Narrative first class
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Besim Assad taught their first class and reflected on the experience. They and their co-teacher Laura prepared activities for the students that involved name badges, vocabulary flashcards, and examples of likes and dislikes. While the students enjoyed the activities and were engaged, everything took longer than expected. As a result, there was not enough time for the planned concluding game to reinforce the lesson's topic.
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2) In college, the author studied TEFL and became a strong proponent of the communicative approach, using it exclusively in all lessons.
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2. The goal was to apply what she learned about teaching techniques, psychology, grammar, phonetics, and pedagogy. It tested her ability to design age-appropriate lesson plans and activities for young learners.
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1) The author had a memorable first English class taught through the communicative approach by a stern but engaging teacher named Ms. T.
2) In college, the author studied TEFL and became a strong proponent of the communicative approach, using it exclusively in all lessons.
3) During her teaching internship, the author was surprised to find that Ms. T would be her supervisor, and Ms. T became her mentor through the process.
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- Goals for the lesson which are for students to be able to count from one to ten, model numbers, and improve listening skills.
- An outline of the lesson structure including a warm-up activity drawing numbers, a presentation watching a counting song video, and a practice activity drawing missing birds while listening to a song.
- Details on materials used, such as an audio from the book, pictures, and clay. Students will also complete a collaborative activity creating number drawings and paintings in groups.
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- The class has around 25 students, mostly girls, with a range of English abilities from high to low levels.
- Over subsequent lessons, the teacher notes student engagement and ease with activities, though some struggle with pronunciation or forming sentences.
- The first two lessons taught by the teacher on the simple present tense went well with good student understanding.
- Later entries discuss expanding simple present tense lessons and a recorded lesson, finding students more comfortable over time.
- The concluding feedback encourages deeper reflection on teaching development and learning from the experience.
2012 term 4 self evaluation 1
Sean McGrath evaluated his performance in various subjects for Term 4, 2012. He received an A for effort in most subjects, including math, literacy, Spanish, art and homework. He was particularly proud of improving in fractions, decimals and writing poetry. A goal for next year is to try hard in all areas, even those almost mastered. Sean also helped younger students during wet days and when hurt or sad, demonstrating leadership.
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This lesson plan outlines a road safety project for 5th grade students. The students will work in pairs to create cardboard signs with sentences and drawings about rules for pedestrians, such as things they can and cannot do in the street. During the lesson, the students will finish and polish their signs. In the next class, they will present their signs orally to their classmates and display them around the school. The goal is to develop vocabulary and language structures around traffic safety.
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The lesson plan outlines a 45-minute class for 5th grade students on road safety education. The class will have students work in groups to design cardboard signs with sentences and drawings about rules for pedestrians, such as what they can and cannot do in the street. In the next class, students will present their signs to their classmates and the signs will be displayed in the school. The lesson aims to develop vocabulary and structures around traffic terms and ability expressions, as well as speaking, reading and writing skills.
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This lesson plan outlines a 45-minute English class for 5th graders focusing on the vocabulary and structures of "can" and "can't". The plan includes a warm-up activity reviewing animals and actions, a worksheet for students to practice sentences with "can" and "can't", and ordering questions and answers. It will conclude with listening to and mimicking a song about body parts and actions to reinforce the lesson's vocabulary. The overall aim is for students to develop their ability to express what things can and cannot do.
Lesson Plan N°7 Assad - Ramirez
The weekly lesson plan is for grade 5 classes C and D on Wednesday. The topic is things that can or cannot do certain actions. Vocabulary, structures, skills, and functions will be developed including present simple third person singular. A worksheet activity will match sentences to pictures and order questions and answers to check student progress. The class will conclude by listening and moving to the song "From Head to Toe" to review all vocabulary taught.
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This lesson plan is for a 5th grade Spanish class and focuses on teaching students to express what activities they can and cannot do using the present simple tense. The 45-minute lesson will begin with an introduction of the vocabulary words "can" and "can't" through examples on the whiteboard. Students will then play a flashcard game asking each other questions about sports to practice the vocabulary. They will complete a worksheet filling in sentences about their own abilities. The lesson will conclude with a charades-style game where students mimic actions for their peers to identify using "can" and "can't".
