Kinder Final Reflection

1. 1
Instituto de Formación Docente Continua
Lenguas Vivas Bariloche (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
Materia: Taller de Práctica Docente
Tutora: Aurelia Velázquez
Estudiante: Celeste Cortés
Tema: Reflexión Final Nivel Inicial
To begin with, I developed my Kindergarten Practicum Period at Pastorcitos de Don Bosco
College whichislocated inUshuaia,Tierradel Fuego.There were 25 kidsin thisgroup. Most of
the learners have been exposed to English language since they were 3 years old.

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Thinking back:
What was the original aim of this project/experience?
The original aims of this practicum were:
- Continue developing the local teacher´s project about: “Means of transport in my city.”
- Besides, I considered it significant to add routines to the lesson in order to help children
become more organized.
The usage of the CommunicativeandTPRApproaches,authenticmaterialandresourcessuchas
songs, flashcards, videos, games and activities were useful to get the goals.
Were the objectives, activities and the use of resources coherent with a pedagogical
perspective?
In my opinion, the objectives, activities and the use of resources were coherent with a
pedagogical perspective considering that I was working with young learners who don´t read or
write yet. Consequently, it wasreally importanttoprovidethemavariety ofexercises thatinclude
visualsupportandmovement tohelpthem developtheirspeakingandlisteningskillsmoreeasily.
Was it significant for learners? Why/ why not?
In general terms, the experience was great.
Children were very receptive. They got easily involved with the activities and resources
presented. They enjoyed both calm activities as well as those which implied movement and
noise. Inaddition, Iwasable tovisualize manyof the youngchildren´characteristicsmentioned
by Pinter, Slattery and Willis, Harmer and other authors, such as:
-They love exploring with realia,
- Their imagination flies away,
-They are easily engaged in coloring and drawing,
- They definitely need routines,
-They love songs,
- They like watching videos,
- They need short activities,
- Their attention span is really short,
-Visual support is crucial in this stage,
-Among others.
One of the mostwonderful thingsI couldtake from thisexperience was the warmatmosphere
we were able to develop in just 4 classes. Usually,kids saw me while I was waiting to enter in
theirclassroom.So,manyof themcame uptogive me akissortalktome. IlovedRomeo´shugs

3. 3
(“one of the troublesome boys”). When the last class ended, he hugged me and asked me to
continue being his teacher. For me, it means I did my job properly.
To my fortune, there weren´t any behavioral troubles. Nevertheless, I think I was able to
recognize some kids who may cause some kind of “trouble” during the observation period.
Consequently, I invited those kids to sit near me in order to help them keep calm and
participative. To my surprise, it functioned very well.
What specific skills/ knowledge/attributes were necessary to develop this teaching
experience?
The following items summarized some of the most important skills,knowledge and attributes
that were necessary to develop this teaching experience:
-To start with, as we know, young learners are very affective. Consequently, in my opinion, it
wasvital todevelopawarmatmosphereinclassinordertohelpchildrengettheaimsproposed.
-I reckon that passion for teaching was another crucial ingredient that couldn´t be absent.
-What´smore,the knowledgeof the institutionprincipleswasrelevanttounderstandchildren´s
profile.
-Respecting children´s own pace and their ways of learning was a key factor, as well.
- Moreover, I think that the information of the group I was able to get from the observation
period was a significant resource because I could use it in my classes.
- I think that it was necessary to be creative in order to offer children authentic activities and
resources to focus on multiple intelligences.
-Besides,Ibelievethatitwascrucial to know how younglearnersincorporateknowledgeatthis
stage in order to provide them appropriate resources and activities.
-Furthermore, it was really important to be aware of the different teaching approaches and
methodologies that best suit with kids at this level.
-Inaddition,itwas valuable to know that language shouldbe presented inanappropriate level
in authentic contexts in order to be meaningful for learners.
-Classroom management was another important issue to have in mind.
-Preparingvariedactivitieswasimportantsince childrenhave averyshortattentionspaninthis
period.
- Beingaware of mystrengthaswell asthose pointsIneedtoimprovewasuseful becauseItried
to focus on both of them.
-Also, it was helpful to know the following strategies with the purpose to help children
understand me and learn the language: miming, using flashcards or realia, modeling the
language,askinglearnerstomake predictions,usingtheirpriorknowledge,brainstormingideas
or the use of background knowledge, developing interesting games, using technology such as
videos, learners´ telephones, etc.
What did I learn from this experience?

