Gunzelmann tpd - final reflection - primary
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This document provides a final reflection from a student teacher on their primary school practice period teaching English. The practice took place at School No. 08, "Gral San Martin", which is one of the first schools in the region and was one of the first to have a classroom for students with special abilities. The student teacher taught 4th grade and focused on the topic of numbers. They designed activities using resources like posters, colored pencils, worksheets, and dice games. The activities engaged the students and improved the student teacher's confidence and lesson planning skills. However, they need to work on managing time better for each activity.
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This document summarizes a student teacher's reflective analysis of their secondary school teaching practicum experience. Some of the key challenges included having two observing teachers with differing perspectives which added stress to lesson planning. The student teacher also found it difficult that they were not allowed to introduce new vocabulary. While the students were engaged with activities, their English speaking skills were low due to lack of practice. Overall, the experience highlighted for the student teacher how important careful and detailed lesson planning is, including meaningful vocabulary that meets students' needs.
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Correccion final assessment report primary practicum revise
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Gunzelmann tpd - final reflection
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The student teacher summarizes their experience teaching two English lessons to teenagers. In the first lesson, they taught about leisure activities using Lady Gaga as an example and found the students engaged well though some needed more explanation. Most students acquired the new vocabulary easily. In the second lesson about prepositions and verbs like "is/are", the more advanced students already knew much of the content but all doubts were cleared. Students helped each other learn and a memory game at the end was enjoyed by all. By the conclusion, all students had learned the new vocabulary well, showing the teacher's satisfaction with both lessons.
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Final reflection primary practicum-aguirrezabala
1) The student teacher struggled at first to manage a classroom of mostly boys and gain their attention in English lessons, as the regular teacher only communicated in Spanish.
2) The first two lessons were very challenging, as students did not understand and the student teacher did not feel ready, but realized the practicum was for learning and not needing perfection.
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- 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
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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.
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This document summarizes observations from a teaching practicum. It notes that the class was noisy with many students and the trainee, Agustina, did not help the mentor teacher maintain order. It provides suggestions for Agustina to be more proactive in classroom management. The document also comments on specific lesson activities, praising the use of a song but noting students were not engaged. It concludes by recommending the trainee build rapport with students, use more visual aids and oral interaction, and adapt lessons to better meet student needs.
Final reflection
This document reflects on the author's primary practicum experience teaching English at a rural school in Argentina. The author realized that teachers are constantly learning from their students and must remain flexible in their lesson planning. Through using visual aids, games, songs and other engaging strategies, the author was able to help students learn English in a fun and meaningful way. The practicum experience helped the author grow as a teacher and reinforced the importance of creating a positive learning environment where students can interact and learn through creative activities.
Correccion final assessment report primary practicum revise
Cynthia Estebo completed her primary school teaching practicum at Escuela Primaria No. 8 "Manuel Belgrano" in Punta Alta, Buenos Aires, Argentina. She taught English to a class of 25 10-year-old students over four 60-minute lessons. While the experience was challenging due to the students' lack of English exposure and one student's domestic violence issues, Estebo was able to implement communicative lessons using a variety of materials. She received positive feedback but also identified areas for improvement, such as classroom management and dealing with students' personal issues. Overall, the practicum provided valuable lessons about teaching in public schools and helped Estebo develop her skills and understanding of students' needs.
Tpd primary reflection
Mirari Marzol completed her practicum period teaching 5th grade English at her former primary school. It was challenging since the students were accustomed to a different teaching style, but both the students and teacher adapted well. The experience allowed Mirari to apply what she had learned in her studies and develop her teaching skills. Both she and the students found the experience meaningful, and it helped Mirari grow as an educator and influenced her future goals. Overall, Mirari was satisfied with how she conducted the practicum and felt it was a valuable learning experience.
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Feedback agustina sarmiento august 9th 2017 estela
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Paula taught 4 English lessons to Kindergarten students. She focused on Total Physical Response and Natural Approach methods. Students enjoyed interactive activities like games, songs, and crafts. Paula improved at managing behavior and keeping students engaged through modeling, repetition, and scaffolding activities. While some lessons went smoothly, she struggled with students speaking Spanish and short attention spans, and aims to improve group control and organization.
Schulze 4 journals kinder
Paula Schulze summarizes 4 English lessons taught to Kindergarten students. In each lesson she focused on Total Physical Response and Natural Approach methods. Students responded positively to activities and materials. While time management and most strategies worked well, student behavior and lack of attention required improvement. Lessons helped Schulze learn to better plan activities tailored to students' needs and manage the classroom.