Practical nº 11 Ramirez - Assad
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Presentation about a a teaching method developed in 1970s by a psychiatist educator called Georgi Lozanov (1926-2012)
Vanesa's feedback on Road Safety Education class at the library
The student teacher observed a workshop on road safety that lasted over an hour. The student teacher only had 5 minutes to explain the activity and was unable to provide examples or vocabulary practice. While the activity was appropriate, using "must" and "mustn't" may have been better than "can" and "can't" when discussing traffic laws. The mentor teacher took on too large a role during the workshop and did not give the student teacher enough opportunities to lead. For future observations, the student teacher needs to take a more active role in teaching and not let the mentor teacher dominate the classroom interactions.
Lesson plan n°1 Assad - Ramirez
This lesson plan is for a 5th grade class and focuses on teaching the third person singular form of the verb "like". The plan outlines introducing vocabulary like actions, objects, and foods using examples with "he" and "she". Flashcards will be used to review vocabulary and students will play a matching game. Finally, students will be split into groups to interview each other using the flashcards to practice asking if someone likes or doesn't like an item in third person singular form. The goal is for students to learn and practice using this grammar structure orally.
First observed lesson narrative ramirez
Laura was nervous about being observed for a lesson she taught with other teachers about an Intercultural Project at the school's library. However, the observer, Lujan, helped Laura feel more comfortable by saying she would sit at the back and not interfere. Although Laura was disappointed that another teacher introduced the guest speaker instead of her as planned, she forgot about the observation once the lesson started. The feedback from Lujan was helpful, as she pointed out things like having Laura introduce the guest next time and not silencing overly loud students if they were actively participating. Overall, Laura felt the lesson went well and being observed was not as bad as she anticipated.
Final reflection about my practicum
Besim Assad completed their teaching practicum and reflects on the experience. They found teaching challenging at first but learned with hard work and responsibility anything is possible. Besim worked with a pedagogical partner and mentor teacher to design engaging activities covering key skills, though some activities worked better than others. Developing new activities without textbooks was difficult and required research. Besim connected well with students but struggled with behavior issues, realizing how to better handle such situations in the future. Overall, the positive relationships and feedback led Besim to feel they did great work and hope to teach again soon.
Lesson plan N°3 Assad - Ramirez
This lesson plan outlines an intercultural exchange activity between 5th grade English and Argentinian students about their respective cultures. Students will listen to a presentation by a student from England, Jasmine, about her home, family, likes and dislikes regarding British culture, geography, food, landmarks and sports. Selected students will then interview Jasmine, asking if she likes various Argentinian cultural elements, and write down her answers. Finally, all students will produce sentences using what they learned and third person singular verbs to practice their English skills.
Lujan's feedback on the Intercultural Project
- The document provides feedback on an intercultural project delivered by trainees Laura Ramírez and Bessim Assad to two 5th grade classes at Escuela No 4. The project involved a guest speaker, Jasmine, sharing about her hometown, family, likes, and customs in England.
- While the intercultural project was interesting for students and they were engaged, the mentor teacher did most of the guiding and explaining during the lesson. The feedback suggests that the trainees need to take a more active role in guiding lessons during their practicum.
- The trainees showed proper teacher stance when intervening, but should seek to participate more. Besim made some minor mistakes in language use and pronunciation that the feedback
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Vanesa's feedback on Road Safety Education class at the library
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Kindergarten final reflection
The document summarizes Laura Román's reflection on her kindergarten practicum period. During her first class, she found it difficult to keep the students focused on tasks and engaged without using literacy skills. She improved at giving clear instructions and including extra activities. By the third class, the students saw her as one of their teachers. For her final class, the teacher-student bond was strong and the students participated well and asked to copy vocabulary words. If she teaches kindergarten again, Laura would set clear rules, do introductory activities, include more TPR, change the classroom environment, use name tags, and challenge the students at a higher level.
Rodrigo diaz alcazar reflective narrative
Rodrigo completed his teaching practicum at two different schools. At the first school, he observed classes and taught English lessons, building rapport with the students through games and activities related to video games. He learned about classroom management and adapting lessons to student interests from his mentor teacher. His second placement was teaching English to a 17-year-old student in prison, where he had to adapt his teaching approach due to the unique environment and build a personal connection with his student. Overall, the experiences taught Rodrigo the importance of listening to students, modifying lessons based on their interests, and using games and imagination to engage learners of all ages.
Reflection on the primary school practicum period
1) The document reflects on a teacher's primary school practicum period where they taught English lessons to students they had worked with for a year and a half previously.
2) During the lessons, the students engaged well with the planned activities and surprised the teacher by deducing new grammar points with little help.
