Milagros completed her teaching practicum remotely due to the pandemic. She created two online lesson plans and sent activities to students for two months. While it was challenging at first to adapt, she was able to relax and design engaging lessons using strategies from her coursework. Though only 9 of 13 students regularly participated, she learned this was a common problem, not a reflection of her teaching. Overall, the experience reinforced the connection between theory and practice and showed her the importance of creativity, flexibility, and lifelong learning for teachers.

1. Practicas Docentes III
FINAL REFLECTION
Student: Milagros Aromando
Tutor: Aurelia Velazquez
2020
Reflective Cycle

2. DESCRIPTION
This year, things were very differentfrom what we were used to, what we
expected and dreamed of. Suddenly for the current global virus we had
to adapt ourselves to a new way of givingour practicum period in which
we have to be really creative, looked for different strategies, resources
and everything to do our best.
I didmy teaching training at Centro Educativo La Huerta School located
in Profesor Salvador Mazza. I had to plan two didactic units in which I
sent activities all weeks for two months.
At the beginningof the year, I had two weeks of face-to-face classes with
this group of students who were also my students last year, so it was
easy for me to do the diagnostic report and to continue working with
them, although some of them have to get used to work with technology
and this new methodology.
FEELINGS
To be honest, at first, I was really nervous and afraid because I really
didn´t know exactly what to do. So, I decided to relax myself, to sit and
start to imagine, create, and design my first didactic unit and after that
everything just flowed.
Positively, this experience has taught me that we can overcome difficult
situations and that technology should be our great ally these times.
EVALUATION
Something I would like to emphasize is that I already knew this group of
students from last year. The relationship among us was always fluid, and
pupils always trusted me. So, this time that we had to work through a
screen they didn’t have problems to send me messages to clarify doubts.

3. On the other hand, something really frustrating for me was that just 9
out of 13 students sentme their works and werein contact with me.
Fortunately, after speaking with other teachers and the head master I
realized that it wasn´t my subject, or my methodology or me, it was a
general problem.
ANALYSIS
This time I clearly have seen the relationship between all the theories
learnton these years and the practice itself. There were a lot of strategies
that I have studied in Didáctica Específica para el Nivel Secundario that
were very useful, for example activities to develop the different skills,
especially speaking and listening in this particular situation.
In my first didactic unit I also worked with ICLT/ Interculturalityand I also
proposed some adaptations in case there would be a SEN student in the
class. It was very satisfying to work some topics such as cultural
differences andsimilarities through the use of ICT. In the second didactic
unit I includedESI, which was also includedin Didáctica Específica para el
Nivel Secundario (Unit 1, Darío Banegas, 2020).
I was very pleased to see how students were involved and motivated to
participate because I tried to create the activities with a specific purpose
and teaching language in context as suggested by Scrivener.
I believe that it was also a challenge for my students to deal with
everything but they were pleased to learn through different online
platforms, through games and original activities.
CONCLUSION
In retrospect, I would do just the same. It was a very rewarding and
positive experience, and also anoverwhelming practice, in which I have
learntthat with a lot of effort, dedication and creativity, great things can
be achieved. And I also saw reflectedthe importance of being constantly

4. updated as teachers andthattechnology and new approaches should be
our main allies.