Last report csmila & belen by estela braun
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Camila and Belén taught a revision lesson before a test to a 4th grade class. Belén accompanied Camila despite being ill. They followed a detailed lesson plan and were able to meet their objectives of revising vocabulary, functions, and a CLIL project on healthy habits. Camila engaged the students with a song and dice game, while Belén helped individual students. They monitored group work and provided support. A variety of activities reinforced different skills. Both trainees worked well together and managed time effectively. The teacher evaluator praised their planning and implementation of an effective lesson to review all content in preparation for the test.
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Final narrative
During her first practicum teaching experience, the author felt nervous but gained confidence. She enjoyed building relationships with students and learning about their lives. Young children need individual attention, approval from teachers, and engaging activities to keep their limited attention spans. The author discovered the importance of lesson planning and classroom management. She learned to stay relaxed and not lose her temper to keep students motivated and learning enjoyable. The author felt supported by her pedagogic partner and supervisors, and that the theory and practice from her program prepared her to teach primary school students.
Reflection on my practicum experience ailen bailo
1) The student had to deal with a critical incident when one of the students got injured and was bleeding from a nail in the floor. The student and mentor teacher helped the injured student and called his parents while the pedagogical partner watched the other students.
2) The student had to improve the pitch of their voice so the back students could hear instructions and questions better. The most enjoyed class was an intercultural project where students were engaged learning about another student's life.
3) Working with a pedagogical partner was productive but required time to agree on activities. The partner was very helpful when each taught classes.
My Narrative
In the first observation, the student describes the classroom set-up and activities, including a vocabulary review, watching an animal bingo video, and completing sentence matching exercises. Students were engaged and asked questions in English. In the second observation, students shared what they had learned and worked on writing their own animal descriptions following a model. The teacher checked for understanding and assigned homework describing a favorite animal.
Observation Report N°1
This document summarizes a classroom observation of trainee Valentina Ferreyra during her Practice II teaching placement. The observer notes that Valentina demonstrated excellent eye contact, clear voice and intonation, and strong classroom management skills. She explained concepts clearly using gestures, corrected pronunciation effectively, and created a relaxed work atmosphere. Valentina implemented a traditional presentation-practice-production lesson on prepositions of time, including listening, writing, and speaking activities. Both Valentina and her online co-teacher Cristian engaged students well. The observer praised their teamwork and planning, and gave Valentina a grade of 10 and Cristian a grade of 8.
Feedback ailen bailo by estela
1) Aylen, a teacher assistant, led a lesson at Escuela 74 with her co-teacher Maria Eugenia. They worked on a project called "our monster family book".
2) Aylen demonstrated excellent teaching skills. She explained the objectives clearly and focused on vocabulary like adjectives. The students were engaged in the task of creating a mini book.
3) Both trainees, Aylen and Agustina, circulated the classroom to monitor the students' work and provide support. They managed to include a student with cochlear implants.
Castagneto observation report 2 by joana
Thank you for your feedback. Regarding the activities, I realize now that they could have been more engaging and interactive. In the future, I will plan activities that allow students to move around more and work together in pairs or small groups. As for meeting the objectives, I believe the students practiced recognizing and producing the target vocabulary. However, a follow-up activity assessing their understanding would have helped ensure they truly learned the content. In the future, I will include a brief assessment to check comprehension. Thank you again for your guidance - it will help me improve my lesson planning and teaching skills.
Questions for reflection
The student felt overwhelmed with their practicum and other 4th year subjects, so decided to quit the other subjects to focus fully on lesson preparation and delivery. They felt extremely nervous being observed and evaluated due to inexperience and low self-esteem. However, with each lesson they felt more comfortable in front of the class, despite making mistakes each time.
First observation report by estela braun
Lujan Castagnetto taught a 6th form English class about traffic rules. She used a variety of engaging activities including a chant, matching activity, workbook exercises, and a game in the yard. Students were highly motivated and behaved well. The lesson was well organized with clear stages and effective use of resources created by the teacher. Areas for improvement included providing photocopies for students who lacked materials and rehearsing the chant as a group. The observer noted Lujan's excellent classroom management and English skills but suggested addressing nervousness through breathing exercises. An overall grade of 9 out of 10 was given.
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Final narrative
During her first practicum teaching experience, the author felt nervous but gained confidence. She enjoyed building relationships with students and learning about their lives. Young children need individual attention, approval from teachers, and engaging activities to keep their limited attention spans. The author discovered the importance of lesson planning and classroom management. She learned to stay relaxed and not lose her temper to keep students motivated and learning enjoyable. The author felt supported by her pedagogic partner and supervisors, and that the theory and practice from her program prepared her to teach primary school students.
Reflection on my practicum experience ailen bailo
1) The student had to deal with a critical incident when one of the students got injured and was bleeding from a nail in the floor. The student and mentor teacher helped the injured student and called his parents while the pedagogical partner watched the other students.
2) The student had to improve the pitch of their voice so the back students could hear instructions and questions better. The most enjoyed class was an intercultural project where students were engaged learning about another student's life.
