Last Class Group Number 4

Group 4

Part 1                    Topic: Toys and Games                       Date: Sept. 28th 2012

Teachers: Heinar and Josué.

Vocabulary: Bike, doll, teddy bear, car, plane.

Grammar: I have/I don’t have.

Our first part of this lesson has many advantages to be depicted. In the first place, kids were very motivated to study the target language that was going to be taught. It might have been due to the fact that they were eager to receive the final lesson. It helped a lot the development of the class for they willing to participate. In the second place, a puzzle activity was applied for kids. We mention that in here because it is worthy to say that children liked a lot. In addition to this, teacher managed the activity in a very good way. Indeed, the teacher created different puzzles with different number of pieces.  Then, teacher distributed the puzzles according to the level of difficulty to the most appropriate kid. In the third place, teachers managed the class in a very skillful way. This was done at the moment of controlling some students that were a little bit distracted and were not paying attention to the teacher. Finally, something new that happened during the lesson was the fact that students were yelling the vocabulary. In fact, this was something that really motivated the children for they felt a sort of freedom to behave that way (Which is ok). These facts helped the teacher as well for he felt more confident at that time. In conclusion, concerns expressed above reflect some positive factor of the practice.

Despite the good details of our practice, there are some points to consider for improvement. First, in the very beginning of our lesson, the teacher a little bit nervous. In fact, it affected the development of some activities. For example, the “Chant” that was performed by the teacher got a little bit less motivating. Truth is that a chant should be very meaningful for students, in the sense that they would be able to remember that joyful melody. Besides, there were some activities in which repetition might have been more promoted. It would have helped a lot at the time of performing in the production stage (Students reached the objective, though). In addition to this, there was an activity about puzzles. In here, students form the figures; nevertheless, it was somewhat difficult to handle to move the pieces without deforming the images. Therefore, when students were moving around to see all the pictures that they form they tend to step on the puzzles and disorder them. In sum, these are some of the aspect that we need to consider to improve for better instructing in our lessons.

Part 2                    Topic: Toys and Games                       Date: Sept. 28

Teachers: Andrés and Ronald.

Vocabulary: Ball, train, robot, kite.

Grammar: Do you have? /Yes, I do/ No, I don’t.

The second part of the practice has many positive aspects to be considered. In the first place, teachers implied many physical activities. For example, there was an activity about moving toward some pictures on the wall. Indeed, it was done to review some vocabulary that was previously taught. It was something that was done to activate the students’ energy. In fact, we think that it was something well implemented because they had been already working a lot for 40 minutes. Thus, they were a little bit tired. In the second place, teachers used some “Calm” activities. As a resemblance of this, students had some time to color some drawings. Actually, this kind of activities balanced the students’ level of energy. This helped the students to maintain a good path of the lesson’s development. Finally, facts expressed above are some good examples of positive factors about this part of the lesson.

Despite the good aspects mentioned above, there are some points to be improved in this part of the lesson. For one thing, teachers implemented two times an activity about coloring some drawings. Even though it can be something very useful for a class development, it could have been somewhat boring for kids because it can be the case that they would have considered it as something repetitive. Besides, in one of these occasions students had to color too big drawings. Therefore, they spent too much time doing such activity. In consequence, the focus of the activity might have changed a little bit from “Practicing vocabulary” to “Completing coloring the drawings.” Besides this, there was a point in the development of the lesson in which the teacher was calling students to say a vocabulary word that was being asked. Nevertheless, teacher concentrated this practice to the single student most of the time and not to the whole class. In conclusion, these have been some positive factors to be depicted for our lesson.

CONCLUSION

The teaching experience is something endless. One might think that he or she has many good ideas for a lesson and many excellent activities to develop a class. Nevertheless, a teacher should be always focused to students’ needs. This is because the student is the main factor in the teaching learning process. Time ago, this matter was something different being the teacher the center and nucleus of such concern. To conclude, we can say that we, as future teachers, should be opened to our students to help them progress in their learning…because that is our profession…that is teaching.

Third Class

Part 1

Teachers: Isaac and Marleni

Topic: My Body

Grammar: Has

Vocabulary to present: head, arms, legs, hands, (Long-short).

Isaac and Marleni’s lesson in Teaching Practicum I, English for kids, at Universidad Don Bosco, has many good things to consider. In the first place, we think that Isaac attitude with learners was very appropriate. Indeed, he was motivating students a lot during his participation. Besides, the fact that he sat on the floor with children created a comfortable sense for kids. Furthermore, something that was very accurate was the technique of stretching. In here they were supposed just to get relaxed; nevertheless, they were also encountering the new vocabulary that they were about to receive in the lesson. In the second place, Marleni’s participation was very motivating for students. Despite the fact that kids were a little bit distracted, she was able to catch their attention. Indeed, she called their names to get students focused on the target language that they were learning. In addition to this, something that was very notable was the use of kinesthetic activities. Actually, sometimes students might have a low level of energy; then, a kinesthetic activity is needed to activate their energy. On the contrary, if kids are too energetic, then, the teacher can drive such energy to complete a task that would involve physical movement. In sum, there might be more positive aspects to consider in this first part of the lesson, however, factors mentioned above are some of the main ones to take into consideration. 

