Tpd estebo-primary schoolpracticum

Trainee’s name: Cynthia Estebo
Practicum level:Primary School
Group: 22 students (13 girls and 9 boys), 10 years old
Date: Monday 4th August
Lesson number: Observation class nº1
On my first day observing, I was welcomed by the teacher and we walked together
towards the classroom. Students were at a break and came into the classroom with us.
Before we came in, the teacher advised me on one student called Franco. He sits next to the
teacher because sometimes, due to personal issues, he has emotional breakdowns, often,
violently. He feels angry when things do not go as he expects and insults classmates.We
stepped into the classroom, the teacher explained to students why I was there and that, in a
near future, I will be conducting some classes for them. I was amazed and flattered that all
students began to sing “le damos la bienvenida..”. It was spontaneous on the part of the
students and made me feel comfortable and welcomed.I sat at the back of the classroom
and the teacher began with the class.The class started almost 15 minutes later because it
took too long for students to come into the classroom and sit at their desks.
The teacher began the class by writing the date and the weather on the board .She
asked students to present a project that they have worked before winter holidays. They
designed a model house and others a poster on the same topic. One of the students
collected her classmates´projects and handed them to the teacher.The teacher wrote the
pages she wanted students to go on their classbooks and asked them to open their books.
This is the only verbal instruction in English, the rest of the class is conducted in Spanish.
They orally revise the vocabulary dealt on previous classes connected to “food”. They
checked an exercise at the book. Then, they moved to the following page. The teacher
explained in Spanish a matching exercise that it is at the book. While students were working
the teacher walked along the desks and acted as a facilitator and monitor. This activity
lasted 15 minutes.Next, she explains another exercise from the book that it is connected to
food and drinks, but she copied it on the board. In Spanish, they revised vocabulary
orally.Students copied and did the exercise in their folders. Again, the teacher acted as
facilitator and monitor.The class finished when the teacher reminded students to bring their
books the following class. The teacher organized two lines, one for girls and one for boys, in
order to go for their second break in an organized way.
Overall, students are very noisy and naughty. They speak a lot among them, even
when the teacher is explaining. They stand up and move around the classroom without
asking permission. They bother each other, especially those who are sitting at the back of
the classroom. When the teacher works with students who are sitting at the front, the ones at
the back do not work and the other way round.
The teacher tells me that classes cannot be conducted in English because students
do not pay attention, leading to disruptive behavior.

Group: 22 students (13 girls and 9 boys), 10 years old
Date: Wednesday 6th August
Lesson number: Observation class nº2
On day two of the observation period, I noticed the following aspects of the lesson.
The teacher began the class by asking what day it was and what the weather was like that
day. She wrote it on the board.She wrote on the board “LIKES” (and drew a smiling face
next to the word) and “DISLIKES” (a sad face was drawn next to the word). Orally, she
reviewed what those words mean Then, she gave examples of the use of “I like” and “I don´t
like” orally and wrote them on the board. Finally, she asked students to copy everything that
was written on the board. The explanations are mainly in Spanish. Transitions from one
activity to another cause students chatting in Spanish among them. They are really noisy.
When students are copying the explanations from the board, the teacher wrote an
exercise for students to put sentence elements in order. Again, she asked students to copy
them on their folders. Students did the exercise on their own. The teacher walked along the
desks, acting as monitor and facilitator.
The class was interrupted by the janitor because she brought a tray with bread for
students to have a snack. The teacher received the tray and one of the students went
through the desks, serving the bread to her classmates.
The teacher gave the following instruction in English “open your books on page 52”.
Students took the books out of their bags. The teacher explained the exercise in Spanish,
explaining how to circle the correct word. Next, she read the sentences eliciting the correct
answer from students, so they did the exercise and checked it as a whole group . When the
activity was over, the teacher asked students to go to page 54. This section of the book is a
kind of integrated workbook. The exercise consisted in completing a crossword puzzle
connected to food vocabulary by looking at the picture they had as reference. The teacher
revised the vocabulary orally and then, she explained what students were expected to do.
During the oral revision, I noticed that only those students who apparently attend private
English classes answered or participated, the rest remained silent. On their own, students
solved exercise a,b and c from the same page. The class finished when the bell rang and
the teacher reminded the students to bring their books the following class.
At the end of the lesson, the teacher offered me her help and materials as she
explained to me that there is no ICT resources available, teachers are not supposed to give
homework and the seating arrangement must be kept. I thanked her helped and we left the
classroom.
Thanks for your answers, Cynthia!! I get to understand the teaching context better.
What about this child who is badly beaten? Has any measure to help him and his family
been taken?
I will be looking forward to reading your entry for today’s lesson. :)
A hug
Cecilia
Dear Cecilia,
As it is a very sensitive issue, the “OEO” group is working with his case. Apparently,
besides being really violent, parents are very strict and they do not allow Franco to fail tests,
to have his folder untidy or incomplete. Whenever he does not understand a task or is
unable to copy from the board, this emotional breakdowns appear. The teachers, both the

