- The document summarizes a lesson observation of student teacher Ana Morán teaching 6th year students at Escuela 4. There were 23 students in the class.
- During the lesson, the co-teacher Romina had to interrupt to discuss a situation that occurred in the playground. Ana congratulated the students on a prize they received.
- The lesson involved students working in pairs on an activity with pictures using vocabulary like "must" and "mustn't" but the instructions and explanations were unclear at times. Suggestions were made to improve clarity and student understanding.
- Ana walked around to check on students, asked questions, and used gestures. But the activity could not be fully completed due to time constraints
- Camila greeted the students with a rhyme and checked homework, writing answers on the board. She introduced the new unit on parts of the body.
- The class listened to and danced to the song "Head and Shoulders, Knees and Toes". Students then colored a clown according to instructions.
- Camila needs to work on using a kinder approach when correcting students and providing feedback, as some of her comments came across as too strict or menacing for young learners.
Students were engaged in the lesson, though initially struggled to understand instructions in English. With translation to Spanish, the lesson went smoothly. Not all planned activities could be completed due to lack of prepared electronic devices. Feedback from an observer helped identify areas for improvement like using the board more and checking on students at the back. The partner's lesson was creative and engaging, though some students were briefly distracted until redirected. Working as a team in the classroom was challenging at first but obstacles were overcome.
Michelle kept a teaching journal during her observations and teaching of English lessons to 5-year-olds in Spain. Her early entries expressed worries about the lack of comprehensible input, focus on songs and art over vocabulary, and difficulty changing entrenched teaching habits. Later entries showed small successes teaching vocabulary directly in English despite student resistance to the new language. However, her mentor noted the journal lacked deep analysis of lesson planning, materials, and strategies to foster student understanding and language learning. The mentor encouraged Michelle to reflect more on constructive approaches to teaching young learners a new language.
Schneider vanesa final reflection practica iii_checkedVanesaSchneider1
Vanesa Schneider reflects on her teaching practicum experience at a secondary school in Buenos Aires, Argentina. She felt disappointed after her first lesson when she made some English pronunciation and grammar mistakes due to nerves. However, she was able to continue the lesson and realized teachers are always learning. While she felt like a bad teacher initially, she took comfort in an author's words about the importance of rapport with students. Going forward, she plans to focus more on speaking English in her lessons to improve her skills and confidence through practice.
Reflection on my practicum experience agustina sarmientoAgustina 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.
This document discusses potential challenges that may arise in an English classroom and provides suggestions for how to address each one in 3 sentences or less:
1) If students are at different levels, teachers can divide them and apply different activities based on their abilities, use the same material with varying difficulty, and have advanced students help others.
2) For a large class, teachers should be accessible, use active learning techniques like group work, and leverage technology to communicate and assign work.
3) When students use their native language, teachers should explain benefits of English practice, establish norms for English use, and respond only in English to encourage its use.
This document discusses strategies for addressing common challenges that may arise in an English language classroom. It provides tips for dealing with students at different levels, large class sizes, students who use their native language, lack of homework completion, uncooperative behavior, reluctance to speak, difficulties with audio tracks, and finishing work early. Suggestions include differentiating materials, using group work, enforcing English-only policies, modifying assignments, addressing behaviors privately, and having backup activities.
- The document summarizes a lesson observation of student teacher Ana Morán teaching 6th year students at Escuela 4. There were 23 students in the class.
- During the lesson, the co-teacher Romina had to interrupt to discuss a situation that occurred in the playground. Ana congratulated the students on a prize they received.
- The lesson involved students working in pairs on an activity with pictures using vocabulary like "must" and "mustn't" but the instructions and explanations were unclear at times. Suggestions were made to improve clarity and student understanding.
- Ana walked around to check on students, asked questions, and used gestures. But the activity could not be fully completed due to time constraints
- Camila greeted the students with a rhyme and checked homework, writing answers on the board. She introduced the new unit on parts of the body.
- The class listened to and danced to the song "Head and Shoulders, Knees and Toes". Students then colored a clown according to instructions.
- Camila needs to work on using a kinder approach when correcting students and providing feedback, as some of her comments came across as too strict or menacing for young learners.
Students were engaged in the lesson, though initially struggled to understand instructions in English. With translation to Spanish, the lesson went smoothly. Not all planned activities could be completed due to lack of prepared electronic devices. Feedback from an observer helped identify areas for improvement like using the board more and checking on students at the back. The partner's lesson was creative and engaging, though some students were briefly distracted until redirected. Working as a team in the classroom was challenging at first but obstacles were overcome.
Michelle kept a teaching journal during her observations and teaching of English lessons to 5-year-olds in Spain. Her early entries expressed worries about the lack of comprehensible input, focus on songs and art over vocabulary, and difficulty changing entrenched teaching habits. Later entries showed small successes teaching vocabulary directly in English despite student resistance to the new language. However, her mentor noted the journal lacked deep analysis of lesson planning, materials, and strategies to foster student understanding and language learning. The mentor encouraged Michelle to reflect more on constructive approaches to teaching young learners a new language.