In regards of Isaac and Marleni’s lesson, it is noticeable that there were some aspects to be improved. For one thing, some instructions were delivered in a very long way. This involved the teacher talking time to be prolonged. In consequence, kids were a little overwhelmed with the teacher talk. For another thing, children were a little bit distracted. This affected negatively the instruction that teachers were giving. It means that students did not practice language as much as it was planned: This was due to the fact that teacher were spending a little bit more time on getting students attention and controlling them. Finally, there was a little time when students and teacher were overlapping. This affected the management of the class because it got students to be more distracted and not focusing on the content. In conclusion, these have been some aspects for considering to be improved about Isaac and Marleni’s participation.

Part 2

Konny and Orlando

Topic: My Body

Grammar: she doesn’t have, he doesn’t have; it doesn’t have

Vocabulary to present: feet, fingers, toes, teeth, tail

Konny and Orlando’ participation in the lesson was very effective. Firstly, at the moment of having students encounter the new vocabulary they used a song. This was something very interesting because students’ attention driven towards the activity that was being carried. More about his, children were not only singing, but also moving their body. This was something that helped students acquire better the target language that was being taught. Moreover, something that needs to be pointed out is the fact that teachers were able to manage students to be attentive to the class. The truth is that mostly everybody paid much attention in this part of the lesson. Secondly, another factor that needs to be exposed in here is the fact that a story was used. In fact, using story can be a somewhat tricky if the teacher does not look for the best moments to introduce the vocabulary in it. Nonetheless, teachers thoughtfully used this activity to have students practice, and even use the vocabulary. Among other, these are some good factors to point out of this lesson. 
 

This second part of the lesson has some factors to be improved. The first one is the lack of the grammar”S/he doesn’t have-it doesn’t have” Indeed, it was sometimes converted to “I don’t have-you don’t have.” This is something very important. Even though it might not look like a very important factor, it is indeed. It is due to the fact that it changes the objective of the lesson. In other words, it changes the target content that students might be likely to study. Another important factor is the story that teachers presented. It does not mean the tale itself, but the book they used. We guess that it could have been better if teachers had used a bigger book for everybody to see better the flow of the story. These are some of the points to be improved.

Family and Friends. Class Number Two. Teachers: Fatima, Pilar, Karla, and Lilly.

Group 2: Fatima, Pilar, Karla; Lily

Date: Sept. 14                                       Topic: Family and friends

Part 1 Grammar: Question. Who’s that? Answer: It is (It´s)

Vocabulary to present: me, grandma, grandpa, friend, teacher.

Teachers: Lily and Fatima

Every teacher always improves with practice!

The statement above reflects a fact about teachers, which is that practice makes the master. Indeed, this is what is happening in teaching practicum I, English for kids, at Universidad Don Bosco. 

In the first place, there are many good things to depict about this first part of the lesson that was taught. For one thing, a new technique was introduced. It was about a puppet called “Clifford.” In fact this was something that students never saw before. Therefore, it was both entertaining for kids and helpful for all of them. It seemed as if they were following a new teacher.  Actually, we studied in class that a puppet can help as a teacher assistant when giving a lesson. For another thing, something that was really amazing in the lesson was the fact that a new way of praising was introduced. It was done by start to a kid when he or she joined the activities. Indeed, kids were willing to participate in the class, when they received a start. Besides all these, the decoration was very creative and colorful. . This enhanced the environment of the class. In addition to this, something that was very effective was the fact that materials were very well designed. Even though it would be time-consuming, having very good designed materials for teaching a class is something that helps students learn at a wider range. In sum, we can say that there were many good factors in this lesson.

In the second place, we can denote some negative factors about this first part of the lesson. For example, we can mention that some activities were a little bit long and time-consuming. It happened in an activity in which students needed to draw their family members. Besides it was a little bit confusing for them at the moment of recognizing what member of their family it was that they had drawn. It was due to the fact that the drawings were mostly equal; maybe not for the kid author of the drawing, but it was indeed somewhat confusing for the rest of the children. In addition to this, even though, it was something great in the lesson, giving stars to kids for pasting them on the wall was little bit time consuming. Nevertheless, it was not a big problem because teachers were very skillful in time-management. Due to all facts explained above, we can state that there were more advantages than disadvantages.

