Final reflection about my practicum
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Besim Assad completed their teaching practicum and reflects on the experience. They found teaching challenging at first but learned with hard work and responsibility anything is possible. Besim worked with a pedagogical partner and mentor teacher to design engaging activities covering key skills, though some activities worked better than others. Developing new activities without textbooks was difficult and required research. Besim connected well with students but struggled with behavior issues, realizing how to better handle such situations in the future. Overall, the positive relationships and feedback led Besim to feel they did great work and hope to teach again soon.
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Final conclusions
This document summarizes the author's experiences during their third practicum period as a teacher. It discusses the challenges of learning new educational technologies and adapting lessons for different age groups, from kindergarten to secondary level. The author reflects on the demanding nature of being an effective teacher and the importance of strong pedagogical skills, classroom management, and motivating students. They conclude that their goal is to one day have students work independently as if the teacher did not exist, following one of Maria Montessori's ideals of teaching success.
Tpd schulze dimensions of reflective learning primary
1) The author reflects on their experience completing a practicum in primary education. They felt more comfortable applying educational theory in practice compared to their previous kindergarten experience.
2) During lesson planning and teaching, the author learned to better scaffold the learning process for students and check their understanding through questions. Developing a rapport with students by learning their names also created a positive classroom environment.
3) In contrast to the kindergarten practicum, the author's expectations were fulfilled in primary education and their enthusiasm was strengthened through positive feedback from their tutor and the supervising teacher.
Reflection on Kindergarten Practicum Bosso Passed
This document summarizes the author's reflections on a kindergarten practicum teaching experience. Some key points:
- The author taught a lesson on families to 4-year-olds using photos and a video, and had students bring in family photos to share. This engaged the students more than expected.
- The experience helped the author become more caring, open-minded, and flexible with students. It also helped overcome a fear of teaching young learners.
- Feedback noted students were more engaged in singing after the author's involvement. The author feels confident to make changes and manage classes going forward.
- Personal beliefs about not liking to teach young learners were challenged, and the author now loves
Reflection on Secondary Practicum Bosso Passed
This document is a reflection on a secondary practicum completed by Gilda Bosso. It discusses achieving the goal of teaching the first conditional structure to elementary students for an exam. Six lessons with varied activities helped students speak and learn without feeling like they were studying. The reflection emphasizes the importance of being flexible to adapt lessons even with good planning, as well as using technology to engage modern students. It also discusses how teaching experiences and challenges are shared across experienced teachers, and the value of fostering good relationships and adapting viewpoints for students' benefit.
Reflection on Primary Practicum Bosso Passed
1) The author reflects on their primary practicum experience teaching English to 7-12 year olds. They enjoyed engaging the students and avoiding arguments through communicative activities.
2) The experience highlighted the importance of understanding students' interests and needs to create effective lessons. Lesson planning should consider the specific group.
3) The author reinforced their love of teaching large groups and designing meaningful, experiential lessons. They aim to help other teachers adapt materials to better meet student needs.
Much last reflection
The document is a reflection by a student on their practicum experience teaching English to young learners. The greatest challenge was adapting to students with behavioral issues like autism, but the student learned from encountering different situations. The class most enjoyed was a final project where students worked in groups to make posters, applying what they learned. While group work was new, the students collaborated well. Overall, the practicum was a wonderful learning experience that confirmed theories about how quickly and enjoyably children can learn a new language.
Tpd schulze dimensions of reflective learning primary checked
1) The author completed a practicum teaching primary school students and felt she was able to successfully apply the theories and skills learned in her previous studies.
2) In planning her lessons, the author struggled at first to keep the entire class engaged but learned to better scaffold the learning process and include checks for understanding.
3) The author was worried the experience would disappoint her like her previous practicum teaching kindergarten, but found fulfilling her expectations and feeling energized by strengthening her teaching skills and enthusiasm, which the students responded to.
Tpd reflexión inicial -mozetich-2017
The document reflects on Flavia Mozetich's teaching practicum experience in a 1st grade primary school classroom. She was initially nervous but found the students to be kind. She tried various techniques like using authentic materials and games. The experience taught her that being courageous and doing your best is possible. Going forward, she would have preferred to do her practicum in kindergarten to work with younger children. She felt she better understands how to connect with younger students now and will apply techniques from her studies.
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Final conclusions
This document summarizes the author's experiences during their third practicum period as a teacher. It discusses the challenges of learning new educational technologies and adapting lessons for different age groups, from kindergarten to secondary level. The author reflects on the demanding nature of being an effective teacher and the importance of strong pedagogical skills, classroom management, and motivating students. They conclude that their goal is to one day have students work independently as if the teacher did not exist, following one of Maria Montessori's ideals of teaching success.
Tpd schulze dimensions of reflective learning primary
1) The author reflects on their experience completing a practicum in primary education. They felt more comfortable applying educational theory in practice compared to their previous kindergarten experience.
2) During lesson planning and teaching, the author learned to better scaffold the learning process for students and check their understanding through questions. Developing a rapport with students by learning their names also created a positive classroom environment.
