Mdd6
•Download as DOCX, PDF•
0 likes•169 views
The author reflects on their first teaching experience and considers it a proof of their ability to teach well despite difficulties. They planned lessons carefully based on their methodology course, focusing on communicative approach and using realia when students struggled. While low student turnout was initially frustrating, applying what they learned helped them do a good job overall and identify areas to improve further like using more variety and target language.
Report
Share
Report
Share
Recommended
Final reflection 
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.
Tpd varesio-final reflexion- primary level
1) The student completed their primary practicum teaching English to 5th graders. They aimed to revise language items and introduce new vocabulary and structures related to food and meals.
2) The student found that using technology like a projector along with interactive activities kept students engaged and helped them produce language. However, the heterogeneous language levels required individualized support.
3) Overall, the experience helped the student improve their teaching strategies and confidence, and they received positive feedback from their tutor and teachers about their lessons and classroom management. The school also offered the student future work as a substitute teacher.
Tpd varesio-final reflection- primary level
1) The student completed their primary practicum teaching English to 5th graders at a local school. They focused on revising language items and introducing new vocabulary and structures related to food and meals.
2) The student utilized various technological and interactive resources like a projector, videos, images and whiteboard activities to engage the heterogeneous group of students. Most students were able to follow instructions with repetition and support.
3) The experience was very gratifying and the student felt more comfortable and confident in their teaching abilities compared to the start. They received positive feedback from their tutor and teacher to improve future lessons.
Reflection on primary practicum period 2018
The student teacher describes their experience doing their practicum at a private secondary school. They interviewed administrators to learn about the large class of 32 beginner students with varying English levels. Lessons incorporated visual aids, games, worksheets and activities from coursebooks to engage students and promote speaking practice. The student teacher found it difficult to use English at all times with this group but worked to improve lesson plans over time based on feedback. Areas for further improvement include timing, grammar use, fluency and reducing teacher talking time. Overall, it was a challenging but valuable first experience teaching such a large classroom.
Secondary final reflection- aguirrezabala
1) The student completed her teaching practicum at "ESCUELA AGROTECNICA" where she taught English to secondary students.
2) While planning and delivering her own lessons was challenging, the students engaged well with the topics and activities, though time management was an issue.
3) The experience helped the student improve her teaching skills and confidence, and she learned to better adapt lessons to students' individual needs and pace of learning.
Tpd reflection secondary - schefer elizabeth
This summarizes a student's reflection on their teaching practicum. The student planned activities according to their students' levels and interests. The students were afraid of being taught in English but were able to complete all activities successfully. The student reflects they would change some time management and activities if they did the practicum again. They found value in receiving feedback from their tutor and teacher to improve their teaching from class to class. As a teacher, they recognize the challenges of addressing adolescent issues and finding new ways to engage students daily.
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 Secondary Level Reflections
This document is a reflection from a student teacher, Alicia Balint, on her secondary practicum teaching experience. In three sentences:
Alicia taught narrative tenses to English students and saw great improvement in their learning, though the content was sometimes difficult. She realized the importance of preparation, guidance, and patience in teaching and learned how to better plan lessons with more original material and speaking tasks. Overall, the experience helped Alicia gain confidence in her ability to teach English classes fully in English and helped her grow professionally.
Recommended
Final reflection
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.
Tpd varesio-final reflexion- primary level
1) The student completed their primary practicum teaching English to 5th graders. They aimed to revise language items and introduce new vocabulary and structures related to food and meals.
2) The student found that using technology like a projector along with interactive activities kept students engaged and helped them produce language. However, the heterogeneous language levels required individualized support.
3) Overall, the experience helped the student improve their teaching strategies and confidence, and they received positive feedback from their tutor and teachers about their lessons and classroom management. The school also offered the student future work as a substitute teacher.
Tpd varesio-final reflection- primary level
1) The student completed their primary practicum teaching English to 5th graders at a local school. They focused on revising language items and introducing new vocabulary and structures related to food and meals.
2) The student utilized various technological and interactive resources like a projector, videos, images and whiteboard activities to engage the heterogeneous group of students. Most students were able to follow instructions with repetition and support.
3) The experience was very gratifying and the student felt more comfortable and confident in their teaching abilities compared to the start. They received positive feedback from their tutor and teacher to improve future lessons.
Reflection on primary practicum period 2018
The student teacher describes their experience doing their practicum at a private secondary school. They interviewed administrators to learn about the large class of 32 beginner students with varying English levels. Lessons incorporated visual aids, games, worksheets and activities from coursebooks to engage students and promote speaking practice. The student teacher found it difficult to use English at all times with this group but worked to improve lesson plans over time based on feedback. Areas for further improvement include timing, grammar use, fluency and reducing teacher talking time. Overall, it was a challenging but valuable first experience teaching such a large classroom.