Schneider vanesa final reflection practica iii_checkedVanesaSchneider1
Vanesa Schneider reflects on her teaching practicum experience at a secondary school in Buenos Aires, Argentina. She felt disappointed after her first lesson when she made some English pronunciation and grammar mistakes due to nerves. However, she was able to continue the lesson and realized teachers are always learning. While she felt like a bad teacher initially, she took comfort in an author's words about the importance of rapport with students. Going forward, she plans to focus more on speaking English in her lessons to improve her skills and confidence through practice.
Reflection on my practicum experience agustina sarmientoAgustina 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.
This document discusses potential challenges that may arise in an English classroom and provides suggestions for how to address each one in 3 sentences or less:
1) If students are at different levels, teachers can divide them and apply different activities based on their abilities, use the same material with varying difficulty, and have advanced students help others.
2) For a large class, teachers should be accessible, use active learning techniques like group work, and leverage technology to communicate and assign work.
3) When students use their native language, teachers should explain benefits of English practice, establish norms for English use, and respond only in English to encourage its use.
This document discusses strategies for addressing common challenges that may arise in an English language classroom. It provides tips for dealing with students at different levels, large class sizes, students who use their native language, lack of homework completion, uncooperative behavior, reluctance to speak, difficulties with audio tracks, and finishing work early. Suggestions include differentiating materials, using group work, enforcing English-only policies, modifying assignments, addressing behaviors privately, and having backup activities.
The lesson plan aims to teach students the difference between indirect and direct objects. It has four stages: 1) The teacher explains the concepts using slides, addressing potential problems with understanding. 2) Students complete exercises in their workbooks individually or in pairs. 3) Students read about the Global Positioning System and answer true/false questions. 4) Students practice translating prepositions of direction, with the teacher ready to clarify confusion. The plan allocates time and materials to each activity and identifies skills practiced.
1) The document summarizes Agustina Sarmiento's English lesson with 6th grade students at Escuela 6. There were 18 students in the class.
2) The teacher provided feedback on ways Agustina could improve, such as using more English, giving instructions clearly, managing student behavior, and being aware of safety issues.
3) Overall, Agustina showed good rapport with students but needed to work on time management, checking student understanding, and fostering more oral participation from students. The pedagogical partner helped support the lesson.
What If? Chapter 14 Most relevant aspects of the book How to Teach English by...ESPE
In this Slide Show you will find the main ideas about chapter 14 of the book How to Teach English by Jeremy Harmer with some pictures related to the topic.
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.
The document summarizes the author's experience teaching English to 4th grade students over several weeks as part of a practicum. It describes their nervousness and insecurity at first, but positive reactions from students during initial lessons. Later lessons encountered some difficulties, but the author received helpful feedback and continued to improve. Overall it was a valuable learning experience, but the author recognizes areas for further growth and ways to strengthen lesson planning in the future.
Gunzelmann tpd - final reflection - primary danalegun
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.
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.
This document provides a summary of an observation of a student teacher's lesson with 6th grade students. The observer notes that the student teacher engaged all 23 students, had good classroom management skills, and was able to incorporate multiple speaking, listening, and reading activities into the 25 minute lesson. Suggestions for improvement include varying the types of student interactions, preparing materials in advance, and using the board more to reinforce concepts. Overall, the lesson was well-paced and the student teacher effectively promoted English use among the students.
WHAT EFFECTIVE TEACHERS DO IN THE CLASSNursel ÖZER
Effective teachers reflect positive energy in the classroom to engage students. They use humor, varied vocal tones when needed, and maintain enthusiasm. Lesson planning should account for different learning styles and connect curriculum to real life. Establishing rapport by being available to students and showing tolerance for differences also helps teachers be more effective. A positive attitude from the teacher guides students' learning and effective teaching.
The document discusses the various feelings a teacher experiences with different student groups. With intro-level students, the teacher feels surprised and wonderful when students accomplish tasks and speak for 5 minutes in English. However, with advanced students who are expected to speak only English, the teacher feels upset and annoyed when they speak Spanish, having forgotten they are in an English class. To regain control, the teacher allows students 5 minutes to speak in their native language, then begins the normal English-only class. The teacher experiences a range of emotions from feeling like a wonderful teacher with eager intro-level students to feeling unable to control talkative advanced students.
The document discusses the advantages and disadvantages of teacher talking time (TTT) and student talking time (STT). While the teacher is important for modeling language and giving instructions, high levels of student talking time make classes more interesting, motivating, and help students learn more quickly. Both TTT and STT have benefits - TTT allows the teacher to explain things to the class, while STT helps students develop skills through practice. However, too much TTT limits student speaking practice, while too much STT can make the classroom noisy and difficult to manage. In conclusion, talk time should be balanced between teacher and students so learning objectives are met.
