This document is a journal entry from a teacher trainee, Gisela Restivo, describing her lessons with a 4th year secondary school class. Over the course of 8 lessons, she discusses various teaching strategies, activities with students, and her reflections. Some effective strategies included using the communicative approach, involving students in real communication, and using technology like videos. However, getting students to speak more English, rather than their native language, during class was an ongoing challenge that required improvement.

1. Instituto de Formación Docente Continua
Lenguas Vivas Bariloche (A-052)
Profesorado de Inglés – Opción pedagógica a distancia
 Subject: Taller de la Práctica docente
 Tutors´ names: Cecilia Zemborain and Aurelia Velazquez
 Student's name: Gisela Restivo
 Assignment: My Journal- Period 3

2. Trainee´s name: Gisela Restivo
Practicum level: Secondary
Group: 4th
year
I have been teaching this group since the beginning of the year. They have English as a
subject since they were in the 1st
year of Secondary School. Their level of English
corresponds to a pre intermediate level.
Class number: 1
Date: 8th
September
Section 1: Describing the lesson as it unfolds
What pedagogical principles supported the planning and delivery of this lesson?
This first lesson, as the following ones, was planned under the light of the communicative
approach. Therefore, during the whole class, students could express their opinions and
predictions about the future.
In other words, students were involved in real communication. They could not only express
their ideas, but they were also able to listen to their classmates. What is more, they were
able to interact with a text.
Section 2: Making sense of the lesson through relevant lived experiences
Choose a moment that was important for you during the lesson. Describe it and say
why it was important.
The video was an important moment. Whenever we use technologies in the class, we are
exposed to the fact that they may not work. In order to prevent any difficulties and as my
class started after the break, I used those minutes to prepare the computer and projector.
To tell you the truth, I relaxed a lot after the equipment worked properly. In regards to the
students, they were actually engaged. They liked the idea of using videos whenever they are
able to understand it. Therefore, I must be careful when selecting the materials since they
must be according to the studnets´level.

3. Section 3: Interpreting the lesson in words and images
Here, there are the students ‘productions of the day with my corrections. I feel students
were engaged with the activities and they liked working in pairs. Now, they are supposed to
answer the questions as homework...Let´s see if they are able to do it!

4. Trainee´s name: Gisela Restivo
Practicum level: Secondary
Group: 4th
year
Class number: 2
Date: 12th
September
Section 1
How did the students react to your teaching, to the activities and the materials? How
did they react to the lesson?
In general terms, most of the students were engaged during the whole class and worked
properly. They participated in an active way in the proposed activities.
However, there were times in which I had to call their attention because they were talking or
playing.
In addition, when I was editing the video, I could see some bad behaviour which I was not
able to see during the class. I will have a talk with the involved student as soon as possible.
This kind of behaviour is not new for me since it is commonly commented by the rest of the
teachers. Students are talkative and they always make jokes.
Seating arrangement is managed by their tutor. She has tried different forms but they talk
the same! We can propose changes but they always have to respect the seating they were
assigned.
If you ask me, I think they were engaged. Although it is not the most comfortable way of
studying, they work and study meanwhile they are talking.
To edit the videos of the practicum I used Movie Maker. To be honest, it was a hard work to
do it. First, because I watched the whole class and I paid attention to every single detail.
Then, I watched it for a second time for editing it. I used text so that the faces of students
were not seen.

5. Section 2
Choose a moment that was important for you during the lesson. Describe it and say
why it was important.
The beginning was a key moment. Students were punished today and they had no break. I
do not know the reason since when I arrived at the class their “preceptor” was talking with
them and they were really angry. After that bad moment, they relaxed and me, too. To sum
up, although we did not begin in an ideal way! they were able to change their mood and do
the activities.
Section 3
Include a photo of a moment in the lesson, or a task students did, a picture from the
board or any other lesson component you would like to share, and describe it.
According to Tricia Hedge, assessment is an inclusive term that refers to the general
process of monitoring or keeping track of learners ‘progress. And she adds...”It is a part of
the whole educational process of teaching and learning”
These photos reflect today´s assessment. Students wrote their sentences on the
blackboard, they asked if they were not so sure and the whole class checked their
productions.
Through the assessment, I could see many things. First, if they could do what they were
supposed to do. Then, I could realize whether they were able to use Present continuous to

6. talk about arrangements or not. Besides, I discovered if they wrote grammatically correct
sentences and if they had really understood the target structure.