3) Working with a pedagogical partner was productive but required time to agree on activities. The partner was very helpful when each taught classes.
My Narrative
In the first observation, the student describes the classroom set-up and activities, including a vocabulary review, watching an animal bingo video, and completing sentence matching exercises. Students were engaged and asked questions in English. In the second observation, students shared what they had learned and worked on writing their own animal descriptions following a model. The teacher checked for understanding and assigned homework describing a favorite animal.
Observation Report N°1
This document summarizes a classroom observation of trainee Valentina Ferreyra during her Practice II teaching placement. The observer notes that Valentina demonstrated excellent eye contact, clear voice and intonation, and strong classroom management skills. She explained concepts clearly using gestures, corrected pronunciation effectively, and created a relaxed work atmosphere. Valentina implemented a traditional presentation-practice-production lesson on prepositions of time, including listening, writing, and speaking activities. Both Valentina and her online co-teacher Cristian engaged students well. The observer praised their teamwork and planning, and gave Valentina a grade of 10 and Cristian a grade of 8.
Feedback ailen bailo by estela
1) Aylen, a teacher assistant, led a lesson at Escuela 74 with her co-teacher Maria Eugenia. They worked on a project called "our monster family book".
2) Aylen demonstrated excellent teaching skills. She explained the objectives clearly and focused on vocabulary like adjectives. The students were engaged in the task of creating a mini book.
3) Both trainees, Aylen and Agustina, circulated the classroom to monitor the students' work and provide support. They managed to include a student with cochlear implants.
Castagneto observation report 2 by joana
Thank you for your feedback. Regarding the activities, I realize now that they could have been more engaging and interactive. In the future, I will plan activities that allow students to move around more and work together in pairs or small groups. As for meeting the objectives, I believe the students practiced recognizing and producing the target vocabulary. However, a follow-up activity assessing their understanding would have helped ensure they truly learned the content. In the future, I will include a brief assessment to check comprehension. Thank you again for your guidance - it will help me improve my lesson planning and teaching skills.
Questions for reflection
The student felt overwhelmed with their practicum and other 4th year subjects, so decided to quit the other subjects to focus fully on lesson preparation and delivery. They felt extremely nervous being observed and evaluated due to inexperience and low self-esteem. However, with each lesson they felt more comfortable in front of the class, despite making mistakes each time.
First observation report by estela braun
Lujan Castagnetto taught a 6th form English class about traffic rules. She used a variety of engaging activities including a chant, matching activity, workbook exercises, and a game in the yard. Students were highly motivated and behaved well. The lesson was well organized with clear stages and effective use of resources created by the teacher. Areas for improvement included providing photocopies for students who lacked materials and rehearsing the chant as a group. The observer noted Lujan's excellent classroom management and English skills but suggested addressing nervousness through breathing exercises. An overall grade of 9 out of 10 was given.
Observation Report N°2
It was a very enriching experience to return to my former primary school as a pre-service teacher. Being in the other side helped me understand better the teacher's role and responsibilities. Although it brought back memories, I felt prepared and motivated to share my knowledge with new generations of students.
Observations further reflection
This document contains observations and reflections from a practicum student teacher. It discusses several cases including a student named Martin who seems bored in class and eager to leave, how students were assessed with an open-book test, and students' preferences for the musician Billie Eilish over Frozen which indicates their interests are shifting to teen artists. It also addresses a situation where a student got angry about not getting enough candy, and notes about assisting a student named Matias who has autism. Finally, it discusses a sad case of a student named Juan who is being abused and what steps the school should take to help.
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The class observed was an English lesson for 5th grade students focusing on numbers and colors. The desks were arranged in rows respecting social distancing protocols. The teacher engaged the students through interactive activities like matching numbers to their English words and a coloring activity. Students worked independently at their desks but the teacher circulated to check understanding and provide assistance. Students demonstrated high energy and enthusiasm for participating though a few were more shy. They collaborated well with each other despite having to remain seated separately.
DU2, Lesson 2 - Practica III
The document is a lesson plan for a 90-minute English class for 8 second-year junior students. The lesson focuses on the past continuous tense. Students will read an article about a man who helped an injured koala and became famous. They will practice ordering events, analyzing sentences in the past continuous, and describing what they were doing last Saturday using the tense. The lesson includes warm-up, presentation, practice, production, and closure activities. It provides detailed instructions and scaffolding strategies to support student learning.
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The document summarizes feedback from a lesson given by 4 teacher assistants on the topic of animals and songs. It provides feedback for each assistant individually. For Christian, it notes his excellent warm-up and follow up activities but to be careful of timing. For Emanuel, it praises his excellent vocabulary presentation but notes to simplify instructions and gain more confidence. For Lujan, it highlights her excellent use of English, pronunciation, enthusiasm and consideration of timing. For Rodrigo, it commends his excellent English adaptation to students, instructions, patience and ability to prompt interaction through engaging games. Overall, the assistants received praise for their lessons and areas for further improvement were provided respectfully.
