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The class started at 8:40 am. When I arrived at the classroom, I noticed that some students were not present because they were rehearsing for a school activity scheduled for the following week. With the students who were in class, I explained that during this session we would work individually using the worksheet that they had as homework. Before starting the activity, I asked students to tell me who had not brought the required material. At that moment, I felt slightly annoyed because the worksheet had been assigned in the previous class and students had enough time to bring it.

However, to avoid problems and loss of time, I provided the material myself, reminding students that not bringing the material would affect their grade. After that, I asked students to write the date in their notebooks and paste the worksheet, since this was necessary for reviewing and signing their work. Then, I asked them what they could identify in the worksheet and how it was structured. After listening to their answers, we read the text together. I asked different students to read aloud, and after each section, we stopped to analyze new vocabulary, write it in their notebooks, give meanings, and underline important information.

Before continuing with the reading, students completed an individual activity included in the worksheet. I read the instructions clearly to avoid confusion. While students worked, I wrote key information on the whiteboard related to expressing opinions, such as from my point of view, I think that, I believe that, and I consider. I also wrote incomplete sentences that students had to complete using these expressions and the auxiliaries should or must.

Once students finished the worksheet activity, we checked the answers together. Then, I read the last part of the worksheet, which focused on the use of should and must and opinion expressions. Using the examples on the whiteboard, I explained sentence structure and completed the first example as a model using should. As time was almost over, I reminded students to bring the next worksheet that would be shared by the main teacher via WhatsApp and to finish the sentences from this class. After confirming there were no doubts, the class ended at 9:30 am.

At the beginning, I felt frustrated because some students did not bring the material. However, during the class, I felt calmer and more confident as students worked respectfully and showed interest in the activities. Likewise, the class was effective because students practiced reading, vocabulary, and grammar in an integrated way. The worksheet helped guide the lesson, although the lack of responsibility with materials was a challenge.

This session relates to Lev Vygotsky (1978), who highlights the importance of guided learning and teacher support within the Zone of Proximal Development. For that reason, I agree with this idea because students understood the content better when they received models, explanations, and support during reading and grammar activities.

Therefore, I learned that being prepared with extra materials helps maintain class flow. I also confirmed that modeling examples on the whiteboard supports students’ understanding. For future classes, I will reinforce responsibility for bringing materials and continue using guided reading and sentence modeling. I will also include short checks to ensure all students follow instructions and stay engaged.

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The class for this group started at 8:40 a.m. and finished at 9:30 a.m. During this session, the students presented their final projects, which they had been preparing in previous classes. At the beginning of the lesson, I asked them to organize themselves within their teams to review what they were going to say and how they would explain their part. While they were preparing, I considered the checklists that I would use to assess each presentation. Once everything was ready, I began calling the groups one by one, giving each team about four to five minutes to present their work.

After every presentation, I asked reflective questions such as “What did you like about this country?” and “What would you like to change regarding this topic and content?” These questions allowed me to analyze how they perceived their learning process and what they thought about the way we worked during these weeks of practice.

Throughout the class, I felt a mixture of emotions. At first, I was motivated and interested in seeing how their final products would turn out, since this was the result of several weeks of effort. However, as the class went on, I started to feel somewhat frustrated and disappointed because a few students did not participate or failed to explain their assigned sections. Despite this, I tried to stay calm and supportive, encouraging them to continue and reminding them of the importance of responsibility and teamwork.

In general, the session was productive because most students showed commitment, creativity, and understanding of the topic. The organization of the activity and the use of the checklist helped me keep control of time and order in the classroom. However, I identified that the main weakness was the lack of participation from certain students, which limited the balance within some groups. This made me reflect on the need to create strategies that promote equal involvement and personal accountability.

According to Moon (2013), reflection allows teachers to connect experience with professional learning by analyzing their own thoughts, decisions, and actions. In my opinion, I completely agree with Moon, because reflecting on my own teaching moments helps me recognize what worked and what must be improved to become more effective in the classroom. From this experience, I understood that collaborative work requires not only teamwork but also individual responsibility.

