Tpd final reflexion fourdimensions primary level mestreflorencia
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This document summarizes a student teacher's reflection on their experience teaching at the primary level. The student teacher found the group of students difficult at first but they adapted well to each other. They had to consider the diverse social backgrounds of the students. While time management and additional activities need improvement, the lessons were well-planned and engaging for the students. The principal was supportive, but the supervising teacher was unclear in her feedback and only focused on areas for growth without acknowledging successes like the student speaking English in the second lesson. Overall, the student teacher was pleased with student motivation and their own performance despite the teacher's negative attitude.
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Final reflection
This document summarizes a student teacher's reflective analysis of their secondary school teaching practicum experience. Some of the key challenges included having two observing teachers with differing perspectives which added stress to lesson planning. The student teacher also found it difficult that they were not allowed to introduce new vocabulary. While the students were engaged with activities, their English speaking skills were low due to lack of practice. Overall, the experience highlighted for the student teacher how important careful and detailed lesson planning is, including meaningful vocabulary that meets students' needs.
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This document summarizes a teacher's reflective process after completing their third practicum period teaching English at a secondary school. Some key points:
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This document provides a final reflection from a student teacher on their practice period teaching English at a secondary school. It discusses some of the challenges the students faced, such as needing to work or care for siblings, which caused absenteeism. The student teacher implemented activities from the textbook as well as videos and images to engage students. While students were shy about speaking English aloud at first, they became more active participants once recording stopped. The reflection notes that the experience was positive overall, but the student teacher needs to continue improving their own pronunciation and grammar.
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This document summarizes a student teacher's reflective analysis of their secondary school teaching practicum experience. Some of the key challenges included having two observing teachers with differing perspectives which added stress to lesson planning. The student teacher also found it difficult that they were not allowed to introduce new vocabulary. While the students were engaged with activities, their English speaking skills were low due to lack of practice. Overall, the experience highlighted for the student teacher how important careful and detailed lesson planning is, including meaningful vocabulary that meets students' needs.
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Mdd6
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Final personal evaluation second period
1) The document is a personal evaluation by Nadia Asencio of her teaching practicum experience.
2) During the practicum, Nadia observed other teachers' classes, applied the skills and knowledge from her studies, and reflected constantly on her experiences in the classroom.
3) Nadia realized aspects of her own teaching she needs to improve, such as time management, pronunciation, and checking student understanding, based on feedback from her tutor observations of her classes.
Beramendi journalentries-kindergarten-pdf
Cintia observed her first kindergarten class and found the atmosphere to be friendly. The teacher led the lesson by playing games, singing songs, and revising colors and numbers through flashcards and chants. For her second observation, the teacher taught parts of the body through gestures and songs. Cintia noted the teacher built respect but did not provide meaningful context for the activities. In her first teaching lesson, the students were respectful but less engaged. She realized she needs more engaging activities like movement games. In subsequent lessons, Cintia found activities involving singing, gestures and games motivated the students more. While still improving her timing and confidence, Cintia enjoyed teaching and found her chosen career rewarding.
Tpd reflection secondary - schefer elizabeth
This summarizes a student's reflection on their teaching practicum. The student planned activities according to their students' levels and interests. The students were afraid of being taught in English but were able to complete all activities successfully. The student reflects they would change some time management and activities if they did the practicum again. They found value in receiving feedback from their tutor and teacher to improve their teaching from class to class. As a teacher, they recognize the challenges of addressing adolescent issues and finding new ways to engage students daily.
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1) She taught a unit on the past simple tense and incorporated new grammar structures into engaging lesson activities.
2) While the experience went well overall, she notes some areas for improvement like getting to know students better to make lessons more meaningful.
3) Both the students and supervising teacher provided positive feedback, and María felt the experience helped build her teaching confidence.
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This document contains a final reflection from a student named Mirari Marzol about her teaching practicum experience at three different schools - kindergarten, primary school, and secondary school. Some of the key points included:
- She was very nervous at the beginning but the students made her feel comfortable and she developed good relationships with them.
