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July was a new teacher who struggled with classroom management due to a lack of practical experience in her teaching program. Her first teaching job was difficult as she did not have strategies to engage uninterested students. However, she found that using a variety of visual, auditory, and hands-on materials like videos, images, and activities helped motivate students and improve their language learning. Over time, through experiences like teaching a seminar where students made sandwiches while practicing adverbs of frequency, July gained confidence and found that bringing real-life examples into the classroom led to more meaningful learning.
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Final reflection primary practicum-aguirrezabala
1) The student teacher struggled at first to manage a classroom of mostly boys and gain their attention in English lessons, as the regular teacher only communicated in Spanish.
2) The first two lessons were very challenging, as students did not understand and the student teacher did not feel ready, but realized the practicum was for learning and not needing perfection.
3) Later lessons improved with using visuals like pictures and games, teaching vocabulary like family members and possessions, and using body language and cognates to be understood without translating.
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After lesson narrative huarte
Students were engaged in the lesson, though initially struggled to understand instructions in English. With translation to Spanish, the lesson went smoothly. Not all planned activities could be completed due to lack of prepared electronic devices. Feedback from an observer helped identify areas for improvement like using the board more and checking on students at the back. The partner's lesson was creative and engaging, though some students were briefly distracted until redirected. Working as a team in the classroom was challenging at first but obstacles were overcome.
Final Reflection about my Practicum
Valentina Monge felt fear and anxiety on her first day teaching 6th grade, but those feelings disappeared after she began teaching lessons. She found students' behavior and lack of attention to be her biggest challenge, which she attributes to the complex changes of adolescence. To engage students, she planned entertaining activities with her pedagogical partner. Students enjoyed activities involving videos, songs, and laptops the most and showed commitment to interactive and creative activities. Valentina received helpful feedback from observing teachers after lessons that helped her improve her teaching, and working with a pedagogical partner and mentor teacher made her feel supported throughout the practicum experience.
Gunzelmann tpd - final reflection secondary
This document provides a final reflection from a student teacher on their practice period teaching English at a secondary school. It discusses some of the challenges the students faced, such as needing to work or care for siblings, which caused absenteeism. The student teacher implemented activities from the textbook as well as videos and images to engage students. While students were shy about speaking English aloud at first, they became more active participants once recording stopped. The reflection notes that the experience was positive overall, but the student teacher needs to continue improving their own pronunciation and grammar.
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Cantaroni 4 evaluacion final inicial
This document provides a self-assessment of the author's first teaching practicum period teaching English at a kindergarten in Bahia Blanca, Argentina. The summary is:
[1] The author completed their first teaching practicum teaching English to 14 students ages 4-5 at a private kindergarten.
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1) The student teacher struggled at first to manage a classroom of mostly boys and gain their attention in English lessons, as the regular teacher only communicated in Spanish.
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This document provides a final reflection from a student teacher on their practice period teaching English at a secondary school. It discusses some of the challenges the students faced, such as needing to work or care for siblings, which caused absenteeism. The student teacher implemented activities from the textbook as well as videos and images to engage students. While students were shy about speaking English aloud at first, they became more active participants once recording stopped. The reflection notes that the experience was positive overall, but the student teacher needs to continue improving their own pronunciation and grammar.
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1º Observation Report
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The document summarizes a student's reflection on their kindergarten practicum period where they taught English to first graders. It discusses their initial nerves about teaching young children for the first time. During the practicum, the student learned to manage their time better in noisy classrooms and use different resources and activities. Areas for improvement included better timing of activities, recycling songs and games, including more TPR activities, and speaking more in English during classes. The reflection was a meaningful experience that showed the student how they could improve and that they see themselves teaching young children in the future.
