Secondary level practicum period final reflection
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1) The student teacher observed that the group of 9 first year students, consisting of 5 girls and 4 boys, were quite talkative and distractible, with one boy often interrupting class unnecessarily. 2) To engage the students, the teacher planned lessons incorporating a variety of activities and strategies tailored to their interests, focusing on the teaching points of the present perfect and "used to" tenses. 3) Through competitive games, role plays, songs and other motivating activities centered around topics like sports, movies and childhood memories, the teacher found ways to challenge but also motivate the talkative group of students.
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The document summarizes observations of 7th grade culture from visiting three classrooms. It describes interactions between supportive students who talked during class. It also notes the different teaching styles of each teacher and how students took notes, were interactive, or worked in groups. Students appeared segregated by gender and some seemed bored in class but more energetic speaking with peers. Teachers provided frequent guidance to keep students on task. Overall, 7th grade seemed a social environment where students supported each other.
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Group report secondary level
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The author was initially scared to teach teenagers as they had no prior experience, but found that focusing lessons on movies engaged and motivated the students. Through varied activities for the class of 30 students, lessons were enjoyable and the teenagers adapted well despite the author's inexperience. While one student acted as a 'leader' and joked around, personalized attention and an active role helped manage this. Overall the group was respectful, hard working and enjoyed English lessons, allowing the practicum period to be a rich experience for the author.
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1. The document summarizes the student's experience completing a teaching practicum in a kindergarten classroom where she taught English to young children.
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Similar to Secondary level practicum period final reflection
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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.
Student teaching reflection
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
Muller Lilia - Final Reflection - Secondary Practice
1) The document summarizes the author's secondary teaching practicum experience in 2021 where they taught English to second year students in Neuquen, Argentina.
2) It was a difficult time due to the COVID-19 pandemic which required classes to be online at first before transitioning back to in-person.
3) The author reflects that they enjoyed working with teenage students more than expected and aims to incorporate more meaningful, contextualized activities and projects in their future teaching.
Secondary school reflection
The student completed a practicum period teaching 5th year secondary school students. At first, she was nervous about teaching teenagers from her small town. However, the students were respectful and tried hard in their lessons. The student noticed the students felt motivated and enjoyed the lessons, especially using English throughout. In the future, the student would ensure all students understand activities and vocabulary before working independently to avoid delays. Overall, the experience gave the student confidence and helped her grow as a teacher.
Practice ii, third mid term exam
The document reflects on using games to teach English to children and describes a successful lesson the author taught using a game to review vocabulary about parts of the body and healthy/unhealthy habits. The author found that games kept the students engaged and motivated, and saw their English skills improve over the course of the practicum experience.
Journal primary
The students reacted positively to the first lesson, participating enthusiastically despite expecting translations. It was important for the teacher that the students participated actively, easing his concern that they may be shy. He described the lesson as like a game of Pictionary, with the students guessing meanings from images and expressions.
In the second lesson, the students were understanding communication through gestures when asking questions in Spanish. One student was surprised to learn his food proportions were different from the picture. Reflecting on habits allowed interesting discussion on healthy lifestyles.
Classroom management was challenging as some students used their limited English to avoid responsibility. However, the teacher felt welcomed by enthusiastic students who stayed late. Varied lesson presentation kept
Final reflections
The document discusses the author's experience completing a practicum teaching young children. At first, the author lacked confidence and felt unprepared for the challenge. However, over the course of the practicum the author learned to focus on the needs of the students rather than their own anxieties. The group was initially described as difficult, but the author was able to engage them through use of a puppet, songs, hands-on activities, and mindfulness techniques. By the end, the students had learned and enjoyed the lessons. The author concluded that teaching young children requires a holistic, child-centered approach that draws on one's own childhood experiences. Overall, the practicum was a rewarding learning experience that helped the author grow professionally and personally
brothers keep book
The document describes a project called "I Am My Brother's Keeper" at Tilden Middle School. The project pairs 8th grade students with 5th grade students to help them academically and socially. Students participate in activities together like sharing favorites, struggles, and taking care of decorated eggs. The goal is for older students to support and encourage younger students, while also gaining responsibility and maturity. The author believes the project helped strengthen relationships between older and younger students and hopes it will encourage community among students.
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
PORTFOLIO OF ACTIVITIES AND GAME final (1)
The document provides a critique of the musical production "Legally Blonde" in terms of its appropriateness for children. It discusses how plays can be beneficial for children's development when they enhance imagination and teach life lessons, but can also be harmful if they contain offensive material. The critique notes that "Legally Blonde" was advertised as a family musical and describes the basic plot about a young woman pursuing law school. It also mentions the production was directed by J. Bethurne and held at an auditorium in Caledon.
Tpd roman - reflection on the high school practicum period
1) The document reflects on a high school practicum teaching English to graduating students. During the practicum, the author focused on a unit about people and mass media, incorporating vocabulary, grammar, speaking strategies and opinion essays.
