hard, that's terrible. We have to cope with that situation and we are not. So, we learn, yes, well, because of the experience and because of things that happen in a daily basis with families that sometimes we need to have this specific training on what to do with these students in these situations. All the lack of knowledge of the students that we have all co-operation that we set with other students and let me show you this, ok? What we see we do with these students, you told me several times that we work with tasks, and we will say it. 1% of the teachers provide extensive visual and auto support during the future talk with the other students. Do you? With those students with a lower level of visual things? Yes? Ok, now think of your class group of students you have and the students that we or the students that we have the need of these visual support. And I think of the classroom where you teach. Ok? If you go to all the classes you will say, and it's not supposed to be here, I'll tell you more and more, you will see the walls coberts with information. And in some schools here still Yeah, for example, why don't we do the same instead of the schools in sour because of England? Everybody loves England in terms of education. Go to one of those classes there and you will see that you cannot see the wall. You cannot see the wall. You have information and the students are looking at that you can see if you want them to keep on recording. Do you know what a lobster is? We talk about ice tears. A lobster is a great tool that you have to keep a summary of the unit that he has finished. And you can record that information. They can go there and find the information. You can be working on unit 7.3 and they have all the information there on the wall about units 1 and 2 until the end of the school year. So maybe you might know this and it's a very good business. What's the name of this lobster? Lobster, it's lobster like block. And now we have that 73% of teachers allow the use of the mountain. Do you only use of the Spanish? No? You don't? No, okay, that is here. It's a deal. Are you trying to say? No. Can you care? No, no, no, it's not the unit 9. Let's listen to this and I will open it. Tell me, what happens to the Spanish unit 9? Allow the need to to search for words in these minds. If no, okay, but I will answer always in English. Student tell me something in Spanish. Teacher, I can't say it in English. Teacher, I can't. Yeah, yeah, yeah, that's good. That is pretty good. I mean, I can say what I need in English. So say it in Spanish. I don't do this especially in the Spanish education that they beat. Because they couldn't say can I go to the toilet. Need to the room, you know? Need to the room, you know? Go to the toilet. Teach that to the kids. Need to the room, they go home, they will say that. Need to the room, because they are sisters, brothers or grandparents. Do not show the same. So really, that's a very simple thing. You can teach them and they will have the sentence, the start of the day to go to the toilet. Or, for example, I have got my key in the clothes today. Or for my trainers, right? I mean, can you teach them this sentence, this basic language at the beginning of the school year and they will know what to do with that. If they can say that, they can use the sentence. Now, quite simple. Do you use Spanish when you give instructions of an exercise? Sometimes. Sometimes you can say that in Spanish and then in English. Ok, so sometimes we use Spanish. Well, if I do this, if I give the instructions of a game for example, an activity in English and then they know that I am going to do the same, some of them will change them and wait for me to do this. So what I should do is still go and see where these students are, try to put them together or in groups tell their leaders of the group that's a moment to translate it to what we tell or we said. But first you use Spanish when you have to and sometimes you have to. I don't want to be in the lesson where I have to say something for almost time. You are 14, 15 years old. You are managers in all the things. And now, things that I am not really of your interest, are not yours. So I cannot show how good I am if they are really powerful in it. And I agree with that. I love presidency but I cannot do that because I didn't get this. I didn't get the fastest and I didn't run out, but I cannot do that. One, because I didn't get the instruction of going from here to the normal and so I have to make sure that they understand how using it we have to Spanish. Then we said kind of the revolution of this group in the 80s of using only for a language. That didn't work, it doesn't work. Specially with kids who have a lower level of language. Dear support, do you believe of Dear support? Dear support is different. But you don't have this. Now we are crazy with that. And we have this of the entrepreneurship which is a thing that they are going to open their own company in less than we think of entrepreneurship and education. Specially that is that they are in a group, they belong to the group they are the leader maybe or they have to know how to follow the instructions given by the leader. That is entrepreneurship. So give each of them the responsibility of whether this is also to tell them or to tell them what they would say or what they would expect to do. And first of all group is that we do of course and then with the gifted discussing with them in English. Do you do that to these students with those in a higher level? Yes, you do. I'm sure you do. Why? It's a good tool for the others to listen to you, communicate and using the English. Specially if you have needed students that's even better. Or additional material. And with both expecting individual accomplishment of the similar tasks and presentations. And these are the things that teachers do not do very much. And really we should do that with these students. Provide additional teaching for gifted students. Gifted pupils are not students, we cannot say that gifted pupils is something from another planet. Gifted students, we can have more advanced students students who maybe do not need a teacher in a computer more as a thing, because they don't mean and look out for means and something as an American. We need to provide these students with something extra that makes them feel that they can reach all the teachers. They can do all this. Not only to make them guide those who need an extra portion next time. So, this is good. Co-autition especially in systems. Sometimes we don't have the help that we should have. In other countries they have. Maybe more students than we have, but we may have an assistant teacher and that's really good to have them working with other students. We have big numbers that we don't have different homework for different students. Do you do that with your students? Do you send them, do you give them different homework, no more friends? No. Oh yeah, you have an excellent group. Where do you teach? In the junior area. In the junior area. They have a good level. That's it. That's it. There are 72 groups. And in the junior program there are only 6, 7 people. 