- A highlight was working with a shy girl with a stutter who became excited to see her.
- She encountered some difficulties using a textbook in secondary school but enjoyed being able to speak English with the students.
- While the experience was mainly positive, private lessons are different than working in schools which have responsibilities and constraints.
- Overall, her self-confidence grew as
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The document discusses the various roles that a language teacher must take on to be effective, including guide, observer, controller, prompter, tutor, organizer, assessor, participant, and resource. As a guide, the teacher shows students techniques for learning a new language. As an observer, the teacher watches student activities without interacting to evaluate their understanding. The controller role involves explaining new grammar structures and rules. A prompter motivates students and gives clues when they get stuck. Other roles include working individually with students as a tutor, planning and structuring lessons as an organizer, providing feedback and corrections as an assessor, participating in activities alongside students, and serving as a source of information when students have questions. Taking on multiple roles
Mdd 6
This document contains a reflection from a student teacher on their practicum experience. Some key points:
- The student found the experience immersive and learned from both teaching students and observing their guide teacher. They discovered their passion for teaching and motivating students.
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- While initially nervous, the student gained confidence over the semester in their abilities and knowledge.
- As strengths, the student was organized and had good subject knowledge, but needs to improve classroom management and giving clearer instructions.
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This document provides a final reflection from a student teacher on their primary school practice period teaching English. The practice took place at School No. 08, "Gral San Martin", which is one of the first schools in the region and was one of the first to have a classroom for students with special abilities. The student teacher taught 4th grade and focused on the topic of numbers. They designed activities using resources like posters, colored pencils, worksheets, and dice games. The activities engaged the students and improved the student teacher's confidence and lesson planning skills. However, they need to work on managing time better for each activity.
MDD 6
Throughout her teaching experience, Camila has learned things she did not expect. She has come to understand what it is like to be a teacher in Chile with its advantages and disadvantages. One history teacher is very passionate about his work and puts a lot of effort into making improvements at the school, which his students appreciate. Camila has also discussed the Chilean educational system and changes over the last decade with other teachers and enjoys chatting with them during breaks, which creates a positive atmosphere.
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This document discusses important aspects of classroom management, including atmosphere, interaction, participation, seating arrangements, and time management. It emphasizes establishing a friendly atmosphere, interacting with and engaging all students, varying seating based on activities, and carefully planning lessons and class time to maximize student participation and learning. Effective classroom management requires considering all these factors to create an organized, motivating learning environment.
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.
Final reflection bizet kinder
The student completed a kindergarten practicum and felt satisfied overall with how their classes went. The students seemed engaged with the activities and lessons, actively participated, and learned the intended content about parts of the house. The student was able to use the target language during classes and the students understood and used the new vocabulary. Areas for improvement include implementing different classroom management strategies, as the large class size sometimes led to distraction or overexcitement that disrupted lessons. Overall, the experience of working with kindergarteners was highly rewarding due to their unique energy and eagerness to learn.
MDD 6
The author reflects on their teaching practicum from August to December at Liceo de Niñas de Concepción. They learned that teaching involves more than just lesson planning, grading, and classroom activities, and requires skills like organization, engagement, humor, and effective classroom management. The author gained confidence over time and realized their students were learning. Areas for continued improvement include timing of lessons and strengthening classroom management skills. Overall, the practicum was a positive learning experience.
My Primary Level Reflections
1) The student teacher reflects on their experience completing the second stage of their practicum teaching English to primary school students.
2) They believe the activities and resources used were effective in exposing students to new language concepts while building on prior knowledge, and that building positive relationships with students created an engaging environment for learning.
3) An area for improvement was keeping students focused, as they got distracted easily, so maintaining student engagement was challenging.
Feedback agustina sarmiento august 9th 2017 estela
This document summarizes observations from a teaching practicum. It notes that the class was noisy with many students and the trainee, Agustina, did not help the mentor teacher maintain order. It provides suggestions for Agustina to be more proactive in classroom management. The document also comments on specific lesson activities, praising the use of a song but noting students were not engaged. It concludes by recommending the trainee build rapport with students, use more visual aids and oral interaction, and adapt lessons to better meet student needs.