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This document contains the final reflection of a student teacher after completing practicum experiences teaching English in kindergarten, primary, and secondary levels at Aberdare College. The student teacher discusses feeling nervous at first but finding the experiences enjoyable and rewarding. They realized the importance of understanding students' needs and interests to plan engaging lessons using technology and motivating resources. Overall, the practicum was a significant opportunity to apply learning and demonstrate teaching skills, though not necessarily defining readiness on its own given prior experience. The student teacher intends to continue developing skills and would like to teach Spanish abroad in the future. Keeping a reflective journal helped them critically analyze lessons and stay motivated throughout the practicum.
Secondary journal pdf
This summary provides the key details from the document in 3 sentences:
This document describes a trainee's experience doing their secondary practicum at a public school in Pigüé, Buenos Aires, Argentina. The trainee observes that most students come from disadvantaged backgrounds and have difficulties concentrating. The English class has 25 students aged 14-15 who have a poor level of English and rely on the teacher translating everything into Spanish.
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Beramendi journalentries-kindergarten (1)
In this journal entry, the trainee reflects on her second lesson teaching first grade students. She felt very nervous, especially not being able to record the full lesson on her phone. The students reacted well and participated in the activities, which included singing, total physical response exercises, describing pictures, and playing a game with dice. While the students seemed to enjoy the lesson more than the first one, involving activities they liked, the trainee recognizes she needs to slow down and spend more time on each activity. She leaves feeling happier than the first lesson but knowing her own performance and pacing need improvement.
Beramendi journalentries-kindergarten
In this journal entry, the trainee reflects on her second lesson teaching first grade students. She felt very nervous, especially not being able to record the full lesson on her phone. The students reacted well and participated in the activities, which included singing, total physical response exercises, describing pictures, and playing a game with dice. While the students seemed to enjoy the lesson more than the first one, involving activities they liked, the trainee recognizes she needs to slow down and spend more time on each activity. She leaves feeling happier than the first lesson but knowing her own performance and pacing need improvement.
4º Observation Report
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The student teacher observed their first English lesson at School No. 4. The lesson focused on children's rights and had students write sentences expressing their rights using vocabulary provided. The teacher emphasized developing identity and used technology like blogs to promote collaboration and respect. Technology was integrated in a later lesson by having students complete sentences about rights using netbooks, with the teacher highlighting the Argentine origin of the software.
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- The class has students aged 10-11 and uses a variety of songs, games, and activities to keep students engaged in English.
- On the first day, the students were enthusiastic about English class and asked questions of the observers.
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- She was very nervous at the beginning but the students made her feel comfortable and she developed good relationships with them.
- A highlight was working with a shy girl with a stutter who became excited to see her.
- She encountered some difficulties using a textbook in secondary school but enjoyed being able to speak English with the students.
- While the experience was mainly positive, private lessons are different than working in schools which have responsibilities and constraints.
- Overall, her self-confidence grew as
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Secondary journal pdf
This summary provides the key details from the document in 3 sentences:
This document describes a trainee's experience doing their secondary practicum at a public school in Pigüé, Buenos Aires, Argentina. The trainee observes that most students come from disadvantaged backgrounds and have difficulties concentrating. The English class has 25 students aged 14-15 who have a poor level of English and rely on the teacher translating everything into Spanish.
Final Colloquy
- The author reflects on her practicum experience teaching English to elementary school students. She enjoyed creating a relaxed environment and bonding with the students, especially a student named Alejandro who began disrupting class but eventually hugged the teachers.
- Her favorite lessons incorporated projects using visuals like songs, drawings, and acting to help students understand and stay engaged with new vocabulary.
- Through the experience, the author became more confident and creative in lesson planning while also wanting to learn more about adapting lessons for students with special needs. She hopes to be a teacher who ensures all children have access to education.
Beramendi journalentries-kindergarten (1)
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Beramendi journalentries-kindergarten
In this journal entry, the trainee reflects on her second lesson teaching first grade students. She felt very nervous, especially not being able to record the full lesson on her phone. The students reacted well and participated in the activities, which included singing, total physical response exercises, describing pictures, and playing a game with dice. While the students seemed to enjoy the lesson more than the first one, involving activities they liked, the trainee recognizes she needs to slow down and spend more time on each activity. She leaves feeling happier than the first lesson but knowing her own performance and pacing need improvement.