3) In contrast to the kindergarten practicum, the author's expectations were fulfilled in primary education and their enthusiasm was strengthened through positive feedback from their tutor and the supervising teacher.
Reflection on Kindergarten Practicum Bosso Passed
This document summarizes the author's reflections on a kindergarten practicum teaching experience. Some key points:
- The author taught a lesson on families to 4-year-olds using photos and a video, and had students bring in family photos to share. This engaged the students more than expected.
- The experience helped the author become more caring, open-minded, and flexible with students. It also helped overcome a fear of teaching young learners.
- Feedback noted students were more engaged in singing after the author's involvement. The author feels confident to make changes and manage classes going forward.
- Personal beliefs about not liking to teach young learners were challenged, and the author now loves
Reflection on Secondary Practicum Bosso Passed
This document is a reflection on a secondary practicum completed by Gilda Bosso. It discusses achieving the goal of teaching the first conditional structure to elementary students for an exam. Six lessons with varied activities helped students speak and learn without feeling like they were studying. The reflection emphasizes the importance of being flexible to adapt lessons even with good planning, as well as using technology to engage modern students. It also discusses how teaching experiences and challenges are shared across experienced teachers, and the value of fostering good relationships and adapting viewpoints for students' benefit.
Reflection on Primary Practicum Bosso Passed
1) The author reflects on their primary practicum experience teaching English to 7-12 year olds. They enjoyed engaging the students and avoiding arguments through communicative activities.
2) The experience highlighted the importance of understanding students' interests and needs to create effective lessons. Lesson planning should consider the specific group.
3) The author reinforced their love of teaching large groups and designing meaningful, experiential lessons. They aim to help other teachers adapt materials to better meet student needs.
Much last reflection
The document is a reflection by a student on their practicum experience teaching English to young learners. The greatest challenge was adapting to students with behavioral issues like autism, but the student learned from encountering different situations. The class most enjoyed was a final project where students worked in groups to make posters, applying what they learned. While group work was new, the students collaborated well. Overall, the practicum was a wonderful learning experience that confirmed theories about how quickly and enjoyably children can learn a new language.
Tpd schulze dimensions of reflective learning primary checked
1) The author completed a practicum teaching primary school students and felt she was able to successfully apply the theories and skills learned in her previous studies.
2) In planning her lessons, the author struggled at first to keep the entire class engaged but learned to better scaffold the learning process and include checks for understanding.
3) The author was worried the experience would disappoint her like her previous practicum teaching kindergarten, but found fulfilling her expectations and feeling energized by strengthening her teaching skills and enthusiasm, which the students responded to.
Tpd reflexión inicial -mozetich-2017
The document reflects on Flavia Mozetich's teaching practicum experience in a 1st grade primary school classroom. She was initially nervous but found the students to be kind. She tried various techniques like using authentic materials and games. The experience taught her that being courageous and doing your best is possible. Going forward, she would have preferred to do her practicum in kindergarten to work with younger children. She felt she better understands how to connect with younger students now and will apply techniques from her studies.
reflexion-mozetich-primaria
The student teacher had a positive primary school teaching practicum experience. They were nervous about their first lesson but the students surprised them by being receptive. The experience exceeded expectations and showed that students can achieve objectives when engaged through good resources and activities that capture their attention. Going forward, the student teacher wants to incorporate more activities developing critical thinking and different skills like speaking. The practicum gave them confidence that they can achieve their goals through perseverance. It also highlighted the need to be prepared to work with diverse student needs. The supervising teacher congratulated them, saying students enjoyed the lesson. Overall, the student teacher enjoyed the experience and bonding with the kind students.
Mdd 6
This document contains a reflective analysis from a student teacher about their professional practicum experience. Some key points:
1) The practicum helped them understand the challenges of being a teacher, including long work hours and low pay, and allowed them to get to know their students better.
2) While they gained confidence over time teaching in front of classes, classroom management is still an area for improvement.
3) Their English proficiency and good rapport with students were strengths, but they need to work on being better organized with lesson pacing and taking fuller advantage of classroom technology.
4) Overall it was a valuable learning experience, but more development is still needed to handle the diverse realities teachers may face.
Final reflection
This document is a final reflection on a teaching practice experience. It discusses the author's initial nerves about teaching, and how they learned teaching requires being an educator, psychologist, adviser and developing students holistically. The author found getting to know students and connecting lessons to their interests through media was successful. Large class sizes made group work difficult, but warm-ups engaged students. Advice from a co-teacher helped develop new activities. While large group discussions were challenging, speaking activities targeting students' interests helped oral skills. The experience emphasized organizing time well and developing values like professionalism, empathy and resilience to face challenges as an educator.
Speaking task reflection
This reflection discusses creating a speaking assessment task that allows students to demonstrate their speaking skills based on principles of assessment and rubric design learned in previous units. It was challenging to determine the appropriate difficulty level and encourage full sentences for evaluation. A pilot test proved effective in identifying issues for students. The reflection also notes the importance of considering the assessment context and designing communicative tasks that relate to real world applications.