Secondary final reflection- aguirrezabala
1) The student completed her teaching practicum at "ESCUELA AGROTECNICA" where she taught English to secondary students.
2) While planning and delivering her own lessons was challenging, the students engaged well with the topics and activities, though time management was an issue.
3) The experience helped the student improve her teaching skills and confidence, and she learned to better adapt lessons to students' individual needs and pace of learning.
Tpd reflection secondary - schefer elizabeth
This summarizes a student's reflection on their teaching practicum. The student planned activities according to their students' levels and interests. The students were afraid of being taught in English but were able to complete all activities successfully. The student reflects they would change some time management and activities if they did the practicum again. They found value in receiving feedback from their tutor and teacher to improve their teaching from class to class. As a teacher, they recognize the challenges of addressing adolescent issues and finding new ways to engage students daily.
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 Secondary Level Reflections
This document is a reflection from a student teacher, Alicia Balint, on her secondary practicum teaching experience. In three sentences:
Alicia taught narrative tenses to English students and saw great improvement in their learning, though the content was sometimes difficult. She realized the importance of preparation, guidance, and patience in teaching and learned how to better plan lessons with more original material and speaking tasks. Overall, the experience helped Alicia gain confidence in her ability to teach English classes fully in English and helped her grow professionally.
After lesson narrative huarte
Students were engaged in the lesson, though initially struggled to understand instructions in English. With translation to Spanish, the lesson went smoothly. Not all planned activities could be completed due to lack of prepared electronic devices. Feedback from an observer helped identify areas for improvement like using the board more and checking on students at the back. The partner's lesson was creative and engaging, though some students were briefly distracted until redirected. Working as a team in the classroom was challenging at first but obstacles were overcome.
Final Reflection about my Practicum
Valentina Monge felt fear and anxiety on her first day teaching 6th grade, but those feelings disappeared after she began teaching lessons. She found students' behavior and lack of attention to be her biggest challenge, which she attributes to the complex changes of adolescence. To engage students, she planned entertaining activities with her pedagogical partner. Students enjoyed activities involving videos, songs, and laptops the most and showed commitment to interactive and creative activities. Valentina received helpful feedback from observing teachers after lessons that helped her improve her teaching, and working with a pedagogical partner and mentor teacher made her feel supported throughout the practicum experience.
Tpd final reflexion fourdimensions primary level mestreflorencia
This document summarizes a student teacher's reflection on their experience teaching at the primary level.
The student teacher found the group of students difficult at first but they adapted well to each other. They had to consider the diverse social backgrounds of the students. While time management and additional activities need improvement, the lessons were well-planned and engaging for the students.
The principal was supportive, but the supervising teacher was unclear in her feedback and only focused on areas for growth without acknowledging successes like the student speaking English in the second lesson. Overall, the student teacher was pleased with student motivation and their own performance despite the teacher's negative attitude.
Secondary Level - Final Reflections
The document summarizes María Eugenia Calizaya's experience teaching English to secondary school students during her teaching practicum. Some key points include:
1) She taught a unit on the past simple tense and incorporated new grammar structures into engaging lesson activities.
2) While the experience went well overall, she notes some areas for improvement like getting to know students better to make lessons more meaningful.
3) Both the students and supervising teacher provided positive feedback, and María felt the experience helped build her teaching confidence.
Tpd reflection primary - schefer elizabeth
In this reflection on her teaching practicum, Elizabeth discusses putting her educational theory into practice and preparing varied resources for students with different learning styles. She reflects that she would improve time management and discipline in some activities. Elizabeth also notes the importance of receiving feedback from her tutor and teacher to improve her teaching from class to class and address new challenges.
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.
3) Later lessons improved with using visuals like pictures and games, teaching vocabulary like family members and possessions, and using body language and cognates to be understood without translating.
Schneider vanesa final reflection practica iii_checked
Vanesa Schneider reflects on her teaching practicum experience at a secondary school in Buenos Aires, Argentina. She felt disappointed after her first lesson when she made some English pronunciation and grammar mistakes due to nerves. However, she was able to continue the lesson and realized teachers are always learning. While she felt like a bad teacher initially, she took comfort in an author's words about the importance of rapport with students. Going forward, she plans to focus more on speaking English in her lessons to improve her skills and confidence through practice.
Reflection on my practicum experience agustina sarmiento
This document summarizes a student's reflections on their practicum experience teaching English at a primary school. Some of the key challenges included teaching a student with Down syndrome for the first time and improving their use of English in the classroom. The student enjoyed a lesson where students created imaginary pizzas the most because it actively engaged all the students. Working with a pedagogical partner was very helpful for sharing ideas, receiving feedback, and improving their teaching skills. While nervous at first, completing the practicum made the student feel more prepared and confident to teach English at the primary level.
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.