4º Observation Report
This document provides an observation report from a class taught by trainees Rocio Villoría and Amneris Pereira. The observer provides feedback on various aspects of the class including: liking the story selected but suggesting allowing more creative student versions; reducing written work; making activities more interactive and engaging; ensuring proper group work; avoiding rushing students; having the teaching assistant play a more active role; and providing a proper closing to the class. The observer concludes that most suggestions from prior observations were implemented, demonstrating improvement.
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Rodrigues - TPD - Practicum Journal- Primary Level
The trainee observed an English lesson at a primary school to gain experience. The teacher introduced new vocabulary about days, months, dates and weather [1]. Materials like flashcards were used to help students remember [2]. Most students struggled and the teacher had to repeat instructions in Spanish. In her first lesson, the trainee used a storybook and activities to teach vocabulary about family members. Students were engaged throughout and seemed to enjoy the lesson. For future lessons, she will consider allowing more time for student work [3].
Journal primary
The students reacted positively to the first lesson, participating enthusiastically despite expecting translations. It was important for the teacher that the students participated actively, easing his concern that they may be shy. He described the lesson as like a game of Pictionary, with the students guessing meanings from images and expressions.
In the second lesson, the students were understanding communication through gestures when asking questions in Spanish. One student was surprised to learn his food proportions were different from the picture. Reflecting on habits allowed interesting discussion on healthy lifestyles.
Classroom management was challenging as some students used their limited English to avoid responsibility. However, the teacher felt welcomed by enthusiastic students who stayed late. Varied lesson presentation kept
FINAL REPORT:My training as an English Teacher
Melisa Gonzalez completed her teaching practicum with two groups of teenagers aged 13-17. She observed both groups and their teachers initially. Group 1 was well-behaved while Group 2 was noisy and undisciplined. Melisa planned engaging lessons incorporating activities, materials beyond the textbook, and English use. While nervous, her teaching went well with student participation and comprehension. Both experiences were valuable for improving her skills, though Group 2 was more challenging to motivate. Overall, Melisa found the practicum rewarding for developing as a teacher.
My journal 1
Michelle kept a teaching journal during her observations and teaching of English lessons to 5-year-olds in Spain. Her early entries expressed worries about the lack of comprehensible input, focus on songs and art over vocabulary, and difficulty changing entrenched teaching habits. Later entries showed small successes teaching vocabulary directly in English despite student resistance to the new language. However, her mentor noted the journal lacked deep analysis of lesson planning, materials, and strategies to foster student understanding and language learning. The mentor encouraged Michelle to reflect more on constructive approaches to teaching young learners a new language.
My journal tpd-Restivo
This document is a journal entry from a teacher trainee, Gisela Restivo, describing her lessons with a 4th year secondary school class. Over the course of 8 lessons, she discusses various teaching strategies, activities with students, and her reflections. Some effective strategies included using the communicative approach, involving students in real communication, and using technology like videos. However, getting students to speak more English, rather than their native language, during class was an ongoing challenge that required improvement.
Four dimensions reflection
Nadya Rutherford completed a primary practicum teaching English to a group of fifth-year students. She was able to successfully apply concepts learned in her teaching course, such as Total Physical Response and Content-Based Integrated Learning. While anxious at first, she grew more comfortable over time. She reflected on needing better classroom management strategies and feeling ready to teach primary students confidently with more practice. The experience helped her check her knowledge and she was glad to get to know the students. She discussed challenges of teaching English in public schools versus private schools in Argentina and challenges teachers face with strikes.
Secondary final reflection- aguirrezabala
1) The student completed her teaching practicum at "ESCUELA AGROTECNICA" where she taught English to secondary students.
2) While planning and delivering her own lessons was challenging, the students engaged well with the topics and activities, though time management was an issue.
