PRACTICUM 1

1. PRACTICUM I
TUTOR: CECILIA ZEMBORAIN
INSTITUTO DE FORMACIÒN CONTINUA ‘LENGUAS VIVAS BARILOCHE’
ESSAY
The Four Dimensions of
Reflective Learning
___
By Paula Ezpeleta
The aim of this essay is to reflect about my Kindergarten Practicum experience that took
place in the 1st
year of a public school located in a rural area near my village, Laguna ‘La Salada’,
in Pedro Luro. This writing focuses on the four dimensions of Reflective Learning: Thinking
Back, Thinking Forward, Thinking Inward and Thinking Outward. This kind of introspective
exercise allows us, as student teachers, to gain a deeper understanding about our performance
as well as being aware of some vital aspects to be considered in our future as teachers of
English. Comentario [CZ1]: Excellentinroducti
on!

2. 2
Firstly, Thinking Back about my Practicum makes me realize that it was not an easy job.
Even though the overall experience was a meaningful one since I was able to understand
firsthand the dynamics and complexity of a VYL class, I must admit that I had many theoretical
ideals that were incompatible with my learning context. In line with this, I could grasp the
importance of being flexible and contextualise my lesson plannings to fit my particular class. As
a result, this insight had a profound impact on my personal and ethical development. On a
personal level, I could see many things that disturbed me regarding how children are mistreated
in the school by teachers and how this is completely overlooked or seen as ‘natural’. To witness
these awful situations, as well as seeing little children punching one another and saying bad
words, has inevitably opened my eyes about the reality that takes place day by day in plenty of
schools in this country. This is tightly tied to my ethical attitude towards education in general,
and my practice in particular, i.e. ‘What kind of teacher do I want to become?’’, ‘’Am I going to
repeat the same old patterns?’ or, ‘Is it high time to change thoroughly our approach to
education and children?’.
Secondly, Thinking Forward is essential to improve in the future by reflecting on our
practice. There were some situations that definitely will influence my future pedagogical
decisions. For instance, I had some difficulties dealing with ‘negative’ people in the workplace
and with children’s welfare. Looking back in distance, I become aware that there are teachers
that are not satisfied with their jobs and this frustration is projected towards those who are
enthusiastic and enjoy working with children. This realization will help me to relax and focus on
my goals as a teacher and forget the rest. Simply put, I can only change and improve personally
and professionally but I cannot suffer or worry about other teachers’ behaviours and feelings. In
relation to children, I faced some problems associated to their emotional state of mind that was
reflected in my classes. For me, it is pretty sad to see little kids suffering lack of love and/or
basic needs such as food and clothing. Thus, in my future, I will develop my political identity as a
way to promote awareness about social inequalities that cause such serious learning and
emotional problems. Surely, this experience will influence my future goals in terms of how I will
Comentario [CZ2]: Perhaps, not
incompatible if you were the group’s
teacher.
Comentario [CZ3]: I can imagine how
you must have felt.
Comentario [CZ4]: Lots of food for
thought,
Comentario [CZ5]: Unfortunately, this
happens. I am convinced that the
institutional approach influences this
kind of situations.

3. 3
deal with colleagues and how I will develop my professional identity concerning children’s
particular issues.
Thirdly, Thinking Inward allows us to raise awareness of our emotions during our
practice. Taking everything into account I may venture to say that I am quite satisfied with the
way I carried out my practice. Some of the reasons are about some personal traits which I
thought –before starting teaching VYL- I did not have. For example,I found out an ability to cope
with children’s different needs and to talk to them earnestly and calmly, especially when
children were out of control. Moreover, I felt at ease planning creative lessons and teaching
them with humour, tenderness and patience. Another point I would like to mention is that I
went through different moments during my classes. Some were very hard, others were more
enjoyable. Needless to say, the teaching practice is a very challenging and stressful moment due
to lack of experience as regards facing a new group of children, a new school and, above all,
being observed and filmed during the whole process. This experience has inevitably changed
some of my utopian ideals about little children since I was in contact with the hard reality most
public schools are facing nowadays.
Fourthly, Thinking Outward can provide fruitful insights about the world around us and
others’ viewpoints and attitudes. As I mentioned before, there are serious problems which
affect children’s wellbeing and, obviously, their overall performance. I wonder ‘Is it possible for
children to learn when they are not well fed or clothed?’ Worst of all, ‘Which are the
consequences of lack of affection by parents and teachers?’, ‘Can children feel confident and
learn meaningfully in a hostile atmosphere where they are constantly being yelled at and
punished by their teachers?’. My point of view concerning these issues is: ‘of course, children
cannot’. This is not just a point of view but a well known fact that needs no further explanation.
Then, the question arises: ‘What can I do –as a teacher- to change this reality?’ ‘Is this possible?’
Maybe not, but at least I must try with all my heart and mind to do whatever it is within our
scope. Clearly, these issues have social, political and economic implications. This means that the
approach has to be interdisciplinary by working with other colleagues, the school Head and a
team of professionals such as social workers, pedagogues, psychologists, etc, in case schools are
lucky to have such team working in situ. One teacher may not change the world but at least can
Comentario [CZ6]: Indeed, Paula!
Comentario [CZ7]: In this sense,
public education needs the contribution
and work of committed teachers who
love the profession, what they do,
challenges, and above all, being in
contact with the students.
Comentario [CZ8]: Yes!

4. 4
speak up the injustices and be responsible to their students and try to improve children’s lives.
Honestly, this is should not be the task of teachers. Teachers should focus on teaching
meaningful lessons and enjoy their job. But the ‘inconvenient truth’ is that there exists a gap
that anybody wants to fill. Consequently, ‘When will children be a priority for our society and
politicians?’
To sum up, my practicum experience, although hard, was meaningful and allowed me to
understand children and institutions. Furthermore, I had to face situations that have touched
me deeply regarding children and the way the different actors in a school are positioned i.e. the
intricate interplay between power, authority and authoritative. Besides, I have gained a vital
experience regarding teaching and learning in complex contexts and I have been able to put into
practice many of the theory studied in Didactics. After a few months of finishing my practicum I
can say now that although there are a lot more to learn on this journey, I feel that I am on the
right track.
END OF ESSAY
Comentario [CZ9]: Indeed Paula, you
are! You explored many and various
dimensions implied in the teaching
process.
I am proud of your work!
Best,
Ceci