class and the English one, told me that they even tell him off if he is sent home with task
written in the teachers´handwriting. As you will watch at the end of my lesson, he had a
small episode. The school is working with extreme caution, I will let you know.
A hug,
Cynthia
Group: 22 students, 10 years old
Date: Tuesday11th August.
Lesson number:1
1. What pedagogical principles supported the planning and deliveryof this lesson?
I designed my lesson plan under the Communicative Approach and I used the PPP method.I
tried to follow as much as possible the class routine students had with their teacher, in order
not to make students feel lost and help them with the comprehension of the class
management and provide a relaxed atmosphere.There is no possibility of using ICT in class,
so most of my teaching resources were flashcards, pictures and realia
2. What teaching strategies did you use? Which ones were effective? Why / why not?
I worked with the date and weather vocabulary in order to keep students routine and
guarantee a relaxed atmosphere for learning. I revised vocabulary of “Food” with the visual
support of the realia. By the use of these resources, I created an atmosphere of expectancy
and interest, as it was not normal for them to work with elements apart from the book and
their school objects.I spoke in English the whole lesson and mimed to help them with
comprehension. Even though they are used to having their classes mostly in Spanish, they
were able to participate and cope with instructions and activities.We worked with worksheets
to practice the structure “he/she likes...he/she doesn´t like..” and, at the same time, used it
as a visual support to speak about their classmates´likes and dislikes. Then, we did a
reading comprehension exercise on their books. We finished the class with a speaking
activity connected to the reading passage. As regards behaviour, I tried to be supportive as
they are getting used to having classes with me.
3. How did the students react to your teaching, to the activities and the materials?
How did they react to the lesson?
In the routine section, I used flashcards to help them work with known elements and answer
in English. They are used to starting the lesson with the date and weather, but I used
pictures to answer in L2 and they answered positively. Realia was a success. They were
surprised to see actual concrete objects in the class instead of pictures.With this great visual
aid, they were able to revise vocabulary effectively. The book was already familiar to them,
but receiving instructions in English and being able to respond effectively and do the
exercise was new to them.
4. What aspects of the lesson do you consider successful?
Overall, I believe the class was successful. Students participated actively and responded
effectively to most of the activities.
5. What aspects of the lesson require change / improvement?

When working with the worksheet, i realized that I have not considered checking the fruits on
it. So, I drew pictures on the board in order to help them grasp the meaning of them. Also,
they asked me to colour the worksheet. Apparently, they enjoy doing this. I allowed them to
do so in order not to break motivation, but I will have to consider this for further classes
where I would use worksheets and allot extra time for them to colour.
6. What do you find useful of this lesson that will help you plan the next one?
When I finished the lesson, I watched the video and I saw myself, which gives me a
perspective on what things I did wrong. I am really worried about the student with
behavioural issues and I will do some research on how to help him, as he had a small
episode at the end of the lesson.
7. Any comments or observations you would like to share may be added here
I experienced a number of doubts when planning because the classes are not
communicative at all. I did not know how to adapt the book and students´previous
experience with the language and turned it into a communicative environment. I will have to
do some research on this to improve my teaching practice.
The fact that I am limited in resources that Imay use (for instance ICT), that seating
arrangement should not be modified and that homework is not suggested by the authorities,
makes my practice really hard in the sense that I cannot innovate that much. Anyway, I will
do my best and I will come up ideas to make it a creative and enjoyable experience for
students and myself!
Date: Thursday 13th August.
Lesson number:2
I designed my lesson plan under the Communicative Approach and I used the PPP method.I
tried to follow as much as possible the class routine students had with their teacher, in order