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This lesson plan summarizes a virtual English class for 30 elementary level students on the topic of "My House". The plan includes three activities: 1) A PowerPoint presentation reviewing parts of the house vocabulary. 2) Using flashcards with house vocabulary. 3) Playing with box houses students created, using a ball to "enter" different rooms. The goal is to consolidate knowledge of house vocabulary and verb "to be" through interactive and collaborative activities integrating different skills and learning styles. Timing and scaffolding strategies are outlined to support students' development.
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Narrative rodrigo diaz alcazar
The author began their teaching observation with feelings of intrigue, curiosity, and energy. When they arrived at the school, the teacher kindly welcomed them and showed them around. In the classroom, all eyes turned to the author as they were introduced to the students as a future teacher. The author observed part of an English lesson where the students practiced numbers and colors. The students demonstrated high energy and enthusiasm for participating in the lesson's activities. Though there are challenges in teaching, the author felt this is what they want to do, as everything is compensated when a student uses an English word they were taught.
Lesson Plans
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3Rs: Lesson Plan (Zoom Meeting) - 3° Year, Secondary School
This lesson plan summarizes a 40-minute Zoom lesson on reducing environmental pollution for a group of 15 secondary students at a pre-intermediate English level. The lesson aims to raise awareness of environmental issues like pollution and promote reducing, reusing and recycling habits. It includes a warm-up discussion of pollution photos, a survey on student habits, group work matching conditional sentences about pollution consequences, and a closing Jamboard activity for students to share their plans. Scaffolding strategies like questioning, modeling, and feedback are integrated throughout teacher-guided and independent activities to support language development.
Tdp trech-journals
The document summarizes Maria Ines Trech's teaching practicum journal entries from her time student teaching at Escuela Manuel Belgrano in Coronel Dorrego, Argentina. It includes summaries of four journal entries: 1) Her observations from her first day observing the classroom, noting that the students were messy and distracted; 2) Her observations from a second day where she observed a vocabulary activity, noting some students had difficulty while others misbehaved; 3) A positive reflection on her first day teaching the class, saying the students engaged well though there were some challenges; and 4) A reflection on her second day teaching where the class started poorly due to a broken window but the students eventually focused well.
Kindergarten Practicum - Lesson 2 - 2019
The document provides details of an English lesson for 5-7 year old students focused on food vocabulary. The 50-minute lesson has multiple stages: a routine introduction with greetings and songs; a story presentation where students listen to "Horsi's Picnic" and practice saying food likes/dislikes; and a worksheet activity where students order food items from the story and indicate whether the character liked them or not. The lesson aims to develop students' language, listening, and interpersonal skills through engaging activities integrating music, stories and games.
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This document provides details for a 16-session English language teaching sequence for 3rd grade students at School N° 218. The sequence focuses on teaching students about parts of the body through interactive activities using vocabulary like "have got". Sessions include warm-up activities reviewing vocabulary, games to reinforce grammar structures, creative projects like drawing monsters and describing their body parts, and using songs and videos to engage students. The goal is for students to practice oral English skills while learning about their body and values of respect and tolerance through age-appropriate integrated sexual education content.
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The document provides details of a classroom observation of a 5th grade English class in Argentina, including:
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2. Sounds in the classroom included students talking to each other and asking the teacher questions.
3. The lesson included reviewing vocabulary, watching a video and completing a bingo chart, connecting sentences to animals, and addressing student questions.
Kindergarten Practicum - Lesson 1 - 2019
This document provides a lesson plan for a 50-minute English class for 5-7 year old students focused on food vocabulary. The lesson plan includes the following stages: a routine involving greetings and a song; a lead-in using a stuffed horse puppet to introduce new food words and practice numbers 1-10; a development stage where students complete an activity book page drawing the correct number of foods; and a closure game where students work in groups to shop for foods at a pretend supermarket based on flashcards. The plan outlines learning objectives, materials, classroom management strategies, and potential contingencies to support student learning and engagement.
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New journals first 1
The document summarizes Natalia Klein's observations from her teaching practicum. Over four classes, she found that the students were friendly, well-organized, and eager to learn English. They enjoyed singing songs, reviewing vocabulary, and doing hands-on activities. While the students were energetic and chatty, Natalia was able to keep them engaged through interactive lessons and the support of her tutor. Overall, the experience reinforced her passion for teaching and helped her learn effective classroom management strategies.
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Feedback by estela
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Observation Report N°2
It was a very enriching experience to return to my former primary school as a pre-service teacher. Being in the other side helped me understand better the teacher's role and responsibilities. Although it brought back memories, I felt prepared and motivated to share my knowledge with new generations of students.
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This document contains observations and reflections from a practicum student teacher. It discusses several cases including a student named Martin who seems bored in class and eager to leave, how students were assessed with an open-book test, and students' preferences for the musician Billie Eilish over Frozen which indicates their interests are shifting to teen artists. It also addresses a situation where a student got angry about not getting enough candy, and notes about assisting a student named Matias who has autism. Finally, it discusses a sad case of a student named Juan who is being abused and what steps the school should take to help.