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.
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.
This lesson plan aims to teach 6th grade students about imperative sentences (affirmative and negative) and connectors like "and" and "but". The lesson will have students match pictures with commands, write instructions using connectors, and do an oral activity giving commands to peers. It integrates reading, writing, listening and speaking skills and uses pictures, a poster and exercises from the coursebook. The teacher plans to check understanding through observation and feedback.
Myriam Tielve reflects on her experience doing a practicum teaching kindergarten students English. She had to overcome challenges like limited technology access and disruptive student behavior. Through guided reflection with her tutor, Myriam improved her lessons by using puppets, songs, and gestures to encourage participation. While the local tutor was not very supportive, Myriam gained confidence in her teaching abilities. She is satisfied overall with her experience and feels it will help her improve for teaching primary and secondary levels.
Galina Feodorovna Koshkina has been an English teacher for 30 years and enjoys helping her students learn the language and about other cultures. She uses various teaching technologies like interactive whiteboards to engage students. Koshkina created a website called "Notes of the English Teacher" to share resources with colleagues. She views teaching not just as a profession but a way of life and takes responsibility in helping students learn seriously.
Tpd final reflexion fourdimensions primary level mestreflorenciaFlorencia Mestre
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.
Reflection on my practicum experience grecia roldanGrecia Roldán
The document is a reflection on the author's practicum experience teaching English to primary school students. Some of the greatest challenges included calming energetic students and keeping them focused, as well as planning creative lessons. There were a few disruptive students who misbehaved and refused help. Teamwork with the teaching partner was positive, but scheduling meetings was difficult. The author felt nervous at first but more comfortable over time. Feedback from supervisors was useful for improving classroom management. While ready to teach, the author recognizes that ongoing experience is most important for continued learning and growth.
This document summarizes the author's reflections on their experience completing a practicum teaching kindergarten students. They were initially anxious but found the students brought them happiness. The author learned about how kindergarten aged children develop and learn best. Going forward, the author would include more hands-on activities and wants to become a kindergarten English teacher. They realized accepting others' perspectives is important to teach young children.
The document outlines the policies and procedures for an English classroom. It details 6 basic classroom policies including speaking English, following directions, raising hands, and no profanity. Consequences are outlined for not following policies which include detention and reduced computer privileges. Procedures are provided for arrival, warm ups, instruction, getting attention, headings, attendance, homework, and departure.
Solange teaches an English lesson to 6th grade students focusing on the grammar points "there is" and "there are". The lesson includes warm-up activities, reviewing the target grammar through examples on the board and student practice identifying true/false sentences, describing a room using the grammar, and completing a worksheet with the structures. The teacher monitors students as they work and provides support. Areas for improvement include giving students more opportunities to produce oral English and better organizing information on the board. The teacher demonstrates good classroom management and rapport with students.
Observation report for solange by estelaSolCortese1
1. Solange Cortese taught two lessons on the topics of "There is/There are" to a 6th grade class of 12 students.
2. The lessons went well, with engaging activities identifying feelings and vocabulary about houses. Solange displayed good classroom management and rapport with students.
3. Areas for improvement included speaking more loudly, providing whole-class feedback after activities, and being more attentive to conflicts in the classroom. The teacher educator provided suggestions and praised Solange and her partner Angela for their collaborative efforts and use of visual materials.
The lesson plan aims to teach students the difference between indirect and direct objects. It has four stages: 1) The teacher explains the concepts using slides, addressing potential problems with understanding. 2) Students complete exercises in their workbooks individually or in pairs. 3) Students read about the Global Positioning System and answer true/false questions. 4) Students practice translating prepositions of direction, with the teacher ready to clarify confusion. The plan allocates time and materials to each activity and identifies skills practiced.
1) The document summarizes Agustina Sarmiento's English lesson with 6th grade students at Escuela 6. There were 18 students in the class.
2) The teacher provided feedback on ways Agustina could improve, such as using more English, giving instructions clearly, managing student behavior, and being aware of safety issues.
3) Overall, Agustina showed good rapport with students but needed to work on time management, checking student understanding, and fostering more oral participation from students. The pedagogical partner helped support the lesson.
What If? Chapter 14 Most relevant aspects of the book How to Teach English by...ESPE
In this Slide Show you will find the main ideas about chapter 14 of the book How to Teach English by Jeremy Harmer with some pictures related to the topic.
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.
The document summarizes the author's experience teaching English to 4th grade students over several weeks as part of a practicum. It describes their nervousness and insecurity at first, but positive reactions from students during initial lessons. Later lessons encountered some difficulties, but the author received helpful feedback and continued to improve. Overall it was a valuable learning experience, but the author recognizes areas for further growth and ways to strengthen lesson planning in the future.
Gunzelmann tpd - final reflection - primary danalegun
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.
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.