My Initial Level Reflections
This document contains a student's reflection on their first teaching practicum experience at the primary level. The student structures their reflection around Karen Barnstable's four dimensions of reflective learning: Thinking Back, Thinking Forward, Thinking Inward, and Thinking Outward.
In Thinking Back, the student discusses how their original lesson plans improved over time as they gained experience adapting to the students' needs. For Thinking Forward, the student realizes primary students learn best through kinesthetic activities, songs, and games. Thinking Inward, the student is satisfied with their growth in leading engaging lessons despite early challenges. For Thinking Outward, the student acknowledges feedback to speak louder while also considering alternative classroom management strategies. Overall, the student found the pract
Final reflection
This document reflects on the author's primary level practicum experience teaching English at Amadeus School. The author realized that as teachers, we are constantly learning from our students. The author also learned to remain flexible in lesson planning while maintaining the learning focus. Through using games, visual aids, and a communicative approach, the author engaged students and helped them enjoy learning English. This practicum experience helped the author grow personally and professionally as a future English teacher.
Essay
A future teacher will face problems resolving different student learning styles in the classroom. They will need to present visual activities for visual learners and physical activities like games for kinesthetic learners. Speaking skills should be taught in the classroom to motivate students, as many see the ability to speak as knowing the language. If speaking activities are implemented correctly, it can make the classroom more fun and dynamic, raising student motivation to learn English. Overall, teachers must be prepared to address problems in the classroom, and gain experience through practice to acquire the necessary tools.
Gunzelmann tpd - final reflection
The student reflects on completing her teaching practice period, which helped her overcome her fears of making mistakes in front of students. While she struggled at first, receiving advice and feedback from observing teachers helped her improve. She is grateful for the support of her family and teachers throughout her career and practices.
Tpd 2017 reflection on secondary stage novillo hall
I have been teaching secondary school for many years, but this experience taught me a lot. The aims of this teaching period were quite challenging as I had limited time but was asked to cover a wide range of topics, finish a novel, and contextualize new topics. I had to find ways to introduce new elements like ICT and articulate my teaching with the course teacher. While students participated, some preferred doing activities without class involvement. Overall it was a constructive experience that confirmed teaching is my vocation, though there were challenges in managing student fatigue and motivation towards the end of the year.
Nievas - Primary level - Final assessment
The document is a final assessment report from a student reflecting on their primary level practicum period.
First, the student notes they learned a lot as the age group, English level, issues, content and methodology differed from their kindergarten practicum. Second, they improved classroom management strategies and timing over their three lessons. Student feedback helped them design more motivating lessons. Finally, they felt more relaxed than in their kindergarten practicum and enjoyed the lessons.
Feedback from Luján
- The feedback report summarizes an English lesson taught by two teacher trainees, Ana Valentina Monge and Ana Belén Morán, to a combined 6th grade class of around 30 students.
- The lesson was observed by the assistant professor Lis María Luján Ramos. The report provides positive feedback on the trainees' classroom management skills but also offers suggestions for improving their use of English, pronunciation, inclusion of all students, behavior management, activity planning and pacing, and limiting the mentor teacher's involvement.
- Overall the lesson was well-managed but the report recommends the trainees focus on accurate language modeling, ensuring all students can participate, engaging learning activities, and maintaining full responsibility for teaching the class.
The reflective cycle iannaci corrected
The document summarizes Mariela Gisela Iannaci's experience completing her teaching practicum for an English class at the primary level. During her practicum, she realized the importance of planning lessons that engage students' interests through meaningful activities. While teaching, she found herself relying too much on students' native language to explain activities. Through feedback and reflection, she learned the importance of using only the target language in class. Going forward, she plans to immerse students in English from the start of class, use visual aids and gestures to support understanding, and incorporate more fun games to build students' confidence speaking the language. Overall, she feels the experience has greatly enriched her teaching practice.
Tpd varesio-final reflexion-kindergarten practicum1
1) The student completed a kindergarten practicum where they taught English to 5-year-olds. The lessons focused on teaching body parts, clothes, and other vocabulary through games, songs and activities.
2) Initially, the student felt nervous but grew more comfortable over time. They reflected on using more visual aids, gestures, and modeling to help students understand and produce the target language.
3) While satisfied with their performance, the student recognizes aspects to improve like classroom management and having backup activities. They learned students have different paces and styles of learning.
Final reflection bizet kinder
The student completed a kindergarten practicum and felt satisfied overall with how their classes went. The students seemed engaged with the activities and lessons, actively participated, and learned the intended content about parts of the house. The student was able to use the target language during classes and the students understood and used the new vocabulary. Areas for improvement include implementing different classroom management strategies, as the large class size sometimes led to distraction or overexcitement that disrupted lessons. Overall, the experience of working with kindergarteners was highly rewarding due to their unique energy and eagerness to learn.
