Redondo final reflection pass
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1) The student completed their teaching practicum at Instituto San Miguel in Buenos Aires, Argentina, where they planned and delivered lessons via Zoom due to the COVID-19 pandemic. 2) While the student initially struggled using technology for teaching, they became more confident over time in planning and delivering remote lessons. 3) Few students engaged with or submitted the remote activities, though the student felt it was a positive learning experience that contributed to their professional development.
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The student found the teaching methods course very useful for their future career as a teacher. They learned different teaching techniques through activities presented by classmates. Each class was well organized and included interesting lead-in activities for university students. The course also helped the student learn a wide range of learning strategies and identify their own learning style. It was important to integrate skills into models like theme-based and task-based instruction. The student believes it is essential for English teachers to know which resources to use for different proficiency levels. Overall, the course provided valuable insights from authors on professional development and becoming an effective teacher.
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- Over the 5 days, teachers participated in group activities, watched informational videos, and had demonstration teachings to learn how to implement the new curriculum.
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1) The pre-task stage introduces the topic and task, activating related words to prepare students.
2) During the task stage, students complete communicative tasks in groups or pairs while the teacher monitors.
3) In the post-task stage, students report back on their tasks, the teacher highlights relevant language, and focused practice activities reinforce new vocabulary and structures.
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- When planning lessons, the student teacher considered the methodology used by their guide teacher, the goals and activities in the English course program, and how to motivate students.
- Creating lesson plans that followed the textbook more closely while also including fun, challenging activities was difficult but the student teacher worked with their guide teacher to find a balance.
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Rafael Munoz Toledo completed an internship at Colegio "San Vicente" school where he helped students with various assignments. For his first activity, he assisted 1st grade students with presentations on English-speaking countries over 3 weeks. The students reacted positively, asking for feedback and following instructions. He was later asked to give grammar and speaking workshops to different grades and provide exam preparation assistance. While no special materials were required, he incorporated songs, videos, and presentations into lessons, which engaged students but required additional activities for comprehension. Lesson planning was an ongoing process informed by the teacher and students, with initial plans taking 2-3 hours but developing continuously throughout the internship.
Team teaching stage report
The document describes Rafael Munoz Toledo's experience collaborating with students at Colegio "San Vicente" school. It discusses the first activity he was asked to help with, which involved students researching and presenting on English-speaking countries over 3 weeks. It notes the positive atmosphere and engagement of the students. Rafael was also asked to give grammar and speaking workshops. He found that audiovisual materials like songs and videos engaged students when used appropriately within lessons. Developing effective lesson plans took continuous practice and refinement over his internship period.
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The document outlines plans for two English language lessons for 8th grade students. It details the learning goals, their alignment with curriculum standards, an analysis of students' prior knowledge, and resources needed. For lesson one, the goal is for students to be able to give oral and written directions. A variety of engaging activities are described, including using pictures and a story to introduce vocabulary, completing worksheets, asking peers for directions, and creating a poster with a map and written directions. The document provides rationales for how the goals and sequence of activities are appropriate for supporting student learning.
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This document summarizes Mariana Canellas' final teaching practice evaluation from her teacher training program. It discusses how she planned and carried out three English lessons for students, focusing on choosing appropriate materials and activities to teach vocabulary and encourage communication. She reflects on adapting more to the students' needs and the teacher's feedback. Overall, Mariana felt the experience helped improve her planning and teaching skills in preparation for her teaching license exam.
Canellas TPD II 2015
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Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects and changes she would make. For some lessons, students behaved well but lacked motivation. Mariana realized she needed to better support students with cognitive problems and improve timing and activity design. Overall, it was a valuable learning experience for Mariana.
Writing
Being a good teacher requires planning lessons carefully, using materials appropriate for different learning styles, and properly structuring class into beginning, middle, and end sections. While teaching requires effort, it is not inherently difficult if the teacher plans thoroughly, engages students through varied activities, and checks for understanding throughout the lesson and at the conclusion. A good teacher is dedicated to continual improvement through careful planning and adapting to students' needs.