PD 2 - Final reflection
1) The document reflects on the author's experience completing a teaching practicum working with a group of students to learn about children's language acquisition and behaviors.
2) Through the practicum, the author was able to apply what they learned in their studies and test activities and materials created with the students, noticing their reactions and level of motivation.
3) The author believes the experience was beneficial not only for themselves but also for the students, and that they have identified areas of classroom management and explanations that can be improved going forward.
Rubrics reflection
Rubrics are important tools for teachers to assess student performance and ensure fairness. When students understand what a rubric expects, they can develop better work and achieve better results. Rubrics also allow teachers to clearly identify their assessment criteria. The appropriate type of rubric - checklist or scale - depends on the area being assessed. For example, a checklist is best for listening assessment. Understanding how to create consistent and precise rubrics helps both students and teachers, as students know expectations and teachers can rely on results.
Practice Teaching Portfolio Episode 11
This document outlines the tasks and duties of a student teacher during their auxiliary services. The student teacher's goals are to perform non-teaching duties and work well with the school community. Their tasks included assisting the classroom teacher with classroom management and decorating, as well as helping plan a Christmas party. Through these experiences, the student teacher learned skills like classroom management, creativity, and flexibility that will help them as a future teacher. They reflected on developing open-mindedness, sincerity, and kindness through their responsibilities.
Final reflection
1) The student completed a teaching practicum where she focused on getting to know the children and planning engaging lessons based on their interests and needs.
2) She drew on theories of child development and teaching strategies learned in class to create meaningful activities involving play, songs, and peer interaction.
3) Reflecting on the experience, the student realized the importance of being prepared to adapt lessons and solve problems, and found teaching young children to be rewarding for their sense of wonder.
Schulze tpd dimensions of ref... kinder
This document provides a personal evaluation of the author's practicum experience teaching kindergarten. The author reflects on having to adapt their teaching style to younger learners, including designing shorter activities and engaging students through imaginative methods. They found it challenging to keep students' attention when introducing new topics and helping with worksheets. Over time, the author learned to switch between the roles of entertainer, observer, organizer and controller as needed. While they felt their age and teaching style did not fully suit kindergarten, the experience helped them recognize strengths and weaknesses as well as the versatility needed to teach young children.
Reflection on classroom management
Classroom management involves managing all aspects of what happens in the classroom. The author's views on classroom management have evolved throughout their course to incorporate additional important factors. These include using various forms of positive student feedback, nonverbal interventions for minor misbehavior, speaking loudly and clearly, providing clear instructions, equitable participation between students and teachers, and varying seating arrangements to encourage interaction. Learning about these different classroom management strategies will help the author as a future English teacher to effectively handle inevitable in-class situations.
Kindergarten Final Reflection. Jimena Benito
Jimena Benito reflects on her kindergarten teaching practicum experience. She believes the activities aligned with the Natural Approach and engaged students. While she felt the lesson plans were good, she was only 50% satisfied because she struggled with classroom management at times. Going forward, she would change the seating arrangement and be better prepared with organized materials. The experience helped her understand how to teach young learners and establish routines and discipline. She feels more prepared now after receiving helpful feedback and support from her tutors, cooperating teacher, and school administrators during the process.
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The document discusses the professional's view of children and how that affects their role. It states that how a professional views children's ability to learn directly impacts how they view themselves. It emphasizes that children are unique, able to learn at their own pace, and professionals should provide a nurturing environment to support children's growth and development. The professional's role is to guide children's interests and foster their intellectual and social skills in a positive, inclusive way catering to children's needs. A professional is defined by how they see children, which is reflected in their teaching approach.
PD1 - Final reflection
1) The document summarizes the student's reflections on her teaching practicum experience in a kindergarten classroom, where she was able to apply what she learned and test new teaching strategies.
2) She realized the importance of classroom management and having backup plans, and identified these as areas for further improvement.
3) The experience influenced her goals positively, as she now considers teaching kindergarten after being initially fearful of it. She was proud of her work and felt a bond with the children.
Review and evaluation cihui
1. Problem-based learning allows for collaborative learning where students teach each other about different topics and theories. It promotes teamwork and accepting different ideas to solve problems as a group. Students gain knowledge from peers and develop intangible skills. Effective group learning requires effort from all members and a bonded relationship to perform well.
2. Problem-based learning teaches the importance of connecting with others and maintaining a positive attitude. It also teaches reflecting on work to improve, and developing self-management and independent learning skills needed as a beginning teacher.
3. Using realistic scenarios in problem-based learning ensures students can relate what they learn to their own experiences, maintaining their interest and achieving effective learning.
Reflection on classroom management (mio)
Classroom management involves managing all aspects of what happens in the classroom. The author's views on classroom management changed after taking a classroom management course. They learned that forming relationships with students, giving positive feedback, using nonverbal interventions, speaking loudly and clearly, giving clear instructions, equitable participation, and varied seating arrangements are important factors of effective classroom management. These lessons will help the author as a future English teacher to better manage inevitable classroom situations.