The reflective cycle iannaci corrected
1) The student completed a practicum teaching English as a foreign language to primary students where she provided lessons and observations.
2) During her practicum, she learned the importance of considering students' interests and appropriate contexts and contents when planning lessons. She found students enjoyed activities about famous people.
3) Through feedback, she realized one of her weaknesses was overusing Spanish and needs to expose students to more English.
Feedback 28/08/17
- The feedback report summarizes an English lesson taught by two teacher trainees, Ana Valentina Monge and Ana Belén Morán, to a combined 6th grade class of around 30 students.
- The lesson was observed by the assistant professor Lis María Luján Ramos. The report provides positive feedback on the trainees' classroom management skills but also offers suggestions for improving their use of English, pronunciation, inclusion of all students, behavior management, activity planning and pacing, and limiting the mentor teacher's involvement.
- Overall the lesson was well-managed but the report recommends the trainees focus on accurate language modeling, ensuring all students can participate, engaging learning activities, and maintaining full responsibility for teaching the class.
TPD II 2016 Journal Writing - Canellas
- The student teacher observed an English class at a secondary school and taught 4 lessons focused on the Olympic Games.
- In the lessons, the student teacher applied communicative teaching strategies like using visual aids and guiding student participation. However, student engagement was sometimes low and homework was often not completed.
- The lessons saw mixed success, with positive student behavior but room for improvement in lesson pacing and activity design. The student teacher gained experience and looks to apply lessons learned in future teaching.
More Related Content
What's hot
After lesson narrative huarte
Students were engaged in the lesson, though initially struggled to understand instructions in English. With translation to Spanish, the lesson went smoothly. Not all planned activities could be completed due to lack of prepared electronic devices. Feedback from an observer helped identify areas for improvement like using the board more and checking on students at the back. The partner's lesson was creative and engaging, though some students were briefly distracted until redirected. Working as a team in the classroom was challenging at first but obstacles were overcome.
Final Reflection about my Practicum
Valentina Monge felt fear and anxiety on her first day teaching 6th grade, but those feelings disappeared after she began teaching lessons. She found students' behavior and lack of attention to be her biggest challenge, which she attributes to the complex changes of adolescence. To engage students, she planned entertaining activities with her pedagogical partner. Students enjoyed activities involving videos, songs, and laptops the most and showed commitment to interactive and creative activities. Valentina received helpful feedback from observing teachers after lessons that helped her improve her teaching, and working with a pedagogical partner and mentor teacher made her feel supported throughout the practicum experience.
Tpd final reflexion fourdimensions primary level mestreflorencia
This document summarizes a student teacher's reflection on their experience teaching at the primary level.
The student teacher found the group of students difficult at first but they adapted well to each other. They had to consider the diverse social backgrounds of the students. While time management and additional activities need improvement, the lessons were well-planned and engaging for the students.
The principal was supportive, but the supervising teacher was unclear in her feedback and only focused on areas for growth without acknowledging successes like the student speaking English in the second lesson. Overall, the student teacher was pleased with student motivation and their own performance despite the teacher's negative attitude.
Secondary Level - Final Reflections
The document summarizes María Eugenia Calizaya's experience teaching English to secondary school students during her teaching practicum. Some key points include:
1) She taught a unit on the past simple tense and incorporated new grammar structures into engaging lesson activities.
2) While the experience went well overall, she notes some areas for improvement like getting to know students better to make lessons more meaningful.
3) Both the students and supervising teacher provided positive feedback, and María felt the experience helped build her teaching confidence.
Tpd reflection primary - schefer elizabeth
In this reflection on her teaching practicum, Elizabeth discusses putting her educational theory into practice and preparing varied resources for students with different learning styles. She reflects that she would improve time management and discipline in some activities. Elizabeth also notes the importance of receiving feedback from her tutor and teacher to improve her teaching from class to class and address new challenges.
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.
3) Later lessons improved with using visuals like pictures and games, teaching vocabulary like family members and possessions, and using body language and cognates to be understood without translating.
Schneider vanesa final reflection practica iii_checked
Vanesa Schneider reflects on her teaching practicum experience at a secondary school in Buenos Aires, Argentina. She felt disappointed after her first lesson when she made some English pronunciation and grammar mistakes due to nerves. However, she was able to continue the lesson and realized teachers are always learning. While she felt like a bad teacher initially, she took comfort in an author's words about the importance of rapport with students. Going forward, she plans to focus more on speaking English in her lessons to improve her skills and confidence through practice.
Reflection on my practicum experience agustina sarmiento
This document summarizes a student's reflections on their practicum experience teaching English at a primary school. Some of the key challenges included teaching a student with Down syndrome for the first time and improving their use of English in the classroom. The student enjoyed a lesson where students created imaginary pizzas the most because it actively engaged all the students. Working with a pedagogical partner was very helpful for sharing ideas, receiving feedback, and improving their teaching skills. While nervous at first, completing the practicum made the student feel more prepared and confident to teach English at the primary level.
