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

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
Mandatory Assignment: Dimensions of Reflective Learning
MATERIA: Taller de práctica docente
Nombre del alumno: ..........Balint, Alicia
Erica .............................................................................................................
Tutor: Aurelia Velázquez
After finishing my first practicum at the Initial Level, I can clearly reflect on the four
dimensions proposed by Karen Barnstable.
As regards the Thinking Back Dimension, I would say that the original aim of the project
was to apply the knowledge acquired throughout our course of studies to teach students of
first grade the language topics I was given by the class teacher. Not only was this
experience part of my final project’s mark, but it was also an opportunity to use all the
concepts and practice we have done during these four years.
Concerning the lessons’ objectives, I must admit that the first one was not so well
connected through lexis, grammar and context, but, little by little, I could improve the use
of coherent pedagogical perspective. This made me able to create more integrated lessons,
in which students succeeded in understanding and acquiring the new topics.
I believe these classes were significant for learners because they could learn different
structures by working together and having fun at the same time. They were happy to notice
they could remember what we had seen the previous class.
In my opinion, many skills were necessary to develop this teaching experience. First of all,
adaptability. I am sure a teacher has to adapt, and even change, some parts of the lesson
plan if it is necessary. As well as developing the following lessons in a different way from
what she has previously thought. And this happened to me as the lessons went by. I had to
readapt some tasks, change and introduce different topics according to the curricula but
taking the pupils’ development into account.

2. Finally, I have to say that I have learnt a lot during this first practicum period. But the most
important point to take into account is that we do not have to get nervous when things do
not result exactly as we have planned. As I mentioned before, working with young learners
makes us modify our plans according to a great variety of issues. Some tasks can work
perfectly well with a group, but may be totally boring for another. So we do not have to
become frustrated when things end up differently.
Going to Thinking Forward, I have realized that young learners are extremely kinesthetic.
So I am sure I would work more with activities related to body language. They are also
very good at listening and speaking. This is why, if I could continue with this group, I
would encourage them into language by using songs and chants, accompanying them with
body movements and sounds.
This experience has extremely influenced my future goals because I have seen how pupils
develop a second language more through practising it with games. I have also realized that I
have to look for more attracting material since they get bored very easily. The experience
has also shown me how important is to keep active during the whole class. The moment a
student finishes a task, he/she gets bored and they start speaking in Spanish and bothering
their mates.
Thinking Inward, I am happy with the whole experience. It was not an easy challenge to go
through, as students were extremely talkative and, in some moments, it was difficult to
make them be quiet. However, I feel I have grown as a teacher since I was able to lead the
group through the lessons and students were able to answer enthusiastically. Now I know
how important is to plan a complete and coherent lesson with a specific context, so students
can follow and be part of it.
As I said before, I felt very frustrated after the first class, because I couldn’t finish my plan
and the pupils were a little distracted. Nevertheless, I felt my improvements in the
following classes, so I am really happy and satisfied with them.
Last but not least, Thinking Outward, I know the class’ teacher remarked many times I
should have spoken louder, specially to put order in the class. However, I know my voice
could not be louder than I spoke and, on the other hand, I tried different ways of making
them silent and work concentrated. For instance, I told them I wanted to see which table

3. worked more silently, or I asked them to race which group/ person finished the activity
first.
Anyway, I totally understand Miss Miriam’s point of view and I will try to look for other
strategies to calm students down and pay attention without the need of raising my voice.
To conclude, I believe that it was a magnificent experience, which taught me a lot as a
student and a teacher. I am eager to continue my practicum in primary school and use some
of my new discoveries in it.