6, 7 people. Oh, that's good. And then? Do you have different homework for these students? Sometimes maybe it's the same homework, but if I see there are difficulties I can adapt it. Homework. Homework. Are we allowed to get homework for our students? Are we allowed? Yes, we are. The only law that allows Now, if we don't want to teach homework, we're going to say something in more than a logical or whether. Which is to develop the old learning process. The learning to learn. Learning by themselves. That sounds better. So, we will not say homework anymore. Who are saying that, for example, isn't it Flint's classroom? Now everybody loves Flint's classroom. What is Flint's classroom? Homework. It is homework. It is a nice and beautiful way to make your students work at home. It depends on the students you have. And it's something not only, of course, for English. It's for all the subjects. Specially for some others, better than for English. And tell QP, it's about the topic of the next clean lesson beforehand. Yes, this is what I told you. This is the Flint's classroom. We're going to work on this. We're going to work on means of transport. And it could be good if you take a look at these websites. If you take a look at these websites and you watch these videos. That's Flint's classroom. They work better at home than they can. And it's a bit better. You don't have to be a trainer on Flint's classroom. You don't have to go to the lab to teach people about the lab, the Flint's classroom, or to become the expert. We don't want that. We want you to use something that could be good. And motivation. We want you to use that. Visit these websites. View that that's much better than doing in an old school or using a Tesla. So maybe that is part of the success of this of Flint's classroom. Give them the option of coming here and telling what they know about planets before they can already start playing them. I mean, that really works. It really works to make them feel that they know this. Now comes the time for the checklist. For you to check. You are going to follow it to your hashtag. And this is for you to work individually. And then you will see the samples. Yeah. Yes. Ok, this is for you to think of your high school. And see if include in the clear program students with special characteristics. Ok, let's say this is easy. Let's say yes. And keep them out from one step. We work effectively in partnership with parents, professionals and other teachers. Yeah, you and your staff at the high school. You and your colleagues at the high school. Well, it's not that you get hungry. It's not for you to regret. It's not something to do the start of the video. It's not for you to regret. For example, include in the clear program students with special characteristics. Do you have any who doesn't? And if you do not include them? But all of you here. Do you work with parents, professionals and other teachers? Yes. That's good. Yes, always now. Should we work more? Yes. Should we bring people to train as some specific things? For example, you have to bring these people. When you have immigrants, for example, you teach in here, in America. And you want what? You want to include these students in this video. How? Three families. The more you bring the families, the better. Because they would see that taking the kids there is going to be possible. Maybe they do not get the high, the marksman, the day, you know their violence. And that their violence are up in here. And they will respect you more. That's like this. Namasté, we don't solve to the violence and take full account of the views and concerns. It's simple, onward. Do we make sure we will see that? Do we make sure that in the agenda, in the notebook, for these kids or they taking over what they are supposed to train the next day? Some of these students need this, the reason. Or the staff are not really trained when working with bilingual learners. Do you think that the staff of your school has the level and are probably trained to work with bilingual students? You say no? You say no. But if you are single, you say no. 5 out of 10. 5 out of 10. The lessons provide a big, cognitive challenge to bilingual learners, especially those with difficult sense. What is this? This is that my friend here. You are not student? Ok, I'm student. Maybe you should have these excellent students who are speaking in school. And those students there are very simple, they achieve objectives and then they have it. And that's still a good specialist. He has to be happy if I say that I like the language. But the language has to create four problems. And we have enough of it not to be the rest. So here we say that do we provide this upgrade cognitive challenge? Do we provide this visual help or the basic test books is always adapted to make good progress in the environment? If you take a look at that as a checklist, as part of the checklist to see if your eyes are working properly, now think of the opportunities. Think of the silverware you have to prepare. 12 units with 8 sessions each and this and this and this and this, nothing can be changed. But that's real life. Real life is what it was. Is that we have a textbook and how many of you finished the textbook? Yeah, that would be what you call it. That's right. It should be open or flexible. But we have to know from the beginning of the school here that this is going to be fixed. So that we don't feel bad if we don't come to the textbook. In fact, nuns say that you can adapt what you'll finish depending on where your school is fixed. Sometimes we don't know that. Teachers make sure that they provide you again with a bit amounts of thinking time. Thinking time. We ask our students and we'll tell you, and we'll tell you, and we'll tell you. These guys here are not going to be able to tell you to see this etc. So we have to change this. They don't care for this, they will not be able to tell you. They don't have the answer to think of the answer. And the answer will be here. But here it's an answer. Or classrooms. Classrooms and buildings. Our