7. Trainee´s name: Gisela Restivo
Practicum level: Secondary
Group: 4th
year
Class number: 3
Date: 15th
September
Section 1: Describing the lesson as it unfolds
What teaching strategies did you use? Which ones were effective? Why / why not?
The lesson plan was learner centred; therefore, the activities gave learners an active role
during the whole class. They expressed their intentions and plans, they read about other
people´s intentions, they shared plans with their classmates.
In addition, I tried to use English as the language of the class despite the fact that students
do not use it as much as they should.
Finally, as I always do, I tried to activate students ‘previous contents, when talking about
outdoor activities.
The fact that students do not use the target language as they should do is an aspect to
improve. There are many strategies that apply in this case. First of all, that the teacher uses
English during the whole class is a must. Greetings, instructions and feedback must be in
English and that is something I try to do in every class.
Furthermore, students must feel the need to communicate by using the target language.
Generating debates around a controversial topic, and allowing them to express their
opinions is a good idea.
Finally, I think that it is really important to create an appropriate atmosphere in the classroom
so that students feel confident to speak and they are not afraid of making mistakes, and for
this purpose, the teacher should help students to respect each other.

8. To conclude, although I do my best to speak English as much as possible, it is not enough.
Students do not feel self confident to speak in class, yet.
Section 2: Making sense of the lesson through relevant lived experiences
Choose a moment that was important for the students during the lesson. Describe it
and say why it was important.
The writing activity was an important moment for them. They find it difficult to write even a
short paragraph. I am sure they can understand much more than what they can produce
orally or written.
To make them write or speak in a more self confident way is my first goal; however it is not
an easy task!
Section 3: Interpreting the lesson in words and images
Choose a quotation that represents an event, knowledge, insight in this lesson.
Searching in the web I find this image and its phrase, really
represents how anxious and frustrated my students felt.
I would like to use it when teaching writing. Many times students
feel they cannot do it or that they have made lots of mistakes.
Giving them the chance to correct mistakes and offering the
possibility of re writing their productions is a good way of
motivating them and showing them that they can do it!

9. Trainee´s name: Gisela Restivo
Practicum level: Secondary
Group: 4th
year
Class number: 4
Date: 19th
September
Section 1: Describing the lesson as it unfolds
What aspects of the lesson do you consider successful?
As I always do, I used the blackboard and that was a successful aspect. In this opportunity, I
used it to classify food. Writing on the blackboard some words or the question I want
students to answer is always really helpful for visual learners. Therefore, I try to be
organized and to write as legible as possible. In addition, I use colour chalk.
Section 2: Making sense of the lesson through relevant lived experiences
Choose a moment that was important.
Acting out dialogues was an important moment for both, for me and for them. This is a
talkative group but the good thing is that they are not shy and they enjoy participating. As
they always do, most of them raise their hands when I ask them to read. Today was not the
exception, when I asked them to act, they answered positively.
Section 3: Interpreting the lesson in words and images
Choose a quotation that represents an event, knowledge, insight in this lesson.
Aristotle once said: “The roots of education are bitter, but the fruit is sweet”
It cannot suit better! This is a difficult group. Some weeks ago, we (teachers and tutor) had a
meeting with their parents as a consequence of their bad behaviour. That would be the bitter
aspect of education. Classes as the one we had today are the sweet fruit!

