2nd Practicum period / secondary school higher levels

1. TPDII2016
2ndPracticumperiod
JOURNALWRITING
withcomments

2. Student:MarianaCanellas
Tutors:AureliaandCecilia
Journal Writing:
School: Colegio Nº 738
Teacher: Analìa Perez
Student: Mariana Canellas
Observation:
1) The teacher arrived a bit late because of personal reasons and she didn't feel well.
She spent some time asking for homework and taking notes at her desk, perhaps
because it is the end of the term, and marks are to be required soon. Meanwhile,
students remained in their places, they spoke among themselves or with the teacher
about problems they had at the Institution regarding the schedules respectfully. Finally,
the teacher wrote an exercise on the board for the students to do individually.: isolated
sentences in Present Simple, for them to write the same information using Present
Perfect. She speaks Spanish all the time, and guides the students’ reasoning by writing
someexamples and speaking about the process.She asks them to use the list of verbs
they have to remember the past participles of the verbs. The whole lesson consisted
on finishing the activity to hand it in. Therefore I would say the teacher used Grammar
Translation Method, described by Davies and Pearse (2000) as a very old but effective
way of teaching. Students have been taught grammar rules and they are expected to
put them into action, skills are not integrated.
Comments:

3. - Why is it effective?
- Mariana, could you answer the questions on the side? Please, do not resolve them. :)
Thanks!
- Ok, in relation to the above question, the method is described as out of fashion but
effective; and this would be the case in which it is suitable, taking into account the
teacher's decisions.
- If skills are not integrated or developed, how can the learners understand the language
and use it for communicative purposes?
- It is a contadiction; however, we can respect the teacher's decisions, as a result, of her
perceptions, and the results she got from the students' work, through the first part of the
year; and we can also think that students who learn gramar rules, and vocabulary, will
also be able to learn English for Communication in the near future if they keep on
studying English.
2) The teaching strategy that was applied was exempliflying, pointing out information,
guiding students to reason by saying what they should think, and walking around in
order to help them and monitor their work. she told me that the students find it very
difficult to interpret commands and instructions, and that is why she speaks Spanish
all the time; I told her that I must try to make myself understood in order to complete
my training, so I will do my best giving simple instructions, using visual aids, and using
body language.
Comments:
- What is the aim of these lessons then?
Will you use the L2 in class only because it is a requirement? What does it imply to teach
English at schools?
- The aim of my lessons is to meet the requirements of the training, respecting the group
and the teacher, and of course making the most of the situation as a learning
experience. Teaching at schools implies making decisions related to possibilities, which
are usually contradictory.
3) Students behaviour was good. They remained in their places during the whole
lesson.They paid attention any time the teacher asked them to do so. So I would say
that their reaction to the object of study and the way in which they practiced what they
have earnt was positive; however, interest and curiosity were not manifested, because
of the Method and the amount of practice. I spoke with the teacher about other
possibilities, such as reading short texts, working in pairs or watching videos, and she
said they will probably succeed.
Comments:
- Great!
4) I think I didn’t choose a good day to do my observation, because doing an exercise is
not a lesson. However, we have agreed the schedule previously and I think I could get a
general idea about the students’ characteristics and their level of performance, so as to write
an acceptable Report, and base my pedagogical choices on.
5) The challenge will mainly consist of speaking English most of the time and making myself
understood and followed as a guide.
Comments:
- If you decide on a Context that engages learners, and you apply the necessary teaching
strategies, I think you (and the learners) will succeed!
- Thanks!

4. 6) I find this observation useful because I have an idea of the students level of performance,
and I could talk with the teacher about my intentions and my possibilities. I also delivered them
a short questionnaire in order to determine preferences as regards to the type of activities and
this will be important to complete the Diagnosing Report.
Comments:
- We wish you a great learning experience!!!
- Thanks!
Journal Writing:
School: N° 738
Teacher: Analía Perez
Student: Mariana Canellas
Dates: September 15th and 22nd
1st class:
Last class the teacher told me by phone that she was sick so so we postponed my lesson,
and today the students had to decorate the classroom for a celebration, so we agreed on
starting the Practicum period next week.
Comments:
- Cheer up!!! ;)

5. Journal Writing:
School: Colegio Nº 738
Teacher: Analìa Perez
Student: Mariana Canellas
Lesson 1: September 29th
Pedagogical Principles:
The Communicative Approach underlies the lesson because students are invited to use the
language in Context to communicate, and grammar rules are not taught explicitly.
As I have informed previously students are not used to using the language for communication
so it was expected that they would find it difficult. Activities were designed to guide any
intervention from the students and they participated actively and behaved properly.
Comments:
- Great!
Teaching Strategies:
Giving simple instructions, using visual aids, and guiding students to participate actively were
the applied strategies to foster comprehension and avoid using L1.
Students´ self-confidence is built through clear examples of what they are expected to
understand and produce; and learning new words through definitions and pictures was