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The student teacher completed their practicum teaching English at the secondary level. They felt anxious at first working with an experienced observer teacher. During lessons, they saw the observer use simple handmade materials that engaged students. This helped the student teacher feel more confident. The student teacher was asked to speak only English in class, making them insecure, but students were able to understand and participate. The student learned to not underestimate students and trust the strategies and routines they have learned. The experience helped them develop confidence in their teaching abilities while remaining open to new learning.
TPD. Final Reflection Primary School
The document is a reflection from a student teacher, Jimena Benito, on her practicum experience teaching English to a 6th form class of 23 students at a primary school. In the first lesson, Jimena felt secure and organized, but the second lesson went poorly as she struggled with instructions and timing. For the third lesson after a month, Jimena incorporated suggestions to improve her lesson planning and classroom management, and felt more confident with a successful lesson. Overall, the experience helped Jimena become aware of strengths and weaknesses to improve future teaching practices, though she remains self-critical of mistakes made.
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How to be a good teacher
Students from different nationalities at private language schools were interviewed about what makes a good teacher. They responded that a good teacher loves their job, has an engaging personality, has in-depth knowledge both in and outside their subject, is entertaining but not overly so, is approachable, forms personal connections with students, draws out quiet students while controlling talkative ones, corrects students without offending, and helps rather than shouts. Good teachers also use techniques like simplifying language, gestures, and miming to aid understanding. They maximize student talking time and minimize their own, adapting flexibly based on student feedback rather than rigidly sticking to plans.
Mdd6
The author reflects on their first teaching experience and considers it a proof of their ability to teach well despite difficulties. They planned lessons carefully based on their methodology course, focusing on communicative approach and using realia when students struggled. While low student turnout was initially frustrating, applying what they learned helped them do a good job overall and identify areas to improve further like using more variety and target language.
Final personal evaluation second period
1) The document is a personal evaluation by Nadia Asencio of her teaching practicum experience.
2) During the practicum, Nadia observed other teachers' classes, applied the skills and knowledge from her studies, and reflected constantly on her experiences in the classroom.
3) Nadia realized aspects of her own teaching she needs to improve, such as time management, pronunciation, and checking student understanding, based on feedback from her tutor observations of her classes.
Beramendi journalentries-kindergarten-pdf
Cintia observed her first kindergarten class and found the atmosphere to be friendly. The teacher led the lesson by playing games, singing songs, and revising colors and numbers through flashcards and chants. For her second observation, the teacher taught parts of the body through gestures and songs. Cintia noted the teacher built respect but did not provide meaningful context for the activities. In her first teaching lesson, the students were respectful but less engaged. She realized she needs more engaging activities like movement games. In subsequent lessons, Cintia found activities involving singing, gestures and games motivated the students more. While still improving her timing and confidence, Cintia enjoyed teaching and found her chosen career rewarding.
Tpd reflection secondary - schefer elizabeth
This summarizes a student's reflection on their teaching practicum. The student planned activities according to their students' levels and interests. The students were afraid of being taught in English but were able to complete all activities successfully. The student reflects they would change some time management and activities if they did the practicum again. They found value in receiving feedback from their tutor and teacher to improve their teaching from class to class. As a teacher, they recognize the challenges of addressing adolescent issues and finding new ways to engage students daily.
Secondary Level - Final Reflections
The document summarizes María Eugenia Calizaya's experience teaching English to secondary school students during her teaching practicum. Some key points include:
1) She taught a unit on the past simple tense and incorporated new grammar structures into engaging lesson activities.
2) While the experience went well overall, she notes some areas for improvement like getting to know students better to make lessons more meaningful.
3) Both the students and supervising teacher provided positive feedback, and María felt the experience helped build her teaching confidence.
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.
Final Reflection
This document contains a final reflection from a student named Mirari Marzol about her teaching practicum experience at three different schools - kindergarten, primary school, and secondary school. Some of the key points included:
- She was very nervous at the beginning but the students made her feel comfortable and she developed good relationships with them.