organizers clearly understood routines in place, but these kids understand very well. Classroom rules, what to do. They have to close the windows. They have multiple plans. They have to organize these. Everything has to be properly done. Classroom displays support language governance. And learning at all levels. But they will notice it's not used. Something that is always used. Ok. So you can, if you want, this is a checklist for you. To your textbook, what do you do and pass it on. And then see there. Maybe when you come in September, you can say in between next year we could change this for an up space. Or maybe, let's see for example, ATM. Teachers interact in the point of language with those students that need an extra push. We have to tear ours by legal teachers to guarantee use these all things. Let's see now, we have these of the, you know TPR. Talk about physical reforms, you know that. You know the methods, no? Talk about physical reforms, please. You know the song, The shoulders isn't those. These are the shoulders. These are the hands. These are the shoulders. These are the legs. These are the toes. Because they do the physical reforms. So one thing that is more relevant for these students is this. Ok. We are going to move now to another another challenge to be. This is what we can fix. Yeah. I would like to add a top of books, please. Do we ever try to explain to our students what Agassi is, what Agassi we is and why we go with them in different ways? I think we should do that. I think we should do that. They can understand it. Look, I mean, I'm absolutely having with the opposite. They will understand that. In fact they are always having to help all the students to make this extra here. And if you tell them that this is going to be for the wellness of the whole group for the group to keep on being together next year for the group to not to leave anyone behind for them to be happy and work peacefully and casual. They will be happy as well. So explain to the students. Of course the fun is. Sometimes fun is but now, let's say, this is what you can try to think about. And this is very cool. You can face what? 80, you know? 80 is 80 or with hyperactivity. Attention deficit disorder or attention deficit and hyperactivity disorder. Or blind low vision. What do we do? We say guy who has low vision sit in the front row, give for the purpose. Sending anything so to be given in a pdf format for him or her to see at home. We go here. Provide a computer for him or her. It depends on the type of impairment, vision impairment maybe both can and helps you with these kids. And we have several patients therefore they are out of hearing some students epilepsy do you know what to do and they have an epilepsy effect? Yes, because they inform us for fun so in the class where there is this kind of people we have a that's good. Instruction but what to do? So that's really good. You have to know how to proceed with this. In all the points that the students have there is a person that has a meeting with you and advises you how to follow the program. So that's really good. So that's what we're going to do next. I'm going to try to do the same with the very common teleassets. So I'm going to give you some ideas of how to go with the program. For example, the special learning disabilities or the speech learning with the disabilities you have a case based dyslexia. Do you know how to go with this? All of you? No. No. And that's what we have to request from our head teachers to have in the first phase of September the program training on this. One aspect, coming in a couple of days would mean that some of us from the external orientation volunteers from the local authorities anyone taking care of these things in your community instead of looking at the guys being up there as these issues and you have to consider the best. Try to do this, try to avoid that try to put them working with others if it doesn't work with others as matter sometimes you cannot work with others and you have to know these things beforehand and it is really bad and you have to face these things without knowing what's going on that's really frustrating because you are a teacher and you are not providing them with what is that What else do we have? Many of us. And Ok From the things we have here these are there I don't know if you can see that problem Can you see that problem? What? I will tell you. So check if you are students If this student has been there Eliate With the attention of the students over there How many of these features, characteristics They introduce the teacher and other students most of the time You have to check if these students blast out the answer to the opinions You ask him and she answers You ask her and she answers You ask if you have a a rubber and she answers You say you can't have a rubber and they always interrupt it without the idea of what they do Has difficulty waiting for his turn We know or constantly stands up for no apparent reason or it's very tough we have no such thing or my dash amounts are kind maybe sometimes they are kind on the table features excessively with hands on feet or feet is easily distracted by external stimuli It's very forgetful You tell them ok now go there and bring this, then they go and they are there and say Why are you here? So they come back maybe they don't come back to you they go back to their seats and that's it At this stance this characteristic we have to know how to cope with this stance without our students in particular doesn't pay attention to the tables it's like this of screening the text or scanning the text this case you cannot ask them what really happens in a conversation in an exercise if these people felt happy or not and that's it they are going to be like skinning never scanning the information because they have a passion to do that doesn't finish on time they assign tasks like this and then also here 10 to 30 tasks at home they will not do this at home we just thought how can they do this at home if they are by themselves they don't understand English maybe the clients work in a bar or they are far from home and they don't have any support so maybe that is not the best homework because we don't know much about it but we need to make a compromise that we mentioned before or where they finish they just cast consignments impossibly call themselves dancers has a short term memory and has a messy desk these are let's say to mean that these things are basically very known nowadays in our society and sometimes even tell you some of them tell they are going to say they are going to say they are going