10. Trainee´s name: Gisela Restivo
Practicum level: Secondary
Group: 4th
year
Class number: 5
Date: 22nd
September
Section 1: Describing the lesson as it unfolds
How did the students react to your teaching, to the activities and the materials? How
did they react to the lesson?
Today students were really excited, perhaps a bit more than every day, since they were
celebrating their day.
The idea of playing a game was interesting for them as they felt they were not studying! So,
they were actually engaged with the auction and they enjoyed the video very much because
it was really hilarious.
Section 2: Making sense of the lesson through relevant lived experiences
Choose a moment that was important for the students during the lesson. Describe it
and say why it was important.
Although the video was very short, it was an important moment for students. I felt that all of
them could understand it and laugh.
The images and the transcript helped them to understand better what an auction is and in
this way they were able to understand the rules of the game.
Section 3: Interpreting the lesson in words and images
Include a photo of a moment in the lesson, or a task students did, a picture from the
board or any other lesson component you would like to share, and describe it.
To tell you the truth, it is the first time I prepare a metacognitive activity of this kind. I adapted
it according to your suggestions. I explained that number 3 means “really well”, number 2

11. means “well” and 1 “with difficulty”. I took the sheets of papers home to evaluate them. After
analyzing them carefully, I could discover that the majority of the students could use the
target structure well or really well. That was extremely satisfying for me!
To conclude, this activity not only helped me to realize how my students were, but it also
allowed them to reflect about their own learning process.

12. Trainee´s name: Gisela Restivo
Practicum level: Secondary
Group: 4th
year
Class number: 6
Date: 26th September
Section 1: Describing the lesson as it unfolds
What aspects of the lesson do you consider successful?
The lesson was really communicative. During nearly the whole class, students worked with
the same audio and the vocabulary contained in it. As a consequence, when they were
asked to make a dialogue similar to that one, they did not find it so difficult. Using the same
context to develop the lesson was really successful!
Section 2: Making sense of the lesson through relevant lived experiences
Choose a moment that was important for you during the lesson. Describe it and say
why it was important.
I cannot think on a special moment, the whole lesson was important.
Every lesson with them is a big challenge due to their characteristic of being extremely
talkative. However, I must recognize that they have improved a lot during the last weeks.
From the beginning of the year many teachers have complained about students´ bad
behaviour. So, the headmaster together with their tutor and a group of teachers held a
meeting with their parents to let them know what the students´ attitude was.
In addition, many students got worse marks on their exams and some of them had a
punishment such as suspension.
These facts helped them to recognize that their classroom was not a “healthy” and
comfortable place to learn and their behaviour is much better now.
Many talks with them and their parents and the results they got in exams helped them so
much noise make the classroom an uncomfortable place to learn

13. Section 3: Interpreting the lesson in words and images
Include a photo of a moment in the lesson, or a task students did, a picture from the
board or any other lesson component you would like to share, and describe it.
I chose this instant
photo from the video in
which you are able to
see Jesus above the
blackboard. Every single
room of our school have
the same cross.
Our school is a Salesian
school. Don Bosco, the
father of Salesian
schools, said: “Without
confidence and love,
there can be no true education.” And he also exclaimed: “It is not enough you love students,
they must know they are loved”
Every day I entered into the class, I thank God the possibility of working there. I try to show
students that I care of them and that I want to give them my best.
According to Carl Rogers, there are three characteristics that teachers should have:
Respectful, empathetic and authentic. Practising these three values and with very simple
gestures, we can demonstrate students that we love them. Calling them by their names,
respecting their opinions, being authentic are some of the things I always do. In addition,
being responsible with my work and empathetic with them are also gestures of love.

14. Trainee´s name: Gisela Restivo
Practicum level: Secondary
Group: 4th
year
Class number: 7
Date: 29th
September
Section 1: Describing the lesson as it unfolds
What teaching strategies did you use? Which ones were effective? Why / why not?
In this opportunity, I used a different strategy to make students work in pairs. I gave them
cards of countries and typical food and they had to find their partner. Therefore, they could
not choose who they worked with. At first, they were not so comfortable with this idea, but
then they worked without problems. I think it was an effective technique since students were
not so talkative.
Section 2: Making sense of the lesson through relevant lived experiences
Choose a moment that was important for you during the lesson. Describe it and say
why it was important.
The moment of the cards was important. To tell you the truth, it is the first time in the year; I
do not allow them to work with the classmate they want. I was a bit nervous; I did not how
they were going to react. Although at the beginning they were a bit reluctant, they work
without problems… They are more flexible tan adults!
Section 3: Interpreting the lesson in words and images
Choose a quotation that represents an event, knowledge, insight in this lesson.