- A highlight was working with a shy girl with a stutter who became excited to see her.
- She encountered some difficulties using a textbook in secondary school but enjoyed being able to speak English with the students.
- While the experience was mainly positive, private lessons are different than working in schools which have responsibilities and constraints.
- Overall, her self-confidence grew as
Final personal evaluation third period
Nadia completed her final teaching practicum, which was challenging but reinforced her belief that teaching is a lifelong learning process. While some of her early lessons were too teacher-centered, feedback from her tutor helped her incorporate more communicative activities and student participation. She successfully used CLIL methods to teach both language and content. Nadia aims to continue improving classroom management and giving students more autonomy. Overall, the experience strengthened her skills and passion for teaching.
Teacher's Role
The document discusses the various roles that a language teacher must take on to be effective, including guide, observer, controller, prompter, tutor, organizer, assessor, participant, and resource. As a guide, the teacher shows students techniques for learning a new language. As an observer, the teacher watches student activities without interacting to evaluate their understanding. The controller role involves explaining new grammar structures and rules. A prompter motivates students and gives clues when they get stuck. Other roles include working individually with students as a tutor, planning and structuring lessons as an organizer, providing feedback and corrections as an assessor, participating in activities alongside students, and serving as a source of information when students have questions. Taking on multiple roles
Mdd 6
This document contains a reflection from a student teacher on their practicum experience. Some key points:
- The student found the experience immersive and learned from both teaching students and observing their guide teacher. They discovered their passion for teaching and motivating students.
- Important values for teachers include responsibility, friendliness while maintaining boundaries, and organization given the demands of the job.
- While initially nervous, the student gained confidence over the semester in their abilities and knowledge.
- As strengths, the student was organized and had good subject knowledge, but needs to improve classroom management and giving clearer instructions.
Gunzelmann tpd - final reflection - primary
This document provides a final reflection from a student teacher on their primary school practice period teaching English. The practice took place at School No. 08, "Gral San Martin", which is one of the first schools in the region and was one of the first to have a classroom for students with special abilities. The student teacher taught 4th grade and focused on the topic of numbers. They designed activities using resources like posters, colored pencils, worksheets, and dice games. The activities engaged the students and improved the student teacher's confidence and lesson planning skills. However, they need to work on managing time better for each activity.
MDD 6
Throughout her teaching experience, Camila has learned things she did not expect. She has come to understand what it is like to be a teacher in Chile with its advantages and disadvantages. One history teacher is very passionate about his work and puts a lot of effort into making improvements at the school, which his students appreciate. Camila has also discussed the Chilean educational system and changes over the last decade with other teachers and enjoys chatting with them during breaks, which creates a positive atmosphere.
Classroom management
This document discusses important aspects of classroom management, including atmosphere, interaction, participation, seating arrangements, and time management. It emphasizes establishing a friendly atmosphere, interacting with and engaging all students, varying seating based on activities, and carefully planning lessons and class time to maximize student participation and learning. Effective classroom management requires considering all these factors to create an organized, motivating learning environment.
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.
Final reflection bizet kinder
The student completed a kindergarten practicum and felt satisfied overall with how their classes went. The students seemed engaged with the activities and lessons, actively participated, and learned the intended content about parts of the house. The student was able to use the target language during classes and the students understood and used the new vocabulary. Areas for improvement include implementing different classroom management strategies, as the large class size sometimes led to distraction or overexcitement that disrupted lessons. Overall, the experience of working with kindergarteners was highly rewarding due to their unique energy and eagerness to learn.
MDD 6
The author reflects on their teaching practicum from August to December at Liceo de Niñas de Concepción. They learned that teaching involves more than just lesson planning, grading, and classroom activities, and requires skills like organization, engagement, humor, and effective classroom management. The author gained confidence over time and realized their students were learning. Areas for continued improvement include timing of lessons and strengthening classroom management skills. Overall, the practicum was a positive learning experience.
