Feedback provided by Vanesa 02/10/17

1. PRACTICE II, DIDACTICS OF ELT and Practicum Primary School
level. Adjunto Regular a/c Prof. Estela N. Braun (2017).
Teacher Assistants: Prof. Vanesa Cabral and Prof. Maria Lis Luján Ramos.
ETA MA John Brakke.
REGISTRO:
ALUMNO RESIDENTE: Valentina Monge and Ana Morán
COLEGIO: Escuela 4. 6th Year.
DOCENTE CO-FORMADORA: Romina Cheme
Fecha: 02/10/2017
The two courses are together, there are more than forty students.
So, Valentina and Ana are in charge of both courses. They ask the
students if they missed them, and they explain to them that they are
again here because they are going to work with a video, with a short
story.
They are a bit noisy and it is a bit difficult for the trainee teachers to keep
them in silence.
Valentina plays the video and stops after a scene and she asks for some
questions to help them understand the story,
She asks them to raise their hands to answer. That´s very good because
in this way they learn to take turns to speak.

2. While Valentina plays the video and checks understanding, Ana writes
new vocabulary on the board. She writes: stepmother, father woodcutter,
Hansel and Gretel, share, witch, finger, bird, … maybe it could have been
better to write the title of the story and then, some vocabulary such as
pebbles, bread, starvation, nap, crumbs too. Another suggestion: maybe
you could have placed the board next to the TV set, in this way, they have
both resources together, because the board is placed in the opposite side
of the room, so it is a bit difficult for them to watch at both of them at the
same time.
Ana continues with the video, and she asks if the video is related to
children´s rights, this is great because you are relating the content of one
class with the topic the children already learnt in previous classes.
While they are playing the video many of the students are talking, and
some students say that they cannot hear. It seems as they do not realize
that they are not paying attention, some of them at the front are
answering the questions Ana asks, the rest are talking and not showing
interest in the short story.
The mentor teacher has to intervene because they are not paying
attention and they are not listening to the short story. Romina has to scold
them because they are writing messages, or painting or laying their heads
on the tables.
She makes them reflect upon the enormous work that the teachers did to
prepare the class. She tells them to be respectful with the trainee
teachers.
Ana continues with the short story, but not all of them show interest in
the story.
Ana and Valentina take turns to play the video and ask some questions.

3. Then, they deliver a photocopy and try to explain it but they can´t
because they are all talking in a loud tone of voice. Suggestion: first, you
explain the activity and then, you give them the photocopy.
Valentina tells them that they are going to check the activity all together,
the activity is very appropriate for this level to check understanding. They
have to order the sequence of the short story.
The mentor teacher has to intervene again because they are not listening
to the trainee teachers.
They start checking the activity all together, this choice of checking is
very good because as they are very talkative they try to call theirattention
and to have the control of the whole class. Valentina writes number 1 on
the board but she doesn´t continue writing the numbers of the sequence.
Valentina explains the second activity, in groups they have to imagine a
new ending. They give them some sheets to draw in groups a new ending
that they will have to share at the end of the class.
While they are working, there is a terrible noise.
Valentina tells them that they have one more minute to finish the activity.
Both of them walk around to see if they are working.
They tell them, that they are going to check the last activity all together,
First, they ask a group but the rest of the students are not paying
attention.
The mentor teacher intervenes again because the classroom is a chaos,
they cannot check the activity. Romina calls them by their names, in this
way, they make silence.
They check all together and now, they listen to each other. The activity is
in Spanish, they tell the new ending in Spanish so, with this activity they

4. do not practice the foreign language. Suggestion: they could have written
at least one sentence describing the scene.
Although you could not finish the whole lesson plan, I think it was a very
nice and interesting project.
As pedagogical partners, they work very well. They complement and help
each other during the whole class. The time each of them uses for
teaching and acting as pedagogical partner is balanced. They adopt
different teacher´s roles during the lesson. They move around the
classroom and they stay in different parts of the room to have the control
of the group, although it is a bit difficult because the students are very
talkative and disperse their attention very easily.
Prof. Vanesa Cabral