Rodrigo diaz alcazar - guia de observacion
The class observed was an English lesson for 5th grade students focusing on numbers and colors. The desks were arranged in rows respecting social distancing protocols. The teacher engaged the students through interactive activities like matching numbers to their English words and a coloring activity. Students worked independently at their desks but the teacher circulated to check understanding and provide assistance. Students demonstrated high energy and enthusiasm for participating though a few were more shy. They collaborated well with each other despite having to remain seated separately.
DU2, Lesson 2 - Practica III
The document is a lesson plan for a 90-minute English class for 8 second-year junior students. The lesson focuses on the past continuous tense. Students will read an article about a man who helped an injured koala and became famous. They will practice ordering events, analyzing sentences in the past continuous, and describing what they were doing last Saturday using the tense. The lesson includes warm-up, presentation, practice, production, and closure activities. It provides detailed instructions and scaffolding strategies to support student learning.
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This document provides an observation report from a class taught by trainees Rocio Villoría and Amneris Pereira. The observer provides feedback on various aspects of the class including: liking the story selected but suggesting allowing more creative student versions; reducing written work; making activities more interactive and engaging; ensuring proper group work; avoiding rushing students; having the teaching assistant play a more active role; and providing a proper closing to the class. The observer concludes that most suggestions from prior observations were implemented, demonstrating improvement.
Narrative rodrigo diaz alcazar
The author began their teaching observation with feelings of intrigue, curiosity, and energy. When they arrived at the school, the teacher kindly welcomed them and showed them around. In the classroom, all eyes turned to the author as they were introduced to the students as a future teacher. The author observed part of an English lesson where the students practiced numbers and colors. The students demonstrated high energy and enthusiasm for participating in the lesson's activities. Though there are challenges in teaching, the author felt this is what they want to do, as everything is compensated when a student uses an English word they were taught.
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This document contains 3 lesson plans for an ESOL 10th grade class on the topic of daily routines and activities. The first lesson plan focuses on introducing the days of the week and typical daily activities in El Salvador. The second lesson plan builds on this by having students discriminate between the third person singular and first person singular when talking about daily routines. The third lesson plan has students write and present their own daily routines using vocabulary for the different parts of the day. Key activities include using pictures and narratives to demonstrate daily routines, questioning partners, and presenting a project on personal daily schedules.
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This lesson plan summarizes a 40-minute Zoom lesson on reducing environmental pollution for a group of 15 secondary students at a pre-intermediate English level. The lesson aims to raise awareness of environmental issues like pollution and promote reducing, reusing and recycling habits. It includes a warm-up discussion of pollution photos, a survey on student habits, group work matching conditional sentences about pollution consequences, and a closing Jamboard activity for students to share their plans. Scaffolding strategies like questioning, modeling, and feedback are integrated throughout teacher-guided and independent activities to support language development.
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The document provides details of an English lesson for 5-7 year old students focused on food vocabulary. The 50-minute lesson has multiple stages: a routine introduction with greetings and songs; a story presentation where students listen to "Horsi's Picnic" and practice saying food likes/dislikes; and a worksheet activity where students order food items from the story and indicate whether the character liked them or not. The lesson aims to develop students' language, listening, and interpersonal skills through engaging activities integrating music, stories and games.
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Didactic Sequence
This document provides details for a 16-session English language teaching sequence for 3rd grade students at School N° 218. The sequence focuses on teaching students about parts of the body through interactive activities using vocabulary like "have got". Sessions include warm-up activities reviewing vocabulary, games to reinforce grammar structures, creative projects like drawing monsters and describing their body parts, and using songs and videos to engage students. The goal is for students to practice oral English skills while learning about their body and values of respect and tolerance through age-appropriate integrated sexual education content.
Observations At School N°256
The document provides details of a classroom observation of a 5th grade English class in Argentina, including:
1. The class was organized into desks arranged in a square formation following social distancing protocols.
2. Sounds in the classroom included students talking to each other and asking the teacher questions.
3. The lesson included reviewing vocabulary, watching a video and completing a bingo chart, connecting sentences to animals, and addressing student questions.
Kindergarten Practicum - Lesson 1 - 2019
This document provides a lesson plan for a 50-minute English class for 5-7 year old students focused on food vocabulary. The lesson plan includes the following stages: a routine involving greetings and a song; a lead-in using a stuffed horse puppet to introduce new food words and practice numbers 1-10; a development stage where students complete an activity book page drawing the correct number of foods; and a closure game where students work in groups to shop for foods at a pretend supermarket based on flashcards. The plan outlines learning objectives, materials, classroom management strategies, and potential contingencies to support student learning and engagement.
DU2, Lesson 2 - Practica III
The 90-minute lesson plan aims to teach elementary level students about describing photos. Students will interpret photos by identifying actions, use key phrases to describe photos orally and in writing, and work collaboratively. The plan includes a warm-up where students share favorite photos, presenting target vocabulary and structures, practice describing photos using the language, and a closing activity where students take photos following descriptions. Scaffolding strategies support students throughout teacher-led and independent activities.