Tpd Primary Reflexion-Mercado Sofia
1) Sofía Mercado analyzed her primary school practicum teaching English following Kolb's reflective cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation.
2) She found that basing lessons on a communicative approach and using presentation-practice-production was effective for primary students, who were able to use new vocabulary and structures meaningfully.
3) While students responded enthusiastically to activities incorporating stories, songs, games and materials, Sofía recognizes she needs to continue developing a playful teaching style and adding more active participation for primary students.
Refleccion
1) The document reflects on the author's experience completing their teaching practice and lessons learned.
2) They found that using narratives, facial expressions and body movements were important for communicating with young students.
3) The author realized they need to improve time management and being prepared for any situation to avoid complications during lessons.
4) Receiving criticism from observations was initially discouraging but the author chose to learn from it to improve future teaching.
Positive relationships
This document discusses the importance of developing positive relationships between teachers and students, teachers and parents, and teachers and other teachers. It provides several strategies for teachers to build these positive relationships, including communicating high expectations, calling on all students equitably, increasing wait time when questioning students, telling students they are capable, and correcting students constructively. Developing positive relationships leads to students being more motivated, parents being more involved, and teachers being better able to focus on teaching.
Practicas docentes i reflection of the teaching practice- medina keila belen
The student reflects on their experience doing a teaching practicum with young learners. They realized that putting teaching theories into practice is more challenging than understanding the theories. Some key weaknesses identified were classroom management skills and lack of confidence. The student improved over the course of lessons by incorporating more visual aids, storytelling, and interest-based topics. Overall, the experience highlighted aspects of teaching they need to develop further, such as using the second language more, adapting to student needs and interests, and being a stronger classroom manager.
The secret in good teaching
The document discusses important qualities for teachers, including having 3-5 clear rules for students, forming strong relationships by showing care for students as individuals, serving as a good behavioral model, effectively explaining concepts, motivating students through passion, and helping to develop students into confident and responsible citizens through caring, loving guidance. Effective classroom management and preparing students to clearly explain their understanding are also highlighted as important skills for teachers.
Suggestopedia
Suggestopedia is a language teaching method developed in the 1970s that aims to eliminate psychological barriers to learning. It uses relaxing music, comfortable furniture, and an authoritative teacher to put students in a highly suggestible state where they can learn up to five times faster. Key aspects include dramatic readings of texts synchronized with music, role-plays, and maintaining a pseudo-passive state to optimize recall and learning without conscious effort. While controversial, some of its techniques like incorporating music, relaxation, and positive expectations have been useful in language education.
Practical nº 11 Ramirez - Assad
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reflexion-mozetich-primaria
The student teacher had a positive primary school teaching practicum experience. They were nervous about their first lesson but the students surprised them by being receptive. The experience exceeded expectations and showed that students can achieve objectives when engaged through good resources and activities that capture their attention. Going forward, the student teacher wants to incorporate more activities developing critical thinking and different skills like speaking. The practicum gave them confidence that they can achieve their goals through perseverance. It also highlighted the need to be prepared to work with diverse student needs. The supervising teacher congratulated them, saying students enjoyed the lesson. Overall, the student teacher enjoyed the experience and bonding with the kind students.
Mdd 6
This document contains a reflective analysis from a student teacher about their professional practicum experience. Some key points:
1) The practicum helped them understand the challenges of being a teacher, including long work hours and low pay, and allowed them to get to know their students better.
2) While they gained confidence over time teaching in front of classes, classroom management is still an area for improvement.
3) Their English proficiency and good rapport with students were strengths, but they need to work on being better organized with lesson pacing and taking fuller advantage of classroom technology.
4) Overall it was a valuable learning experience, but more development is still needed to handle the diverse realities teachers may face.
Final reflection
This document is a final reflection on a teaching practice experience. It discusses the author's initial nerves about teaching, and how they learned teaching requires being an educator, psychologist, adviser and developing students holistically. The author found getting to know students and connecting lessons to their interests through media was successful. Large class sizes made group work difficult, but warm-ups engaged students. Advice from a co-teacher helped develop new activities. While large group discussions were challenging, speaking activities targeting students' interests helped oral skills. The experience emphasized organizing time well and developing values like professionalism, empathy and resilience to face challenges as an educator.
Speaking task reflection
This reflection discusses creating a speaking assessment task that allows students to demonstrate their speaking skills based on principles of assessment and rubric design learned in previous units. It was challenging to determine the appropriate difficulty level and encourage full sentences for evaluation. A pilot test proved effective in identifying issues for students. The reflection also notes the importance of considering the assessment context and designing communicative tasks that relate to real world applications.
PD 2 - Final reflection
1) The document reflects on the author's experience completing a teaching practicum working with a group of students to learn about children's language acquisition and behaviors.
2) Through the practicum, the author was able to apply what they learned in their studies and test activities and materials created with the students, noticing their reactions and level of motivation.
