Reflective practice on my teacher identity as a trainee teacher in Lenguas Vivas Bariloche while taking the course on Didactics 1 (very young learners).

1. Reflective Practice on my Teacher Identity
Tutor: Graciela Manzur
Student: Tamara Tymostchuk
October 2019

2. The Being dimension: How did you feel when you first started
studying this subject?
From the beginning I felt motivated as the subject required us to go beyond what
we may think as the logical thing to do when teaching VYL. I liked going back to
the different learning theories and revisiting what each of them has to offer to the
specific field of teaching VYL. As the subject progressed, I found it more
challenging - and more uncertain, too - as we were asked to put in play the theory
into practice. I still feel unsure about many things that previously I would have
taken for granted. I enjoy the feeling of learning new things but as this is also part
of our teacher development and we are being evaluated, this last point makes it
difficult to enjoy at times. It sort of kills a bit of the joy of it as I’m one of those
students who likes to do well.

3. The Knowing dimension: What
knowledge do you feel you have gained
so far in this subject?
First and foremost, what I have gained -
and I’m still developing - is a new
perspective. When teaching VYL it is
essential for us to keep in mind that they
are at the core of our teaching. So, the
EEE approach makes sense. In the
same way as the use of the ELA does
and also us trying to be as creative as
we can so that they explore their own
creativity. We should also help them,
not only to make sense of the world, but
also of themselves (and the others) in a
safe, facilitating and stimulating
environment.

4. The Doing dimension: Can you describe what being an EAL
student-teacher of very young learners is like?
On the one hand, it is a challenge. We need to think carefully and
creatively to offer children a meaningful context for them to make
sense of what we are trying to teach them. This entails trying to see
things from their perspective and also trying to use as many tools
(multimodality) as we can count on to create this context. On the
other hand, the use of play in its different forms makes the activities
fun. Kids are usually fun by nature. So, if we provide them with
engaging activities, we should all have fun. (Personally, this is what
I like most about working with kids. I hate getting bored).

5. The Becoming dimension: Think of an image/metaphor to describe yourself
as student-teacher of very young children.
As a teacher in general I try to be fun and funny. Now,
when teaching children I feel like Mary Poppins. I am
very clear about rules and boundaries (for
everybody’s sake) but also I make a point that
teaching and learning should be fun and funny;
especially for children. As I have already mentioned, I
truly believe that working with kids is both fun and
funny and we should offer them that too in their
learning process. With kids this is easier in the sense
that there is more freedom in general but this also
means that teachers should prepare lots of interesting
materials to keep them engaged and motivated.

6. The Belonging dimension: in what ways may recognition by other
members of the educational community influence your self-image?
Personally, I am the kind of person who enjoys receiving positive feedback.
Of course, if I have to receive comments for improvement, I do so in order to
become better; but internally, it somehow bothers me a bit. However, I take
this feedback so as to try to keep growing. Now, when I get good comments
on my work I feel proud of myself and it’s a reward to the work I have done
and to the effort I have put in it and I feel good; and it’s positive to my self-
image. It’s an indicator that I’m on the right track =)