Kindergarten Practicum - Lesson 3 - 2019
This document provides details of an English lesson for young learners focused on food vocabulary. The 50-minute lesson will take place at the Charles Dickens Institute for 10 students ages 5-7. During the lesson, students will consolidate names of foods, numbers 1-10, and phrases for expressing likes and dislikes. They will develop speaking, imagination, and problem-solving skills through activities like working with lunch boxes, interacting with peers, and solving a food puzzle. The lesson involves introducing new vocabulary, reviewing concepts from previous lessons, assessing student understanding, and managing student behavior.
New journals first 1
The document summarizes Natalia Klein's observations from her teaching practicum. Over four classes, she found that the students were friendly, well-organized, and eager to learn English. They enjoyed singing songs, reviewing vocabulary, and doing hands-on activities. While the students were energetic and chatty, Natalia was able to keep them engaged through interactive lessons and the support of her tutor. Overall, the experience reinforced her passion for teaching and helped her learn effective classroom management strategies.
Lesson Plan N°10
This document provides details about an English lesson for 5th grade students in Escuela Normal N°256 Clemente J. Andrada. The 45-minute lesson focuses on revising places in the neighborhood. The objectives are to recognize places by listening, relate adjectives, describe places with opposite meanings, and build sentences using "there is" and "there are." Activities include choosing cities based on descriptions, writing opposites of words, answering questions starting with "is there/are there," and asking about places in drawings. The lesson incorporates individual work, whole class interaction, and partner work to practice listening, speaking, reading and writing skills.
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Similar to Last report csmila & belen by estela braun
Feedback by estela
Mariel taught a lesson to a fifth year class at Escuela 6. She began with a poem about creepy bugs and had students role play reading it. For the second activity, students searched newspaper envelopes to find matching halves of bugs and then labeled the parts of the insects in pairs. Both trainees provided excellent support to students. The lesson was well organized and followed the lesson plan, developing the topic of bugs creatively through meaningful activities that motivated the students. While Mariel's teaching stance was good, she needs to work on controlling student discipline more firmly. Overall, it was an excellent example of child-friendly pedagogy.
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This journal entry summarizes Ivón Valdez's lessons teaching English to 1st year secondary students in Spain. The lessons utilized the Communicative Approach and were organized through the Presentation-Practice-Production method. In Lesson 1, some students struggled to understand instructions in English despite gestures, so Spanish translations were needed. Students engaged well but were reluctant to speak aloud. Lesson 2 had few students due to weather so material was adapted. Students participated more confidently. Lesson 3 used metalinguistic feedback and pair work which helped students self-correct. Lesson 4 consolidated vocabulary through enjoyable games, though noise was an issue. Overall, students responded positively to communicative lessons and games.
Observation report by estela braun (1)
Belen taught two English classes on healthy food to 6th grade students. In the first class, some students sat around large tables, which made classroom management more difficult. The second class went more smoothly. Belen showed excellent organization and lesson planning skills. She started both lessons with an engaging game to review food vocabulary. Belen provided constant feedback and praise to students. Her classroom management was good, even when students in the first class misbehaved. The visual materials and activities kept students engaged. While the second class went well, some issues came up in the first class, such as a student making a Nazi salute, that could have been addressed from an intercultural perspective. Overall, Belen's teaching performance
Observation report by estela braun (1)
1. Belen taught two English lessons on healthy food to 6th grade students. While the second group was well-behaved, the first group sitting arrangement made classroom management more difficult.
2. Belen showed excellent lesson planning and organization skills. She started both lessons with a motivating game to review food vocabulary and assess speaking. Her feedback and praise of students was effective.
3. While the second group had fun and completed all activities, there were some issues in the first group like a student making a Nazi salute that could have been addressed from an intercultural perspective to inform students why such gestures are unacceptable.
4. Overall Belen's teaching performance was good, but the observer
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The document reflects on using games to teach English to children and describes a successful lesson the author taught using a game to review vocabulary about parts of the body and healthy/unhealthy habits. The author found that games kept the students engaged and motivated, and saw their English skills improve over the course of the practicum experience.
Final second evaluation
Natalia evaluated her second practicum period teaching English to 1st grade students in Buenos Aires, Argentina. She found that using visual aids like flashcards and pictures helped engage students and motivate them to speak in English. Natalia developed lesson plans with a variety of teaching strategies, activities, and resources to help students understand and learn vocabulary and topics. While there were initial problems with classroom management and timing, Natalia was able to modify her approach and students became more organized and efficient with time. Overall, Natalia felt her experience was fantastic and she learned a lot about improving her lesson planning and classroom management.
Journal secundariatrech checked (3).docx
The document provides summaries of 5 classroom observations conducted by a student teacher, María Inés Trech, during her practicum at a secondary school in Buenos Aires, Argentina.