This document provides a summary of an observation of a student teacher's lesson with 6th grade students. The observer notes that the student teacher engaged all 23 students, had good classroom management skills, and was able to incorporate multiple speaking, listening, and reading activities into the 25 minute lesson. Suggestions for improvement include varying the types of student interactions, preparing materials in advance, and using the board more to reinforce concepts. Overall, the lesson was well-paced and the student teacher effectively promoted English use among the students.
WHAT EFFECTIVE TEACHERS DO IN THE CLASSNursel ÖZER
Effective teachers reflect positive energy in the classroom to engage students. They use humor, varied vocal tones when needed, and maintain enthusiasm. Lesson planning should account for different learning styles and connect curriculum to real life. Establishing rapport by being available to students and showing tolerance for differences also helps teachers be more effective. A positive attitude from the teacher guides students' learning and effective teaching.
The document discusses the various feelings a teacher experiences with different student groups. With intro-level students, the teacher feels surprised and wonderful when students accomplish tasks and speak for 5 minutes in English. However, with advanced students who are expected to speak only English, the teacher feels upset and annoyed when they speak Spanish, having forgotten they are in an English class. To regain control, the teacher allows students 5 minutes to speak in their native language, then begins the normal English-only class. The teacher experiences a range of emotions from feeling like a wonderful teacher with eager intro-level students to feeling unable to control talkative advanced students.
The document discusses the advantages and disadvantages of teacher talking time (TTT) and student talking time (STT). While the teacher is important for modeling language and giving instructions, high levels of student talking time make classes more interesting, motivating, and help students learn more quickly. Both TTT and STT have benefits - TTT allows the teacher to explain things to the class, while STT helps students develop skills through practice. However, too much TTT limits student speaking practice, while too much STT can make the classroom noisy and difficult to manage. In conclusion, talk time should be balanced between teacher and students so learning objectives are met.
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.
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.
This lesson plan aims to teach 6th grade students about imperative sentences (affirmative and negative) and connectors like "and" and "but". The lesson will have students match pictures with commands, write instructions using connectors, and do an oral activity giving commands to peers. It integrates reading, writing, listening and speaking skills and uses pictures, a poster and exercises from the coursebook. The teacher plans to check understanding through observation and feedback.
Myriam Tielve reflects on her experience doing a practicum teaching kindergarten students English. She had to overcome challenges like limited technology access and disruptive student behavior. Through guided reflection with her tutor, Myriam improved her lessons by using puppets, songs, and gestures to encourage participation. While the local tutor was not very supportive, Myriam gained confidence in her teaching abilities. She is satisfied overall with her experience and feels it will help her improve for teaching primary and secondary levels.
Galina Feodorovna Koshkina has been an English teacher for 30 years and enjoys helping her students learn the language and about other cultures. She uses various teaching technologies like interactive whiteboards to engage students. Koshkina created a website called "Notes of the English Teacher" to share resources with colleagues. She views teaching not just as a profession but a way of life and takes responsibility in helping students learn seriously.
Tpd final reflexion fourdimensions primary level mestreflorenciaFlorencia Mestre
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.
Reflection on my practicum experience grecia roldanGrecia Roldán
The document is a reflection on the author's practicum experience teaching English to primary school students. Some of the greatest challenges included calming energetic students and keeping them focused, as well as planning creative lessons. There were a few disruptive students who misbehaved and refused help. Teamwork with the teaching partner was positive, but scheduling meetings was difficult. The author felt nervous at first but more comfortable over time. Feedback from supervisors was useful for improving classroom management. While ready to teach, the author recognizes that ongoing experience is most important for continued learning and growth.
This document summarizes the author's reflections on their experience completing a practicum teaching kindergarten students. They were initially anxious but found the students brought them happiness. The author learned about how kindergarten aged children develop and learn best. Going forward, the author would include more hands-on activities and wants to become a kindergarten English teacher. They realized accepting others' perspectives is important to teach young children.
The document outlines the policies and procedures for an English classroom. It details 6 basic classroom policies including speaking English, following directions, raising hands, and no profanity. Consequences are outlined for not following policies which include detention and reduced computer privileges. Procedures are provided for arrival, warm ups, instruction, getting attention, headings, attendance, homework, and departure.
Solange teaches an English lesson to 6th grade students focusing on the grammar points "there is" and "there are". The lesson includes warm-up activities, reviewing the target grammar through examples on the board and student practice identifying true/false sentences, describing a room using the grammar, and completing a worksheet with the structures. The teacher monitors students as they work and provides support. Areas for improvement include giving students more opportunities to produce oral English and better organizing information on the board. The teacher demonstrates good classroom management and rapport with students.
Observation report for solange by estelaSolCortese1
1. Solange Cortese taught two lessons on the topics of "There is/There are" to a 6th grade class of 12 students.
2. The lessons went well, with engaging activities identifying feelings and vocabulary about houses. Solange displayed good classroom management and rapport with students.
