Third reflection paper
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This reflection paper discusses the author's first teaching experience in their practicum. The author found the experience to be pleasant and rewarding, exceeding their expectations. Their tutor was very helpful and provided many opportunities to practice and build rapport with students. In planning lessons, the author focused on the needs analysis and observations of students. The main challenge was encouraging oral production in English, as students were not accustomed to speaking in class. During lessons, students became engaged with materials and activities once they understood instructions. Feedback was positive and students were proud of their English speaking progress. Areas for future improvement include providing clearer instructions, especially for warm-up activities, and managing time constraints.
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1. The document provides a self-assessment by Ludmila Ruiz Diaz of her teaching practice with a 5th grade class.
2. She observed the class before teaching, noting the students' level, classroom environment, and lack of speaking practice.
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The document discusses Fatima Lourdes Duran Vasquez's teaching practice experience. Some key points:
- She had both positive days when students were engaged and she felt teaching was the right career, and negative days when students were uninterested or disruptive.
- She learned about different teaching methods like demonstration, one-minute papers, interactive lectures, case studies and concept mapping.
- Her goal was for students to develop skills like discipline, diligence, interpreting skills and language abilities.
- Initial observations of students helped her adjust her teaching strategies.
- She evaluated her experience and learned about managing class sizes and sections through hands-on practice teaching.
Estebo tpd- final assessment report kindergarten period
Cynthia Estebo completed her kindergarten teaching practicum at the "José Manuel Estrada" school in Punta Alta, Argentina from April to May 2015. She taught English to a group of 27 4-year-old students. Estebo applied communicative language teaching approaches and used various hands-on materials like songs, games, and crafts. While classroom management was initially challenging, over the course of the practicum Estebo improved her skills with guidance from cooperating teachers. Estebo found the experience rewarding and felt the students enjoyed and benefited from her lessons. She concluded that teaching young learners was more demanding but also more fulfilling than she had expected.
Tpd schulze secondary - 4 dimensions of...
1) The author completed their practicum experience teaching secondary students at a private school. They felt comfortable with the target language level and enjoyed teaching this age group.
2) Their lessons aligned with students' needs, abilities, and the reality of preparing for an exam. The author was able to successfully incorporate theoretical aspects of teaching into practice.
3) Most students were at a similar language level, allowing the author to focus on the class as a whole. Time management and further understanding each student could be improved. Feedback from observers was sometimes discouraging but the author remains motivated to continue developing their skills.
Self-Assessment: Kindergarten
1) The author reflects on their experience teaching English to kindergarten students. They realized the students had little English exposure and needed more input.
2) They developed a routine for the class including greetings songs and used Peppa Pig characters and stories to engage the students. Activities included games, pictures, and real objects to reinforce vocabulary.
3) While the experience was challenging, the author is satisfied with building students' English skills and routine. They learned the importance of planning, classroom management, and including more cognitively challenging activities.
Secondary practicum
The student completed their secondary school practicum at "Sagrado Corazon" where they observed classroom dynamics and interviewed staff to learn about the school. During their lessons, the student used visual aids and activities like games to engage students and develop their reading, listening, and writing skills over time. The student reflected that they need to improve time management and lesson structure. Going forward, the student plans to implement a more active, dynamic lesson plan that incorporates all language skills and gives students tools to develop their abilities through step-by-step practice and homework.
Tpd schulze all journals primary checked
Paula taught an English lesson to a 6th grade class focusing on pirates. She used principles of the natural approach to encourage communication in English. Activities included reading a story, a dressing up game where students brought pirate costumes, and a competition game. The students were enthusiastic and engaged, though there was more Spanish spoken during the energetic game. For future lessons, Paula notes she should remind students to speak English during activities and leave more time for reflection on learning. Technology issues interrupted recording at times but she was able to resume. Overall the lesson was a success though time management was impacted by a longer school greeting.