The first observation summarizes an introductory science lesson where students asked questions about upcoming exams. The second observation describes a lesson reviewing the layers of the Earth and having students work through a poem about natural disasters.
The third observation recaps María's first teaching lesson on natural disasters vocabulary which engaged students through activities. The fourth observation discusses a lesson using weather idioms to review natural disasters which students enjoyed. The fifth observation describes teaching about environmental organizations which saw mixed student participation.
Reflexión Final - Kindergarten Level
This document is a reflection by Emili López on her first practicum period teaching English to first year primary students in Zapala, Neuquén. Some key points:
- She taught 16 students who were having their first experience with English.
- She aimed to give students a different experience than the typical grammar-translation approach used by their regular teacher.
- Over 5 lessons she incorporated games, songs, videos and other activities to make lessons more communicative and student-centered.
- She reflected on challenges like students' lack of English skills and distance from advisors, but felt she created a relaxed learning environment.
Final projectfahafhao
The document summarizes observations of an English class for high school students in Mexico. It describes 3 main activities: 1) Checking homework through repetition. 2) Group work creating dialogs using past perfect/continuous tenses. 3) Book exercises with repetition of words. It analyzes the class through theories of language acquisition, noting the teacher used behaviorism and total physical response. It suggests adding a game to motivate distracted students and help shy students participate more.
Lema journal-secondary-tpd2016-
Gabriela Lema observed and taught English lessons to secondary school students of varying English proficiency levels in Argentina. In one lesson, a student named Marcos disrupted the lesson by making comments in Spanish and saying he did not understand or like English. Gabriela incorporated Marcos' emotions into the lesson and found that playing board games may help create a less threatening atmosphere for all students, including Marcos.
Gunzelmann tpd - final reflection - primary
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.
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.
Journals
This document contains summaries of 4 classes taught by Natalia Klein during her teaching practicum. The classes covered topics such as the verb "to be" in positive, negative, and interrogative forms, jobs, places in the city, and the structure "there is/there are". Klein observed that the students spoke little English initially but seemed more confident over the classes. She used strategies like modeling, exemplifying, and paraphrasing to help students understand and participate. The students generally did activities well but required examples and correction on pronunciation.
Rodrigues - TPD - Practicum Journal- Primary Level
The trainee observed an English lesson at a primary school to gain experience. The teacher introduced new vocabulary about days, months, dates and weather [1]. Materials like flashcards were used to help students remember [2]. Most students struggled and the teacher had to repeat instructions in Spanish. In her first lesson, the trainee used a storybook and activities to teach vocabulary about family members. Students were engaged throughout and seemed to enjoy the lesson. For future lessons, she will consider allowing more time for student work [3].
Final Reflection - 3 levels - Mercado Sofia
This document contains the final reflection of a student teacher after completing practicum experiences teaching English in kindergarten, primary, and secondary levels at Aberdare College. The student teacher discusses feeling nervous at first but finding the experiences enjoyable and rewarding. They realized the importance of understanding students' needs and interests to plan engaging lessons using technology and motivating resources. Overall, the practicum was a significant opportunity to apply learning and demonstrate teaching skills, though not necessarily defining readiness on its own given prior experience. The student teacher intends to continue developing skills and would like to teach Spanish abroad in the future. Keeping a reflective journal helped them critically analyze lessons and stay motivated throughout the practicum.
My journal 1
Michelle kept a teaching journal during her observations and teaching of English lessons to 5-year-olds in Spain. Her early entries expressed worries about the lack of comprehensible input, focus on songs and art over vocabulary, and difficulty changing entrenched teaching habits. Later entries showed small successes teaching vocabulary directly in English despite student resistance to the new language. However, her mentor noted the journal lacked deep analysis of lesson planning, materials, and strategies to foster student understanding and language learning. The mentor encouraged Michelle to reflect more on constructive approaches to teaching young learners a new language.
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.
Period 1 Journal- Restivo
- The document describes a trainee teacher's observations and reflections from her first five English lessons with kindergarten students.
- In her first lesson, she was nervous but enjoyed getting to know the students. She realized aspects like timing needed improvement.
- Subsequent lessons covered topics like wild animals and colors. The trainee experimented with techniques like using images and group work.
- Throughout the lessons, the trainee focused on student engagement and used feedback to strengthen her teaching strategies and lesson planning.
Klein journal- class 1-s econdary level-checked (1)
Natalia Klein conducted a practicum teaching English class at Escuela Secundaria Cet 24. She taught the verb "to be" in positive and negative forms and new jobs vocabulary. The students engaged well with flashcards and an activity guessing the topic of an article. While the students struggled at times to understand English explanations, they worked hard and asked questions. In the future, Natalia will plan fewer activities to allow more time.
Journals
This document contains details from Natalia Klein's teaching practicum observations and lessons at Escuela Secundaria Cet 24 in Río Colorado, Argentina. It provides information on the dates, topics, and activities from 4 observation sessions and 4 teaching lessons delivered by Natalia. The lessons focused on teaching English verb conjugations and vocabulary related to jobs, places in a city, and use of "there is/there are". Student participation and engagement increased over the lessons as Natalia used modeling, examples, and paraphrasing to help students understand and speak in English.