My Primary Level Reflections
1) The student teacher reflects on their experience completing the second stage of their practicum teaching English to primary school students.
2) They believe the activities and resources used were effective in exposing students to new language concepts while building on prior knowledge, and that building positive relationships with students created an engaging environment for learning.
3) An area for improvement was keeping students focused, as they got distracted easily, so maintaining student engagement was challenging.
Feedback agustina sarmiento august 9th 2017 estela
This document summarizes observations from a teaching practicum. It notes that the class was noisy with many students and the trainee, Agustina, did not help the mentor teacher maintain order. It provides suggestions for Agustina to be more proactive in classroom management. The document also comments on specific lesson activities, praising the use of a song but noting students were not engaged. It concludes by recommending the trainee build rapport with students, use more visual aids and oral interaction, and adapt lessons to better meet student needs.
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Feedback agustina sarmiento august 9th 2017 estela
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Similar to Tpd final reflexion fourdimensions primary level mestreflorencia
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The student teacher completed their practicum teaching English at the secondary level. They felt anxious at first working with an experienced observer teacher. During lessons, they saw the observer use simple handmade materials that engaged students. This helped the student teacher feel more confident. The student teacher was asked to speak only English in class, making them insecure, but students were able to understand and participate. The student learned to not underestimate students and trust the strategies and routines they have learned. The experience helped them develop confidence in their teaching abilities while remaining open to new learning.
TPD. Final Reflection Primary School
The document is a reflection from a student teacher, Jimena Benito, on her practicum experience teaching English to a 6th form class of 23 students at a primary school. In the first lesson, Jimena felt secure and organized, but the second lesson went poorly as she struggled with instructions and timing. For the third lesson after a month, Jimena incorporated suggestions to improve her lesson planning and classroom management, and felt more confident with a successful lesson. Overall, the experience helped Jimena become aware of strengths and weaknesses to improve future teaching practices, though she remains self-critical of mistakes made.
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Fernanda observed her first class with a group of 5th year secondary students. She found the students seemed indifferent to her presence and the teacher said their English level was beginner despite being in their last year of secondary school. The class involved revising vocabulary through games with students enthusiastic to compete but showing little interest in learning English. Fernanda is encouraged to continue working with this challenging group.
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In Thinking Back, the student discusses how their original lesson plans improved over time as they gained experience adapting to the students' needs. For Thinking Forward, the student realizes primary students learn best through kinesthetic activities, songs, and games. Thinking Inward, the student is satisfied with their growth in leading engaging lessons despite early challenges. For Thinking Outward, the student acknowledges feedback to speak louder while also considering alternative classroom management strategies. Overall, the student found the pract
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The teacher used to focus solely on grammar instruction and follow the textbook without reflecting on their teaching. After learning about reflective teaching techniques, the teacher now reflects before, during, and after each class to improve. They prepare detailed lesson plans, observe student participation and behavior, and analyze what went well or needs improvement. While challenges remain like mixed English levels, the teacher is committed to continuous self-reflection and development to become a more effective English instructor.Reflection on my practicum experience pérez
This document contains a student teacher's reflections on their practicum experience teaching English at a primary school. Some of the key challenges they faced included establishing their authority as a teacher rather than a family member, and dealing with a situation where another teacher filled the board during their class time. Areas for improvement included confidence at the front of the class. They enjoyed a lesson on abilities where the students were engaged and motivated. Instances of student learning and motivation were observed regularly. Working with a teaching partner was found to be very helpful. While nervous at first, they felt more prepared and accompanied through the support of teacher trainers and the school.
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1) The student completed their practicum teaching English to a group of secondary students attending a public night school in their city. The students were shy and quiet, rarely speaking even in Spanish, which made teaching difficult.
2) If given the opportunity to do the practicum again, the student would choose a different school, as attendance was inconsistent and it was hard to teach the whole group the same lesson. Individualized learning would be better for this group.
3) The student confirmed theories learned in their course but saw a lack of communicative approach at this school. Students were not used to communicating in English and the teacher did not seem to motivate them to improve.