Tpd schulze all journals primary checked
Paula taught a lesson on pirates to a group of 6-year-olds focusing on the natural approach. She introduced vocabulary through miming and examples. The students were engaged with the story and activities, though the video was too short. Most aspects went well with good time management, student participation using the target structures, and no behavioral issues. Areas for improvement include refreshing on comparative adjectives and resolving technical issues with recording devices.
FINAL REPORT:My training as an English Teacher
Melisa Gonzalez completed her teaching practicum with two groups of teenagers aged 13-17. She observed both groups and their teachers initially. Group 1 was well-behaved while Group 2 was noisy and undisciplined. Melisa planned engaging lessons incorporating activities, materials beyond the textbook, and English use. While nervous, her teaching went well with student participation and comprehension. Both experiences were valuable for improving her skills, though Group 2 was more challenging to motivate. Overall, Melisa found the practicum rewarding for developing as a teacher.
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.
Secondary journal
The teacher summarizes key insights from teaching a recent lesson. They realized the importance of allowing more time for activities and leaving some for homework. This helped avoid rushing students and better accommodate different paces of learning. The teacher was also pleased to see normally unengaged students actively participating, indicating the value of changing lesson dynamics. Overall, the teacher found it beneficial to review content in a new way and context to reinforce understanding.
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Third reflection paper
- 1. Third Reflection Paper: My First Teaching Experience in the Practicum. William Fernando Alvarado Céspedes. This first semester as a pre-service teacher has been a great experience and exceeded my expectations. Teacher Piedad, my tutor, was very kindly and eager to help me; she gave me plenty of opportunities in order to practice and building rapport with the students. Because of that, I had the chance to know them, what they liked and what they needed. Before starting this process, I thought it was going to be tough and stressful, but, in fact, it was a very pleasant and rewardable adventure. In that way, the planning process was very smooth. I based all my decisions upon the needs analysis and all what I could perceive through the observations and the contact I had with them during the classes. Nevertheless, the challenging issue I faced was in regards to the objective of the class. We have to trigger oral production, but my students never spoke in English during the conventional classes and they limited their production in the FL only in a writing way. So I had to plan time to give them support and organize what they should express in the class. During the class, in fact, I felt very comfortable and satisfied. I arrived before the class to check all I was going to use were prepared. When the class began, there was a strenuous stage, the warm up. The students did not understand the activity at the very beginning, they wanted me to use Spanish, but I did not want to. But then, after many trials and explanations, they understood and enjoyed it. Additionally, I negotiated with teacher Piedad to give them five positive points if they fulfilled the activity; hence, they were motivated and competitive. I also relished the activity, indeed.
- 2. After that, we moved to the presentation of the topic. Despite I did not use Spanish nor explicit grammar, they understood what was the purpose of the topic I was explaining. They participated actively and were focus because of the materials and my attitude. As I knew their names, they felt it was real and they were important in the class. There were few moments when some students get distracted, but I knew how to deal with that. I asked them questions related to the topic or encouraged them to participate; it worked, they got focus into the presentation. Also, I reinforced on pronunciation as the main objective of the class. Also, I have noticed they are interested on sounding as accurate as possible During the practice, even though they spent a lot of time planning their contributions, they tried and gave good examples using the topic explained. They finally said what was the topic and its purpose (in Spanish) Ergo, I felt I did my best. However, unfortunately, we did not have time for the production stage; we did it the next class. We did a discussion. Despite they had to plan all what they want to say, we accomplished the objective. Finally, I gave them positive feedback and congratulated them because of their great performance; that was the first time they used English orally. To finish, after reflecting about my class, I think the aspects which went well were: class management, arrangement of the classroom, the materials, the explanation (it was totally inductive), the reinforcement in their needs, the relationship with the students, motivation (both mine and theirs), respect among them, collaboration, their interest in the topic, among other aspects. However, the warm up was difficult for them to understand. I think I need to work on how to give clear instructions. Also, time is a constrain I had, but I think it that was not an impediment to reach the objectives.