3) The experience helped the student improve her teaching skills and confidence, and she learned to better adapt lessons to students' individual needs and pace of learning.
Observation and practicum journals second period
The document summarizes a teacher's observation journals from her teaching practicum. Some key points:
- In her first observation, the teacher noticed a lack of routines and organization in the classroom. She also felt the teacher's explanations were unclear and there was little use of the target language.
- In her second observation, the same issues around disorganization and lack of context for activities were present. The teacher also wanted to improve classroom management skills.
- In her first practice teaching session, the teacher found success using routines, songs and contexts. Students were engaged but needed more exposure to English.
- Subsequent lessons saw continued improvement in planning, time management and checking student comprehension, though these areas still
Kinder Journal
Dario Bressan taught an English kindergarten class about parts of the body. He began by getting the students' attention using the character Mr. Potato Head. The students engaged well with the topic at first but then lost focus. Bressan had to change some planned activities, like songs, to keep them engaged. He reflected that he should improve lesson planning and consider students' prior activities and external factors that could impact their attention and behavior in class.
Tpd journal observation1lessons12-primary
1) The lesson observed music therapy techniques to help relax students at the start. Students were asked to breathe, feel their body, and connect with the earth. This created a calm atmosphere for learning.
2) The lesson covered past tense verbs using the PPP method. Students read comics about myths and answered questions to practice the new grammar.
3) Overall the lesson was well organized and students seemed engaged. The teacher had good rapport and control of the class. Music therapy techniques were an effective addition to the lesson.
Journal entries Primary Level
This document contains journal entries from a student teacher, Fernanda Emili E. López, describing her observations of and lessons with a 4th grade English class, group 4A, in Zapala, Neuquén. In her first observation, she notes that the students are enthusiastic and motivated. She describes how the regular English teacher conducts the lesson in Spanish and has the students do activities like describing monsters. In subsequent entries, Fernanda reflects positively on teaching her first lesson to the class, in which she used visuals and a game to engage the students. She aims to encourage more English use and fun activities in her lessons.
Journal entries Secondary Level
Fernanda observed her first class with a group of 5th year secondary students. She found the students seemed indifferent to her presence and the teacher said their English level was beginner despite being in their last year of secondary school. The class involved revising vocabulary through games with students enthusiastic to compete but showing little interest in learning English. Fernanda is encouraged to continue working with this challenging group.
Barth journal writing-kindergarten (1)
- The document describes a teacher's journal entries from observing and teaching English classes in a Kindergarten classroom. In the first observation, the teacher notices that the Kindergarten teacher establishes routines, uses familiar concepts to engage students, encourages the use of English, and provides positive feedback. However, the teacher also uses the native language frequently.
- In her first teaching experience, the trainee is nervous but uses flashcards and gestures successfully to explain instructions in English without relying on the native language. She finds the experience enriching.
- In subsequent lessons, the trainee applies strategies learned from observing like ignoring disruptive students. She plans communicative activities but notes ways to improve, such as adding student-created elements
Gunzelmann tpd - final reflection - primary
This document provides a final reflection from a student teacher on their primary school practice period teaching English. The practice took place at School No. 08, "Gral San Martin", which is one of the first schools in the region and was one of the first to have a classroom for students with special abilities. The student teacher taught 4th grade and focused on the topic of numbers. They designed activities using resources like posters, colored pencils, worksheets, and dice games. The activities engaged the students and improved the student teacher's confidence and lesson planning skills. However, they need to work on managing time better for each activity.
Journal - Primary
This document contains observations from Ludmila Ruiz Díaz's practicum teaching English to a 5th grade class in Argentina. In her first observation, she notes the classroom is small with few resources. Students understand instructions well but only have 2 lessons per week. She is concerned about the lack of a clear syllabus. In subsequent lessons, she works on improving activities and timing, integrating topics like Harry Potter to make lessons more engaging. She reflects on ensuring students produce English and receives feedback. Overall, Ludmila aims to provide meaningful lessons while adapting to the challenges of the classroom context.