TPD - Final Assessment Report - Rodrigues
This report summarizes Laura Natalia Rodrigues' teaching practicum experiences in kindergarten, primary, and secondary levels. She found kindergarten most challenging as she had little experience, but learned that young children have their own learning processes. In primary school, students engaged well with her lessons, especially technology activities they did not usually access. For secondary students, having a different teacher was a positive change and they demonstrated learning from her lessons. Overall, the experiences gave her confidence and helped apply her teaching knowledge in varied contexts.
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.
Final Reflection - 3 levels - Mercado Sofia
This document contains the final reflection of a student teacher after completing practicum experiences teaching English in kindergarten, primary, and secondary levels at Aberdare College. The student teacher discusses feeling nervous at first but finding the experiences enjoyable and rewarding. They realized the importance of understanding students' needs and interests to plan engaging lessons using technology and motivating resources. Overall, the practicum was a significant opportunity to apply learning and demonstrate teaching skills, though not necessarily defining readiness on its own given prior experience. The student teacher intends to continue developing skills and would like to teach Spanish abroad in the future. Keeping a reflective journal helped them critically analyze lessons and stay motivated throughout the practicum.
Final reflection primary practicum-aguirrezabala
1) The student teacher struggled at first to manage a classroom of mostly boys and gain their attention in English lessons, as the regular teacher only communicated in Spanish.
2) The first two lessons were very challenging, as students did not understand and the student teacher did not feel ready, but realized the practicum was for learning and not needing perfection.
3) Later lessons improved with using visuals like pictures and games, teaching vocabulary like family members and possessions, and using body language and cognates to be understood without translating.
Secondary final reflection- aguirrezabala
1) The student completed her teaching practicum at "ESCUELA AGROTECNICA" where she taught English to secondary students.
2) While planning and delivering her own lessons was challenging, the students engaged well with the topics and activities, though time management was an issue.
3) The experience helped the student improve her teaching skills and confidence, and she learned to better adapt lessons to students' individual needs and pace of learning.
Journal entries Primary Level
This document contains journal entries from a student teacher, Fernanda Emili E. López, describing her observations of and lessons with a 4th grade English class, group 4A, in Zapala, Neuquén. In her first observation, she notes that the students are enthusiastic and motivated. She describes how the regular English teacher conducts the lesson in Spanish and has the students do activities like describing monsters. In subsequent entries, Fernanda reflects positively on teaching her first lesson to the class, in which she used visuals and a game to engage the students. She aims to encourage more English use and fun activities in her lessons.
Four dimensions reflection
Nadya Rutherford completed a primary practicum teaching English to a group of fifth-year students. She was able to successfully apply concepts learned in her teaching course, such as Total Physical Response and Content-Based Integrated Learning. While anxious at first, she grew more comfortable over time. She reflected on needing better classroom management strategies and feeling ready to teach primary students confidently with more practice. The experience helped her check her knowledge and she was glad to get to know the students. She discussed challenges of teaching English in public schools versus private schools in Argentina and challenges teachers face with strikes.
Gunzelmann tpd - final reflection
The student reflects on completing her teaching practice period, which helped her overcome her fears of making mistakes in front of students. While she struggled at first, receiving advice and feedback from observing teachers helped her improve. She is grateful for the support of her family and teachers throughout her career and practices.
Reflection on my practicum experience agustina sarmiento
This document summarizes a student's reflections on their practicum experience teaching English at a primary school. Some of the key challenges included teaching a student with Down syndrome for the first time and improving their use of English in the classroom. The student enjoyed a lesson where students created imaginary pizzas the most because it actively engaged all the students. Working with a pedagogical partner was very helpful for sharing ideas, receiving feedback, and improving their teaching skills. While nervous at first, completing the practicum made the student feel more prepared and confident to teach English at the primary level.