THE WORK OF THE ENGLISH TEACHER BEFORE AND AFTER A REFLECTIVE THINKING
THE WORK OF THE ENGLISH TEACHER BEFORE AND AFTER A REFLECTIVE THINKING Eduardo Hernández Rangel, MCC, PMP, ITIL Cer, Scrum Master
The teacher used to focus solely on grammar instruction and follow the textbook without reflecting on their teaching. After learning about reflective teaching techniques, the teacher now reflects before, during, and after each class to improve. They prepare detailed lesson plans, observe student participation and behavior, and analyze what went well or needs improvement. While challenges remain like mixed English levels, the teacher is committed to continuous self-reflection and development to become a more effective English instructor.TPD II 2016 - Journal Writing 2ndperiod- Canellas
The document summarizes 4 journal entries by a student teacher, Mariana Canellas, about lessons observed at School 738 with teacher Analia Perez:
1) The first observation was of a grammar lesson where students completed exercises in present simple and present perfect tense. Mariana noted the teacher's methodology and discussed other activity ideas with the teacher.
2) Mariana's first lesson focused on communication using visual aids and L2 instruction. Students participated but spoke L1 at times.
3) The second lesson continued working on present perfect while introducing a video. Students enjoyed the video but some activities were omitted due to time.
4) The third planned lesson was cancelled due to teachers' meetings.
Naiman - tpd - secondary final reflection
The secondary practicum took place at Colegio Provincial Kloketén in Ushuaia, Argentina. The school was experiencing many challenges including teacher strikes over unfair trials, lack of heating and water services during winter, and late and undisciplined student arrivals. The author had to modify her lesson schedule due to strikes, observing and teaching three different classes. Her lessons focused on communication over grammar using varied activities and digital resources. While some students were engaged, others were distracted, though the author gained confidence in managing groups. It was an exhausting but rewarding experience that highlighted the need to be resourceful and help disadvantaged students.
Maestromey.practica docente iii.reflexion final passed
This document summarizes a teacher's reflective process after completing their third practicum period teaching English at a secondary school. Some key points:
- The practicum involved teaching a group of 18 students in 3rd and 4th form over observation, assistantship, and teaching periods.
- The teacher felt nervous at first but enjoyed getting to know the students and introducing varied topics. However, timing lessons and student absenteeism were challenges.
- An inductive teaching approach was used, having students deduce grammar rules from authentic materials rather than receiving explicit instruction.
- The teacher learned they need to show more confidence, give more homework, and push students harder to work, especially lower levels. Developing oral
Self assessment
The student teacher observed many classes at the beginning of their training to become familiar with the teaching environment. While interaction with students was initially low, it improved as they got to know each other. Time management and keeping students attentive were challenges, but strategies like calculating activity times and using a points system helped address these. By the end of the training, the student teacher had gained experience dealing with diverse students and teaching methods, and felt they had improved their teaching skills like time management and assessment.
TPD II 2016 Journal Writing - Canellas
The document summarizes a student teacher's journal entries from their teaching practicum at a school. It describes 4 English lessons taught to secondary students. The lessons focused on communicating using the present perfect tense and topics related to the Olympics. Strategies included using videos, pictures, and group activities. Students' behavior was mostly positive but their English skills required support. The teacher reflected on improving lesson pacing and homework assignments.
Primary journal
This document contains a teacher's reflections on three English lessons taught to primary school students. For the first lesson, the teacher found that using real objects and miming helped motivate students to learn new vocabulary. Students responded well to the activities but some materials could be improved. The second lesson introduced possessive 's' using The Simpsons characters, which engaged students initially but activities became weak. The third lesson on social media motivated students through images and a game, though the game needed clearer rules. Overall, the teacher found that visuals like images and objects, as well as games, helped engage students and will inform future lesson planning.
My journal tpd-Restivo
This document is a journal entry from a teacher trainee, Gisela Restivo, describing her lessons with a 4th year secondary school class. Over the course of 8 lessons, she discusses various teaching strategies, activities with students, and her reflections. Some effective strategies included using the communicative approach, involving students in real communication, and using technology like videos. However, getting students to speak more English, rather than their native language, during class was an ongoing challenge that required improvement.
Cantaroni 5 evaluacion final primaria
Andrea Cantaroni completed her teaching practicum at Primary School No. 75, where she taught English to fourth graders. She felt nervous at first but found that preparing detailed lesson plans helped her teach effectively. The students engaged well with the lessons on parts of the house and colors. Going forward, Cantaroni wants to incorporate more interactive activities and technological tools. She believes the experience has helped her learn how to adapt lessons to different student groups and use various pedagogical strategies and resources. The peer and tutor feedback in the online forum also helped her improve. Overall, Cantaroni feels the practicum was a valuable learning experience that will help her continue developing as a teacher.