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.
My Initial Level Reflections
This document contains a student's reflection on their first teaching practicum experience at the primary level. The student structures their reflection around Karen Barnstable's four dimensions of reflective learning: Thinking Back, Thinking Forward, Thinking Inward, and Thinking Outward.
In Thinking Back, the student discusses how their original lesson plans improved over time as they gained experience adapting to the students' needs. For Thinking Forward, the student realizes primary students learn best through kinesthetic activities, songs, and games. Thinking Inward, the student is satisfied with their growth in leading engaging lessons despite early challenges. For Thinking Outward, the student acknowledges feedback to speak louder while also considering alternative classroom management strategies. Overall, the student found the pract
Final reflection
This document reflects on the author's primary level practicum experience teaching English at Amadeus School. The author realized that as teachers, we are constantly learning from our students. The author also learned to remain flexible in lesson planning while maintaining the learning focus. Through using games, visual aids, and a communicative approach, the author engaged students and helped them enjoy learning English. This practicum experience helped the author grow personally and professionally as a future English teacher.
Essay
A future teacher will face problems resolving different student learning styles in the classroom. They will need to present visual activities for visual learners and physical activities like games for kinesthetic learners. Speaking skills should be taught in the classroom to motivate students, as many see the ability to speak as knowing the language. If speaking activities are implemented correctly, it can make the classroom more fun and dynamic, raising student motivation to learn English. Overall, teachers must be prepared to address problems in the classroom, and gain experience through practice to acquire the necessary tools.
Gunzelmann tpd - final reflection
The student reflects on completing her teaching practice period, which helped her overcome her fears of making mistakes in front of students. While she struggled at first, receiving advice and feedback from observing teachers helped her improve. She is grateful for the support of her family and teachers throughout her career and practices.
Tpd 2017 reflection on secondary stage novillo hall
I have been teaching secondary school for many years, but this experience taught me a lot. The aims of this teaching period were quite challenging as I had limited time but was asked to cover a wide range of topics, finish a novel, and contextualize new topics. I had to find ways to introduce new elements like ICT and articulate my teaching with the course teacher. While students participated, some preferred doing activities without class involvement. Overall it was a constructive experience that confirmed teaching is my vocation, though there were challenges in managing student fatigue and motivation towards the end of the year.
Nievas - Primary level - Final assessment
The document is a final assessment report from a student reflecting on their primary level practicum period.
First, the student notes they learned a lot as the age group, English level, issues, content and methodology differed from their kindergarten practicum. Second, they improved classroom management strategies and timing over their three lessons. Student feedback helped them design more motivating lessons. Finally, they felt more relaxed than in their kindergarten practicum and enjoyed the lessons.
Feedback from Luján
- The feedback report summarizes an English lesson taught by two teacher trainees, Ana Valentina Monge and Ana Belén Morán, to a combined 6th grade class of around 30 students.
- The lesson was observed by the assistant professor Lis María Luján Ramos. The report provides positive feedback on the trainees' classroom management skills but also offers suggestions for improving their use of English, pronunciation, inclusion of all students, behavior management, activity planning and pacing, and limiting the mentor teacher's involvement.
- Overall the lesson was well-managed but the report recommends the trainees focus on accurate language modeling, ensuring all students can participate, engaging learning activities, and maintaining full responsibility for teaching the class.
The reflective cycle iannaci corrected
The document summarizes Mariela Gisela Iannaci's experience completing her teaching practicum for an English class at the primary level. During her practicum, she realized the importance of planning lessons that engage students' interests through meaningful activities. While teaching, she found herself relying too much on students' native language to explain activities. Through feedback and reflection, she learned the importance of using only the target language in class. Going forward, she plans to immerse students in English from the start of class, use visual aids and gestures to support understanding, and incorporate more fun games to build students' confidence speaking the language. Overall, she feels the experience has greatly enriched her teaching practice.
Tpd varesio-final reflexion-kindergarten practicum1
1) The student completed a kindergarten practicum where they taught English to 5-year-olds. The lessons focused on teaching body parts, clothes, and other vocabulary through games, songs and activities.
2) Initially, the student felt nervous but grew more comfortable over time. They reflected on using more visual aids, gestures, and modeling to help students understand and produce the target language.
3) While satisfied with their performance, the student recognizes aspects to improve like classroom management and having backup activities. They learned students have different paces and styles of learning.