3) The author believes the experience was beneficial not only for themselves but also for the students, and that they have identified areas of classroom management and explanations that can be improved going forward.
Rubrics reflection
Rubrics are important tools for teachers to assess student performance and ensure fairness. When students understand what a rubric expects, they can develop better work and achieve better results. Rubrics also allow teachers to clearly identify their assessment criteria. The appropriate type of rubric - checklist or scale - depends on the area being assessed. For example, a checklist is best for listening assessment. Understanding how to create consistent and precise rubrics helps both students and teachers, as students know expectations and teachers can rely on results.
Practice Teaching Portfolio Episode 11
This document outlines the tasks and duties of a student teacher during their auxiliary services. The student teacher's goals are to perform non-teaching duties and work well with the school community. Their tasks included assisting the classroom teacher with classroom management and decorating, as well as helping plan a Christmas party. Through these experiences, the student teacher learned skills like classroom management, creativity, and flexibility that will help them as a future teacher. They reflected on developing open-mindedness, sincerity, and kindness through their responsibilities.
Final reflection
1) The student completed a teaching practicum where she focused on getting to know the children and planning engaging lessons based on their interests and needs.
2) She drew on theories of child development and teaching strategies learned in class to create meaningful activities involving play, songs, and peer interaction.
3) Reflecting on the experience, the student realized the importance of being prepared to adapt lessons and solve problems, and found teaching young children to be rewarding for their sense of wonder.
Schulze tpd dimensions of ref... kinder
This document provides a personal evaluation of the author's practicum experience teaching kindergarten. The author reflects on having to adapt their teaching style to younger learners, including designing shorter activities and engaging students through imaginative methods. They found it challenging to keep students' attention when introducing new topics and helping with worksheets. Over time, the author learned to switch between the roles of entertainer, observer, organizer and controller as needed. While they felt their age and teaching style did not fully suit kindergarten, the experience helped them recognize strengths and weaknesses as well as the versatility needed to teach young children.
Reflection on classroom management
Classroom management involves managing all aspects of what happens in the classroom. The author's views on classroom management have evolved throughout their course to incorporate additional important factors. These include using various forms of positive student feedback, nonverbal interventions for minor misbehavior, speaking loudly and clearly, providing clear instructions, equitable participation between students and teachers, and varying seating arrangements to encourage interaction. Learning about these different classroom management strategies will help the author as a future English teacher to effectively handle inevitable in-class situations.
Kindergarten Final Reflection. Jimena Benito
Jimena Benito reflects on her kindergarten teaching practicum experience. She believes the activities aligned with the Natural Approach and engaged students. While she felt the lesson plans were good, she was only 50% satisfied because she struggled with classroom management at times. Going forward, she would change the seating arrangement and be better prepared with organized materials. The experience helped her understand how to teach young learners and establish routines and discipline. She feels more prepared now after receiving helpful feedback and support from her tutors, cooperating teacher, and school administrators during the process.
Reflective Journal Entries
The document discusses the professional's view of children and how that affects their role. It states that how a professional views children's ability to learn directly impacts how they view themselves. It emphasizes that children are unique, able to learn at their own pace, and professionals should provide a nurturing environment to support children's growth and development. The professional's role is to guide children's interests and foster their intellectual and social skills in a positive, inclusive way catering to children's needs. A professional is defined by how they see children, which is reflected in their teaching approach.
PD1 - Final reflection
1) The document summarizes the student's reflections on her teaching practicum experience in a kindergarten classroom, where she was able to apply what she learned and test new teaching strategies.
2) She realized the importance of classroom management and having backup plans, and identified these as areas for further improvement.
3) The experience influenced her goals positively, as she now considers teaching kindergarten after being initially fearful of it. She was proud of her work and felt a bond with the children.
Review and evaluation cihui
1. Problem-based learning allows for collaborative learning where students teach each other about different topics and theories. It promotes teamwork and accepting different ideas to solve problems as a group. Students gain knowledge from peers and develop intangible skills. Effective group learning requires effort from all members and a bonded relationship to perform well.
2. Problem-based learning teaches the importance of connecting with others and maintaining a positive attitude. It also teaches reflecting on work to improve, and developing self-management and independent learning skills needed as a beginning teacher.
3. Using realistic scenarios in problem-based learning ensures students can relate what they learn to their own experiences, maintaining their interest and achieving effective learning.
Reflection on classroom management (mio)
Classroom management involves managing all aspects of what happens in the classroom. The author's views on classroom management changed after taking a classroom management course. They learned that forming relationships with students, giving positive feedback, using nonverbal interventions, speaking loudly and clearly, giving clear instructions, equitable participation, and varied seating arrangements are important factors of effective classroom management. These lessons will help the author as a future English teacher to better manage inevitable classroom situations.
Tpd Primary Reflexion-Mercado Sofia
1) Sofía Mercado analyzed her primary school practicum teaching English following Kolb's reflective cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation.