3. Areas for improvement included speaking more loudly, providing whole-class feedback after activities, and being more attentive to conflicts in the classroom. The teacher educator provided suggestions and praised Solange and her partner Angela for their collaborative efforts and use of visual materials.
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.
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.
Rocío led an English lesson for a fourth grade class. She began with a greeting song and reviewed fruit, vegetable, and meat vocabulary using colorful flashcards. Rocío spoke English throughout and checked individual student understanding by walking around. Two activities involved matching words to pictures on posters and ordering words to form questions and answers. The students were engaged but Rocío needs to reinforce learning with closures by checking poster vocabulary as a class and having groups read their question-answer sentences. Rocío managed her time well despite not finishing all planned activities, and the pedagogical partner provided helpful support.
This document summarizes three classroom observations of an English language class for beginner primary students in Argentina. In the first observation, the teacher struggled with classroom management and keeping students engaged. The second observation showed some improvement with activities like a listening exercise and game, but many students remained disengaged. The third observation started well with a role play activity, but motivation was lost when students opened their books and many activities were assigned as homework. The observer notes the importance of clear instructions, varied activities, and fully exploiting motivational elements to keep students engaged.
The class observed was an English lesson for 5th grade students focusing on numbers and colors. The desks were arranged in rows respecting social distancing protocols. The teacher engaged the students through interactive activities like matching numbers to their English words and a coloring activity. Students worked independently at their desks but the teacher circulated to check understanding and provide assistance. Students demonstrated high energy and enthusiasm for participating though a few were more shy. They collaborated well with each other despite having to remain seated separately.
The document summarizes the observer's experience assisting a 4th grade classroom over 3 lessons. Some key points:
- The observer helped teach lessons on family members and adjectives using activities like songs, worksheets, games on a tablet, and acting out words.
- Students were well-behaved and engaged in the lessons, enjoying interactive games and getting "stamps of approval" from the observer.
- Over the lessons, the students improved in recognizing vocabulary and answering questions correctly. The observer was sad to say goodbye after the positive experience of getting to know the class.
1) Valentina greeted the students and had them put on name badges to help learn their names. She checked homework and discussed rights and responsibilities.
2) She led an activity where students worked in pairs to fill in blanks using MUST and MUSTN'T. She explained it multiple times using different examples until they understood.
3) The observer provided suggestions such as giving one picture per pair instead of each student individually so they could work together, and writing sentences on the board so students with different learning styles could benefit. Timing activities is also important to finish within the class period.
Cynthia taught her first English lesson to a class of 10-year-old students in Spain. She focused on vocabulary related to food, dates, weather, likes and dislikes. Real objects and visuals like flashcards engaged the students. They participated actively in activities using the textbook, worksheets, and speaking practice. While the use of materials was largely successful, Cynthia realized she needs to allow more time for activities and check student understanding of all vocabulary. Overall, the lesson provided experience that will help her strengthen planning and pacing for future classes.
Natalia observed her first English lesson with a kindergarten class in Spain. She noticed the students were noisy and had trouble following instructions. During the lesson, the teacher introduced parts of the body vocabulary using pictures, wool pieces for students to stick on, and questions in Spanish. Students struggled to understand when Natalia spoke to them in English. Natalia worries about managing students' behavior and their ability to understand her during her upcoming lessons speaking only English.
The document discusses common problems that teachers face in the classroom and potential solutions. It addresses issues like mixed-level classes, problematic students, and large group sizes. For mixed-level classes, it suggests giving early-finishing students extra tasks or focusing attention on weaker students. For problematic students, it proposes talking to them privately or using them as classroom helpers. And for large groups, it recommends organizing heterogeneous groups and circulating to ensure understanding.
Ivón delivered her fourth lesson to two groups of 5-year-olds. She used the Natural Approach and PPP method, demonstrating new vocabulary like colors. Students enjoyed singing and coloring activities. For one group, Ivón added straws to student pictures for a song activity. Time was a challenge, limiting planning and feedback. The local teacher also rushed between lessons, making communication difficult.
The document summarizes a lesson plan for an English class focusing on body parts, sports equipment, and imperatives. It includes aims, language focus, teaching approach, materials, activities, and assessment. The lesson involves identifying body parts, discussing sports, reading texts, listening to a song, and working in pairs and groups. Imperatives are explained and practiced through examples and student responses.
The document discusses learning styles and classroom management strategies. It identifies three main learning styles: visual, auditory, and kinesthetic. Examples of activities are provided for each style and for both younger and older learners. Classroom setup recommendations emphasize a bright, colorful space. Discipline strategies include positive reinforcement, private conversations, and consequences proportional to offenses. Methods for gaining students' attention include hand signals, singing, and countdowns.