Journal secundariatrech checked (3).docx
The document provides summaries of 5 classroom observations conducted by a student teacher, María Inés Trech, during her practicum at a secondary school in Buenos Aires, Argentina.
The first observation summarizes an introductory science lesson where students asked questions about upcoming exams. The second observation describes a lesson reviewing the layers of the Earth and having students work through a poem about natural disasters.
The third observation recaps María's first teaching lesson on natural disasters vocabulary which engaged students through activities. The fourth observation discusses a lesson using weather idioms to review natural disasters which students enjoyed. The fifth observation describes teaching about environmental organizations which saw mixed student participation.
Final self reflection primary level gieser leticia
The student completed their primary practicum teaching English to young students. They aimed to apply strategies learned and do their best. They created material on pets incorporating various activities and resources to engage the four skills. Students enjoyed the material and improved. The biggest challenge was getting students to use structures beyond isolated words. The student learned the importance of student confidence and relationships, games for enjoyment and learning, and contextualizing lessons. Going forward, they would focus more on structures and finish activities, and improve materials. The experience reinforced the value of different resources to engage students and how much they can learn in a positive environment.
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Rodrigues - TPD - Practicum Journal- Primary Level
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3 draft
- 2. Each teacher can recount numerous highs and lows in their teaching career. Personally, July experienced many great moments while teaching. These were days when she ended so happy and enthusiastic that she knew she had selected the right profession.
- 4. During the time that July was at the university she could learn many things about how to teach English, but it was mainly theory, now what she needed to learn was the practical part, because she needed to face with this reality in order to get experience.
- 6. First July started teaching, she was passionate and loved her subject area, but she was clueless when it came to classroom management. Her teacher preparation program gave her no specific strategies, so she went into the classroom thinking that if she had a well- planned lesson, classroom management would take care of itself. Besides, she did not have the opportunity to observe classes to have an idea about what can she does when she have to face with problems like this.
- 8. Also, she was afraid; for example, that students seemed uninterested, too talkative, or even worse a blow up occurred and nothing got accomplished. That is why; she tried to find a variety of resources that help her in her classes, using a variety of materials.
- 10. Her first experience was with the English Semilleros Program through it she learned lot of about teaching and dealing with students. Besides; in this experience she found lot of materials and activities to show in class in order to get better understanding of the topics and at the same time motivate the students, because through the use of these materials the students can see real life situations, places, activities, and things in order to have a better understanding and a meaningful learning.
- 12. For example; she got visual materials like videos, images, flashcards, short stories; auditory such as conversations, dialogues. She though that these materials helped students to learn and with this they had different opportunities to acquire the language and the most important for her at that moment was to motivate them.
- 14. The first day in which July had to teach teachers was very afraid because she thought that those teachers had lot of experience teaching because they had specializations, master degrees, etc and July only was a student who was learning how to teach.
- 16. Besides; she felt like if those teachers looked at her weird because she had not experience teaching and they had lot of. She mentioned that day was really hard and she was very nervous that you could notice in her voice even she said that she began shaking and she was sure that the teachers realized that she was scare.
- 18. Actually; some of them told and ask questions to her like why are you scared? And July just laughs. However; the second class was different and July was confident about the things she knew, so she realized that those teachers did not know anything about English and she did; that was the way in which she got relax.
- 20. July had good memories teaching not only teacher but also teaching teenager in the semillero. But one of her favorites was one day she had to teach adverbs of frequency to the teachers.
- 22. She though that a good alternative to do that was through the use of a recipe in which the students had to say the steps to prepare sandwiches and at the same time they had to prepare it. The students brought the ingredients and they prepared each sandwiched for them.
- 24. She thought that that was a good strategy to teach that topic because some of those teachers were cooking teachers; so, that maybe was a meaningful learning for them. Finally, that day was memorable for July but also for the students who never forget that day.