Final reflection bizet kinder
The student completed a kindergarten practicum and felt satisfied overall with how their classes went. The students seemed engaged with the activities and lessons, actively participated, and learned the intended content about parts of the house. The student was able to use the target language during classes and the students understood and used the new vocabulary. Areas for improvement include implementing different classroom management strategies, as the large class size sometimes led to distraction or overexcitement that disrupted lessons. Overall, the experience of working with kindergarteners was highly rewarding due to their unique energy and eagerness to learn.
The reflective cycle iannaci corrected
1) The student completed a practicum teaching English as a foreign language to primary students where she provided lessons and observations.
2) During her practicum, she learned the importance of considering students' interests and appropriate contexts and contents when planning lessons. She found students enjoyed activities about famous people.
3) Through feedback, she realized one of her weaknesses was overusing Spanish and needs to expose students to more English.
What's hot (20)
Tpd final reflexion fourdimensions primary level mestreflorencia
Tpd final reflexion fourdimensions primary level mestreflorencia
Schneider vanesa final reflection practica iii_checked
Schneider vanesa final reflection practica iii_checked
Reflection on my practicum experience agustina sarmiento
Reflection on my practicum experience agustina sarmiento
Tpd 2017 reflection on secondary stage novillo hall
Tpd 2017 reflection on secondary stage novillo hall
Tpd varesio-final reflexion-kindergarten practicum1
Tpd varesio-final reflexion-kindergarten practicum1
Similar to Mdd6
Feedback 28/08/17
- The feedback report summarizes an English lesson taught by two teacher trainees, Ana Valentina Monge and Ana Belén Morán, to a combined 6th grade class of around 30 students.
- The lesson was observed by the assistant professor Lis María Luján Ramos. The report provides positive feedback on the trainees' classroom management skills but also offers suggestions for improving their use of English, pronunciation, inclusion of all students, behavior management, activity planning and pacing, and limiting the mentor teacher's involvement.
- Overall the lesson was well-managed but the report recommends the trainees focus on accurate language modeling, ensuring all students can participate, engaging learning activities, and maintaining full responsibility for teaching the class.
TPD II 2016 Journal Writing - Canellas
- The student teacher observed an English class at a secondary school and taught 4 lessons focused on the Olympic Games.
- In the lessons, the student teacher applied communicative teaching strategies like using visual aids and guiding student participation. However, student engagement was sometimes low and homework was often not completed.
- The lessons saw mixed success, with positive student behavior but room for improvement in lesson pacing and activity design. The student teacher gained experience and looks to apply lessons learned in future teaching.
TPD II 2016 Journal Writing - Canellas
Mariana Canellas completed her second practicum period teaching English at Colegio No 738. Her lessons focused on the Olympic Games and applied a communicative approach. Students had difficulty communicating in English but behaved well. The lessons saw mixed success, with students engaging with videos but not completing homework. Mariana reflected on improving lesson pacing and integrating more written exercises and pair work. She was grateful for the learning experience and looks forward to assessing her progress in her report.
TPD II 2016 Journal Writing - Canellas
1) The document summarizes a journal entry by a student teacher, Mariana Canellas, observing classes taught by teacher Analía Perez at Colegio No 738. Mariana observed a lesson on present simple and present perfect tenses that involved students completing exercises at their desks.
2) In her next lesson, Mariana taught using visual aids and gestures to communicate as the students struggled with English instructions. The students behaved well but seemed tired from the activities.
3) Over subsequent lessons, Mariana worked to foster more communication through activities like pair work while addressing challenges like student absences and maintaining motivation over multiple classes.
TPD II 2016 Journal Writing - Canellas
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects and changes she would make. For some lessons, students behaved well but lacked motivation. Mariana realized she needed to better support students with cognitive problems and improve timing and activity design. Overall, it was a valuable learning experience for Mariana.
TPD II 2016 Journal Writing - Canellas
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects, and changes she would make. For some lessons, students were tired, lacked motivation, or did not do homework. Mariana worked to engage students through visual aids, group work, and videos. She reflected on integrating skills and supporting students with different needs. Her tutors provided feedback encouraging her to clarify ideas and consider varied teaching approaches.
Beramendi journalentries-secondarylevel
In her final journal entry, the trainee reflects on her last lesson with the secondary school class. She was able to create a friendly atmosphere with the students and they seemed engaged in the CLIL lesson about healthy habits. While classroom management is an area she still wants to improve, the students responded well to her teaching strategies and completed all the activities. This practicum experience has provided useful lessons for planning future classes and recognizing what teaching approaches are most effective.
Schulze all journals-secondary-checked
The document describes Paula Schulze's reflections on four English lessons taught to a 4th year secondary level group. Paula focused on communicative language teaching approaches and used a variety of strategies like visual aids, group work, and discussions. The students reacted positively overall, actively participating in lessons and using English, though some lessons ran short on time or required improvements to practice structures more.