2) She found that basing lessons on a communicative approach and using presentation-practice-production was effective for primary students, who were able to use new vocabulary and structures meaningfully.
3) While students responded enthusiastically to activities incorporating stories, songs, games and materials, Sofía recognizes she needs to continue developing a playful teaching style and adding more active participation for primary students.
Refleccion
1) The document reflects on the author's experience completing their teaching practice and lessons learned.
2) They found that using narratives, facial expressions and body movements were important for communicating with young students.
3) The author realized they need to improve time management and being prepared for any situation to avoid complications during lessons.
4) Receiving criticism from observations was initially discouraging but the author chose to learn from it to improve future teaching.
Positive relationships
This document discusses the importance of developing positive relationships between teachers and students, teachers and parents, and teachers and other teachers. It provides several strategies for teachers to build these positive relationships, including communicating high expectations, calling on all students equitably, increasing wait time when questioning students, telling students they are capable, and correcting students constructively. Developing positive relationships leads to students being more motivated, parents being more involved, and teachers being better able to focus on teaching.
Practicas docentes i reflection of the teaching practice- medina keila belen
The student reflects on their experience doing a teaching practicum with young learners. They realized that putting teaching theories into practice is more challenging than understanding the theories. Some key weaknesses identified were classroom management skills and lack of confidence. The student improved over the course of lessons by incorporating more visual aids, storytelling, and interest-based topics. Overall, the experience highlighted aspects of teaching they need to develop further, such as using the second language more, adapting to student needs and interests, and being a stronger classroom manager.
The secret in good teaching
The document discusses important qualities for teachers, including having 3-5 clear rules for students, forming strong relationships by showing care for students as individuals, serving as a good behavioral model, effectively explaining concepts, motivating students through passion, and helping to develop students into confident and responsible citizens through caring, loving guidance. Effective classroom management and preparing students to clearly explain their understanding are also highlighted as important skills for teachers.
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Practicas docentes i reflection of the teaching practice- medina keila belen
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Suggestopedia
Suggestopedia is a language teaching method developed in the 1970s that aims to eliminate psychological barriers to learning. It uses relaxing music, comfortable furniture, and an authoritative teacher to put students in a highly suggestible state where they can learn up to five times faster. Key aspects include dramatic readings of texts synchronized with music, role-plays, and maintaining a pseudo-passive state to optimize recall and learning without conscious effort. While controversial, some of its techniques like incorporating music, relaxation, and positive expectations have been useful in language education.
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Este documento presenta el análisis de los Núcleos de Aprendizaje Prioritarios (NAP) para lenguas extranjeras en Argentina. Los NAP tuvieron como objetivo establecer estándares nacionales para la enseñanza de lenguas extranjeras considerando una perspectiva intercultural y plurilingüe. Se delimitaron cinco lenguas (alemán, francés, inglés, italiano y portugués) y se definieron cuatro recorridos de aprendizaje posibles de acuerdo con el ciclo escol
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This lesson plan is for a 5th grade Spanish class and focuses on teaching students to express what activities they can and cannot do using the present simple tense. The 45-minute lesson will begin with an introduction of the vocabulary words "can" and "can't" through examples on the whiteboard. Students will then play a flashcard game asking each other questions about sports to practice the vocabulary. They will complete a worksheet filling in sentences about their own abilities. The lesson will conclude with a charades-style game where students mimic actions for their peers to identify using "can" and "can't".
First teaching lesson narrative ramirez
Laura enjoyed her first teaching lesson despite initial nerves. The lesson plan she prepared with her partner engaged the students. However, she wants to work on getting quiet students to speak up more and moving around the classroom. Two students disrupted the class by screaming, but Laura was able to get them back on task by challenging them to solve the activity after they claimed it was too easy. Laura says her partner Besim's lesson went well overall, though he could improve his explanations. They helped each other with classroom discipline and their teamwork was positive.
Lesson plan n2 assad - ramirez
The weekly lesson plan outlines a 45-minute class for 5th grade students focusing on the third person singular form of the verb "like". The lesson will begin with a warm-up activity where students act out likes and dislikes. They will then complete sentences about characters' preferences based on pictures. Finally, students will listen to a song and complete a chart indicating what each speaker says they like or dislike. The goal is to develop vocabulary and structures around present simple verbs in third person as well as speaking, listening and writing skills.
Lesson plan n°1 Assad - Ramirez
This lesson plan is for a 5th grade class and focuses on teaching the third person singular form of the verb "like". The plan outlines introducing vocabulary like actions, objects, and foods using examples with "he" and "she". Flashcards will be used to review vocabulary and students will play a matching game. Finally, students will be split into groups to interview each other using the flashcards to practice asking if someone likes or doesn't like an item in third person singular form. The goal is for students to learn and practice using this grammar structure orally.
