Estela's

1. PRACTICE II, DIDACTICS OF ELT and Practicum Primary School level.
Adjunto Regular a/c Prof. Estela N. Braun (2017).
ETA MA John Brakke.
REGISTRO:
ALUMNARESIDENTE: AgustinaSarmiento
COLEGIO: Escuela6 . Sixth Yesr.
DOCENTE CO-FORMADORA:Prof. Ana GómezGarcia.
TEACHER EDUCATOR: EstelaN.Braun
At the beginning of the class we noticed that the group is noisy and there are many
students (25) . The process of bringing more chairs to sit was led by the mentor
teacher, Ana.
Agustina was in charge of the class but she did not attempt to make them quiet or
organize them. Suggestion: since you are in charge of the group, try not to observe in a
passive way but help the teacher instead.
For the first activity, trainees provided students who had been absent the previous
class, with a model of what they had done for them to complete. That was a very good
idea, but they forgot to tell them to had it in when it was ready.
Instructions were clear, though you may try to speak up a bit. The use of the board
was very good , with clear ahndwriting showing the date and page numbers in the
stuents’booklets.
For the second activity, Agustina presented a lsitening comprehension activity: song:
singing in the shower, page 40. But there were lots of noise all the time. Suggestion:
Try to improve visual contact. You do not look at them, just by gazing at the whole
group and staring at the noisy ones would help you to control discipline.
Fort he listening exercise, in the procedure, we usually listen to the whole text first,
and the second time , we chunk it so that students may fill in the blanks. When they
have finished the exercise, we check with the whole group, not only orally, we always
write the answers on teh board.

2. Activity 3: was also based on the song: My sister Helen likes eating
watermelon.Instead of doing it with the whole group, you could have nominated
students in order to ask for individual answers.
Activity 4: page 41. Nobody was paying attention by this time. Manuela wrote some
rules on the board: LIKES+ ING but you did not explain them.
Ana, the mentor teacher, had to provide scaffolding for Anto, the student with special
needs, because none of you approached her.
Manuela, as a pedagogical partner, was active helping students. She smiled at them
and showed a friendly and helpful attitude.
SUMMARY FEEDBACK:
 On the positive side, it was nice that you retrieved the nice TBL Project worked
on the previous class so as to include the students who had been absent.
 The song was also a very nice lsitening comprehension activity.
 Question: What can you do to include Antonella?
 Suggestions for improvement:
 Try to build a rapport with pupils. You look tood etached from what
they are doing. Approach them, ask them if they need any help. (Some
pupils asked Ana for help)
 The structure presented as like*ING is too abstract for them. Present it
through flashacards or different color on the board. Help them make
examples.
 Try to use more visual aids.
 Try to focus more on oral interaction: you seemto focus too much on
writing.
 It is all right to follow the teacher’s book but try to use ADD, ADAPT,
OMIT strategies to improve its use.
 You forgot to say goodbye and close the lesson for the whole group.
Prof. Estela N. Braun, 16/08/2017