3) Upon reflection, the teacher realized some instructions could have been clearer and took advice from an observer, such as asking students to summarize what was learned, to improve future lessons.
The eureka moment 2
This is an adapted version of the talk I gave at IATEFL 2013. All the slides with text were added for the reader here, and did not appear in the original talk.
Primer narrative
Grecia Roldán completed her practicum at Granaderos de San Martin primary school n° 25 in Santa Rosa, Argentina. On her first day, she felt nostalgic being back in a primary school and excited but nervous to take on teaching. She observed teacher Jorgelina Rodriguez's fifth grade class and was impressed by how the teacher kept the students engaged and organized through interactive activities focused on vocabulary, numbers, and personal information. The students seemed motivated and focused. Roldán also led activities like a number dictation and helped the students. Over the next days, the students warmed up to Roldán and the other trainee, asking their names and greeting them. Roldán felt
Beramendi journalentries-kindergarten (1)
In this journal entry, the trainee reflects on her second lesson teaching first grade students. She felt very nervous, especially not being able to record the full lesson on her phone. The students reacted well and participated in the activities, which included singing, total physical response exercises, describing pictures, and playing a game with dice. While the students seemed to enjoy the lesson more than the first one, involving activities they liked, the trainee recognizes she needs to slow down and spend more time on each activity. She leaves feeling happier than the first lesson but knowing her own performance and pacing need improvement.
Beramendi journalentries-kindergarten
In this journal entry, the trainee reflects on her second lesson teaching first grade students. She felt very nervous, especially not being able to record the full lesson on her phone. The students reacted well and participated in the activities, which included singing, total physical response exercises, describing pictures, and playing a game with dice. While the students seemed to enjoy the lesson more than the first one, involving activities they liked, the trainee recognizes she needs to slow down and spend more time on each activity. She leaves feeling happier than the first lesson but knowing her own performance and pacing need improvement.
Penzu reflection
The student enjoyed a revision class the most where students practiced topics they would be tested on related to parts of the body and face. The student and pedagogical partner prepared exercises for students to solve individually and in pairs. Students showed how much they knew and were motivated to work without stopping. The class was a success and the student saw the results of previous instruction. The student also felt they had developed a good rapport with students through being strict but also respectful and authentic.
Journals
Ivón delivered her fourth lesson to two groups of 5-year-olds. She used the Natural Approach and PPP method, demonstrating new vocabulary like colors. Students enjoyed singing and coloring activities. For one group, Ivón added straws to student pictures for a song activity. Time was a challenge, limiting planning and feedback. The local teacher also rushed between lessons, making communication difficult.
Saboy, final reflection kindergarten
1) The student's experience teaching kindergarten English did not start well due to scheduling issues caused by the teacher's pregnancy leave, but the teachers helped her accomplish her goals.
2) Her first class was very anxious but went better than expected, though some students were difficult to manage. Lesson two did not go as well due to spending too much time on one activity.
3) Subsequent lessons improved with better planning and activities that engaged students, including videos, songs, and games. Overall it was a positive learning experience that highlighted areas for the student's continued growth in teaching strategies and classroom management.
Practicas docentes II reflective cycle- Medina Keila
This document summarizes a student teacher's reflective process after completing three teaching lessons with young English learners. Some key points:
- The first lesson on similes went well, though students were quiet. The second on will/going to was noisier but students engaged well. The third individually covering first conditional was challenging for students.
- Areas for improvement include better lesson context-setting, more dynamic explanations, and creative warm-up activities. The student teacher aims to gain confidence through practice and research new techniques.
- Moving forward, the student teacher will implement strategies like videos, games, and student feedback questionnaires to enhance lessons and engagement. The goal is to relax, be more confident, and achieve learning
Kindergarten Lesson Journals
This document contains summaries of 5 lesson plans from a kindergarten teaching practicum. Each lesson plan summary is 1-3 sentences and provides the high-level details about the lesson including the pedagogical principles, activities, student engagement and feedback, and areas for improvement. The lessons covered topics like people at school, prepositions of place, sounds, values, and reviewing prior vocabulary. Visual aids, songs, games and a puppet were used across the lessons to engage students and reinforce vocabulary. Student engagement was generally positive but some lessons could have been improved with better timing, transitions or activity structure.
Tpd journal - inicial
The document summarizes journal entries from an observation of teaching lessons at an elementary school in Argentina. In the first lesson, the observer notes that the teacher uses a PPP approach and natural language teaching. Activities include singing, reviewing homework, games to practice vocabulary. Students seem engaged. In the second lesson, the observer assists with activities and tests. Students warmly say goodbye. In the third lesson taught by the observer, activities go well at first but students get bored with exercises from the book. However, they tell the teacher they enjoyed the class.