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Vanesa's feedback on Road Safety Education class at the library
The student teacher observed a workshop on road safety that lasted over an hour. The student teacher only had 5 minutes to explain the activity and was unable to provide examples or vocabulary practice. While the activity was appropriate, using "must" and "mustn't" may have been better than "can" and "can't" when discussing traffic laws. The mentor teacher took on too large a role during the workshop and did not give the student teacher enough opportunities to lead. For future observations, the student teacher needs to take a more active role in teaching and not let the mentor teacher dominate the classroom interactions.
Preparing materials for esp teaching
English for Specific Purposes (ESP) focuses on meeting learners' specific language needs for their careers or fields of study. ESP emerged because general English was not always helpful in real-life professional contexts. ESP materials can be tailored textbooks or teacher-created materials that are relevant to learners' subject areas and needs. Tailor-made ESP materials provide purposeful learning opportunities and stimulate learners' curiosity about topics related to their lives and careers. ESP teachers evaluate and improve materials through pre-use, in-use, and post-use evaluation to ensure the materials best suit learners' needs.
Lesson Plan N°5 Assad - Ramirez
This lesson plan is for a 5th grade class on Friday about things students can and cannot do. The 45 minute lesson will begin with taking attendance and a warm-up game of mimicking actions like swim, fly, and wink to review vocabulary. Students will then play a game where the teacher dares them to perform actions and say if they can or cannot do it. Next, students will complete a worksheet filling in sentences about their abilities. The class will end with another round of the mimic game to reinforce the vocabulary from the lesson.
Lesson plan N°3 Assad - Ramirez
This lesson plan outlines an intercultural exchange activity between 5th grade English and Argentinian students about their respective cultures. Students will listen to a presentation by a student from England, Jasmine, about her home, family, likes and dislikes regarding British culture, geography, food, landmarks and sports. Selected students will then interview Jasmine, asking if she likes various Argentinian cultural elements, and write down her answers. Finally, all students will produce sentences using what they learned and third person singular verbs to practice their English skills.
First observed lesson narrative ramirez
Laura was nervous about being observed for a lesson she taught with other teachers about an Intercultural Project at the school's library. However, the observer, Lujan, helped Laura feel more comfortable by saying she would sit at the back and not interfere. Although Laura was disappointed that another teacher introduced the guest speaker instead of her as planned, she forgot about the observation once the lesson started. The feedback from Lujan was helpful, as she pointed out things like having Laura introduce the guest next time and not silencing overly loud students if they were actively participating. Overall, Laura felt the lesson went well and being observed was not as bad as she anticipated.
Lujan's feedback on the Intercultural Project
- The document provides feedback on an intercultural project delivered by trainees Laura Ramírez and Bessim Assad to two 5th grade classes at Escuela No 4. The project involved a guest speaker, Jasmine, sharing about her hometown, family, likes, and customs in England.
- While the intercultural project was interesting for students and they were engaged, the mentor teacher did most of the guiding and explaining during the lesson. The feedback suggests that the trainees need to take a more active role in guiding lessons during their practicum.
- The trainees showed proper teacher stance when intervening, but should seek to participate more. Besim made some minor mistakes in language use and pronunciation that the feedback
Match worksheet
The document contains 3 sections with the header "Name: CAN/CAN'T Match:" followed by 4 sentences in each section comparing what a "she" or "he" can or can't do. The first sentence in each section states that "She can't walk." The second sentence states that "He can cook." The third sentence states that "She can play football." And the fourth sentence states that "He can't skate."
Teaching foreign language for specific purposes
This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.
Narrative first class
Besim Assad taught their first class and reflected on the experience. They and their co-teacher Laura prepared activities for the students that involved name badges, vocabulary flashcards, and examples of likes and dislikes. While the students enjoyed the activities and were engaged, everything took longer than expected. As a result, there was not enough time for the planned concluding game to reinforce the lesson's topic.
Final reflection - Laura ramírez
Laura reflects on her teaching practicum experience, noting how her initial fears of being unable to control a classroom vanished as she got to know her students better. While classroom management was a challenge, she learned to accept the pace of her lessons and focus on engaging activities the students enjoyed, like games and using the whiteboard. By the end of the practicum, Laura felt proud of the road safety educational project she implemented with her co-teacher and mentor's support. Saying goodbye to her students, she realized she had succeeded in her goal despite initial frustrations and hopes to teach them again in the future.
Practical nº 11 Ramirez - Assad
Este documento describe los Núcleos de Aprendizaje Prioritarios (NAP) para lenguas extranjeras en Argentina. Explica que los NAP tuvieron como objetivo establecer estándares nacionales para cinco idiomas (alemán, francés, inglés, italiano y portugués) con un enfoque intercultural y plurilingüe. Describe la organización de los NAP en cuatro recorridos de aprendizaje y seis ejes principales. También presenta situaciones de enseñanza esperadas que promueven el apre
Lesson Plan N°6 Assad - Ramirez
This lesson plan outlines a 45-minute English class for 5th graders focusing on the vocabulary and structures of "can" and "can't". The plan includes a warm-up activity reviewing animals and actions, a worksheet for students to practice sentences with "can" and "can't", and ordering questions and answers. It will conclude with listening to and mimicking a song about body parts and actions to reinforce the lesson's vocabulary. The overall aim is for students to develop their ability to express what things can and cannot do.