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This document contains notes from a secondary teacher training session on lesson planning and differentiation. It provides questions for teachers to consider when planning lessons, such as objectives, activities, and accommodating different student needs. It also discusses differentiating instruction through varying tasks, materials, feedback and grouping students by ability. The goal of differentiation is to provide an appropriate level of challenge for all students.
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The document provides an analysis of an English language lesson in a classroom. It summarizes that the lesson was not very effective based on a lack of student engagement and attentiveness. Several factors contributed to this, including an uninteresting topic for the students' age, unclear instructions, too little time for activities, focusing only on the reading skill. The introduction and closure of the lesson were also weak. The teacher did not adapt well to the heterogeneous class and failed to keep most students interested and participating throughout the lesson. In conclusion, the lesson did not achieve its communicative goals and student engagement and learning were low.
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The document discusses the managerial role of an EFL (English as a foreign language) teacher. It states that an EFL teacher must manage themselves, students, classroom space/furniture, and time. For self-management, teachers should control their teaching mood, appearance, punctuality, voice, posture, movement, and proximity. For student management, teachers should implement different grouping strategies and seating arrangements. Effective time management before, during and after lessons is also important for classroom organization.
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The document provides strategies for teaching and learning in an extended block schedule, including:
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This document provides an introduction and definition of cooperative learning. Cooperative learning aims to organize classroom activities into academic and social learning experiences by structuring positive interdependence. It is defined as an instructional program where students work in small groups to help one another master academic content. The document outlines the key elements of cooperative learning including positive interdependence, face-to-face interaction, individual accountability, equal participation, simultaneous interaction, and group processing. Steps for implementing cooperative learning and the role of the teacher are also discussed.
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Final reflection
Milagros completed her teaching practicum remotely due to the pandemic. She created two online lesson plans and sent activities to students for two months. While it was challenging at first to adapt, she was able to relax and design engaging lessons using strategies from her coursework. Though only 9 of 13 students regularly participated, she learned this was a common problem, not a reflection of her teaching. Overall, the experience reinforced the connection between theory and practice and showed her the importance of creativity, flexibility, and lifelong learning for teachers.
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1. The document reflects on the experience of a trainee teacher completing their third practicum during the COVID-19 pandemic, which required adapting teaching practices to an online format.
2. Completing assignments like creating didactic units online was initially challenging but helped the trainee learn new skills for distance teaching with different tools and platforms.
3. While missing real interaction with students, the trainee found the experience of imagining teaching online lessons engaging and was able to consider contingencies for online teaching and combining tools to meet different needs.
RL_P2_My final reflection Primary level
This document is a student teacher's final reflection on their primary level practicum during the COVID-19 pandemic. The practicum was conducted online through the Lenguas Vivas Bariloche Institute. The student planned two didactic units for different primary grade levels, receiving feedback from their tutor. While they were unable to implement the units with real students, planning the units helped the student develop new skills. Based on tutor feedback, the student identified areas for improvement, such as shortening activities and balancing the amount of content between lessons. Overall, the experience helped the student grow professionally and apply technology in teaching, despite challenges posed by the pandemic.
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- The document contains lesson plans and reflections from a student teacher on their teaching experience.
- When planning lessons, the student teacher considered the methodology used by their guide teacher, the goals and activities in the English course program, and how to motivate students.
- Creating lesson plans that followed the textbook more closely while also including fun, challenging activities was difficult but the student teacher worked with their guide teacher to find a balance.
- Not being able to fully apply what was learned at university about lesson planning due to the school context was also challenging.
- The student teacher was satisfied that they could include some of their own ideas while still meeting the requirements of their guide teacher and school program.