The document discusses the language used in classroom instruction and interaction. It is divided into sections on opening, main activities, and ending. The main functions of classroom language are organizing, interrogating, explaining, and interacting. Interrogating involves eliciting information from students through questions. Explaining is used to provide information or corrections. Interacting maintains social relations and expresses attitudes. Classroom language can take the form of commands, requests, or suggestions. Successful delivery depends on proper use of pronunciation. Sample dialogues are provided for various classroom situations like taking attendance, distributing materials, reading, and setting homework.
The document summarizes Natalia Klein's observations from her teaching practicum. Over four classes, she found that the students were friendly, well-organized, and eager to learn English. They enjoyed singing songs, reviewing vocabulary, and doing hands-on activities. While the students were energetic and chatty, Natalia was able to keep them engaged through interactive lessons and the support of her tutor. Overall, the experience reinforced her passion for teaching and helped her learn effective classroom management strategies.
- The document summarizes two lesson observations of a kindergarten English class consisting of 5-year-old students in Ushuaia, Argentina.
- In both lessons, the teacher effectively utilized Total Physical Response and Natural Approach principles, incorporating songs, gestures, pictures and varied activities to engage the students.
- The first lesson introduced vocabulary about animals, while the second expanded on this topic, differentiating between domestic and wild animals. Strategies like songs, counting, and interactive activities helped maintain student focus.
- The observer notes the teacher's strong classroom management skills and ability to personalize instruction for each student. Areas for further development included inviting more oral student production.
This lesson plan is for a first grade class in Argentina. The lesson focuses on family members and action verbs. The teacher aims to have students recognize questions about family, structures like "This is my dad", and new vocabulary for action verbs. During the lesson, students will listen to a song, do total physical response activities, play a memory game, and be assessed on their understanding.
The document provides advice for new teachers on classroom management. It emphasizes establishing clear rules and consequences, keeping students engaged and busy, getting support from peers and parents, being organized, and using positive language. Specific tips include establishing routines, maintaining high involvement, knowing students' names, enforcing fair consequences, planning lessons well, intervening early, rewarding good behavior, and treating students with respect. The document also discusses using "teacher talk" with enforceable rather than unenforceable statements and language.
First observed lesson narrative ramirezLaura Ramirez
Laura was nervous about being observed for a lesson she taught with other teachers about an Intercultural Project at the school's library. However, the observer, Lujan, helped Laura feel more comfortable by saying she would sit at the back and not interfere. Although Laura was disappointed that another teacher introduced the guest speaker instead of her as planned, she forgot about the observation once the lesson started. The feedback from Lujan was helpful, as she pointed out things like having Laura introduce the guest next time and not silencing overly loud students if they were actively participating. Overall, Laura felt the lesson went well and being observed was not as bad as she anticipated.
First teaching lesson narrative ramirezLaura Ramirez
Laura enjoyed her first teaching lesson despite initial nerves. The lesson plan she prepared with her partner engaged the students. However, she wants to work on getting quiet students to speak up more and moving around the classroom. Two students disrupted the class by screaming, but Laura was able to get them back on task by challenging them to solve the activity after they claimed it was too easy. Laura says her partner Besim's lesson went well overall, though he could improve his explanations. They helped each other with classroom discipline and their teamwork was positive.
Laura reflects on her teaching practicum experience, noting how her initial fears of being unable to control a classroom vanished as she got to know her students better. While classroom management was a challenge, she learned to accept the pace of her lessons and focus on engaging activities the students enjoyed, like games and using the whiteboard. By the end of the practicum, Laura felt proud of the road safety educational project she implemented with her co-teacher and mentor's support. Saying goodbye to her students, she realized she had succeeded in her goal despite initial frustrations and hopes to teach them again in the future.
Suggestopedia is a language teaching method developed in the 1970s that aims to eliminate psychological barriers to learning. It uses relaxing music, comfortable furniture, and an authoritative teacher to put students in a highly suggestible state where they can learn up to five times faster. Key aspects include dramatic readings of texts synchronized with music, role-plays, and maintaining a pseudo-passive state to optimize recall and learning without conscious effort. While controversial, some of its techniques like incorporating music, relaxation, and positive expectations have been useful in language education.
Este documento presenta el análisis de los Núcleos de Aprendizaje Prioritarios (NAP) para lenguas extranjeras en Argentina. Los NAP tuvieron como objetivo establecer estándares nacionales para la enseñanza de lenguas extranjeras considerando una perspectiva intercultural y plurilingüe. Se delimitaron cinco lenguas (alemán, francés, inglés, italiano y portugués) y se definieron cuatro recorridos de aprendizaje posibles de acuerdo con el ciclo escol
Teaching foreign language for specific purposesLaura Ramirez
This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.
The lesson plan outlines a 45-minute class for 5th grade students on road safety education. The class will have students work in groups to design cardboard signs with sentences and drawings about rules for pedestrians, such as what they can and cannot do in the street. In the next class, students will present their signs to their classmates and the signs will be displayed in the school. The lesson aims to develop vocabulary and structures around traffic terms and ability expressions, as well as speaking, reading and writing skills.
