- Camila greeted the students with a rhyme and checked homework, writing answers on the board. She introduced the new unit on parts of the body. - The class listened to and danced to the song "Head and Shoulders, Knees and Toes". Students then colored a clown according to instructions. - Camila needs to work on using a kinder approach when correcting students and providing feedback, as some of her comments came across as too strict or menacing for young learners.

1. 1
PRACTICE II, DIDACTICS OF ELT. Prof. Estela N. Braun.
Practicum 2018. Assistant teachers: Prof. Vanesa Cabral y Prof.
Luján Ramos.
OBSERVATION REPORT:
Trainee teacher: Camila Viñati
Pedagogical partner: Belén Escudero
School: school N° 4
Course: 4th C grade – 21 students
Mentor teacher: Ana Gómez García
Textbooks: Follow your trail 1
Date: Tuesday October, 9th
Topic: My body
Classes: n° 6
Camila greeted all the students with a rhyme. The students said it on
their own.
They checked homework, while the students said the answer, Camila
repeated the word and wrote it on the board, very good!
Then, she introduced the new unit, she explained to them that the new
unit was about a new topic, parts of the body, that they were not going
to work with the family any more. She explained very clearly the
beginning of a new topic, she contextualized the activities they were
about to do very well.
They listened to the song, “Head and shoulders, knees and toes”.
She invited them to stand in the middle of the class and dance.

2. 2
She could manage the group very well, they really enjoyed the song
and participated eagerly. Very nice!!!!
Camila showed herself confident and she had good rapport with
students. She has built her teaching stance, although I could observe
that she behaved differently as a pedagogical partner and as a teacher
in charge of the group. With her group, she was kind, flexible and
showed that she had good rapport with all the students.
She is well organized, she could prepare the projector, play the song
and talk at the same time. Great!!!
Following activity: they had to colour a clown according to the given
instructions. Suggestions, some more practice should have been
necessary before the colouring activity. They had doubts about the new
vocabulary, the drawing on the board should have been about the face
only, to make focus on the activity.
While the students were working, Camila corrected previous activities
and put some seals on their sheets. Well done!
She offered them to listen to the song while they were working, they
liked the idea very much. Excellent idea!!!!
Then, she introduced the parts of the body with the drawing Belén had
done on the board. She repeated each word and showed the parts of
her body. Then, she asked them to copy the drawing with all the new
vocabulary. Then, she changed her mind and she said that they were
going to do a listening activity first.
Listening on page 36: She explained the activity very clearly. She
stopped the tape recorder after the first sentence, very good!!! So, she
used it as an example.
Camila always provided clear examples and used body language to
make explanations clearer. Scaffolding was always provided in the right
moment.
They checked using the tape recorder and the board, besides, she
repeated each word after the CD, very good!

3. 3
She told them that they had to copy the monster Belén had drawn on
the board. If they did not finish copying, they could not have a break.
This is not a good idea for young learners who have been paying
attention for more than an hour, the break is a need, to relax, play and
continue learning later. Fortunately, it was just a strategy to make
them copy quickly. They finally went to the break, but the condition
was that everything should be copied for the next class.
Aspects to be improved:
There were more than fifteen new words and a drawing to be copied
and they had some minutes, so it was impossible for the kids to finish
copying, so she cannot ask them to continue copying in the following
lesson because it is not their responsibility to tell the other teacher to
leave everything on the board. Suggestion: in this case, you can ask
them to copy half of the activity, for example, just the vocabulary for
the head or leave everything for the next class and copy everything
again on the board or bring a photocopy with the new vocabulary to
save time.
Grade: 9 (nine)
As pedagogical partner, Camila helped all the time with discipline and
she monitored the students, but she was too strict with young learners,
sometimes, she sounded menacing. For example, with Valentino, the
first time the boy misbehaved, she menaced him to send a notice to
his parents. Immediately, she said the same to another boy. While she
was passing by a student, she told him to look at the front very strictly
(although the boy was not talking nor misbehaving). Sometimes,
teachers need to be more flexible in order to get good rapport with
them and avoid over scolding them. Children are usually violent
because it is the only way they know to communicate with another
student. We, adults, especially teachers, must show and teach them
another way of relating with others, communication through dialogues,
we have to mediate through the use of kind interventions. Suggestions:

4. 4
when a boy kicks another boy (as it happened in this class), we must
obviously stop them but instead of scolding and menacing them, we
may talk with them, try to make them understand why this is a wrong
way of behaving and we must try to make them learn to say “SORRY”,
we must teach them ways they do not know at home. We have to
change strategies, with this kind of behaviour, they are surely trying
to call the adults´attention.
Camila told to another student directly, “querés que te lo saque? Ok,
entonces tenés que trabajar”. Suggestion: the first time that you are
calling his attention, you can tell him, “come on! You must work in
class, and you may play during the break!!! Let´s work! “ And if he
does not obey, well, the second time you need to be stricter.
Some minutes later, she said to two girls ”¿se pueden sentar? Que
terminen no quiere decir que tienen que molestar, trabajen!” The same
suggestion, we can ask children to do something but in a kind way,
without sounding menacing or intolerant.
As a pedagogical partner, she uses more Spanish than English. All
these instructions could have been given in English.
Pedagogical partner: Belén Escudero
She helped to create a nice atmosphere. She helped Camila with the
organization of the classroom. She monitored the students while they
were working with their activities and helped Camila with the drawing
on the board. She always tried to be on the alert to avoid disruptive
behaviour.
Questions to reflect:
1- The children were sitting differently in each classroom, I mean
there was a different desk arrangement, which one do you think
it is better? Why?
2- Could you use this topic, my body, to include ESI in the next
lesson plans? Is it necessary to talk with children about the
importance of taking care of the body?
3- Was this a CLIL lesson? Why?