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Vanesa's feedback on Road Safety Education class at the library
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More from Besim Emiliano Assad
Lesson plan n°9 assad - ramirez
The lesson plan outlines a 45-minute class for 5th grade students on road safety education. The class will begin by returning previous worksheets and collecting homework. Students will then work in groups to create road safety posters on large cardboards, writing sentences and drawing illustrations of things pedestrians can and cannot do in the street. In the next class, students will present their posters to their classmates and the posters will be displayed in the school. The goal is to develop vocabulary and structures around traffic safety.
Lesson plan n5 assad - ramirez
The document provides a weekly lesson plan for a 5th grade class. The 45-minute lesson will focus on reinforcing vocabulary for actions students can and cannot do using the present simple tense. Students will play mimicry games to review vocabulary, ask and answer questions about what actions they can perform, and complete a worksheet practicing can/cannot sentences. The lesson aims to strengthen students' vocabulary, speaking, listening and writing skills for expressing ability.
Lesson plan N°6
This lesson plan is for a 5th grade class on September 15th. The 45 minute class will focus on reinforcing vocabulary related to actions, body parts, and animals using can/can't structures. Students will complete a word order activity, participate in a warm up reviewing animals and actions, and end by listening and moving to a song about body parts. The teacher will assess students' understanding of what different animals can and can't do.
Besim assad 22 sep - Vanesa
The student teacher had a short time to introduce a road safety activity due to a workshop running over. While the activity was appropriate, there was not enough time for examples or vocabulary work. The observer notes the student teacher should have taken a more active role in teaching rather than staying on the sidelines, and not to be afraid to lead lessons fully.
Lesson plan n7 assad - ramirez
The weekly lesson plan is for grade 5 classes C and D on Wednesday September 20th from 15:50-17:20. The topic is things that can or cannot do certain actions. Vocabulary, structures, skills, and functions will be developed including present simple third person singular and expressing ability using "Can it...?" and answering "Yes, I/she/he/it can" or "No, I/she/he/it can't". Students will complete worksheets to review vocabulary and assess progress, and listen to a song about body parts and motions to close the topic.
Lesson plan n8 assad - ramirez
This weekly lesson plan outlines a class on road safety education for 5th grade students. The 90 minute class will begin with taking the students to the library where they will listen to a presentation from Silvia Gonzalez of the organization "Estrellas Amarillas" about road safety rules for pedestrians. Students will then complete a worksheet matching pictures to sentences about pedestrian safety. The goal is to develop the students' vocabulary and understanding of traffic terms, as well as their speaking, listening, reading and writing skills around expressing ability to follow pedestrian safety rules.
Lesson plan n2 assad - ramirez
The weekly lesson plan outlines a 45-minute class for 5th grade students focusing on the third person singular form of the verb "like". The lesson will begin with a warm-up activity where students act out likes and dislikes. They will then complete sentences about characters' preferences based on pictures. Finally, students will listen to a song and complete a chart indicating what each speaker says they like or dislike. The goal is to develop vocabulary and structures around present simple verbs in third person as well as speaking, listening and writing skills.
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Final reflection about my practicum
- 1. Final Reflection about my Practicum: Besim Assad There were many instances along the coursein which l found rather challenging imagining myself standing in front of a class with kids, having to teach them properly and effectively, and even being responsiblefor their education. Even though these weresome of my fears, the experience this year taught me that with personality, hard work and responsibility, everything is possible. I had my experience at schoolN°4 with Laura Ramirez as pedagogical partner, who perfectly did her part well enough and Romina Cheme as mentor teacher, who is an amazing teacher and equally remarkableperson. Before starting my practice, we designed the didactic sequence that we as trainees were going to be using during the practicum, with the help of Romina. Itwas mainly based on classes in which we wanted to carry out activities that we considered motivating and engaging for the students at the same time that we wanted to cover the four macro-skills required for their learning. In many cases the tasks were interesting for all students, especially those involving physicalresponse. In other cases, they were not as engaging as we wished for. Developing the activities was a tremendously challenging mission, since Romina did not use to work with textbooks at all, which for us as trainees was rather new. Therefore, we had to do quite a lot of research for ideas and even to develop some of our own in order to create activities suitable for our students. As regards the rapportwith the kids, l found this one of my strongest point. I considered myself good at establishing relationship with young learners, which helped me a lot to release some tension at the moment of teaching. However, l found me in trouble when it came to problems of behavior. In somesituations, kids were not paying attention or were reluctant to work or listen. The fact that l hesitated and did not know how to deal with this made me think how could l approach situations like this in the future so l could be able to face them appropriately. In the end, after analyzing my wholeexperience in the school, l
- 2. conceive it even better than l thought. The good relationship between our mentor teacher, the students, and the feedback that we had fromthem along the whole practicum, made me realize the great job that we did, which gave me a high senseof gratification and the hope to be in frontof a class again in the near future.