Similar to Last report csmila & belen by estela braun (20)
Rodrigues - TPD - Practicum Journal- Primary Level
Rodrigues - TPD - Practicum Journal- Primary Level
Klein journal- class 1-s econdary level-checked (1)
Klein journal- class 1-s econdary level-checked (1)
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Motherese or caretaker speech provides a supportive environment for children to acquire language through imitation and practice. It features simplified language and positive reinforcement. When teaching English, teachers should incorporate aspects of motherese such as modeling, repetition, and confirmation to help students learn naturally. Behaviorism also influenced language teaching through an emphasis on imitation, practice, and habit formation. Children acquire language by imitating environmental cues and receiving feedback, though behaviorism alone cannot explain more complex grammar acquisition.
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The document summarizes activities from several English language textbooks used in Argentina. It analyzes the activities in relation to theories on language teaching and cultural identity. Some textbooks include more international content that is far from students' daily lives, while one textbook incorporates examples from different regions of Argentina. The document also discusses how to incorporate students' identities into teaching and include both global and local cultural perspectives. Young learners benefit from a supportive environment that mixes play and learning to keep them engaged.
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This document provides guidance for trainees on giving effective instructions to young English language learners. It outlines techniques for clarifying instructions, such as getting students' attention, using simple language, repeating instructions if needed, demonstrating tasks, and checking for understanding. Clear instructions are important for classroom management and discipline. The document encourages trainees to consider whether instruction strategies helped learners complete tasks effectively and maintain motivation.
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This document discusses how children learn a second language. It notes that children learn a language naturally through listening, repeating, imitating, interacting, and using the language meaningfully. The ideal context for language learning is immersion in an environment where the target language is used daily and is necessary for communication. The document also discusses how teachers' beliefs about language learning affect their teaching approaches and lessons, and how teachers can observe children's language learning through keeping diaries and recording student interactions.
Camila vanesa
- Camila greeted the students with a rhyme and checked homework, writing answers on the board. She introduced the new unit on parts of the body.
- The class listened to and danced to the song "Head and Shoulders, Knees and Toes". Students then colored a clown according to instructions.
- Camila needs to work on using a kinder approach when correcting students and providing feedback, as some of her comments came across as too strict or menacing for young learners.
Lujan report
The document summarizes an observation of an English lesson taught by two trainees, Camila V. and Belén E., to a 4th grade class. The observer notes that the trainees designed a dice game that engaged students in using phrases with "There is/are", which was an effective activity. However, the rest of the lesson relied too heavily on activities from the textbook and grammar explanations. The observer provides suggestions on incorporating more creative and communicative activities, limiting grammar explanations, using props to explain vocabulary, and reducing translation.
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The document provides an observation report for trainee teacher Camila Viñati's lesson on teaching 4th grade students about their favorite things. The lesson went well overall, with Camila demonstrating good teaching skills like speaking loudly and clearly, providing scaffolding, and checking student understanding. Some suggestions for future lessons included playing guessing games about famous people and having students interview others using question words. The teacher educator gave Camila an overall grade of A and 8 out of 10 for her first observed lesson.
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Padlet first narrative.
Camila Viñati decided to become an English teacher because she enjoyed English and was motivated by her own English teacher. She had some experience observing and teaching young children through "campo de las prácticas". For this year, she fears not being able to select the right material for different topics but hopes to become a good teacher who can create inspiring classes.
Lesson plan 7 camila
The document outlines a lesson plan for two 4th grade classes focused on parts of the body and healthy habits. It includes three activities - a word search on body parts, completing blanks about body parts in an image, and a discussion on healthy and unhealthy habits where students brainstorm and categorize ideas on a poster. The lesson aims to revise vocabulary on body parts, relate adjectives to parts, and teach vocabulary on healthy and unhealthy habits.
Lesson plan 10
The document provides information about an English test being administered at School N°6 Ricardo Gutierrez. It includes details such as the date, teacher in charge, students, timetable, and course book. The lesson plan objective is for students to take an evaluation to review all contents covered during the period. Warm up activities include singing a hello song and writing the date on the board, followed by revision exercises.
Lesson plan 9
This lesson plan is for 4th grade classes D and C at School N°6 Ricardo Gutierrez. The teacher is Ana Gomez Garcia and the trainees are Viñati Camila and Escudero Belén. The lesson will focus on revising vocabulary learned in previous classes including colors, numbers, body parts, and healthy/unhealthy habits. There will be 4 activities: 1) A dice game to review "there is" and school objects. 2) Students answer questions to review personal information. 3) Students complete sentences about monsters using "have/has got". 4) A Twister-style game where students place body parts on rugs with pictures of healthy/unhealthy habits and foods to
Lesson plan 8 clil project
1) The document outlines a lesson plan for a 4th grade English class taught by Ana Garcia at School N°6 Ricardo Gutierrez. 2) The lesson focuses on teaching students about healthy and unhealthy habits as part of a CLIL project on having a healthy body. 3) Activities include brainstorming healthy and unhealthy habits, completing sentences about habits, and playing a Twister-style game to review vocabulary by placing body parts on images of habits and foods.
