1) The document summarizes the author's experience doing a practice teaching kindergarten English at a private school in Viedma, Rio Negro, Argentina. 2) The students were between 6-9 years old and in their second year of English, but still used Spanish frequently. The author had to find creative ways to explain activities without using Spanish. 3) The author reflects on their experience using David Kolb's learning cycle model of concrete experience, reflective observation, abstract conceptualization, and active experimentation. The author provides examples of how they incorporated activities aligning with each stage of Kolb's model.

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
 Subject: Taller de Práctica Docente 2018
 Tutor’s name: Aurelia Velázquez
 Student’s name: Gunzelmann Daniela
Final Reflection about My Period of kindergarten Practice
My first period practice took place in a private institute, Liceo De Cultura
Inglesa in Viedma, Río Negro. With a group of 1st grade, the ages of the
children were between 6 and 9 years old.
The group is in the second year of learning English. Therefore, they were
acquainted with English, but they still use the Spanish language most of the
time. I met the group in my first observation. As the group was already
working with a book Young Achievers 1, Ed. Richmond. I used it in my
practice to give the lessons. During my observation, I paid attention that the
teacher had to explain many things in Spanish. Therefore, this was really a
challenge for me because the students asked me all the time if I could
explain the activities in Spanish. This led me to use different resources to
explain the activities, I use miming, examples, even I called them to pass to
the front and I showed the first activity to them. I could establish a good
relation with the students, this created a good atmosphere of work and
solidarity between them.
Regardingof The Reflective cycle by David Kolb
David Kolb presents the theory where he explains the Learning Cycle. To
develop his theory, He used four stages.
First, Concrete experience, this stage is about the activities we do in our
classes. The concrete situation, that is, the real experience that the student
has with respect to the activity.For example, games, dialogues, feelings. In

2. my practice, I prepared in each lesson that the students sing a song to start
the lesson. I prepared games; among them a spinner game, in which they
had to guess the colour and the number. I made the flashcards in 3D and I
invited them to touch to guess what the object was, I hid the flashcards in
different places and they had to look for them. Within this first stage, Kolb
proposes to be divergent, that is, we must allow students to be able to
observe in order to gather the necessary information. In my case, what I try
to do is to start the activity or show the students what they should do.
Second, Reflective / Observation. This stage refers to the fact that students
can perform the language acquisition through writing and readings. At this
stage, the student is expected to be able to understand a wide range of
information and put it into practice. This means that students can assimilate
the information. In my practice, I used stories, they had to listen to them and
I asked them about the theme of the story. Further, about the party objects
that we were working.
Third, abstract conceptualization. In this stage, it is proposed that the
student is able to conceptualize a theory. That the students can put into
practice the ideas or theories learned in the next class. Be able to solve
problems and make decisions. In my practice, I had to rethink my way of
teaching, to be able to adapt to young children. Because I usually work with
high school students or adults. I had to change my teaching; and I had to
rethink theories of teaching. Also, how I could teach the concepts in the class
through a game. Furthermore, to be able to solve, the time that I dedicated to
each activity,when I do my planning, I stipulated a specific time for each
activity and sometimes the students solved them more quickly the activities
and others delayed more in realizing them.
Fourth, Active Experimentation. It is proposed that the student can plan how
to test a theory or plan in future experience. In this stage, it is proposed that
the student has the ability to collect the necessary information to make a
new plan for the next activity or class. In the case of my practice, I observed
in each class how the students worked and what they liked to do more. To
be able to put it into practice in the next class. For example, in the second
lesson, I made a spinner game and in the third class, I modified it by
changing the numbers by images, the result was that the students liked to
play with it. In the second class, I invited them to draw a birthday card to a
family member, and they decided whom to do it, they were enthusiastic and
it had a great acceptance for the students. Therefore, in the last class, I
invited them to make a cupcake with their birthday date and then they stick
it on a calendar.