PERDEV Q1 - WEEK 1-D1.docx
This document is a daily lesson log from a teacher that summarizes their teaching activities for the day. It includes the objectives, content, learning resources, and procedures used for lessons on personal development taught to different grade 12 classes. It also includes the results of formative assessments and a reflection on what teaching strategies worked well and challenges that could be addressed with the principal.
Taller de práctica docente ii 2015
This document summarizes Mariana Canellas' teaching experience during her first period of student teaching. Some key points:
- The experience allowed her to apply what she learned in her teaching course and plan lessons to meet the requirements for her teaching license.
- Observations of the class helped her understand the students and plan appropriate lessons, activities and resources.
- While some activities focused more on language practice than communication, the lessons overall encouraged interaction between the teacher and students.
- The experience helped develop her teaching skills and gave her confidence in lesson planning, though she would change aspects if doing it again.
- Both the teacher and students found it a meaningful learning experience. Mariana is satisfied
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
This document summarizes Mariana Canellas' teaching experience during her first period of student teaching. The experience allowed her to apply what she learned in her teaching program and plan lessons to demonstrate her readiness. Her lessons focused on communication and included activities on vocabulary acquisition. Student participation was active and they behaved well. The experience helped develop Mariana's planning, material selection, and patience skills. It increased her confidence in applying pedagogical principles. While the experience was meaningful, future lessons could better incorporate the teacher's feedback and have a clearer topic for the first lesson.
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
This document summarizes Mariana Canellas' teaching experience during her first period of student teaching. The experience allowed her to apply what she learned in her teaching program and plan lessons to demonstrate her readiness. Her lessons focused on communication and included activities on vocabulary acquisition. Student participation was active and they behaved well. The experience helped develop Mariana's planning, material selection, and patience skills. It increased her confidence in applying pedagogical principles. While the experience was meaningful, future lessons may require changes like incorporating a full unit on the city. Overall, the experience helped prepare Mariana for her second student teaching period and license exam.
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1) The student completed their primary practicum teaching English to 5th graders. They aimed to revise language items and introduce new vocabulary and structures related to food and meals.
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1) The student completed their primary practicum teaching English to 5th graders at a local school. They focused on revising language items and introducing new vocabulary and structures related to food and meals.
2) The student utilized various technological and interactive resources like a projector, videos, images and whiteboard activities to engage the heterogeneous group of students. Most students were able to follow instructions with repetition and support.
3) The experience was very gratifying and the student felt more comfortable and confident in their teaching abilities compared to the start. They received positive feedback from their tutor and teacher to improve future lessons.
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The document discusses the importance of effective lesson planning, outlining elements such as clear objectives, a variety of activities and catering to different learning styles. It also covers the structure of a lesson, including beginning, middle and end, as well as selecting and sequencing activities appropriately. Teachers are advised to evaluate their lessons to improve their planning and teaching skills over time.
Monday 9th january
This document provides summaries of 14 sessions focused on teaching methods and techniques. Key topics covered include presentation of the module contents, teaching units, evaluation methods, reading techniques, writing skills, use of technology in the classroom, and fostering student motivation and self-esteem. Each session aimed to equip teachers with practical strategies and reflective insights around important issues in language education.
TPD II 2016 Journal Writing - Canellas
Mariana Canellas completed her second practicum period teaching English at Colegio No 738. Her lessons focused on the Olympic Games and applied a communicative approach. Students had difficulty communicating in English but behaved well. The lessons saw mixed success, with students engaging with videos but not completing homework. Mariana reflected on improving lesson pacing and integrating more written exercises and pair work. She was grateful for the learning experience and looks forward to assessing her progress in her report.
TPD II 2016 Journal Writing - Canellas
- The student teacher observed an English class at a secondary school and taught 4 lessons focused on the Olympic Games.
- In the lessons, the student teacher applied communicative teaching strategies like using visual aids and guiding student participation. However, student engagement was sometimes low and homework was often not completed.
- The lessons saw mixed success, with positive student behavior but room for improvement in lesson pacing and activity design. The student teacher gained experience and looks to apply lessons learned in future teaching.