La secuencia didáctica aborda temas como los derechos del niño, la ley de protección integral de niños y la educación vial. Los objetivos son que los estudiantes utilicen el inglés para interactuar, intercambiar información y completar actividades colaborativas. La secuencia incluye lecciones sobre vocabulario como gustos y habilidades utilizando verbos como "like" y "can", y culmina con un proyecto donde los estudiantes crean posters sobre educación vial.
Vanesa's feedback on Road Safety Education class at the libraryLaura Ramirez
The student teacher observed a workshop on road safety that lasted over an hour. The student teacher only had 5 minutes to explain the activity and was unable to provide examples or vocabulary practice. While the activity was appropriate, using "must" and "mustn't" may have been better than "can" and "can't" when discussing traffic laws. The mentor teacher took on too large a role during the workshop and did not give the student teacher enough opportunities to lead. For future observations, the student teacher needs to take a more active role in teaching and not let the mentor teacher dominate the classroom interactions.
Lujan's feedback on the Intercultural ProjectLaura Ramirez
- The document provides feedback on an intercultural project delivered by trainees Laura Ramírez and Bessim Assad to two 5th grade classes at Escuela No 4. The project involved a guest speaker, Jasmine, sharing about her hometown, family, likes, and customs in England.
- While the intercultural project was interesting for students and they were engaged, the mentor teacher did most of the guiding and explaining during the lesson. The feedback suggests that the trainees need to take a more active role in guiding lessons during their practicum.
- The trainees showed proper teacher stance when intervening, but should seek to participate more. Besim made some minor mistakes in language use and pronunciation that the feedback
This lesson plan outlines a road safety project for 5th grade students. The students will work in pairs to create cardboard signs with sentences and drawings about rules for pedestrians, such as things they can and cannot do in the street. During the lesson, the students will finish and polish their signs. In the next class, they will present their signs orally to their classmates and display them around the school. The goal is to develop vocabulary and language structures around traffic safety.
This weekly lesson plan outlines a class on road safety education for 5th grade students. The 90 minute class will begin with taking the students to the library where they will listen to a presentation from Silvia Gonzalez of the organization "Estrellas Amarillas" about road safety rules for pedestrians. Students will then complete a worksheet matching pictures to sentences about pedestrian safety. The goal is to develop the students' vocabulary and understanding of traffic terms, as well as their speaking, listening, reading and writing skills around expressing ability to follow pedestrian safety rules.
The document contains 3 sections with the header "Name: CAN/CAN'T Match:" followed by 4 sentences in each section comparing what a "she" or "he" can or can't do. The first sentence in each section states that "She can't walk." The second sentence states that "He can cook." The third sentence states that "She can play football." And the fourth sentence states that "He can't skate."
The weekly lesson plan is for grade 5 classes C and D on Wednesday. The topic is things that can or cannot do certain actions. Vocabulary, structures, skills, and functions will be developed including present simple third person singular. A worksheet activity will match sentences to pictures and order questions and answers to check student progress. The class will conclude by listening and moving to the song "From Head to Toe" to review all vocabulary taught.
This lesson plan outlines a 45-minute English class for 5th graders focusing on the vocabulary and structures of "can" and "can't". The plan includes a warm-up activity reviewing animals and actions, a worksheet for students to practice sentences with "can" and "can't", and ordering questions and answers. It will conclude with listening to and mimicking a song about body parts and actions to reinforce the lesson's vocabulary. The overall aim is for students to develop their ability to express what things can and cannot do.
This lesson plan is for a 5th grade class on Friday about things students can and cannot do. The 45 minute lesson will begin with taking attendance and a warm-up game of mimicking actions like swim, fly, and wink to review vocabulary. Students will then play a game where the teacher dares them to perform actions and say if they can or cannot do it. Next, students will complete a worksheet filling in sentences about their abilities. The class will end with another round of the mimic game to reinforce the vocabulary from the lesson.
This lesson plan is for a 5th grade Spanish class and focuses on teaching students to express what activities they can and cannot do using the present simple tense. The 45-minute lesson will begin with an introduction of the vocabulary words "can" and "can't" through examples on the whiteboard. Students will then play a flashcard game asking each other questions about sports to practice the vocabulary. They will complete a worksheet filling in sentences about their own abilities. The lesson will conclude with a charades-style game where students mimic actions for their peers to identify using "can" and "can't".
This lesson plan outlines an intercultural exchange activity between 5th grade Argentinian students and an English student, Jasmine Kendall. The plan involves Jasmine giving a presentation about her home, family, likes and dislikes of British culture. Students will then have the opportunity to interview Jasmine, asking questions using the structure "Do you like..." and writing down her answers. Finally, students will write sentences using "She likes/doesn't like..." based on Jasmine's responses. The goal is for students to learn about each other's cultures while practicing the present simple tense in third person singular.