to say they are going to say almost I can say this once they say ok I'm a bit it and I know families that I'm going to private and all guests to get as they can say here they are so we have to know what to do with that and that's what we're going to see now ok, here we have a huge bunch of possibilities so based on a logical awareness by teaching colleagues and these are the good ones you have this presentation in a video format so you can give this example for me the best possible solution you can give these students remember, you teach them you teach them a subject you try to make them learn and then in a following language and then these students who are always in charge who are always they raise the classroom so it's really hard so let's see some of the advice given here at this time one, give short and clear instructions several times and this is you tell them about these things to go to the lab and get a notebook there with the name of that bring it back to me then in some minutes you will come to the lab very easy, ok good where are you going you go to the lab what are you going to do to get what my notebook see my notebook here so you go where to do what, the notebook they go to get the notebook they only need these instructions remember the guy we saw before they need the proper instructions to read skills in this special period cost checklists for the different tasks all my objectives and instructions on the board as we mentioned before we have instructions there do you have in your classes leaving clearly stated what to do for what comes next for example, try desperately not to criticize students these students cannot stand those things and sometimes decide to bother with the other people or use the body system the body system another thing we want to be with them or have and we want to be with them we want to be with them and we want to be with them and we want to be with them this is what, develop a sense of humor of course develop a sense of humor for these students special but this next one used by gestures is exceptional this of the visual learning comes here you agree the visual tool for these students and we have to provide this with gestures, the movements same things, something squared something round or for example physical and mental activities these students should never have activities that take over then 20 minutes is crazy 20 minutes they cannot do lower than 20 minutes or make frequent visual contact that's what they do you will be with them and that's something we do we teach them a lot and have students instructions or have reworks in school and homework and so on and we have some others for example these of them avoid more than 20 minutes of sleep work is one of those that I am going to highlight and of course these of incorporate more TPR activities it doesn't matter what you teach you can be the only teacher you have girls they have to recognize you have the instructions they have to recognize you have different shapes to recognize and you know what G-Sol is who of you know that ok so I am not going to play the video you are going to play the video that's what G-Sol is can you what are you going to do what's the video ok I guess you are working on the technique so you split the class in different groups ok I have different groups next team is a team of experts in a part of so for example you split the contents of a unity in different parts and the team is going to be the expert of one part so they are going to investigate about that part of the topic and then they are going to so we again split the class but in a heterogeneous group so this way we have one expert of each part so G-Sol means that I am going to name him an expert, you are an expert you are an expert in you about this particular topic and then you will go and spread the news and you will teach others about this that's the big sir and this house for me you don't mind for the rest of and now see I tell you something that I want you to remember it is that when kids go back home they have no teachers they have no health they have nothing and this is something that I do with my students and I recommend you to do with your with your students and it is what I call this talk you know the mox massive open online courses courses for everyone so these are the teachers open online courses this is for my students for what I am going to provide my students with this as a tool, this is one of my student teachers I like to listen to her and what she is doing there what she is doing there is to record three minutes videos in which she explains things and that is a moment so that students when they go home they have this to remind what happens in class it's only three minutes for each of the topics you are going to provide the tool you are going to make a short summary the most exciting the most interesting anything that was good and they are going to have the tool at home to have you there the video, the content the short summary you talked I'm sorry you cannot hear this problem why this in English why this is English and it is in Spanish because this is for the students with a lower level we don't need this for students with a very high level but this is needed for these students when I told you that we were going to work with tasks this is what I expect from you to do you propose your tasks and live clearly that in these tasks these students we have to play a role that you have thought previously for example here you have a proposal of tasks for each of the units of work in a school year and you have the task number one this is what people always call a task based approach then along the unit they will be working preparing that's going to be the task cycles and at the end of the unit they will do a presentation there your students with the special list will be there being part of this presentation maybe they do not do that much but they will be part of the presentation maybe what they did was to give colors to the power point presentation o maybe what they did was to prepare the sound to make the sound work or they I don't know cut things into pieces and they put together the poster that they are going to do for the presentation here you have the tasks very well explained to kids these students of mine also prepared short videos of one minute to explain the task again so that they can never say that they don't know what the task is about they didn't come that day they forgot about what and these things are also in Spanish for families to understand what's going on and then what if I was an art teacher I'm going to be an art teacher and if I was an