Practical 20
1. The document discusses Kumaravadivelu's concept of post-method pedagogy, which emerged due to dissatisfaction with limitations of the concept of method and transmission model of teaching.
2. Post-method pedagogy is built as a three-dimensional system consisting of particularity, practicality, and possibility parameters. It aims to facilitate context-sensitive language education and rupture the theorist-practitioner divide by enabling teacher autonomy.
3. Key aspects of post-method pedagogy include moving beyond limitations of method and transmission models, understanding pedagogy broadly in terms of sociocultural influences, and rejecting dichotomies between theorists and teachers.
Practical 19
The document discusses the Natural Approach developed by Tracy Terrell and Stephen Krashen. Some key points:
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- Total Physical Response is a suitable method as it maintains a constant flow of comprehensible
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Practical 18
The document provides information about Communicative Language Teaching (CLT), including its key principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, suitable materials and techniques, and syllabus models stemming from CLT. The document contains questions for a quiz on CLT and provides examples of information gap activities and bibliographic references.
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El documento analiza los NAP (Núcleos de Aprendizajes Prioritarios) para lenguas extranjeras en Argentina. Explica que los NAP se organizan en 4 ciclos con diferentes niveles de aprendizaje y se centran en 6 ejes principales como la comprensión oral, la lectura y la producción oral. Un objetivo clave es promover el diálogo intercultural y ayudar a los estudiantes a integrarse en la sociedad mediante el desarrollo de habilidades de lectura, escritura y conversación en otro idioma.
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Last report csmila & belen by estela braun
- 1. PRACTICE II, DIDACTICS OF ELT. Prof. Estela N. Braun. PRACTICALS First term- 2018. Assistant teachers: Prof. Vanesa Cabral y Prof. Luján Ramos. Date: October,30th. School: School N°6 Ricardo Gutierrez Teacher in charge: Ana Gomez Garcia Trainees: Viñati Camila, Escudero Belén Courses: 4th D and 4th C. Timetable Fit: Tuesday 4th D (13:15-14:00) 4th C (14:05-15:50) Course Book: “Follow your trail 1” Topic: Revision before the test. LAST OBSERVATION REPORT: Teacher Educator: Estela N. Braun Student Teacher: Camila Viñati ACCOMPANIED BY Belèn Escudero. I should mention that in spite of having a terrible flu, Belén went to school to accompany her partner in one of the last revision lessons. This shows her commitment with both, her partner, and the pupils in her class. The lesson was taught following a very good plan which is attached to this feedback, together with photographs of the lesson. It was the lesson before the test and trainees were able to fulfil their purposes which included the revision of vocabulary, functions and a CLIL project based on healthy and unhealthy habits. Camila started the lesson calling students’ attention with her powerful voice. At times, her strong stance may seem a bit authoritarian or bossy. Try to improve. “Silence” with more polite expressions such as Can you be quiet, please? Respect for children brings about good behaviour and helps build a good rapport with them.
- 2. Camila showed a good command of controller and facilitator’s roles. The lesson started with a “hello song” routine. What went well: Camila Started the lesson stating the objectives: revision for the test.Then, they started the first activity: the dice game The group of fourth grade children were engaged and they worked all the time. Camila’s role as assessor was great and she checked each activity orally and then she asked children to copy. Meanwhile Belen helped a girl who said she did not remember anything. The quality of her support was just excellent. In the second activity they worked with the book, page 28, a reading comprehension exercise. It was complex but children could do it. Belén, as a pedagogical partner wrote the answers on the board. Perhaps the translation for THERE IS/ THERE ARE as HAY/HABER was not necessary. Both trainees monitored the class and provided suitable scaffolding at all times. For the third activity there was an extra copy with guided writing about monsters. It was excellent to revise the adjectives studied during the unit. Camila monitored the class all the time.
- 3. There was a good balance of macroskills: there was l reading practice with an emphasis on third person personal information. Trainees used a communicative language approach at all times. Management of timing was also very good. For the last activity they took children to the yeard to play twister with a review game. Both trainees worked together to get them organized by numbers, It was a TPR activity and children loved it. To sum up, I think this was an excellent lesson. Timing was excellent and both trainees planned an effective lesson plan to revise all the contents children had studied during the didactic sequence. The activities were varied, mainly games, and children could show how much they had learnt. Assessment through oral activities was great. Congratulations on your great effort and improvement during your practicum.
- 5. Questions for colloquy: Which were your best lessons? What happened’ What instances of children’s learning could you sense? Could you perceive your progress during your practicum? GRADE: A very good lesson for the beginning of the practicum. 8 (Eight) GRADE. 10 (ten) for both trainees.