TPD Final Reflection Secondary School
This document contains a student's reflections on their practicum teaching experience at a secondary school in Argentina. The summary is as follows:
The student had a rewarding experience teaching English to a group of 15 secondary students. They were able to engage and motivate the students using appropriate themes and building rapport. The student felt more confident, prepared, and relaxed during this practicum compared to previous ones. They enjoyed interacting with the adolescents and seeing some students gain confidence speaking English. Overall, the student felt the experience helped them develop their teaching skills and they are grateful for the support of their tutor.
Characteristics of good teacher
The article discusses 10 characteristics of a good teacher based on the author's experiences as a language student. The most important characteristics are having a contagious enthusiasm for teaching, being creative in lessons, and adding humor and pace to engage students. A good teacher also challenges students to use the target language, is encouraging and patient, takes an interest in students as individuals, and explains grammar clearly. Above all, a teacher must demonstrate affection for their students and subject through their teaching.
Final Reflection
The document summarizes a student's reflection on their primary level teaching practicum experience. Some key learnings included students surprising the student teacher with their abilities when given the right circumstances. Students also demonstrated willingness to speak English outside of class after the student teacher spoke only English during lessons. The student teacher realized they underestimated how time-consuming instructions would be for unfamiliar activities and giving too many activity options can be overwhelming. Overall, the practicum experience provided valuable lessons that the student teacher will use to continue improving their skills.
Eccheri - Final reflection
The document summarizes a student's reflection on their primary level teaching practicum experience. Some key learnings included students surprising the student teacher with their abilities when given the right circumstances. Students also demonstrated willingness to speak English outside of class after the student teacher spoke only English during lessons. The student teacher realized they underestimated how time-consuming instructions would be for unfamiliar activities and giving too many activity options can be overwhelming. Overall, the practicum experience provided valuable lessons that the student teacher will use to continue improving their skills.
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THE WORK OF THE ENGLISH TEACHER BEFORE AND AFTER A REFLECTIVE THINKING
THE WORK OF THE ENGLISH TEACHER BEFORE AND AFTER A REFLECTIVE THINKING
Reflection on my practicum experience agustina sarmiento
Reflection on my practicum experience agustina sarmiento
More from Florencia Mestre
Cv
Florencia Mestre es una mujer argentina soltera de 40 años que vive en Buenos Aires. Actualmente está finalizando su profesorado de inglés en el Instituto de Formación Docente Lenguas Vivas y ha tomado varios cursos relacionados con la educación a lo largo de su carrera, incluyendo derechos humanos, educación sexual integral y TIC en el aula.
Tpd final reflexion fourdimensions secondary level mestreflorencia (2)
1) The student was initially scared to teach secondary level students, fearing adolescents would be difficult to control. However, the group she taught was an exception, being lovely, respectful, and eager to learn.
2) The school provided a welcoming environment, with an open headmaster and cooperative teacher who helped the student choose topics from the curriculum.
3) Over eight lessons, the student was able to teach the simple present, time, possession, family members, and other grammar points. Both the students and teacher were sad when lessons ended and felt learning objectives had been met.
4) The experience confirmed the student's desire to be an English teacher, providing enrichment for future performance. The student finished
Tpd final reflexion initiallevel fourdimensions mestreflorencia (1)
The student teacher found their first teaching experience to be fantastic and rewarding, as they successfully connected with the students and taught an engaging lesson according to the students' interests and abilities. Though nervous at first, the teacher felt motivated by how well the lesson went and the students' enjoyment of the activities. Overall the experience exceeded the teacher's expectations and made them feel ready and eager to continue teaching at a higher level.
Tpd 2017 secondary level - lesson plan - mestreflorencia
This document provides a lesson plan for an English class focusing on time and the simple present tense. The lesson will have 9 students who are beginners in English. It includes aims to identify simple present forms, describe time, and improve listening and pronunciation skills. Stages include a warm-up with greetings, a presentation on clock times and periods of the day, a development activity matching words to a word search, and a closure activity answering questions in pairs from the textbook. Homework involves creating sentences using simple present forms.