Final Reflection
The document is a reflection from a student, Silvia Bruno, on her teaching practicum experience at a private primary school. In her practicum, she observed classes, assisted the teacher, and taught lessons of her own. In her first lesson, she struggled to manage student behavior but learned from the experience. Going forward, she plans to focus on preparing lessons that engage students, foster participation, and incorporate effective classroom management strategies like learning students' names. She also wants to continue developing skills like using transitions between activities and planning interdisciplinary lessons.
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.
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.
Schulze 4 journals kinder checked
Paula Schulze taught an English lesson to Kindergarten students. She focused on using the Total Physical Response Method and Natural Approach to promote language learning through activities and play. Some strategies like demonstration and modeling were effective, while translation was needed for some students. The students enjoyed the puppet and engaging activities, but their attention span was short. Paula realized she needs to improve classroom management skills and relax more with this age group.
Schulze 4 journals kinder checked
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.
TPD - Final Assessment Report - Rodrigues
This report summarizes Laura Natalia Rodrigues' teaching practicum experiences in kindergarten, primary, and secondary levels. She found kindergarten most challenging as she had little experience, but learned that young children have their own learning processes. In primary school, students engaged well with her lessons, especially technology activities they did not usually access. For secondary students, having a different teacher was a positive change and they demonstrated learning from her lessons. Overall, the experiences gave her confidence and helped apply her teaching knowledge in varied contexts.
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.
Tpd2018 assignment reflection cycle on secondary-arroyo
This document contains a reflective report from a student teacher analyzing their third practicum period teaching English at the secondary level according to Kolb's reflective cycle. The student teacher presented lessons using various techniques including videos, PowerPoints, games and visual aids. Students engaged well and seemed to appreciate the interactive materials. While nervous at first about teaching adolescents, the student teacher was able to relax and establish a positive classroom environment with respect and empathy. Going forward, the student teacher plans to incorporate more motivating activities using music and technology that adolescents enjoy, to better connect with and engage students as language learners.
Mdd 2 y 3
- The document contains lesson plans and reflections from a student teacher on their teaching experience.
- When planning lessons, the student teacher considered the methodology used by their guide teacher, the goals and activities in the English course program, and how to motivate students.
- Creating lesson plans that followed the textbook more closely while also including fun, challenging activities was difficult but the student teacher worked with their guide teacher to find a balance.
- Not being able to fully apply what was learned at university about lesson planning due to the school context was also challenging.
- The student teacher was satisfied that they could include some of their own ideas while still meeting the requirements of their guide teacher and school program.
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.
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.
Similar to Mdd6 (20)
THE WORK OF THE ENGLISH TEACHER BEFORE AND AFTER A REFLECTIVE THINKING
THE WORK OF THE ENGLISH TEACHER BEFORE AND AFTER A REFLECTIVE THINKING
Tpd2018 assignment reflection cycle on secondary-arroyo
Tpd2018 assignment reflection cycle on secondary-arroyo
More from scarlettespinoza
Coursebook
This document summarizes interviews with an English teacher and student about their use and views of coursebooks. The teacher finds coursebooks important for their focus on communication and uses them mainly for presentation and practice. She supplements materials when activities are inappropriate or to encourage different skills. She would like varied listening activities and more visual grammar instruction. The student uses the coursebook as required but prefers reading activities about familiar topics. While not very important on its own, she sees it as a useful guide for studying.
Resources folder
The document contains a list of 10 classroom activities with their purpose, stage in the lesson, and intended audience. It then provides instructions, guidelines or rubrics for assessing each of the 10 activities which include role plays, writing letters, debates, making magazine articles, oral presentations, puzzles, games, creating posters, designing menus and family trees. The activities are intended to develop students' speaking, writing, critical thinking and creative skills at different levels and stages of a high school lesson.
Essay methodology
1. The document discusses methodology in teaching English as a foreign language and the importance of effective lesson planning. It argues that methodology provides tools to improve language teaching and addresses challenges like what and how to teach.
2. Effective lesson planning is also discussed as an important framework that helps teachers stay organized and achieve learning goals. Lesson plans should consider student characteristics and allow flexibility for adjustments.
3. While resources exist to help teachers, results have not always matched expectations. The document emphasizes that teachers must select appropriate methods based on student abilities and apply methodology correctly to create functional language users.
Language learner profile.
The document profiles a language learner named Alexa Reichelt Barraza. It analyzes her performance in an oral assessment role playing a customer at a restaurant. The summary identifies grammar issues like incorrect modal verb ordering and preposition use. It also notes pronunciation difficulties stemming from a lack of practice. The profile provides background on Alexa and evaluates her language needs, such as improving question formation and using correct verb tenses and articles.
