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Schulze tpd dimensions of ref... kinder


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4 dimensions of reflective learning KINDER

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Schulze tpd dimensions of ref... kinder

  1. 1. PERSONAL EVALUATION of the PRACTICUM EXPERIENCE in KINDERGARTEN INTRODUCTION: The intention of this evaluation is to analyse and reflect, from different perspectives, on this first experience within the practicum period. Teaching kindergarten children has been the first step and certainly it has given me a new perspective about this level and its characteristics. To achieve this, I have undergone some changes particularly in my way of planning classes for this group of young learners and particularly by analysing my teaching style and development as well. DEVELOPMENT: Being involved in the experience of teaching kindergarten kids has been a challenge in itself. Throughout my teaching experience, I had never taught so young learners so I had almost no training in elementary education. Besides, I have to confess a personal objective was to feel confident at the time of teaching children aging approximately 5. But this “encounter” has been an incredible practice to measure or give real importance to the dimensions of the learning process at this stage. From the pedagogical point of view I had to broaden my horizon, searching for specific material, suitable topics and themes as well as imaginative tricks for the students to get engaged. On the other hand, from the practical purposes, I had to adapt myself to 40-minute- classes designing several short activities but all of them as purposeful and meaningful as the other ones. As regards the actual classroom teaching, a reasonable challenge in itself was the presentations of the new topic; my ability to make it appealing for the students was a must: I wanted to get the students’ attention and to make them understand. At this point, the responses from the students were of great value to check if they had understood. When giving explanations about how to do the worksheets was also a crucial moment. I tried to make it explicit demonstrating the activity and being as brief as I could. I also learned how to be flexible with interruptions in class such as: Miss, can I draw with this or that colour?, Miss, X is moving my chair, etc. among other complaints due to partners´ misbehaviours. As a result, my roles were changing from one minute to the other, from entertainer and observer to organiser and controller. It was fun and exhausting in the same degree!
  2. 2. Thinking outwards, I must say that I felt my age and probably my teaching style did not help me at the time of teaching young learners. Maybe because of the latter, I did not completely engage myself in this teaching experience, I felt myself a bit lost or not like me doing some of the activities, especially the physical ones. Thinking backwards, I was also not that enthusiastic and therefore convincing, for example to create suspense before the presentation of a topic so as to engage the students. However, I believe, the aims of this first experience were successfully achieved when I could see how the learners were performing the tasks, with my help, but completely involved and committed. Personally I felt at ease when I could “switch from role to role” engaging the students but also showing to myself the versatility that is needed at the time of teaching kindergarten children. PERSONAL CONCLUSIONS: My very high expectations about this first practicum experience have been fulfilled no without effort and recognition of my weaknesses and my strengths as well. Hopefully, this understanding will enrich the new stages to come in this practicum experience as well as my professional development