Mariela Gisela Iannaci reflects on her experience student teaching English to kindergarteners. She learned that lesson planning for young learners requires activities that are meaningful, creative, and keep their attention. While nervous at first, the children's enthusiasm helped her feel more confident over time. This experience confirmed for her that she enjoys working with young learners and will pursue opportunities to teach at the kindergarten level. She also reflects on challenges like limited technology access in rural schools and how the experience has helped her grow as a teacher.
This is my first ever teaching event in secondary school. I'm studying to be a middle school English teacher and these are my reflections on my first day. Luck for me it was in a really great school with one hell of a supportive mentor. I hope teachers everywhere can learn from my mistakes.
This is my first ever teaching event in secondary school. I'm studying to be a middle school English teacher and these are my reflections on my first day. Luck for me it was in a really great school with one hell of a supportive mentor. I hope teachers everywhere can learn from my mistakes.
Learners and Learning: Section Five, How can teachers structure learning?Saide OER Africa
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Learners and Learning: Section Five, How can teachers structure learning?Saide OER Africa
In this module we have argued for a constructivist approach to teaching and learning. But in doing so, we have warned against an approach which suggests that learners are capable of learning all they need to know completely naturally, and that schools or teachers are unnecessary. What role do teachers play in producing and improving learning, and how can they structure learning?
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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Model Attribute Check Company Auto PropertyCeline George
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Mariela Gisela Iannaci
2nd
year
2018
Dimensions of Reflective Learning.
Thinking Back;
To begin with, the original aim of this experience was to learn how to teach a foreign
language to young learners. In Didactics, I read bibliography about how young learners
acquire a new language. Also, I learnt that before planning a lesson, I have to take into
account what stage students belong to. Itallows me to know what the children are able to do.
During my observations and my assistantship, I became aware of the fact that the lessons
were not going to be easy to plan. I knew that lessons had to be creative, motivatingand
above all, they had to capture children´s attention. Consequently, I designed lessons whose
objectives, activities and resources were appropriate for the children.
Throughout my practicums, I also learnt that lessons take a long time to plan to teach young
children because I knew that the activities had to be meaningful for them. It meant that I had
to work hard to find out different ways to present the informationand material for each
lesson. Also, before starting each class, I had to make sure I had all the materials which I
would need in class. In addition, I had to thinkabout the appropriate strategies to present
children from getting bored. I needed to be prepared for possible changes because I never
knew what was going to come up.
In my first lesson, I felt a little discouraged because I spoke only English and it was difficult
for them to understand me. For this reason, in the following lessons, I tried to provide them
with the necessary visual support that would let them understand. In this way, by the end of
the practicum, they were more familiar with the language. On the other hand, the English
lessons were significant for the young learners because they do not have English classes at
Kindergarten. It meant a great possibility for them to learn new skills.
To conclude, I thinkthat this experience gave me the opportunity to learn more. I also
incorporated different tips and ideas given by teachers and colleagues. They helped me to
improve and grow as a teacher to be. My practicums really meant a bridge between whatI
have learnt during this year and the reality to teach young children.
The children loved having English classes andI know it because they were interested and
motivated. Another relevant point is that this experience was also significant for me
because I learned a lot from the kids, too.
Con formato: Sin subrayado
Con formato: Izquierda
Con formato: Superíndice
Con formato: Sin subrayado
Comentado [CZ1]: Please, include a heading specifying
student’s name, course, year, etc.
Comentado [CZ2]: Yes! This is also the case with other age
groups. Planning meaningful lessons does take time.
Comentado [CZ3]: In a few lessons, your experience
influenced the school community.
Comentado [CZ4]: It is so, indeed!
2. Thinking Forward.
After finishing my practicum, I can say thatif I had the chance to develop these practices
again, I would make some changes. For instance: I would plan more dynamic, interactive
and creative activities to foster young learners to explore and experiment their creative
thinking. Moreover, I wouldapply other scaffolding techniques to get better results in the
lessons.