Tpd 2017 primary level lessonplan mestreflorencia
This document contains a lesson plan for a class on colors and numbers for beginner level students. The lesson has the following stages:
1. A warm-up stage involving revision of colors and numbers through flashcards.
2. A presentation stage where the teacher introduces the phrases "there is" and "there are" using flashcards.
3. A development stage where students complete exercises practicing the new language through matching, filling in blanks, and a coloring activity.
4. A closure involving students using the new language to describe flashcards held up by the teacher and their classmates. Homework is then assigned applying the same concepts.
Tpd 2017 primary level lessonplan mestreflorencia
This document contains a lesson plan for a class on colors and numbers for 6th grade students at a school in El Bolson, Argentina. The 80-minute lesson has the following stages:
1. A 10-minute warm-up revising colors and numbers through flashcards and a game with a cube.
2. A 10-minute presentation introducing the phrases "There is" and "There are" with flashcards.
3. A 30-minute development section where students complete exercises matching colors to numbers and filling in phrases.
4. A 20-minute closure checking students' understanding of the new concepts and having them describe flashcards. Homework is assigned.
Tpd 2017 inicial level-lessonplan-mestreflorencia
This document provides a lesson plan for a 40-minute English class for 4-year-olds focusing on animals, numbers, colors, and feelings. The lesson will begin with a warm-up revising animals, numbers, and colors through a song. Students will then watch a video of the song to practice pronunciation. Next, students will identify feelings like happy, sad, angry, and tired and describe how the monkey might feel in different situations. The lesson will close by singing songs to review the content. The goal is for students to improve English skills like listening, speaking, and identifying vocabulary through meaningful activities.
Mestre lesson plan1 - passed
This lesson plan is for a 40 minute English class for 4 year olds at Escuela Bilingüe Munduna. The lesson will focus on animals, colors, and numbers 1-5. Students will sing a song to review the sequence of animals and practice identifying colors. They will then color pictures of the animals and work on pronunciation of new colors. The lesson integrates listening, speaking, and coloring skills through teacher-student interaction and activities.
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Tpd final reflexion fourdimensions secondary level mestreflorencia (2)
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Tpd final reflexion initiallevel fourdimensions mestreflorencia (1)
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Tpd 2017 secondary level - lesson plan - mestreflorencia
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Tpd final reflexion fourdimensions primary level mestreflorencia
- 1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA LENGUAS VIVAS BARILOCHE (A-052) Profesorado de Inglés – Opción pedagógica a distancia Taller de Práctica Docente Tutor: Aurelia Velázquez Student: Florencia Mestre Primary Level Adaptedfrom Karen Barnstable (2009) These fourdimensionsare intendedto help teachers gaina deeper understandingofthemselves and oftheir actions. “Thinking back, Thinking Forward, Thinking Inward and Thinking Outward” Final reflexiónbased onthe four dimensions ofReflective learning My experience in primary level it was not as good as initial level was. After finish it I can say that we always have to focus on the aspects that worked better and reflect on those that it did not. First of all I would like to point out that the group of students was difficult at first but we both adapt to each other very quickly in my second lesson. I made a diagnosis of the group and interviewing the teacher I could realize that there is a hard work to do. Due to the fact that they were from all from different social environment, I had to think about their common interests. I was afraid
- 2. that I would not catch their attention but for my surprise, they loved my activities. I know that I have many aspects to improve, such as time management and also to bear in mind some extra activities for those students that finish first. I can say that the activities, tools and resources were coherent with a pedagogical view. Lessons were planned according to the level age and interests of the group of students. The headmaster was lovely and she supports me in all I need. She guides me also on my activities. I did not feel as comfortable with the teacher. She was not clear about the knowledge of the students, so I had to change the topic of my lessons by the way. Unfortunately, in her observation she focused only in the aspects that I have to improve and she said nothing about my dedication for doing my lessons and my achievements. Such as speak in English to me in my second lesson. I felt wounded at first but later I understood that all is part of my teaching growth experience. All in all looking back to my experience I can say that it was comfortable seen students motivated and interested on my activities. I am also satisfied with my performance despite the fact of the teacher´s discordantattitude toward me.