08-+Tello+Tellez+observation(primary+education)

In this wittily rhyming picture book, Mr. Magnolia has a full and happy life except for one serious omission — a boot. But one day, he receives a mysterious parcel, and at last Mr. Magnolia can splash in the puddles with everyone else!

**But Mr Magnolia has only one boo**t.
 * Mr Magnolia has only one boot. **
 * He has an old trumpet **
 * that goes rooty-toot--- **
 * And two lovely sisters **
 * who play on the flute--- **

Text: narrative text and rhyme text. Repetitive text (Mr Magnolia has only one boot)

Sentences: Repetitive sentences (Mr Magnolia has only one boot) Poem sentences.

Words: Rhyme words. Repetition of identical elements (boot, flute…) Phonic words.

Intelligences: kinesthetic and visual.

REPORT

We are working with the fourth year of Primary Education and in our visit to “Tello Tellez” School we could see as the speakers told a story to pupils of that level. The story that the speakers told them was “Mr Magnolia” we have to say that this is a narrative story which is based on the phonic aspects due to use the rhyme to catch the attention and the interest of the listeners. **“Mr Magnolia has only one boot. ** **He has an old trumpet ** **that goes rooty-toot--- ** **And two lovely sisters ** **who play on the flute--- ** **But Mr Magnolia has only one boot. ” ** As we can see in that example, the story has got a poetic structure and as we have said it introduces an association by the sounds using several words that they rhyme with “boot” as for example “toot” Mr Magnolia is a repetitive text due to it repeats several sentences “Mr Magnolia has only one boot” and it uses the same structure in several occasions (subject + has + a direct complement) “Mr Magnolia has only one boot” or “He has an old trumpet”. The speakers and pupils not just use the linguistic intelligence but they use kinaesthetic intelligence because the man was moving and making gestures while the woman told the story. Moreover, they also used the visual intelligence because the woman showed them several cards where they could read words as “boot”, “flute”… and the man showed them the corresponding objects of that cards.

Regarding the listeners and the expectation we had about them we haven’t could complete the most of them. The reason of that is because we thought that pupils went to have a more participation. However, speakers didn’t make them questions and the listeners’ participation was limited to repeat some words and they neither demonstrated have any doubt. All of the pupils observed kept eye contact with the speakers but not all of them express that they agreed with them. One of the listeners observed was biting their nails for all the time and he didn’t show any gesture or facial expressions to demonstrate the understand the speaker

Students observation 1,2,3
 * EXPECTATIONS (CHILDREN OF 4th COURSE OF PRIMARY) || S1 || S2 || S3 ||
 * 1. They put their hand up to answer questions. ||  ||   ||   ||
 * 2. They indicate through gestures and facial expressions, that they understand the speaker. || X  ||  X  ||   ||
 * 3. They indicate uncertainty about comprehension. ||  ||   ||   ||
 * 4. They indicate that they don’t understand. ||  ||   ||   ||
 * 5.They ask for clarification. ||  ||   ||   ||
 * 6. They express that they agree with the speaker. || X  ||  X  ||   ||
 * 7. They interrupt where necessary to express any doubt. ||  ||   ||   ||
 * 8. They keep eye contact with the speaker. || X  ||  X  ||  X  ||

Students observation 4,5,6 4 || S 5 || S  6 ||
 * EXPECTATIONS (CHILDREN OF 4th COURSE OF PRIMARY) || S
 * 1. They put their hand up to answer questions. ||  ||   ||   ||
 * 2. They indicate through gestures and facial expressions, that they understand the speaker. || x ||  || x ||
 * 3. They indicate uncertainty about comprehension. ||  ||   ||   ||
 * 4. They indicate that they don’t understand. ||  ||   ||   ||
 * 5.They ask for clarification. ||  ||   ||   ||
 * 6. They express that they agree with the speaker. || x || x ||  ||
 * 7. They interrupt where necessary to express any doubt. ||  ||   ||   ||
 * 8. They keep eye contact with the speaker. || x || x || x ||

Observing teachers, we could see their interaction with students, and how they perform different directions for students to make a correct learning. The story was develop in different parts of the class although mainly when students were sitting in the middle of the class. We could see teacher attract the attention of the children through “eye contact”. To get this purpose, the teacher used different illustrators like targets with different words, different materials like a boot, a flute, a fruit, …. so childrens could follow the story. In the same way, the other teacher made different gestures to represent the story that the other teacher was telling, so childrens could follow it of more entertaining and fun way.

Speaker observation

Are you ready? ||  || Point with the hands || Loud volume because she wants that students are in silence || Affect displayer (eye contact) || Students will pay attention. || Can you sit down? ||  || Point the floor with the hands. || Medium volume || Affect displayer (eye contact) || Students sit on the floor. || Ask different questions ||  || To hand up to speak || Loud volume when teacher gives permission. || Affect displayer (eye contact) || Complete the student information. || Ask their opinion ||  || || Low volume || Affect displayer (eye contact) || Ask if they liked the story. || Ask their class teacher. ||  || || Low volume || Affect displayer (eye contact) || Ask the books price. ||
 * MOVES || TURNS || CONTROL SPACES || SPEECH ACTS || STRESS PATTERN || ILLUSTRATORS || VOLUME OF THE VOICE || NON VERBAL LANGUAGE || FUNCTIONS/ INTENTION ||
 * Announcing or indicating one´s purpose in advance || Teacher number 1 || Different parts of the classroom || Middle speech
 * Indicating friendliness || Both teachers || Centre of the classroom || Middle speech
 * Checking the other person has understood || Both teachers and pupils. || From their sites || Repeat the story again and again ||  || Point the objects with a rod || Medium volume || Affect displayer (eye contact) || Control the attention of students. ||
 * Asking the other person for information or language that he has forgotten || Both teachers and pupils || Around the class || Middle speech
 * Asking the other person´s opinion || Teacher number 2 || The classroom and the corridor || Middle speech
 * Responding to requests for clarification from the listener. || Both teachers || The classroom when they finish the story || Answer questions from students ||  || Point the children with the hands || Medium volume || Affect displayer (eye contact) || Resolve the different doubts ||
 * Checking common ground ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Adapting to points made by the interlocutor. || Both teachers and pupils || the tables of books || Middle speech