15. Pearse and Davies in their book “success in English Teaching” express: There are, it is true,
difficulties and risks, associated to pair and group work, for example: the noise level may rise
or students may start talking whatever they like in L1....However, you can avoid this problem
by careful preparation and organization and by training students to participate fully and
effectively.
In order to follow the authors ‘ideas and to prepare and organize carefully the lesson, many
things should be taken into account. For example, the type of activity, the number of
students you want to work together, the total number of students are aspects that must be
considered. Then, having students who have different level of English or whose learning
styles are different may help as they will enrich themselves from each other.
This is the insight of this lesson, students are getting used to working in pairs and my
previous organization helped them a lot!

16. Trainee´s name: Gisela Restivo
Practicum level: Secondary
Group: 4th
year
Class number: 8
Date: 3 rd October
Section 1: Describing the lesson as it unfolds
What aspects of the lesson require change / improvement?
It is not necessary to tell you that my students are really talkative! And the bad news is that
they do not speak English as much as they should.
Although, I use English as the language of the class and all of them are able to understand
what I am saying, many of them do not use the language as they are supposed to do it.
Therefore, something I should improve is that I ought to insist them on the use of L2.
For this purpose, I will go on applying to the strategies mentioned above in this journal.
However, I think that establishing English as the language of the class is not an easy task
and it cannot be achieved in a few months. On the contrary, it takes a lot of time to make
students aware of the importance of using the language inside the class.
Section 2: Making sense of the lesson through relevant lived experiences
Choose a moment that was important for the students during the lesson. Describe it
and say why it was important.
Students were supposed to help me in order to complete a poster. To be honest, I was not
used to preparing lots of visual resources such as posters or images. So, they were really
enthusiastic when I showed them another poster...Their question was: “Will you leave it
there for the exam?” =)

17. Section 3: Interpreting the lesson in words and images
Choose a quotation that represents an event, knowledge, insight in this lesson.
David Nunan in his article “Teaching Grammar in Context” discusses the importance of
teaching grammar in context instead of giving isolated sentences. He expresses: “I have
suggested that grammar instruction will be more effective in classrooms where learners are
exposed to authentic samples of language so that the grammatical features being taught are
encountered in a range of different linguistic and experiential contexts”
Although, at first it was not easy, I planned this, and all my lesson plans, under the light of
this idea. And now, that I am near the end, I can say that it is really valuable!

18. Trainee´s name: Gisela Restivo
Practicum level: Secondary
Group: 4th
year
Class number: 9
Date: 6th
October
Section 1: Describing the lesson as it unfolds
What aspects of the lesson do you consider successful?
Today students read a text and without doubts, the activity of reading was successful. I could
realize how much my students improved in this skill due to the practice we do in class.
Students are able to read and understand the whole text and they do not worry about every
single Word. In addition, they are able to make predictions about the text and they can
discover the meaning of new words from the context.
Section 2: Making sense of the lesson through relevant lived experiences
Choose a moment that was important for you during the lesson. Describe it and say
why it was important.
Today it was the last lesson of the practicum; therefore the entire lesson was important for
me. The activities were engaging and students participated a lot. Although we did not have
enough time to make the poster with students’ productions, they were able to write their
opinions about being a vegetarian. I enjoyed a lot to see them using the target language to
communicate for a real purpose.
Section 3: Interpreting the lesson in words and images
Describe this lesson in terms of a metaphor.

19. When I started my practicum, I described it as the beginning of a race. Today, I reached the
end of this race. It was hard and I am really tired but I felt that I won! I could learn a lot of
things and I could reflect about my own practicum. This knowledge will accompany me the
rest of my life. Furthermore, during this race, I met lots of adults and hundreds of learners
who I will never forget!