4 dimensions of reflective learning / PRIMARY

1. PERSONAL EVALUATION of the PRACTICUM
EXPERIENCE in PRIMARY
Paula Schulze
August, 2015
Introduction:
In this second stage of my practicum period, once again I feel I have
put into practice the theory we have been working on. Therefore, I have tried
to use all my previous knowledge to achieve the goals of this phase. I had
never taught in primary so there were fears to face and rest, as it had
happened when I was in kindergarten, so the challenge was even greater but
worth.
Development:
At this point and thinking back, I can say that my pedagogical plan was
in accordance to the learners’ needs, reality, and abilities. Therefore, I really
felt at ease with both the theory and the practice. I could experience a great
satisfaction of “blending” what I had learned with the students’ response but
also and at the same time being myself. Although my expectations were
probably too high as regards my performance, as they had been in kinder, I
really felt happy with myself and the whole process I underwent while
learning, planning and teaching mainly. It was as if the theoretical aspects of
my professional development were already incorporated in the practice.
The process of planning was tough, not because of the topic itself
which was “Pirates and Treasures” but because I lost sight of the whole class
at first, I mean I was more concentrated on the activities I had to do than on
the classroom environment, for example. Then, especially after the first class,
I could understand the scaffold needed to lead the students into the learning
process and not get mixed up in a number of activities with no main purpose at
all. For example, I included the stage in which students had to explain again

2. what they had to do so as to check they had understood and I also included
questions to guide the development of their metacognitive skill by asking the
students what they consider they had learnt; both being of great importance
to have the expected outcome.
Thinking forward, I think I would like to improve the time management
so as to promote this perfect cycle there should be in each class, broadly
speaking: the revision, teaching, practice and self-evaluation steps. Besides, I
believe I have developed an excellent rapport with the learners, creating in
this way, good conditions in the classroom, for example, when I asked them to
have a card with their names making the whole situation a little more personal.
Now, when I meet them or they see me on the school playground, for instance,
they greet me happily and by my name. Hopefully, this positive attitude to
myself in a way will be connected to their previous knowledge and experience
with the target language as well.
Reflecting about my emotions, I can say that I was worried I would
feel sort of disappointed as it had happened with kinder kids. At that point, I
felt there was little connection between the theory and the practice, between
my teaching style and the students´ needs and level, even with the classroom
environment! So I was scared this new teaching experience would be similar to
the previous one. Fortunately, it was completely different; all my expectations
were fulfilled and even my energies and enthusiasm in a way were
strengthened and I think they became evident to the kids as well.
When taking into account the others’ viewpoints, I can say that both,
the tutor and the teacher who observed my classes were of great significance
to me. The first one, because through the written dialogues we could “talk”
exchange ideas, points of view, although at times I wished we were nearer so
as to have an exchange of ideas. At times the questions and observations were
a challenge in themselves for me to think over the corrections or ideas. As for
the latter, the local teacher, as she knew the group she helped me with some
suggestions and positive feedbacks after my practices; I felt relaxed with her

3. presence and in this case her intervention as in behavioral problems was no
needed at all, so different to what had happened during my kinder experience.
Personal Conclusions:
It is clear that becoming a good teacher is a life-long process, a
process with a beginning but no end. In this route, obstacles and efforts will
be required but also rewards and incentives will be much greater. This period
has been one of those since I feel energized and convinced that I am on the
right track to getting the most of my professional me.