My teaching approach

1. Classroom Observation
Elements of the Sequence
Creativity Strategies

2. Classes Observations
• Observations classes meant a challenge, what I should do and what I should not,
to whom I should scaffold more and who were more able to construct their own
knowledge easier. What contents the children were able to reach according to the
stages development. My notes of the classes helped me plan my future classes.
• Meanwhile I attended these classes, I could analyse this group of children and the
way they approached to the contents chosen by their teacher. So I elaborated my
planning lessons, focusing on the aims firstly What I wanted to make them
develop, then the learning focus, what skills I must strive and in what way.
• The design was not easy, however It could gather a closer attempt to what I had in
mind.
• Since it is a maternal kindergarten, activities are developed within a certain range
of activities; mainly sheets of papers, plastilines, songs or story telling but the
context or the transition was difficult to come out in that way.
• Hard though I could carry out my ideas with the purpose of being aligned to my
Teaching Phylosophy which is based on the main tenets of Socio-constructivism.

3. Encounter, Engagement and Exploit
stages( Robinson,P, Mourao,S and Kang, N.J )
The Preparation stages to
develop the activities
Learning aims
Learning Focus
Integration of skills:
Multiple intelligences:
Materials and resources:
Possible contingencies:
Classroom management strategies
Assessment: collecting information and reporting your findings
• Lesson stages:
Through Material and Resources
Flashcards Puppet
Story-telling
and song
GamesLead-in Purpose-Routine-Activity-
Scaffolding-Transition-
Development of the activities

4. Opening and closing greetings through
these funny boy and girl.
Hello Bye

5. Using song to greet each
other
• https://youtu.be/gghDRJVxF
xU?list=PLVZd6KyQvOl_iVzK4
omFp0HMLFT1Ugiby&t=3Routine : The hello song open their
sense skills. They wanted to sing and
dance, (developed their kinaesthetic
skills) despite the L2 was not their
own. It was not a drawback, but a
positive way to transmit the idea of
greeting each other and mood stages
during all the process. (interpersonal ,
intrapersonal, verbal skills)
Little by little at the end of the classes,
and the camera off, they continued
murmuring «hello, hello and moved
and swang their bodies». What
sustains my teaching phylosophy
through the tenets of the
Constructivism, the learning as a
process which give children tools to
develop their own knowledge, I mean
constructing it through a variety of
activities and playing seriously. The
process is seen as a process as Piaget
firstly stated and then with Vygotsky
through a complete development
taking into account their own
environment and the scaffolding of the
teacher or other peers in the
interactions of the activities.

6. Behaviour
• Mr. Silence: surprised me a lot. I totally know the use of different
strategies to calm down children , or recover children’s attention in class,
However this time I want to focus on the importance to be aware what to
say and how to.
• Anecdata: I was making them be quiet and in silence, so I told them «
children I have to call Mr Silence, in so doing I said meanwhile looking
around so as to look for somebody to come soon, and I continued saying
Mr Silence, Mr silence come here please shhhh shhhhh shhhh.
• At that moment The bell of the kindergarten rang and inmediately after
that sound, one of children, looked at me, stared me with a surprised face
and told me « llegoooooo »
• That was the first shaken children gave me, be conscious and aware they,
the children play seriously ( Mourao ) and that made my practicum classes
different and respecting to them. Before that I believed it was so easy to
give classes to Young Learners, now I realize It needs a lot of expertise and
sense of responsability,flexibility and duty in the planning each stage
inside all the process.

7. The mood’s flashcards
The mood
How to develop, set up and
incorporate the sense of the mood.
• During the lessons, children could reach
the sense of a happy,sad or angry face
depending the mood of Buddy, the
puppet. They are 3 and 4 years old, and
never before they had English, so
english words were neither easy to
remember nor to pronounce, but the
meaning through the context was
perfectly visible.
• Some children were happy when the
lesson started and some of them felt
sad because the class was over.
• Anecdota: One of the children started
crying when I told them I had to go
because the class was over. He felt so
sad and so were his friends. They
pointed out the sad face afterwards.

8. Buddy, the puppet
He was an interlocutor between the
children and me, he was a beneficial
tool for me and the children, that
introduced the story, and gathered a
great atmosphere in the classroom.
Using Puppets is a good way to get
children engaged and motivated
during the lessons., becauese they
could assimilate Buddy with them. The
puppet was also useful to set up a
context. In this way, they could
develop their interpersonal and
intrapersonal skills, trying to be
compasive with Buddy, because he
was sad ( IFocus on mood) in the
beginning . Then he became happy
thank to the children’s help.
During the lesson Buddy was angry
too, because sometimes he shouted
from a shelf at the kindergarten,
because I had forgotten him there.

9. Storytelling: the story through the shapes towards the robots and how to
put them up. It was a story firstly commented by Buddy, the puppet and
then through Pip, one of the robots, who brought some robots friends along
to the kindergarten so as to ask for the children’s help.

10. The story through the
characters. The first robot on land. Pip’s father
Pip

11. The games at ELA
Fishing shapes
The hopscotch through the Body
parts

12. The Games at ELA
Magnetic Body Parts Memo Body Parts

13. Using a song to introduce
the body parts and have
fun for its own sake
https://youtu.be/WX8HmogNyCY

14. Their crafts through the
play.
Lesson 1 and 2
The contents developed through
the stories
L. 4

15. The flaschcards and a story
which talks about the shapes
like an ocean, a slice of pizza,
a window and a sun
They were alone,and so very sad, they
became happy again when the
children started playing with the
shapes and put them in the correct
place, « together as friends»

16. Bibliography
• This link is a video of Mourao, S
https://www.bing.com/videos/search?q=mourao+and+th
e+use+of+puppets&view=detail&mid=7068A525D64B423
A54067068A525D64B423A5406&FORM=VIRE
• Using Songs Effectively to Teach English to Young
Learners1 by Neil T. Millington Ritsumeikan Asia Pacific
University, Japan
• Telling and Retelling Stories Learning Language and
Literacy by Rebecca T. Isbell
• Playing to Learn: A Review of Physical Games in Second
Language Acquisition by Brian Tomlinson1 and Hitomi
Masuhara1