Regina completed her kindergarten teaching practicum with two groups of 5-year-olds in her hometown of Caleta Olivia. Though the students had no prior English exposure, they adapted well and enjoyed learning through a natural approach. The experience helped Regina improve her timing and use of the first language to teach English. Feedback from supervisors and her tutor increased Regina's confidence in teaching. The practicum also provided evidence for the school to begin an English program for kindergarten through 5th grade students in 2016.

1. Taller Práctica Docente Regina delos Ángeles Moure
Tutor:Prof.Cecilia Zemborain regis246@hotmail.com
INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE
PROFESORADO DE INGLÉS A DISTANCIA
2015
Self- assessment report.
Kinder period.
TraineeStudent: ReginaMoure
Introduction:
I did my kinder practicum period with two groups of 5-year-old students at Jardín de Infantes
“Cardenal Spínola” in my hometown,Caleta Olivia (Santa Cruz province).
Although neither of these groups had had a prior contact with the language, they did not
experienceanymajordifficulty.The onlycomplaintexpressedhadtodo with their not being able
to understandeverysingle word I uttered.Nonetheless, we got to know one another at the time
they got familiarised with the use of English as a means of communication in and outside the
classroom.Inaddition,therapportbuiltamongus gave way, to my belief, to the kind of learning
atmosphere required to introduce these absolute beginner to the learning of English.
Inthe paragraphstocome,I will evaluatemyteachingexperiencefollowing the “Four Dimensions
of Reflective Learning” our tutors from LV have adapted from the work of Karen Barnstable
(2009).
Thinkingback:
In general,I consider the aims of this experience achieved since they were:
 Offering these students the opportunity to have a first encounter with this foreign
language in an appropriate learning atmosphere.
 Getting myself acquainted with the type of work at kindergarten level, putting all the
theoryI havelearnedsofarintopracticewiththehelpof mymates andthekinder regular
teachers.
I wouldliketohighlightthatlast point because both Miss Sylvia and Miss Regina (even though
they arenotteachers of English) really supported me during this period.They gave me helpful
adviceaboutthelevel ingeneral andtheseSs inparticular,whodisplayedquitedifferent features
in spite of being of the same age.
As regards thisexperienceanditssignificancefor learners,I daresay that not only did they enjoy
it,but they actuallyacquiredthelanguage to which they were exposed.That was a consequence
of the Natural Approachtaken,inwhichtheinteractionwiththestudentwas notforcedatall,that
is to say their times were treated with proper respect.Once they felt confident,they could see
Comentario [R1]: Glad to learn that
you had sucha helpfulcompany beside
you. 

2. Taller Práctica Docente Regina delos Ángeles Moure
Tutor:Prof.Cecilia Zemborain regis246@hotmail.com
INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE
PROFESORADO DE INGLÉS A DISTANCIA
2015
how the languagehelped them to know new stories and scenarios and related those with their
own lives and situations.
At the timeof thinkingonmyownlearning,I was abletofind(notwithout any struggle) the right
timingfor activitiesaimedatstudentsthisage.Thatwas oneof my mainconcernsbefore starting
my practicum, alongside the use of L1.
Thinkingforward:
As I expressedintheprevioussection,I was very worried about the timing of the activities and
whether to resorttoSpanishasa tool for teachingthetargetlanguage or for students to learn it.
In one of my plans (2nd
lesson – Afternoon shift) there seemed to be a sort of confusion at the
presentation stage. My intention was not to elicit the new language in the students’ mother
tongue.WhatI hadwrittentherewas whatI thought(atthetimeof planningthelesson)wouldbe
the children’sspontaneous answers to my questions in English.That kind of work helped me to
foreseethe students’reactions tothematerial andthestoryemployedaswell asthewayI should
proceed with the lesson so that they learn the lexical set and structures I had chosen.
Thinkinginward:
Now thatthe wholeexperienceisover,andthatI receivedboththelocal observers andmytutor’s
feedback,I feel a littlemoresatisfiedwithmyperformance.I was reallynervous at the beginning,
but as I advancedinmypracticum,I gotthe confidenceI needto continue.Justlikeithappenedto
these children,once they goet confident enough, their learning speeded up.
I thinkthis istherightplaceandmomenttoconfessthatmyoriginal idea at the time of enrolling
inthisteachingtrainingwas togofor the Kinder andPrimaryteachingdegree.Havingworkedwith
younglearnersfor almost20 yearsmade me have a feel for this age groups.However, I am fully
aware that leaving my comfort-zone is one of the requirements in professional development.
Therefore,I must be brave enough to go further.
Thinkingoutward:
The factthatI didmypracticumina kindergarten thate does not offer English in its curriculum
providedtheinstitution’s headmistresswiththeproofs andargumentsshe needed to support her
request to the school authorities.
Hopefully,K-5 students will learn English as a foreign language in 2016.
Comentario [R2]: So, how willthis
experience help you in yourfuture lessons
and yourcarreer?
Comentario [R3]: Indeed, Gina!!
Comentario [R4]: Will you be partof
this project, Gina?
Simply proud ofyourwork!Yourpracticum
contributed notonly to yourown
professionaldevelopment, butalso to
institutional growth. You have fully metour
expectations.
Keep itup!!
Cecilia