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Well, I recognize that there is always something to improve.
Sometimes,Iwasmore aware of timingratherthanchildren´senjoymentandexplorationsince
I pretended to develop all the activities I planned.
Personally,Ithinkitshouldn´thappentoanyteachersince itis more importanttogive children
time to experimentwithresourcesandactivitiespresented. Actually,itisthe wayI work when
nobodyobservesme. Infact,Ibelieveitismore significanttogiveeachchildhisowntimerather
than finishing my plans on time. It´s the quality what counts for me rather than the quantity.
In addition,Ihave to confess I felta little uncomfortable withthe local observer´sattitude. I´m
convinced that we need to respect others although we don´t have a close relationship with
them.
To sum up, I reckon we always need to learn things about our teaching and about human
relationships.
Thinking forward:
If I had the chance to develop this experience/project again, what chances would I make?
If I had the chance to develop this experience again, I think I would:
-Care less on timing since it was something that really worried me.
-Try to enjoy teaching as if I wasn´t observed by anyone.
-Think more carefully about how to give some instructions to kids in order to be clearer.
How might this experience/project influence my future goals?
Actually,I thinkthisexperience letme reflectonthe possibilitytogive myclassescompletelyin
English even if I´m working with young learners.
How might this experience/project affect my pedagogical experience?
Inmy opinion, thisexperiencemighthelpme decidewhetherteachingyounglearnerswouldbe
a suitable possibility for me or not.
Thinking inward:

5. 5
Why was this experience/project meaningful to me?
Actually,thisexperience wasreally meaningful to me since I had the possibility to reflect on:
- How grateful a teacher´s job may become when we care about developing a warm
atmosphere in class.
- How motivated a group of young learners may become when educators use the
appropriate resources/strategies to develop their lessons.
- How important it is to develop each lesson stage appropriately.
- How I was working. I mean I had the possibility to reflect on things I´m doing well, as
well as, things I need to improve.
- The kind of educator I pretend to become.
What are my personal believes regarding this experience?
I thinkthateverysingle experience worthatry whenyouare convincedof whoyou wantto do.
Itdoesn´tmatterif thingswere notasIdreamtthemsince Iknowthattherewill alwaysbethings
to improve and learn in my teaching. However, I´m willing to face the challenge.
Am I satisfied with the way I develop this practice? Why/why not?
Personally,Ican´tdenyyou that it wasa bittersweetexperiencesince IthinkIcould have done
thingsevenbetter. Infact, I thought that some stagesin my lessonswere goingtobe different
than theyreallywere. Perhaps,Ishouldthinkabout some strategiesandactivitiesbettersince
it is not easy to transmit some things in a second language.
What differences had this experience made in my intellectual, personal or ethical
development?
Thisexperience mademe ponderuponthe kindof educatorIpretendtobecomeandthe values
I would like to foster in my classes in order to help learners become better human beings.
How did I feel during this experience?
Actually, I loved working with this groups of kids. They were enthusiastic and open to the
activities and resources I provided them. In addition, they were really kind with me.
However, unfortunately,there were some external circumstances that made me feel insecure
and extremely nervous. Consequently, I wasn´t able to enjoy this period as I wanted.
I wished it could have been different.
Thinking outward:
What is my view regarding this topic, problem or situation? Are there any alternative
viewpoints?
I reckonthat as humanbeingswe mayall have differentperspectivesof the same situationand
that is a really important point since everyone needs to develop his/her own opinion.
However,if we are talkingabouteducation,Ibelievewe shouldfindabalance withthe purpose
to give each learner the best alternatives to enrich his/her knowledge.

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How can we get that goal? I think that education is a triangulation since it has to do with how
parentsaccompanychildren´seducation,theimportancethe governmentgivestothistopicand
the qualityof educationschoolscan offerthem consideringtheirneeds,profiles,interests,and
so on.
Asa consequence,workingcooperativelyisthe onlyoptionIfindtohelplearnersempower with
such an aim.
Thanks Aure for encouraging me to finish this period!
I really appreciated that!