With respect to my experience, at the beginning I was scared to teach young children. In my
first practicum, I remember thatI was very anxious and nervous. Nevertheless, after
teaching the first class, I changed my mind. The reason was that I perceived the children´s
enthusiasm and their desire to be introduced in this new world. It gave me the strength to
feel more confident about myself in the following lessons.
Finally, this experience made me feel thatI fancied working with young learners. After doing
all my practicums, my future pedagogicaldecisions changed completely. From now on if I
had the opportunity to work at kindergarten, I would do it.
Thinking Inward.
This experience was undoubtedly meaningful to me because I went through a process by
which I learnt to teach. In other words, throughhout this experience I could understand what
a teacher is was able to do. Also, I became aware of the complexities of teachingand what
teachers have to face every day. I thinkthat it made me grow as a teacher- to- be. This
process enriched and deepened my learning and gave me the knowledge needed to teach
and correct all my mistakes.
With respect to the way I developed this practice, I am truly satisfied because I took
advantage of this opportunity to enrich my teaching experience. Moreover, I met a lotof nice
people in the teaching community.
Another highlight is that the experience made me learn that critical reflection is necessary
after each practice. It provided me with the possibility of to understanding theory andthe
experience ina social context. The reflection made me aware of the real need to evaluate
practice and helped me to learn which things went right and which went wrong.
Finally, I would like to say that during this experience I went through different states. Firstly,
I was very anxious because I thought that the practicum would be difficult to do. I was afraid
Comentado [CZ5]: Such as?
Comentado [CZ6]: Such as?
Comentado [CZ7]: Great!
Comentado [CZ8]: Wow!
Comentado [CZ9]: 😊
Comentado [CZ10]: Pedagogical decisions
3. of failing in my lessons because I did not know the children´s preferences. However, those
young kids helped me to overcome my fears because they were always very lovely and kind
with me. They also worked in a positive way in my classes ,which made me feel thatI was on
the right pathway.
Thinking outward.
As regards the world around us, I can say that there is a great difference between education
in cities and education in rural areas. Cities have a fast internet connection but rural areas
have slow internet services. It is clear that city schools have better access to technology
than rural schools.
I live in a rural area andI did my practicums in the village school but its internet services
usually did not work. As a consequence, it was an impediment for me use technology. It is
known that young learners love using technology andI thinkthat it is a funny way to learn.
I believe that it gives kids the possibility to be creative.
This situation has economic and ethical implications. On the one hand, not everybody can
afford to buy a notebook. Also, several rural students can not participate in educational
programs from home because they do nothave internet services in their houses. With
respect to ethical implications, some parents who live in the rural area do not agree with the
use of technologies since they want to protect their small village and their customs. From
my point of view, if rural schools and areashad broadband access, students would have
more educational opportunities.
Conclusion:
Regarding my practicum experience, I believe that it has enriched my knowledge andhas
allowed me to apply the theory. I know thatmy lessons had some flaws but I strongly believe
that practice makes perfect. Nevertheless, I also thinkthat it is part of my process learning
as a teacher- to- be. Also, I consider that my mistakes helped me to improve because I tried
to correct them in the following lessons. I thinkthat it was a wonderful experience and I truly
loved working with young kids. I must confess that it has, undoubtedly, one of the best
experiences of my whole life.
Comentado [CZ11]: Good for you, Mariela!
Comentado [CZ12]: Online resources you mean?
Because offline resources and software are still available
even if there is no Internet access.
Comentado [CZ13]: Indeed, Mariela!
Comentado [CZ14]: These are part of the exploration
process.
Comentado [CZ15]: Reflection on practice does. 😊
Comentado [CZ16]: Once again, wow! 😊
I am glad to learn that you have found this experience so
enriching, Mariela!
I hope you continue developing and learning from reflecting
on experience.
Way to go!
Ceci
![Mariela Gisela Iannaci
2nd
year
2018
Dimensions of Reflective Learning.
Thinking Back;
To begin with, the original aim of this experience was to learn how to teach a foreign
language to young learners. In Didactics, I read bibliography about how young learners
acquire a new language. Also, I learnt that before planning a lesson, I have to take into
account what stage students belong to. Itallows me to know what the children are able to do.