6. effective, some students remembered what they knew or seemed to rely on previous
knowledge.
Comments:
- Good!
- Avoid tense shifts (present - past)
Reaction:
Students reacted positively paying attention to the teacher and participating as they were
required to do so. However, during the whole lesson their voices were heard speaking Spanish
about other things. Perhaps, next class they find working on the same topic motivating and
improve their behaviour.
At the end they told me they were very tired because they are not used to doing too many
activities in only one lesson; however they were willing to do the homework for the following
class.
Comments:
- What strategies did you apply in order to catch their attention?
- Showing pictures, pointing to them , and exemplifying were the main ones
Successful Aspects:
Only one activity was omitted, the one that was indicated in the lesson plan as the closure
activity, because students were very tired and the time was almost up. Besides, it was very
similar to the activity they did at the beginning of the class,instead of answering to the teacher
they were supposed to work in pairs with the same questions. I would say that was a
successful aspect because we completed everything of what was planned. Students’ attitude
towards the teacher and the lesson was also very good, they accepted the materials and the
teacher speaking English most of the time complaining.
Changes:
I should improve the use of transitions. I repeated many times the same phrases and I could
be clearer.
The text of the video was probably too long and contained too many new words. It may be
better to work with shorter texts or articles and make the students read aloud. On the other
hand, I think images were catching, and introduced the topic in an innovative and effective
way, what would be necessaryto maintain motivation and interest along the following classes.
Comments:
I should also pay more attention to the students with cognitive problems. I invited the whole
group to do the same activities as it was planned, but I should have observed and helped
these students individually.
More Comments:
- You may also encourage peer help.
- You are right

7. Journal Writing:
School: Colegio N° 738
Teacher: Analía Perez
Student: Mariana Canellas
Lesson 2: October 6th
Pedagogical principles:
The class was planned in order to foster communication and interaction, and it was partially
successful. Students asked and answered questions, in pairs, and they interacted with the
teacher during the different activities; however, one of the planned activities was omitted, and
it became obvious, that they need much more support and practice.
Students continued working with Present Perfect, the use of since and for was explained and
they were expected to participate in order to show comprehension.Context was very important
not to focus on isolated sentences and structures.
Comments:

8. - Were you able to guide them?
- I think so
Teaching strategies:
The teacher read definitions, gave examples, listened, to each pair of students interacting,
provided a checklist of vocabulary of the video, and asked for the students’ cooperation
reading and giving information.
Students’ really liked watching the video, they paid special attention and said it was very nice;
the activities to work on it might be better designed to foster communication and interaction. It
kept motivation and interest in the topic high. The use of visual aids was also very important
in order to promote the use of L2 in class.
Comments:
- What would you change?
- Pair work may be a better option
Reaction:
Students paid much more attention in the previous class; there were many absences, and
most of them were very tired. However, they respected the teacher and their peers, doing
what they were asked to. As I said before, they found the video motivating. I think they felt
comfortable and respected; because of their behaviour and willingness to pay attention to the
teacher’s demands, and this may be achieved through careful planning and good choices.
Successful aspects:
I have already mentioned many successful aspects of the lesson in action: the applied
strategies and students’ behaviour and general performance; however this may be improved
while planning the following lessons paying attention to the tutor's comments and suggestions.
Besides, most of them did the homework and gave the sheets to me for correction voluntarily,
for next class they were invited to search for information about an important athlete and that
is more difficult.
Comments:
- Why? Did you provide any guidelines or questions?
- I provided a checklist for them to say aloud what they saw, the idea was, to motivate
learners so continue working with sports, and competitions; more interesting activities,
might be designed
Changes:
Students probably need to do some written exercises in order to keep on learning . It may be
a good idea to invite students in order to reflect on definitions. The idea is to work in the values
of The Olympic Games and it could be a good opportunity. Videos may offer better ideas to
design activities for the following classes.
Comments:
- Could you please expand / clarify? Some ideas are unclear.
- The point is that I feel they need to focus on written exercises as they are used to, in
order to incorporate new structures and vocabulary
- Integrating skills is always advisable.
- You are right
Other comments:

9. I didn’t notice that students with cognitive problems demanded other type of work. I paid more
attention to them than the previous class while they were asking and answering in pairs and
their performance was O.K.
Students probably need to do some written exercises in order to keep on learning
Journal Writing:
School: Colegio Nº 738
Teacher: Analia Perez
Student: Mariana Canellas
Lesson 3: October 13th
Today the class was cancelled because there were important teachers’ meetings in most of
the schools around.

