1) The author recommends that when planning lessons, teachers should have clear teaching objectives and materials, but should not explicitly state the learning objectives to students at the beginning of each session. 2) Based on experience teaching deaf children, the author found it beneficial to share the sequence and activities with students to help them feel prepared and reduce anxiety, but not the intended learning goals. 3) At the end of lessons, the author prefers having a group reflection where students can identify what they learned, which may differ from the teacher's initial objectives, allowing for flexibility and creativity in the learning process.

1. After reading the articles and taking into consideration my own experience as a teacher, I
would like to mention the following aspects:
When we plan a lesson, as teachers, we should have a complete idea about what our
teaching objectives are in each of the sessions we are planning, the materials we are going
to use, the timing… and of course the learning objectives we want our students to achieve in
order to learn and understand the contents we are dealing with in each session. But if I
consider my personal experience, working as an infant and primary teacher, I would say that
in my point of view we don’t have to tell our students at the beginning of each session the
learning objectives we have planned.
In the years I worked with death children I realized that kids (especially death ones because
they can’t listen to you) they need to know what is going to happen in the session. I mean,
it’s necessary to anticipate our students the different activities we are going to go through,
or the different contents we are going to deal with, just to make them a clear idea about
what is going on in the session, to help them anticipate and feel calm. You know that kids
always want to know in advance what is going to happen next. This would help our students
to have a previous mental scheme in order to control anxiety.
In my period working with death kids I used to glue different pictures in my blackboard with
the session routines and activities and I just took them out in order we had worked on them.
I realized it was very useful for those students who couldn’t follow my instructions orally but
also for those students who sometimes felt lose in one of the part of the session and
obviously I think it was more visual and motivating for all my kids. What I want to explain, is
that we can anticipate our students the different parts of the session but we don’t have to
tell them what it’s supposed they are going to learn because in my personal point of view its
more interesting if at the end of the session all together we make a reflection about the
things they have been learning about. Probably, we as teachers have planned some learning
objectives and when we finish the session we discover that kids have taken into
consideration other aspects. Our class and our session should be a global environment
where we can learn from each other. Teachers from students, students from teachers,
students from students…. And sometimes it’s difficult to predict in advanced.
There is another aspect I want to considerer in order to deal with kids learning process,
creativity and imagination. We as teacher should be guides and if at the beginning of the
session you make your students copy the objectives in their notebooks you are not allow
them to reflect about their learning process at the end of the session because you are giving
them the answer before they have the opportunity to complete the task.
To conclude I want to point a teaching quote that I really love that summarize my personal
point of view.

2. THANK YOU!!
CELIA MORENO RODRIGUEZ