not to make students feel lost and help them with the comprehension of the class
management and provide a relaxed atmosphere. To trigger speaking by the use of
flashcards in the routine section. Realia ( glasses, a cap,a wig) and cards for the speaking
activity before the writing one.
guarantee a relaxed atmosphere for learning. By the use of the resources previously
mentioned, I created an atmosphere of expectancy and interest, as it was not normal for
them to work with elements apart from the book and their school objects.I spoke in english
the whole lesson and mimed to help them with comprehension. Even though they are used
to having their classes mostly in Spanish, they were able to participate and cope with
instructions and activities. We reviewed what we have learnt in the reading section the
previous class orally and I supported its structure by writing it on the board. I took advantage
of this activity to introduce “but”. I introduced the speaking activity by using customes with
volunteer students who assumed the characters in the written exercise.Then, I gave them
cards with things they liked and didn't like so as their classmates asked questions and
guessed their likes and dislikes. I wrote the guessings on the board. Then, we moved to the
book so they could note down the sentences.In this way, they integrated food vocabulary,
likes and dislikes in third person singular structure and the contrast connector. As closure,
we played in teams a mime game, where the rest of the class had to guess likes and dislikes
from the student at the front who was miming them. They only scored a point if they uttered
the complete sentence.
In the routine section, I used flashcards to help them work with known elements, using
English in with a familiar topic. They are used to starting the lesson with the date and
weather, but I used pictures to answer in L2 and they answered positively. They were
surprised at being customised to assume the role of a character. even though this activity
was a bit noisy on the part of the students, they participated actively and used English to ask
questions. The book was already familiar to them, but receiving instructions in English and
being able to respond effectively and do the exercise was new to them. They worked quietly
and in an organized way when they wrote sentences at their books. I believe this was so
because they really knew what it was expected from them. The game was a success a they
used English all the time, but it was really noisy. Students were really competitive!
Overall, I believe the class was successful. Students participated actively and responded
effectively to most of the activities. I noticed that they enjoyed the class when they are the
ones performing or speaking about themselves. Personalizing is really meaningful to them.
5. What aspects of the lesson require change / improvements?
I really need to improve how to work with the board. When students were saying sentences
about the character, I found myself a bit anxious to write and conduct the class at the same
time.

I believe that I am knowing the students better. Group dynamics in this course in particular is
really special as there are many personal issues involved. Most of them are competitive
among themselves and some girls get really distracted. Class by class I learn about them
and how the group works. By no doubt, this will help me plan activities more effectively.
I noticed during the game that some boys are really competitive among themselves in an
aggressive way. When the class finished, I had a small talk with the group explaining to them
that we are in the English class to learn, but also, to have a fun time and share that moment
together. Franco was absent today, but the teacher told me that the game would have been
much aggressive if he had been present. She added that this kind of reaction is normal
among them and, sometimes, they continue arguing during the break or in some other
subject. I am really worried and surprised that these issues are present with boys of such a
young age. Evidently, harsh homes are more common than I thought and Franco is may be
the one who cannot control it in a healthier way. Both teachers, the class and the English
one, told me that is why most activities cannot be done or seating arrangements cannot be
changed. Something to reflect upon as teachers!
Date: Tuesday18th
Lesson number:3
I designed my lesson plan under the Communicative Approach and I used the PPP method.
I began the class with the date and weather routine to establish a relaxed and familiar
atmosphere. I used a poster to revise vocabulary and present the new one. I mimed and

elicited vocabulary when explaining instructions and used narration techniques to present
and work with a poem.
them to work with elements apart from the book and their school objects.Even though we
have not used the book on this class, they were able to follow it with the new materials I
presented to them.I spoke in English the whole lesson and mimed to help them with
were able to participate and cope with instructions and activities.I used a poster to revise
known vocabulary and introduce new one, besides setting the scene for the following
activities. In the colour dictation, they had to resort to their lexical background and circle
accordingly to what I was saying. In the narrating section, they sat on the floor. In this way, I
tried to create the atmosphere of relaxation to listen to the poem. They were able to
concentrate on this because they were close to me and they could interact with the poem
and my reading through eye contact, my voice and miming. I helped them with
comprehension with questions and the visual support of the shape of the poem. I resorted to
the board to draw vocabulary that was still difficult for them. Finally, they created their own
poems. I brainstormed and modelled a poem on the board before asking them to produce
their own. So, they could effectively write as they understood what they were expected to do
so and understand how to do it.
weather, but I used pictures to answer in L2 and they answered positively. They were
followed the circle dictation positively. They got engaged in the narrating section, feeling
surprised that they were asked to sit differently to do this. I believe they could concentrate
better and interact with me . At the beginning of the writing section, they were not confident
to write, but after the brainstorming, they were able to see what they were expected to do
and performed it successfully.
Overall, I believe the class was successful. Students participated actively and answered
effectively to most of the activities. I noticed that they feel surprised when they are asked to
do something different from their normal class routine (sitting on the floor for instance), but
they really enjoyed it.
I am still reading on the subject, but I need to think carefully on strategies to help Franco.
This class was really stressful as he had a serious emotional breakdown and fought the
whole class with his classmate. He was not able to do the tasks required as he was nervous
and occupied the class on fighting and insulting. Even though, the teacher told me he had