During my observations and my assistantship, I became aware of the fact that the lessons
were not going to be easy to plan. I knew that lessons had to be creative, motivatingand
above all, they had to capture children´s attention. Consequently, I designed lessons whose
objectives, activities and resources were appropriate for the children.
Throughout my practicums, I also learnt that lessons take a long time to plan to teach young
children because I knew that the activities had to be meaningful for them. It meant that I had
to work hard to find out different ways to present the informationand material for each
lesson. Also, before starting each class, I had to make sure I had all the materials which I
would need in class. In addition, I had to thinkabout the appropriate strategies to present
children from getting bored. I needed to be prepared for possible changes because I never
knew what was going to come up.
In my first lesson, I felt a little discouraged because I spoke only English and it was difficult
for them to understand me. For this reason, in the following lessons, I tried to provide them
with the necessary visual support that would let them understand. In this way, by the end of
the practicum, they were more familiar with the language. On the other hand, the English
lessons were significant for the young learners because they do not have English classes at
Kindergarten. It meant a great possibility for them to learn new skills.
To conclude, I thinkthat this experience gave me the opportunity to learn more. I also
incorporated different tips and ideas given by teachers and colleagues. They helped me to
improve and grow as a teacher to be. My practicums really meant a bridge between whatI
have learnt during this year and the reality to teach young children.
The children loved having English classes andI know it because they were interested and
motivated. Another relevant point is that this experience was also significant for me
because I learned a lot from the kids, too.
Con formato: Sin subrayado
Con formato: Izquierda
Con formato: Superíndice
Con formato: Sin subrayado
Comentado [CZ1]: Please, include a heading specifying
student’s name, course, year, etc.
Comentado [CZ2]: Yes! This is also the case with other age
groups. Planning meaningful lessons does take time.
Comentado [CZ3]: In a few lessons, your experience
influenced the school community.
Comentado [CZ4]: It is so, indeed!](https://image.slidesharecdn.com/finalreflection-iannaci-checked1-181127101211/85/Final-reflection-iannaci-checked-1-1-320.jpg)
![Thinking Forward.
After finishing my practicum, I can say thatif I had the chance to develop these practices
again, I would make some changes. For instance: I would plan more dynamic, interactive
and creative activities to foster young learners to explore and experiment their creative
thinking. Moreover, I wouldapply other scaffolding techniques to get better results in the
lessons.
With respect to my experience, at the beginning I was scared to teach young children. In my
first practicum, I remember thatI was very anxious and nervous. Nevertheless, after
teaching the first class, I changed my mind. The reason was that I perceived the children´s
enthusiasm and their desire to be introduced in this new world. It gave me the strength to
feel more confident about myself in the following lessons.
Finally, this experience made me feel thatI fancied working with young learners. After doing
all my practicums, my future pedagogicaldecisions changed completely. From now on if I
had the opportunity to work at kindergarten, I would do it.
Thinking Inward.
This experience was undoubtedly meaningful to me because I went through a process by
which I learnt to teach. In other words, throughhout this experience I could understand what
a teacher is was able to do. Also, I became aware of the complexities of teachingand what
teachers have to face every day. I thinkthat it made me grow as a teacher- to- be. This
process enriched and deepened my learning and gave me the knowledge needed to teach
and correct all my mistakes.
With respect to the way I developed this practice, I am truly satisfied because I took
advantage of this opportunity to enrich my teaching experience. Moreover, I met a lotof nice
people in the teaching community.
Another highlight is that the experience made me learn that critical reflection is necessary
after each practice. It provided me with the possibility of to understanding theory andthe
experience ina social context. The reflection made me aware of the real need to evaluate
practice and helped me to learn which things went right and which went wrong.
Finally, I would like to say that during this experience I went through different states. Firstly,
I was very anxious because I thought that the practicum would be difficult to do. I was afraid
Comentado [CZ5]: Such as?
Comentado [CZ6]: Such as?
Comentado [CZ7]: Great!
Comentado [CZ8]: Wow!
Comentado [CZ9]: 😊
Comentado [CZ10]: Pedagogical decisions](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)