art teacher I have to think that two hours a week is not that much time so that maybe language assistants can't be used as we could as we'd like to it's going to be hard for us to use a language assistant once a week if we only have two lessons a week because we have to keep on working on the contents and so on well I told you before to follow up with families but of course we should use if we talk art for example but this is for any of you bank of images bank of images to reinforce where do I keep this on the walls some of your classrooms seem to come from a hospital I mean you take all the chairs out of the room and you bring beds and sick people and family that looks like a hospital so try to make these classrooms a visual thing for them to learn for example I would use if I was an art teacher the technique of the healing objects for these kids but I want them to identify objects maybe cycles or maybe people or maybe smiling people in a figure or they would have to count people in las maninas or I don't know they would have to say and you would have to be happy with these things be happy with these things sometimes you cannot do more with these kids we have to know and be aware sometimes the adaptation of the curriculum for these kids in the second level second education is that of the first year of primary education primary education so there is a big difference and we have to be happy with what they do for that level that they really have there are some apps like this of the artist's toolkit of Quizlet I mean I love that for any subject you have interactive diagrams that you can create your own I don't know if you use this app but it's really useful for example art teacher I use what? these interactive websites of the museums there are many and really good ones and maybe they are not all for them you can go and visit others from Australia, New Zealand or any other countries maybe they have these beautiful websites accuracy in auto production is not the key thing here and I told you before relay images is much more important group images is much more important or identify objects is much more important in all the subjects they will have the time and the chance of producing these things and they will be working on connectors and linkers and these mimics and gestures they have to say but you have to be happy with these things this is the cycle a signal there cycle down there cycle with the label and they will find the cycles that's what I want for my students with this label or for example choosing topics or taking roles in groups some of the students don't need this freedom this sense of freedom and freedom doesn't mean that they have to do whatever they want for example this is like for little kids you offer them you want any fruits for the set? no the answer is no you tell them what do you prefer apple or banana they are going to eat fruit that's what you want so give them options not freedom in the sense of you can do whatever you want that's going to be crazy no one believes that give them options you can do this or that three options okay I don't care five options you have four weeks four groups sorry you have five options but you know those five options work properly or one thing that really works with all of you is a task that was previously done by others so that they can see which is the final result for this okay so you tell them this is what other classmates did last year I gave them the same tools you have you have to organize this like this if I was an arts teacher or if I was a physical education teacher or whoever I know very well and this happens to you also how things work learning this is going to be much easier and doing and following the steps is going to be much easier again and for those students with the attention deficit disorder if a transfer activity exercise cannot be finished you have to give them a second option, you have to give them extra time students with dyslexia that we mentioned before it is the same we have to give them what other options we cannot make we are not going to mention exams tests but not reading tests these guys need all our conversations with you to tell you what they really need to say for example this is in red add a conach element like different types of paper color tape clothes pieces introduce a way to tear, wrinkle or fold and why in red because we need keywords that's what we need to identify the keywords of your subject for this topic for example tell me 5 keywords my colleague from almería 5 keywords, 10 words that you use in physical education and that your students have to know line up run rest push ups for example do you push ups? what else? I mean this is the language that they need for your subject so forget about many other complex things that are going to make you concern students get lost but keep on repeating the same structures strategies with these kids and at the end when you say these things they will learn and recognize color tape and they will maybe they don't know what tape is or what color is but when you say notebook and get this the sound goes here and this is notebook I don't care how this is spelled this is notebook and this is laptop I don't care if the lap is because this means lap and this is on the top I don't care about that but I need this sound and an action and that could be good another one use the materials they might want this is very important I'm finishing now, one minute and they want to use their own material they want to use this again, options options for these kids and options are going to have an effect on the final product on the final evaluation on the final outcome because they will be happy doing things with what they have begin a lesson by showing what you want them to do and present the first steps as I told you or for example you mentioned of the artists visual artists for artists the key to show their abilities an artist will never show how good he or she is doing something in another way so this is going to be especially good for these kids so these artists students will be let's say more involved in your lessons than any other lessons along the day and this is something we have to know ok, I don't have the time you will have this this is like to finish with we should never forget that we are the bridge we teachers are the bridge the person will break down barriers for those students who need the next push next dose of care and attention on your side because we are all teachers and we are here to make things easy for these students and that's it, that's my presentation today thank you very much for your attention thank you