4 dimensions of reflective learning KINDER

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. 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