Final reflection initial practicum
1) The student had their first teaching experience at the initial level of primary school which was more difficult than expected due to school issues and an unsupportive director.
2) During the observation period, the student adjusted to being observed by the children in the classroom.
3) Planning and teaching lessons on the topic of "family" was challenging due to the difficult social situations of many of the students.
4) While nervous, the student felt they improved over two lesson sessions. They learned the importance of patience and received support from tutors.
Journal entries Primary Level
This document contains journal entries from a student teacher, Fernanda Emili E. López, describing her observations of and lessons with a 4th grade English class, group 4A, in Zapala, Neuquén. In her first observation, she notes that the students are enthusiastic and motivated. She describes how the regular English teacher conducts the lesson in Spanish and has the students do activities like describing monsters. In subsequent entries, Fernanda reflects positively on teaching her first lesson to the class, in which she used visuals and a game to engage the students. She aims to encourage more English use and fun activities in her lessons.
Journal kindertrech checked (2)
This document summarizes a student teacher's practicum teaching English to 4-5 year olds at a Kindergarten in Argentina. It describes 5 lessons taught over 2 weeks, noting challenges of teaching a second language to young children for the first time. The student found classroom management difficult but saw the children engage with songs and activities. While progress was limited in 5 short lessons, the experience provided valuable insights into teaching young learners and room for growth in skills like patience.
Beramendi journalentries-kindergarten-pdf
Cintia observed her first kindergarten class and found the atmosphere to be friendly. The teacher led the lesson by playing games, singing songs, and revising colors and numbers through flashcards and chants. For her second observation, the teacher taught parts of the body through gestures and songs. Cintia noted the teacher built respect but did not provide meaningful context for the activities. In her first teaching lesson, the students were respectful but less engaged. She realized she needs more engaging activities like movement games. In subsequent lessons, Cintia found activities involving singing, gestures and games motivated the students more. While still improving her timing and confidence, Cintia enjoyed teaching and found her chosen career rewarding.
Reflexión Final - Primary Level
The document summarizes the author's experience completing their second practicum period as an English student teacher at a primary school. Some key points:
- The author focused on using more English in the classroom and recognizing different needs of students. They planned six lessons incorporating technology, reading, writing and other skills.
- Lessons included interactive activities like games and videos to motivate students. Visual materials helped engage those learning English for the first time.
- While progress was made using a more communicative approach, planning remained challenging with students having little English. The author believes better training for current teachers could improve language instruction overall.
Growing Glowing Garden Presentation
The UCF students planned and led a week-long after school program at Crystal Lake Elementary called "Growing Glowing Garden". Each day focused on a nature or gardening theme and included hands-on activities like planting beans, coloring rocks, and making a quilt for Haiti. The UCF students worked well as a team, with each person leading one day of activities. They observed the classroom teacher's strategies for managing students with exceptionalities, including autism and deafness, and reflected on how to support diverse learners.
Growing Glowing Garden
The UCF students planned and led a week-long after school program at Crystal Lake Elementary called "Growing Glowing Garden". Each day focused on a nature or gardening theme and included hands-on activities like planting beans, coloring rocks, and making a quilt for Haiti. The UCF students worked well as a team, with each person leading one day of activities. They observed the classroom teacher's strategies for managing students with exceptionalities, including autism and deafness, and reflected on how to support diverse learners.
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Practicas docentes II reflective cycle- Medina Keila
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Preparing materials for esp teaching
English for Specific Purposes (ESP) focuses on meeting learners' specific language needs for their careers or fields of study. ESP emerged because general English was not always helpful in real-life professional contexts. ESP materials can be tailored textbooks or teacher-created materials that are relevant to learners' subject areas and needs. Tailor-made ESP materials provide purposeful learning opportunities and stimulate learners' curiosity about topics related to their lives and careers. ESP teachers evaluate and improve materials through pre-use, in-use, and post-use evaluation to ensure the materials best suit learners' needs.
Lesson plan n°9 assad - ramirez
The lesson plan outlines a 45-minute class for 5th grade students on road safety education. The class will begin by returning previous worksheets and collecting homework. Students will then work in groups to create road safety posters on large cardboards, writing sentences and drawing illustrations of things pedestrians can and cannot do in the street. In the next class, students will present their posters to their classmates and the posters will be displayed in the school. The goal is to develop vocabulary and structures around traffic safety.
