Final reflection-Primary level

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
TALLER DE PRACTICA DOCENTE
STUDENT’S NAME: NATALIA VARESIO
TUTOR’S NAME: AURELIA VELAZQUEZ
FINAL REFLECTION ON PRIMARY PRACTICUM
Introduction
I developed my primary practicum period at I.C.E.B.L.E. School, the same institution that
Kindergarten level.Iworkedwithagroupof ten-years-oldstudents thatare infifthgrade.They
are twenty-five children and have two stimuli of 35 minutes per week. The group has a
heterogeneous level of English. Many children come from other schools where do not have
English language while some students attend private institutes so they have acquired more
level of the target language than their classmates. In general, students’ linguistic level is
beginner.Theirteachergives instructions and explains activities in L2, but she also resorts to
Spanish equivalent overall for those students with low level of English.
Based on the Learning Cycle theory developed by David Kolb, I will reflect on my teaching
experience on Primary level.
Concrete Experience
The main aimsof my lessonswere torevise some language itemsandexpose studentstosome
new structures and vocabulary (Food and meals) in context, helping them to produce some
chunks of language. In doing so, I used different resources such as visual aids, audiovisual
material, realia, appealingactivitiesandgamesthatcaterfor different learning styles. I would
have likedtodevelopotherinteresting activities that I had in mind but it was difficult to do it
due to the lack of time and because in two lessons I had to take a test.
I mustconfessthat the projectorisa fantasticand powerful technological device and I used it
almost all my lessons. This effective tool allowed me to show a power point presentation,
images, videos, etc. Moreover, I used the projector to display some activities using the
whiteboardasan interactive resource wherethe students could complete the activities. This

2. strategywasfantastic! Studentsreallyenjoypassingtothe front and performing the activities
proposed.Since studentsuse the course bookall the time,theyare notusedto being exposed
to differentandappealingmaterial,passingtothe boardor evenworkingin groups or in pairs.
As a resultof this,theydonot produce manychunksof language. Therefore, my lessons were
very appealing for them. Each lesson became better and better regarding students’
participation. I feel satisfied because I encouraged them to produce some phrases and they
succeeded init. Icouldobserve thattheywere engagedwiththe activities and enjoyed them.
However,since the groupisheterogeneousregardingthe levelof the target language, I had to
approach to those students that for any reason don’t have much knowledge about the
language so I helped them with the activities, using L2, eliciting, giving examples and
sometimes using the sandwich technique.
In general,mostof themcouldfollowmyinstructions thoughsometimes I had to repeat them
because they got anxious and do not pay attention.
Reflective observation
Regarding my teaching strategies, I used visual aids, gestures, demonstrating, exemplifying,
modellingsothat students could understand the activities. In the warm-up and presentation
stage,I always promotedinteractionbetweenchildrenandIgivingthemplace toexpress their
ideas. I encouraged students to produce chunks of language by asking questions about their
personal life that had to do with the teaching point (food and meals), eliciting answers and
pointing to different visual material so as students could name and identify them. They
performed activities such as matching, labelling, classifying, etc. They also worked with an
informationgapactivityandIencouragedthemtoroleplaysome dialogues, Most of the time,
students worked with enthusiasm and were eager to learn new things.
Thinking about my performance in class, I have to continue improving my classroom
management strategies in order to control discipline and keep the organization of the
classroom. However, I can say that most of the students worked very well.
Furthermore, timing is also important. Unfortunately, these lessons in particular are rather
short, so I could not develop many activities in each class. Anyway, students worked in a
relaxed and supportive atmosphere. They always showed a positive attitude towards the
learning process.
Abstract Conceptualization
Althoughrightatthe beginning of my lessons I felt very nervous, then, I enjoyed them a lot. I
feltverycomfortable with the children, the teacher and the school. I am satisfied and happy
with my performance taking into account my lack of experience working at school. It was
reallygratifyingto see how studentsenjoyedmylessons and were very affectionate with me.

3. We established a great rapport. On the other hand, the tutor and teacher’s comments were
very enriching for my futures lessons. This time, I felt more confident and relaxed when
delivering my lessons.
Active Experimentation
Thisexperience washighlysignificantforme since Ican see that little by little, I am improving
my teaching process. However, each group of students is different, so we are constantly
learning new strategies and ways of teaching that fit students’ characteristics.
Regardingthe school,Ihave createda friendlybondwiththe headmistress and the teacher of
primarylevel tothe extentthattheyofferedme toworkasa substitute teacher with different
gradesthisyear.The headmistressalsotoldme that I will surely have the chance toworkthere
permanently. So, I’m extremely happy about the good news!
All in all, it was and unforgettable experience and I love teaching primary level!