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THE WORK OF THE ENGLISH TEACHER BEFORE AND AFTER A REFLECTIVE THINKING
THE WORK OF THE ENGLISH TEACHER BEFORE AND AFTER A REFLECTIVE THINKING
Maestromey.practica docente iii.reflexion final passed
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Unit 8 engage 1
The document provides information about pyramids in Egypt. It begins by establishing that Dr. Daniel Knowles from the Egyptian Museum in Cairo is answering questions about the pyramids. It then answers several questions: the pyramids are approximately 4,600 years old and were built as tombs for Egyptian pharaohs starting around that time. It took between 20 to 30 years to build one pyramid, using thousands of workers without modern machinery. The largest Great Pyramid contains around 2.3 million stone blocks and held a ship for the tomb of Pharaoh Khufu.
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The document discusses three types of natural disasters: drought, flood, and fire. It lists drought, flood, and fire twice to emphasize that these are the main topics covered.
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The document is a lesson plan for an English class focusing on disasters. It includes 8 activities to teach vocabulary about nature and disasters, develop reading and listening skills through a text on historical legends, and work on writing sentences in the simple past negative form. The plan follows the PPP procedure with a warm up activity revising nature vocabulary, introducing new vocabulary through videos and images, practice through exercises in the textbook, and a homework assignment. The lesson aims to help students revise vocabulary, learn new disaster verbs, and practice reading, listening, writing and grammar in English.
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This document contains a scrambled grid of letters and numbers representing different colors and numbers. The colors included are black, blue, brown, orange, pink, green, red, purple, white, and yellow. The numbers included are zero through ten. Below the grid is a list of the colors and numbers in an unscrambled order.
Gunzelmann tpd - lesson plan 4 - secondary - passed
The document is a lesson plan for a secondary English class in Argentina. It includes 7 activities to teach simple past tense through vocabulary revision, verb practice, sentence completion, question formation, and a reading comprehension text about Egyptian pyramids. The plan follows the PPP model with a routine introduction, development through the 7 activities, and closure to say goodbye at the end of the practice period. The tutor assessed the plan as good with a score of 21 out of 30.
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This document contains a lesson plan for an English class focused on the simple past tense. The 120-minute lesson involves 8 activities including a warm-up activity revising vocabulary from the previous lesson through forming negative sentences. Students will then read a text about mysteries and answer comprehension questions. They will also read about and discuss the mystery of the Mary Celeste ship. The lesson aims to help students understand and use the simple past tense through communicative activities integrated skills like speaking, listening, reading and writing.
Gunzelmann tpd - lesson plan 1 - secondary - passed
The document is a lesson plan for an English class focused on the environment and past events. It includes the following:
- Warm up activities to introduce vocabulary about nature through pictures.
- A reading and listening activity about mysteries around the world, followed by comprehension questions.
- Writing activities to answer questions using the simple past tense.
- A speaking activity where students work in groups to form questions in the simple past tense.
- A puzzle activity to review the lesson, and homework assigning a dialogue using questions from the class.
The tutor provides feedback that it is a good start but recommends proofreading for language mistakes and adding strategies to check student understanding.
Gunzelmann tpd - lesson plan 4 - passed
This document is a lesson plan for a 4th grade English class. It contains details about the class such as the date, location, number of students, and language level. The lesson plan aims to teach students numbers from zero to ten through activities like a memory game, asking about ages, matching numbers to questions/answers, and completing sentences with number names. The plan includes stages for a routine greeting song, warm-up game, several number activities, and homework of matching numbers to animals. The teacher plans to use methods like the PPP procedure and incorporate different skills like speaking, reading, listening, and writing.
Gunzelmann tpd - lesson plan 3 - passed
This document is a lesson plan for an English class at a primary school in Argentina. It contains details about the class such as the date, time, location, number of students, their English level, and the unit topic of numbers. The plan outlines three main activities: 1) a warm up game to review numbers, 2) playing with dice to practice number pronunciation and addition, and 3) a coloring worksheet and activity with flashcards to reinforce numbers and colors. The goal is for students to improve their writing, speaking, reading and listening skills related to numbers, colors and simple sentences. Homework involves completing a crossword with numbers. The tutor provides feedback that the plan is well organized but could improve transitions between activities.
Gunzelmann tpd - lesson plan 2 - passed
This document is a lesson plan created by Daniela Gunzelmann for a 4th grade English class. The plan aims to teach students about numbers through various speaking, reading, listening and writing activities. The plan includes routines like singing a hello song, a warm up activity identifying numbers and colors on a poster, and four main activities - completing addition/subtraction worksheets, reading about singular and plural numbers, filling out a classroom object chart with numbers, and a word search finding numbers and colors. The plan concludes with singing a numbers song. The tutor provides feedback that the plan is well organized but suggests making the lesson more lively and dynamic by incorporating more game-like activities.