Final reflection
The document summarizes the author's reflections on her practicum experience teaching English to young learners at a kindergarten. Some of the key points covered include:
- This was her first time teaching in front of a classroom, which she found challenging but a valuable learning experience.
- She realized the importance of lesson planning, using creative resources like songs and games to engage students, and applying scaffolding strategies to help students learn.
- The experience helped her identify strengths like effective lesson preparation, as well as areas for growth like confidence and classroom management.
- Going forward, she aims to continue developing her teaching skills and creative lesson planning, and apply what she learned to build a motivating learning
Self-Assessment: Secondary
1) The document is the author's self-assessment of their teaching practicum with secondary school students.
2) The author felt their lessons went well and the students engaged with the activities and language, which gave the author a sense of achievement.
3) Looking back, the author had to adapt their plans due to lack of support from the regular teacher. They created their own materials to engage students. Looking forward, the author wants to further develop their creativity and use of technology in lessons.
Journal - Primary
This document contains observations from Ludmila Ruiz Díaz's practicum teaching English to a 5th grade class in Argentina. In her first observation, she notes the classroom is small with few resources. Students understand instructions well but only have 2 lessons per week. She is concerned about the lack of a clear syllabus. In subsequent lessons, she works on improving activities and timing, integrating topics like Harry Potter to make lessons more engaging. She reflects on ensuring students produce English and receives feedback. Overall, Ludmila aims to provide meaningful lessons while adapting to the challenges of the classroom context.
TPD II 2016 Journal Writing - Canellas
1) The document summarizes a journal entry by a student teacher, Mariana Canellas, observing classes taught by teacher Analía Perez at Colegio No 738. Mariana observed a lesson on present simple and present perfect tenses that involved students completing exercises at their desks.
2) In her next lesson, Mariana taught using visual aids and gestures to communicate as the students struggled with English instructions. The students behaved well but seemed tired from the activities.
3) Over subsequent lessons, Mariana worked to foster more communication through activities like pair work while addressing challenges like student absences and maintaining motivation over multiple classes.
TPD II 2016 Journal Writing - Canellas
Mariana Canellas observed English language classes at Colegio No 738 during her practicum period. In her journal, she summarized each lesson, noting the pedagogical principles, teaching strategies, student reactions, successful aspects, and changes she would make. For some lessons, students were tired, lacked motivation, or did not do homework. Mariana worked to engage students through visual aids, group work, and videos. She reflected on integrating skills and supporting students with different needs. Her tutors provided feedback encouraging her to clarify ideas and consider varied teaching approaches.
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Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
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Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
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- 1. Práctica Docente III 2020 Tutor: Aurelia Velázquez Assignment: Final Reflection Deadline: November 11 Student: Luis Andrés Redondo
- 2. DESCRIPTION I did my practicum period at Instituto San Miguel in Las Flores, Buenos Aires province. We were asked to plan two didactic units, including different mandatory elements or topics, such as Reflections on interculturality, CSE activities and Skills integration, among others. Due to the coronavirus pandemic, I delivered synchronous lessons by Zoom and sent activities for the rest of the weeks, using Google Classroom. In the month of March, I had only one lesson at schoolwith my group of students. FEELINGS It was a great challenge for me to plan the activities and lessons using technology. At the very beginning I felt kind of lost dealing with all these technologic tools and the new working methodology, but as time went by, I became more confident and managed to overcome obstacles in my way. EVALUATION Although I had a special rapport (Scrivener, 2011, chapter 1) with my students, because I knew them from last year, very few students connected to lessons or submitted their activities. This does not mean that I did not enjoy and learn from my practicum period. On the other hand, it was an enriching and a positive experience for me as well as it has contributed to
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- 4. Next year, if I had to deliver my lessons and send activities using the same methods, I would be more prepared and with the appropriate tools and knowledge to overcome any kind of situation or problems.