10. Journal Writing:
School: Colegio Nº 738
Teacher: Analia Perez
Student: Mariana Canellas
Lesson 3: October 20th
Pedagogical principles:
The Communicative Approach underlies the lesson. Learners were involved in purposeful
activities embedded in a meaningful Context. Learners were motivated by realistic language
practice by the personalisation of learning in face to face encounters and by using their prior
knowledge.
Students find it difficult to use the language but activities were designed to meet their needs
of guidance and support.
Teaching strategies:
Giving simple instructions, using visual aids and guiding students to participate in different
activities were the main applied strategies. In activity 1, they were invited to listen to the
recording as many times as they needed in order to have a general idea and be able to
complete the given sentences. In the last activity, they had a handout with examples to guide
their interaction and the teacher monitored their work.

11. Comments:
- Good!
Reaction:
They didn’t do the homework (most of them, I have two sheets for checking). They were
supposed to search for information about an important athlete they liked. They would have
needed an easier activity in a handout, similar to the homework of the first class in order to
feel encouraged to do it.
In general their reaction was positive, they behaved properly and did what they were required.
Comments:
- Wise observation!
Successful aspects:
I would mention as the most successful aspect the students’ behaviour and willingness to pay
attention and participate. They probably found working on the same topic boring, this is the
third class about the Olympic Games,but it is clear that they like it and they enjoy working with
meaningful resources.
Changes:
There were no monolingual dictionaries available at school for the students to work with; so I
wrote synonyms or related words, to the ones in the Olympic Creed and they seemed to be
understood; however the activity was not effective.
The third activity and the closure were very similar and as it was suggested by the tutors I
combined them in a survey to carry out in pairs, about activities they have ever done.
Comments:
The bell rang and there was no time to write down the homework. I told them I want them to
draw a picture related to eh Olympic Creed, for next class in order to make a poster or a set
of posters, and they understood what I meant; however they will probably forget to do it and I
will have to take this into account.

12. Journal Writing:
School: Colegio N° 738
Teacher: Analía Perez
Student: Mariana Canellas
Lesson 4: October 27th
Pedagogical principles:
According to Davies and Pearse “Real Success in English language teaching and learning is
when learning can actually communicate in English inside and outside the classroom (...) A
major goal of all English language teaching should be to enable learners to use language
effectively in communication”.I understand this as a main goal in teaching a foreign language;
but I also understand that whenever we don’t teach grammar explicitly and we teach through
contents in Contexts the Communicative Approach underlies our lessons. I had made
corrections to polish some activities, but for example, during the warm up activity I did most
of the talking because students didn't seem to be awaken, yet..
Comments:
- Don't take this as a golden rule. We must be able to apply varied teaching strategies
and even combine approaches if necessary.
- Ok. I am trying to explain these combinations in the Portfolios
Teaching strategies:
Students were invited to participate saying the correct word aloud, during the presentation, for
example; we had agreed that it may be better to guess the words by reading the definitions
before having the handouts with all the options. This choice didn’t work with the first word, so
I delivered the handouts rapidly in order to maintain the students’ attention focused on the
exercise. Students were also invited to read aloud and to answer questions related to the

13. article orally as it was planned. The class started at 8:00 because the teacher had to wait
some minutes at the library in order to get the projector, and I spent some minutes, preparing
the materials to get started. due to this fact, they didn’t ask and answer in pairs and there was
not enough time to make a poster with their drawings.
Reaction:
None of them did the homework. They were supposed to draw a picture related to the Olympic
Creed in order to focus on the Olympic Motto and think of another production. It was a bit
difficult to capture their attention. they didn’t seem to be awaken at the beginning of the class;
however, they behaved properly and did what they were required as usual.
Successful Aspects:
Many of them gave me sheets of paper for correction, as some of them did in the previous
classes. I may assign marks, and this would be a good way of collaborating with the teacher
who is in charge of the group who is about to finish her Project in a month.
their behaviour, the respect they showed to the teacher and peers was very important to carry
out what was planned with acceptable results.
Changes:
Timing was not carefully considered. If I had to teach this lesson again I would avoid the warm
up activity (the one related to the Olympic Motto) in order to be able to finish the other ones,
and I would spend more time talking about the lyrics of the song which was motivating for the
students.
Comments:
- Good choice!
- Thanks!
Other Comments:
This is the last class of the Second Practicum Period, at the higher level of the Secondary
School. I am really grateful with the teacher, the students and the other members of the
Institution because of their collaboration. It was a very interesting experience and I expect to
draw all the required conclusions throughout my Assessment Report.
Observations:
- Congratulations on your achievements, Mariana!
It would be interesting to read your responses to our comments in this journal, to see photos
of the lessons and the materials they produced, as well.
We are looking forward to them. You may upload this journal to the campus.
Best
Your tutors