Part 2

Grammar: Question. Is that (your sister)? Answer: yes, it is. No, it isn’t. Vocabulary to present: pets: cat, dog, bird, turtle, fish, and rabbit.

Teachers: Pilar and Karla

The second part of the lesson started in a great way because teachers performed in a very energetic and enthusiastic way. Teachers' motivation is assential in the classroom since they are the guides and examples that children see. Something that worked very good were the commands that teacher Pilar would say to kids: "stand up" "sit down" "jump 3 times". It was great how kids responded to these commands and it can be said that so far, there has been a great advance in the instructions given by the teachers. Moreover, kids would not feel bored or get distrated because apealing materilas were used and the teacher's motivation were great rewards for kids. Children were having fun watching the animals and when their participation was "paid" or rewarded, they felt more eager to participate because they knew indeed that their work was not worthless. Furthermore, when teacher Karla would imitate the sound of some animals and some of the movements of others, kids were motivated to do them because the teacher would do those movements and sounds with them too. Thus, kids would not feel ashamed because it seemed the most normal thing in the world. At the end it was so interesting how the class ended because all the kids were involved in the story presented by the teachers, and without second thoughts, it can be said that children learned something for their lives in this class.

There are some negatives factors to consider in the second part of the lesson. In the first place, there was a point in which kids boring. It was despite the fact that activities were entertaining. Nevertheless, kids had already stayed in the university for more than an hour. In fact, attention spam from children is relatively short; therefore, at this point, activities should be a little bit shorter, dynamic, and changing. Actually, this issue was seemed, in an activity that was performed by Karla. Such activity was about pasting some pieces of color paper in some drawings of animals. While kids were doing the activity, they did not pay much attention to the teacher. At that point they were trying to stretch  their bodies. There was even a girl that kept on standing up while the rest of the children were sitting. About all these regards, we can say that when kids have been receiving class for long, they should be engaged in more dynamic activities.

The teaching field is something that never ends. In the class, “Teaching Practicum I, English for kids,” at Universidad Don Bosco, there is a new chance for teaching English. Indeed, there have been some changes on this practicum that are due to enhance our experience as future teacher. Actually, it might be a little bit more difficult. Nevertheless, it would issue a challenge for us to improve in this endless field.

Group  1:                                                                                                       Date:  sept. 7

Mauricio, Iris                                                                                           

Topic: School.

Part  1

Grammar:  Question:  What’s this  (what’s) ?       Anwer:  This is (It’s)

Vocabulary to present.  School items: bag, pencil, book,  ruler, pen.

In the first place, there might be some disadvantages of being the first group at a new way of teaching in our practicum. For example, there were some differences between the second period classes and the third period classes. The first one was that some grammar topics needed to be introduced. Indeed, kids were already accustomed to receiving just vocabulary classes; therefore, it was a little bit more difficult for them to get some grammar structures. Besides, children were to receive 80 minutes of class (with a break at minute 40). Furthermore, teachers would give their own part of the lesson alone, without receiving help from their colleges. All factors considered above might be somewhat difficult to deal with. As a resemblance of this matter, we could mention that there were some problems at the time of introducing the correct pronunciation of the vocabulary words and the grammar structures.

In the second place, despite some difficulties mentioned above, teachers (Mauricio and Iris) handled the class in a suitable way. For example, we can mention that all activities were appealing for kids. It was due to the fact that such activities were very active appropriate for their age. Besides, it is worthy to mention that all materials were very colorful and; therefore, very attractive for both boys and girls. All these factors helped students reach, at a good deal, the objective of the lesson, which was to produce both the vocabulary and the grammar structures of the lesson (I should say that it would be good that student reach at least a sense of understanding of the grammar that is being taught during the lesson).

Part 2.

Carlos, Magaly.       Sep7th

Grammar:  Question: What’s that?       Anwer :  It’s a/an

Vocabulary  to present:  desk, chair, computer, eraser, window.

In the second part of the lesson, some new vocabulary terms of classroom objects and a new grammar structure were introduced by teachers Carlos and Magaly. Indeed, a very important aspect to consider in such teaching is the energy that both teachers transmitted to every student. It was very noticeable that teacher wanted their students to be comfortable with such attitude. In addition to this, materials were very attractive to kids because they were very colorful.  Furthermore, the decoration of the classroom was very creative and appropriate for the topic that was being discussed. Along with all this elements that have been just mentioned, we can depict the good “Improvising” strategy that was applied by Magaly. It was done at a moment at which she made a gesture not intentionally. This gesture that she made with her hands is understood by kids as “Stand up… (We are going to do something kinesthetic).” Since it was not planned, and children were already up, Magaly asked kids to run to the picture she would point. This was something that should be improve, to be careful with our gestures; nevertheless, it helped us understand that anything can happen at a real time in a classroom.