Journal
This document summarizes observations from English language teaching classes. It describes the lessons and activities conducted by the teacher over several class periods, including establishing objectives, monitoring student work, eliciting information, and practicing vocabulary. It also provides feedback on lessons delivered by the author and another student teacher. Areas of strength and aspects to improve are discussed, such as using questioning techniques, room setup, and projecting voice. The author reflects that real classroom experience is needed to develop teaching skills and the ability to adapt to unexpected situations.
PPP LESSONS JAVI
The document describes an English lesson plan for a class on personal information and descriptions. The lesson aims to teach students how to give personal information and describe places orally and in writing using the present simple tense. The plan outlines target language, procedures, stages of the lesson including introduction, practice and production activities. Students will practice describing themselves, pictures of places, and things around them using vocabulary taught.
Resources folder javiera rubrics
This document contains scoring rubrics and categories for evaluating various classroom activities in a Methods course. It includes rubrics for activities such as role plays, writing letters, debates, making magazines, oral presentations, and designing menus. Each rubric has 4 categories (4 being the highest score, 1 being the lowest) to assess different elements of the activities, such as use of props, grammar, organization, comprehension, and adherence to requirements. The document provides teachers with a way to systematically evaluate student performance across multiple interactive activities.
Ppp 2 MIA
This document contains a lesson plan for teaching daily routines in English to students. The aim is for students to be able to describe their daily routines orally and in writing. The lesson plan outlines the target language, which is the present simple tense. It provides examples of how to form sentences using the present simple tense. The procedure section details the stages of the lesson, including introducing vocabulary, having students match pictures to routines they hear, completing a true/false worksheet, and writing an email describing daily routines. The lesson plan aims to provide practice and production of the target language through these interactive activities.
Ppp 1 MIA
This document outlines a lesson plan for teaching English vocabulary related to food. The lesson aims to teach students to use vocabulary to express what foods they like or dislike orally and in writing. The plan includes introducing new food vocabulary through a presentation, having students practice by categorizing words and creating questions about food preferences, and producing dialogues asking their classmates about likes and dislikes. The plan anticipates students may struggle with verb forms and pronunciation and provides solutions such as drilling and modeling sounds.
Mdd 2
This document outlines 4 Spanish language lessons with the following aims: 1) give personal information and describe a place, 2) use food vocabulary and discuss likes/dislikes, 3) describe things that are close to them, and 4) describe daily routines. It notes that the learning goals and topics covered are aligned with the national curriculum and coherent with the level of the general English students taught, covering basic topics for the first years of high school.
Muestras de desempeño docente 1
1. The class consists of 34 English students from various majors at Universidad Católica de la Santísima Concepción. There is diversity in years of study but little diversity in socioeconomic status or race.
2. Many students get distracted easily by technology and have a very basic level of English. This will require lessons with dynamic activities and clear language to keep students engaged and ensure understanding.
3. The classroom lacks visual elements but uses group seating. Lessons should incorporate collaborative work and provide students with materials instead of writing on the board to avoid lost time. Understanding the student context is essential for effective lesson planning.
Article: The perfume
1) The novel "The Perfume" follows Grenouille, a man obsessed with creating the perfect perfume who commits multiple murders to achieve his goal.
2) Driven solely by his obsession, Grenouille kills without regard for how it affects others. He tracks his 24th victim, a beautiful woman named Laure, to a remote house but finds them.
3) Grenouille lacks his own body scent, leaving him unable to experience love or happiness. His death at the end demonstrates that without an understanding of morality, ambition can have destructive consequences.
More from scarlettespinoza (12)
Recently uploaded
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdRecently uploaded (20)
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Mdd6
- 1. Taking everything into account, I consider my first teaching experience as the first proof of how good I can be when I teach. Eventhough all the difficulties that I had, my class (because I could not make my second one) was very meaningful to receive feedback of my performance afterwards, in order to improve what could have been better. At the beginning, I was kind of dissapointed because of my students. I had to observe general English ones, and when they told me that they wanted to go to my tutorials, nobody went. For the following week only 2 students arrived. I felt a little bit frustrated because I had planned my lesson with all the materials to be used, thus because the number of students were not as I expected to have, I had to rearrange the tasks at the moment. On the other hand, having the “EFL Methodology” course was very useful to be able to know how to design my lessons. I spent a lot of time thinking of what activities I could use for my students, taking into consideration the level of them. I tried to be focused as much as possible in the communicative approach, and I can say that my class was a 90% about how to use the language, rather than teaching gramatical rules. Furthermore, when I did my class I put in practice what I learnt from my methodology course in terms of strategies. When my students were not able to understand what I was saying or any word, it was very practical the use of realia, instead of spending time explaining something that probably they would not understand. To sum up, planning lessons was very challenging for me, but as a final result I consider I did a good job. For the following semesters, I will be even more focused on the use of variety, target language, and on the communicative approach. If we as future teachers can make these changes in our lessons, I am sure we can improve positively the reality of our educational system, especially in English classes.