2) Activities included deducing conditionals from an article, creating a poster on conditionals, discussions on social issues, and reading/writing about gender topics. Students were engaged and participated eagerly.
3) The author gave feedback on a test and should have given one student private rather than public feedback. Overall, choosing current topics and materials helped make classes meaningful for students.
Refflexion for jenny by david
The teacher began the listening class with greetings and instructions, but felt the students did not understand. She used body language to clarify. In the first activity, groups created sentences with some mistakes. In the second activity, students explained pictures from a video in English and Spanish and participated, though some were shy. For the listening task, students felt frustrated when the video stopped but had three chances to listen to lyrics and complete a worksheet. For the last activity, groups discussed questions on the board, selected representatives to conclude, and played a game, but it was difficult with many students. The peer comments suggested the teacher check understanding directly, move around more, and use visual aids.
Great-Teaching.pdf
This document discusses effective teaching strategies and the importance of creativity in the classroom. It emphasizes that classrooms should be fun learning environments that encourage student creativity and expression. It provides examples of how teachers can foster creativity, such as through projects, songs, technology, and variety in activities. It also stresses that teachers should be motivated themselves in order to motivate students and that both teachers and students continue learning from each other.
Reflexión Final - Kindergarten Level
This document is a reflection by Emili López on her first practicum period teaching English to first year primary students in Zapala, Neuquén. Some key points:
- She taught 16 students who were having their first experience with English.
- She aimed to give students a different experience than the typical grammar-translation approach used by their regular teacher.
- Over 5 lessons she incorporated games, songs, videos and other activities to make lessons more communicative and student-centered.
- She reflected on challenges like students' lack of English skills and distance from advisors, but felt she created a relaxed learning environment.
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Secondary level practicum period final reflection
- 1. SECONDARY LEVEL PRACTICUM PERIOD FINAL REFLECTION The first time I met these first year students I found that they were a small group, just nine, five girls and four boys. Along my observation classes I could see that they were quite talkative and many times it was hard for the teacher to make them focus back on what they were doing. One of the boys was always interrupting the class unnecessarily. This repetitive situation made the other students get distracted. I knew that the way to go was to highlight the use of varied activities and strategies with a meaningful context according to their age and interest so as to catch their attention and avoid distractions. The teaching points to achieve in the practicum period were Present Perfect and ‘Used to’. The contexts presented ranged from sports and comedies to childhood memories. As adolescents possess a strong sense of fairness, the games and competitions in the classes were introduced with clear rules. This group was quite competitive and loved games so they seemed motivated with them. The first four classes were devoted to the presentation of Present perfect with its contrast with Past Simple. The first class’ context was sports. Throughout the class the students talked about the sports they played and liked, completed a quiz and a word search to find verbs in past participle. During the second class, adverbs to indicate frequency and time were introduced with a poem to complete. This class ended with a song by the Irish band U 2. The third class dealt with the contrast between Present Perfect and Past Simple. Here, the context was love with the presentation of romantic comedies film covers. The students seemed interested in the topic. This class gave them the opportunity to predict the topic of a text to be read and role play situations to put into practice the teaching point. The other content to be presented was ‘USED TO’. The context was appealing to them because it was about childhood memories. I showed them pictures about my own memories so they felt at ease to talk about themselves later. The class ended with a song by Daughthry, called ‘Used to’. They enjoyed it.
- 2. The last class was devoted to written production. The students watched a Coke advertisement about how things used to be and how they are at present. It triggered different topics to discuss such as transport, food, clothes, among others. Most of the class was devoted to make a padlet in pairs or individually in which they showed their productions. From the very beginning, I found out that this would be a challenging group to work with. It would be hard work to motivate them and keep it throughout the classes so I should be creative. Adolescence is a period in life characterized by physical, emotional and psychological changes. As Scales (2010) states, early adolescence is intense and unpredictable. They evaluate the limits of acceptable behaviours and defy adults’ authority. In early adolescence, children have the need to belong to a group. They may experience feelings of romance. Within this scenario, I thought about planning activities in which they could interact in pairs or small groups, providing them the opportunity to express themselves and enjoy the class by playing games. I tried to present many activities as competitions and I found out that they enjoyed them quite a lot. What did I do with the student that interrupted the class? Well… I chose him as a helper in many activities. In this way, he felt important and was busy. It worked!!. On the other hand, I should improve timing. I consider that the problem is that I become anxious at the moment of planning and then external factors do not let devote the necessary time to each activity. To sum up, I have to say that teens have always been my cup of tea. They are moody, one day they behave as children and out of the sudden they consider they are grown up. These fluctuations due to the fact that they are building their personality to become adults are really hard work. I have empathy with them and I try to negotiate with them all the time. They need to be listened and I love to be near them to help. This is my last practicum period and I have to admit that it was absolutely demanding and exhausting but I wouldn’t change it by anything else in the world! Dealing with students is dealing with the future and being part, at least for a short period of time in their life is invaluable.