Lesson plan n5 assad - ramirez
The document provides a weekly lesson plan for a 5th grade class. The 45-minute lesson will focus on reinforcing vocabulary for actions students can and cannot do using the present simple tense. Students will play mimicry games to review vocabulary, ask and answer questions about what actions they can perform, and complete a worksheet practicing can/cannot sentences. The lesson aims to strengthen students' vocabulary, speaking, listening and writing skills for expressing ability.
Lesson plan N°6
This lesson plan is for a 5th grade class on September 15th. The 45 minute class will focus on reinforcing vocabulary related to actions, body parts, and animals using can/can't structures. Students will complete a word order activity, participate in a warm up reviewing animals and actions, and end by listening and moving to a song about body parts. The teacher will assess students' understanding of what different animals can and can't do.
Besim assad 22 sep - Vanesa
The student teacher had a short time to introduce a road safety activity due to a workshop running over. While the activity was appropriate, there was not enough time for examples or vocabulary work. The observer notes the student teacher should have taken a more active role in teaching rather than staying on the sidelines, and not to be afraid to lead lessons fully.
Lesson plan n7 assad - ramirez
The weekly lesson plan is for grade 5 classes C and D on Wednesday September 20th from 15:50-17:20. The topic is things that can or cannot do certain actions. Vocabulary, structures, skills, and functions will be developed including present simple third person singular and expressing ability using "Can it...?" and answering "Yes, I/she/he/it can" or "No, I/she/he/it can't". Students will complete worksheets to review vocabulary and assess progress, and listen to a song about body parts and motions to close the topic.
Lesson plan n8 assad - ramirez
This weekly lesson plan outlines a class on road safety education for 5th grade students. The 90 minute class will begin with taking the students to the library where they will listen to a presentation from Silvia Gonzalez of the organization "Estrellas Amarillas" about road safety rules for pedestrians. Students will then complete a worksheet matching pictures to sentences about pedestrian safety. The goal is to develop the students' vocabulary and understanding of traffic terms, as well as their speaking, listening, reading and writing skills around expressing ability to follow pedestrian safety rules.
Lesson plan n2 assad - ramirez
The weekly lesson plan outlines a 45-minute class for 5th grade students focusing on the third person singular form of the verb "like". The lesson will begin with a warm-up activity where students act out likes and dislikes. They will then complete sentences about characters' preferences based on pictures. Finally, students will listen to a song and complete a chart indicating what each speaker says they like or dislike. The goal is to develop vocabulary and structures around present simple verbs in third person as well as speaking, listening and writing skills.
Secuencia didactica escuela 4
La secuencia didáctica se enfoca en la diversidad cultural y los derechos del niño. Los objetivos incluyen mejorar la comprensión y producción oral y escrita en inglés mediante actividades como canciones, proyectos y juegos. El proyecto final involucra la creación de posters sobre educación vial. La evaluación considera la participación en clase y la presentación del poster.
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Narrative first class
- 1. Reflection about the first class l taught: Besim Assad Today was my first class with the students in 5°C at the school number 4. My classmate, Laura, and l had prepared a very nice class for the children to enjoy and learn at the same time. Before coming in to the class l was feeling a bit anxious and nervous, which l think at that point is completely normal. Once we entered, our great mentor teacher, Romina Cheme, let the kids know that today’s class was going to be taught by me, so that they still had to behave properly. Laura, my pedagogical partner and l, first, delivered some badges for the students with their names in order to keep learning them. For this task, we suggested the children to color their badges in order to let them be creative. All this took quite more time than we supposed to, and even though the class started to be fairly noisy, it never went out of control. After that, we did a vocabulary activity which consisted of sticking some flashcards on the white board next to the corresponding word. Since in this activity the kids had to raise their hands and say the word, at this point they got really noise, screaming and trying to let me know that they wanted to go upfront and stick the flashcards. Once we finished that activity, which also took more time than expected, I introduced the topic of the class which was “he/she likes/doesn’t like” using some examples of our own so that later l could ask about what they like using the vocabulary of the flashcards in order to write the examples on the whiteboard. Next they also had to write down these examples in their notebooks. Here is when the children, not all of them, started to distract and
- 2. take some more minutes to copy. Fortunately, they all could copy the examples, but it did not give us time to play a game which we had planned for the end of the class for supporting the new topic.