been in that mood since he arrived school, I believe he is my responsibility the time we
spend together and I have to help him.
I believe that changing seating arrangements for different activities gives students the feeling
that it is the moment to do something else rather than sitting at their desks with their
classbooks. It sets the mood to present different techniques in a relaxed atmosphere.
I had a talk with other teachers after class about Franco´s situation and it seems that it is in
hands of the Justice Court of law. The OEO group is working hard on his case.
Date: Thursday 20th
Lesson number:4
I designed my lesson plan under the Communicative Approach and I used the CLIL method.
I scaffolded language by presenting the new linguistic elements in context with the visual
support of a poster and the video. Then, we practised it orally and by the use of the
worksheet. Finally, they applied what they have worked in a poster. In this way, students
used language confidently to express their knowledge on the topic in a contextualized way. I
maintained motivation by presenting language with appealing and interesting way, taking
into account students´level of English and age. As I asked them to do the activities in pairs, I
helped them construct knowledge jointly. When students finished the poster, they were
supposed to comment on the topic to their classmates and used the language socially. As
the content has been dealt in class in context, they were using real English in a confident
way to express and tell their classmates what they have learnt.

them to work with elements apart from the book and their school objects.Even though we
have not used the book on this class, they were able to follow it with the new materials I
presented to them.I spoke in English the whole lesson and mimed to help them with
were able to participate and cope with instructions and activities.I used a poster to revise
known vocabulary and introduce new one, besides setting the scene for the following
activities. I used poster of Food Pyramid. I mimed the shapes until they understood that the
food categories were organized according to the triangle shape. Through questions and
elicitation, I introduced that in order to have a healthy diet, they should eat according to the
pyramid. We watched a video with a song that explained the five food groups and the
benefits of each category. Students watched carefully and interacted with the song. I chose
to carry this activity with students sitting on the floor as the were watching from my laptop, so
they could watch and listen better as they were closer to it. Then, we discussed the
information they have learnt from the video. With the visual support of the food pyramid
poster, I helped them construct knowledge and integrate what they have previously learnt
and the information gathered from the video. We watched the video for a second time so
they could confirm what they have been discussing. After the second watching, I asked more
question to check comprehension and consolidate knowledge on the topic.We moved to the
worksheet activity to practice the language learnt. Again, I used the poster to give
instructions. The worksheet consisted on different food groups with pictures of food in each
category. They had to identify the food and circle the food that belonged to the category
mentioned in the section and crossed out the ones that did not belong to the category. The
poster helped them visualize the food that belonged to each category. We checked it orally
as a whole group activity.Next, I asked them to design a poster on the five food groups in
pairs. I modeled one on the board.
weather, but I used pictures to answer in L2 and they answered positively. In the video
watching, they complaint that the video was for younger kids as it was performed by the
musical group “Hi-5”, but then, they enjoyed it and sang along. They worked with the
worksheet activity enthusiastically. During the poster construction, I walked along the desks,
monitoring, and discovered that they did not understood how to do it in pairs, but after I
explained them they were able to do it.
Overall, I believe the class was successful. Students participated actively, avoiding
disruptive behaviour. I believe that the video was a success because it visually helped them
construct knowledge in a fun way, different from what they were used to do in class.

I did not do the choreography with the students due to time constraint and lack of space. By
this activity I wanted to do a TPR activity that fostered language acquisition by exposure and
by fostering kinaesthetic intelligence. But, as there was no time available, I skipped it.
Without doubt, bringing novelty to the classroom. By using different resources, seating
arrangements and strategies, we have students expectant to what it is going to happen the
following class. In this way, we help their acquisition because their affective filter is lowered.
Contextualizing learning is a tool that guarantees success in the lesson. Moreover, it avoids
misbehaviour and they have fun learning English!
Students were not able to finish the poster and show it to the rest of the class because they
were supposed to leave the classroom to rehearse for a play they were going to present the
following week. That´s why I could not do the choreography and finish what I have planned
as closure.

Tpd estebo-primary schoolpracticum

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