The weekly lesson plan outlines a 45-minute class for 5th grade students focusing on the third person singular form of the verb "like". The lesson will begin with a warm-up activity where students act out likes and dislikes. They will then complete sentences about characters' preferences based on pictures. Finally, students will listen to a song and complete a chart indicating what each speaker says they like or dislike. The goal is to develop vocabulary and structures around present simple verbs in third person as well as speaking, listening and writing skills.
This lesson plan is for a 5th grade class and focuses on teaching the third person singular form of the verb "like". The plan outlines introducing vocabulary like actions, objects, and foods using examples with "he" and "she". Flashcards will be used to review vocabulary and students will play a matching game. Finally, students will be split into groups to interview each other using the flashcards to practice asking if someone likes or doesn't like an item in third person singular form. The goal is for students to learn and practice using this grammar structure orally.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
1. PRACTICE II, DIDACTICS OF ELT and Practicum Primary School
level. Adjunto Regular a/c Prof. Estela N. Braun (2017).
Teacher Assistants: Prof. Vanesa Cabral and Prof. Maria Lis Luján
Ramos. ETA MA John Brakke.
REGISTRO:
ALUMNA RESIDENTE: Laura Ramirez
COLEGIO: Escuela 4. 5th Year.
DOCENTE CO-FORMADORA: Romina Cheme
Fecha: 13/09/2017
There are 23 students. They are quite noisy. Laura enters the
classroom but she doesn´t say hello to the whole group. She greets
some of them, who are near the teacher´s desk but not to the whole
group. Suggestion: it is really important to greet them at the very
beginning because it is essential to teach them routine habits and to
show respect to them. In this way, you show them that you are glad
to see them again, and you are telling them “Hello, I am here, we are
going to start to work in the English class”.
She starts writing the date on the board, her handwriting is clear and
her tone of voice is loud. She starts copying but the students are
standing up and talking among them. Suggestion: ask them to sit
down, to make silence and then, you start copying. Otherwise, they
will not notice that you are copying the task for them.
Another suggestion: if you want to start copying, maybe, you can copy
a certain part of the task and you ask them to start copying; you must
monitor them and ask them to start copying, then, you continue
2. copying the rest. Otherwise, you are giving your back to them for a
long time and the disruptive behaviour increases.
She gives the instructions in English and the students understand
perfectly well. She uses both languages in a balanced way.
For the first activity, she makes them sit in groups but it is not
necessary. Moreover, I think it was a disadvantage because they had
to move without any specific purpose, they did not need to sit in groups
because the question they read had to be answered by the partner who
was sitting next to him/her, so it was nonsense to have groups of four
or five. Another suggestion: if the student who has to read the question
is called to stand at the front, you can call everybody´s attention
because they do not know, who is going to be named so, they must
pay more attention.
Then, she shows them some ice-cream sticks and tells them that they
are going to play a game. She makes them guess the meaning of “ice-
cream sticks” by mimes, and she asks them the meaning. Or for
example, she asks them what the meaning of “wink the eyes” is! She
uses gestures for actions too. Very good! When the students guess the
meaning, she says “excellent/very good!!”. This is very important for
young learners, you must always reward them.
A suggestion: maybe, when the first sticks are chosen, you can take
them out, so they do not repeat the same actions so many times and
they can´t practice others.
She also writes the new vocabulary on the board and she points at it
all the time, each time a student picks up a stick with a difficult word,
she points at the written word on the board and tries to help them to
guess the meaning. Well done! She uses the board as a tool to help
her make the explanations clearer. Very good! Suggestion: you can
make them repeat the words orally all together, to practice them and
get the correct pronunciation.
3. When it is necessary she asks for silence firmly. She can manage the
group very well. She knows the names of all the students. Great!
Suggestion: when it is your turn to choose who is going to participate,
please, try to move from the front of the classroom to the back.
Otherwise, all the students who are sitting at the back get bored.
The bell rings and they cannot finish the activity. They cannot check
the crossword or do the rest of the activities that had been planned for
this class. Suggestion: Always have a watch with you, so you can
handle time according to the activities that are missing or the ones that
you need, at least, to correct. Suggestion: if you know that a few
minutes are left, maybe you can stop the game, you do the crossword,
you check it, and then, if you have time, you continue playing, if not,
at least you finished one activity (the did it and they corrected it).
Another suggestion: this activity (that could not be finished in class)
could have been assigned as homework, of course, if all of them copied
the words from the board.
To sum up, you are building teacher stance, you have clear voice, good
group management, creativity for activities but you need to handle
time and to mark the beginning and the end of the class with energy!
Come on! Go on! You have good qualities to be a great teacher!!!!
As pedagogical partner, you helped Bessim a lot, you were very
active, you walked around their desks to keep discipline ok and you
asked them to sit down or to be in silence many times. Well done!
Prof. Vanesa Cabral