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This document contains a lesson plan for a beginner level English class for 4th grade students. The lesson plan aims to teach students the numbers from zero to ten through various speaking, reading, listening and writing activities. The plan includes a routine, warm up, presentation, development and closure stage. During the presentation stage, students will learn the numbers by identifying colors in a pencil case. The development stage consists of three activities - writing numbers in order, painting a monster using number/color correspondences, and counting dots on dominoes. The closure involves a spinning wheel game to review numbers and colors. The tutor provides feedback that the plan is well organized but recommends defining the practicum context and improving transitions between activities.
Gunzelmann tpd - final reflection - kindergarten
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.
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The document is a lesson plan for an English class at a language school in Bariloche, Argentina. It is for 1st grade students who are beginners in English. The lesson plan is for unit 4 and the topic is "Let's Celebrate". The plan outlines the aims of the lesson to review colours and toys, introduce party objects, and practice related vocabulary and grammar through games and activities. It provides details on the stages, timing, materials, assessments and homework for the 60 minute lesson.
Gunzelmann tpd - lesson plan 3 - passed
This document is a lesson plan for an English class focused on celebrating birthdays. It includes the following:
- Details about the class such as date, time, students, and level.
- Goals for the lesson which are to teach vocabulary related to party objects and birthdays, practice identifying colors, and use present simple grammar.
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- Assessment of students' ability to identify party objects and colors and use questions and personal pronouns.
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This document is a lesson plan for an English class at the Liceo de Lengua Inglesa for first grade students. The lesson plan aims to teach students about party objects and colors through activities using a pupil's book, CD player, and notebook. The plan includes a warm-up activity where students sing a hello song and play a spinner game. Students then look at pictures in their book and listen to an audio story about a birthday party. They complete exercises identifying party objects and colors. For homework, students complete activities in their workbook practicing the new vocabulary.
Gunzelmann - TPD - lesson plan 1 - just passed
This document is a lesson plan for an English class at the Instituto de Formación Docente Continua Lenguas Vivas in Bariloche, Argentina. The lesson plan was created by Daniela Alejandra Gunzelmann for her Practicum in Teaching Practice in 2018 under the supervision of tutor Aurelia Velázquez.
The 60-minute lesson is for first grade students and focuses on vocabulary related to party objects. The aims are for students to identify, recognize, and describe party objects like balloons, cakes, candles, cards, party hats, and presents. The lesson incorporates various speaking, reading, listening, and writing activities using flashcards, workbooks, and audio recordings to practice
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Gunzelmann tpd - final reflection - primary
- 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 on Primary Practice Period This period of practice was aimed at acquiring experience and improving my way of teaching in primary school. The school in which I made my primary practice period is School No. 08, "Gral San Martin". This was one of the first schools in this region. This year the school will be 110 years. A detail to keep in mind is, this school was one of the first schools to have a classroom for children with special abilities. The course in which I developed my practice is 4th grade, and the teacher of the group is Graciela Gallardo. In the course there are 21 students, 8 girls and 13 boys. During the interview the teacher told me about the group, the strengths and the weaknesses of the group. One strength is most of the students have the book and work without problems, but there was a group of students with behaviour problems. For my practice, I took into account the content planned by the teacher of the course. The topic on which my practice period was based was "numbers". For lesson plans, I used the same book that the teacher uses, "Play and Learn English 6". Additionally, I used other resources such as a poster with the numbers and I made big pencils of colours, with the numbers and their names to teach the
- 2. numbers. And at the same time, I used them for a game during the class. Further, I used some worksheets as supplementary teaching materials. Also, I made two dices for a game with the students. The activities that I planned were well accepted by the students and all of them participated in them. They felt very motivated to work since it was a different form of work as they usually work with the teacher. In the first classes, a student constantly asked me to speak in Spanish, alluding that he couldn’t understand the language, but with gestures and indicating in an example what he should do, he could immediately understand the activities. After each class the teacher gave me some suggestions to improve my teaching and what I had to pay more attention for the next lesson. Something that was very useful for me, when I was planning the lessons. Before planning the next lesson, I took my time to find out how I could design new activities and modify to improve some of the activities already I planned. Something that was very useful for me in the practice was to design the activities with time, which gave me confidence at the time of performing my practices. And it helped me to solve the obstacles that were presented during the lesson. In addition to being able to get more out of each class, since I had time to make changes in the activities and make them more according to the needs of the children. At the time to put in the balance, this period of practice I can conclude that I got positive and negative aspects, one of the positive aspect that I took from this period is this practice helped me a lot, it served me in a personal level to improve a lot my way of planning and teaching, I can learn to be more confident in myself at the time of teaching. And to have another vision of how to design a lesson plan for a class. On the other hand, one negative aspect that I have to take into account in the next period is to pay more attention to the time I give to each activity to the students, I have to make the students not delay during the class. This was one of the points that the observer teacher highlighted. I know that I have to take it into account when I will be planning in the next period for secondary school.