This experience helped me identify my strengths and areas for improvement. I believe I managed time effectively and maintained good classroom organization, but I need to focus on ensuring that every student participates equally in group activities. To improve future lessons, I plan to assign specific roles within each team, such as speaker, writer, and organizer, to make participation clearer. I will also allow short rehearsal time before each presentation to increase confidence and fluency.

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During all this day, there were not classes with the corresponding groups (3° D and 3° H), because it was applied an exam by the SEP (Basic Education) to know the students´knowledges in Math, Spanish, Reading Comprenhension, among others.

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During all this day, there were not classes with the corresponding groups (3° D and 3° H), because it was applied an exam by the SEP (Basic Education) to know the students´knowledges in Math, Spanish, Reading Comprenhension, among others.

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Today was my first day of teaching practice at Technical Secondary School No. 2 "Tierra y Libertad". During my first session with group 3°D, from 7:50 to 8:40 am, I started by explaining to the students how the organization of the classes would work, including the criteria for their continuous evaluation and the final product expected in the coming weeks. I also explained the rules of respect and safety protocols that must be followed in every class. After that, I asked the students if they had ever seen violence, where it happened, and what they did. At first, I felt a little nervous about how they might react, but when I saw several students participating, I felt more comfortable and the interaction became more dynamic.

The session developed positively because many students were engaged to share their opinions. However, I noticed that not all students participated, and some remained passive, which limited the exchange of ideas. The activity of asking questions and later reading together helped most students to connect the topic with real situations, but it also took more time than I expected.

While analyzing this session, I realized that starting with contextual questions helped the students feel more connected to the material. In addition, when I introduced the auxiliaries should and must, I explained them with examples and compared their uses. This strategy followed Ausubel’s (1968) idea of meaningful learning, as the vocabulary was linked to situations the students already knew. However, I also noticed that some students struggled to distinguish between the two auxiliaries, which means I need to provide clearer explanations and more guided practice.

At the end of the session, students worked on a comparative table using sentences from the material. They had only five minutes, which was not enough for everyone to finish, so I explained that I would check the remaining work in the next class. I learned that it is important to manage time better and to give extra support to students who find grammar difficult. Nevertheless, the activity was useful to check understanding and creativity, since I gave them signatures as evidence of their work.

For future classes, I plan to include more visual aids and examples when teaching grammar, so that students can see the difference between structures in a clearer way. I also want to encourage participation from quieter students, maybe by using pair work or short group discussions. Finally, I will manage the time of activities more effectively, leaving enough space for feedback. This plan will help me improve my teaching practice and create a more active learning environment.

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The session with this group was from 8:40 to 9:30 am. When I entered the classroom, the students welcomed me with warm greetings, and I immediately felt comfortable and happy with their attitude. Their positive reaction made me realize that my presence in previous lessons had been meaningful and helped create a good connection with them.

Next, I explained to the students how the sessions would be organized and what the final product would be in the following weeks. I also mentioned the rules of respect that we would consider in each session to avoid problems. To start with the topic of this class, I was a little nervous when I asked them about situations of violence they had seen or experienced, because I was not sure how they would react. However, when many students participated and shared their ideas, I felt more confident, and the classroom environment became more relaxed and friendly.

After that, I asked the students to write the date in their notebooks and to use the title “Together for Peace”. Then, I asked the class president to take a picture of the group material and share it with their classmates through their whatsapp group, so that everyone could have digital access. The activity continued with a group reading, one student read, then I read again the part of the text, and I stopped to ask questions about unknown vocabulary.

Students wrote these words in their notebooks, and together we gave meaning to them. Some students were very active, while others were quiet or distracted, which made me think about how important it is to keep the attention of all the students. At this point, Trinder (2017), argues that "digital tools in the classroom can support participation and make materials more accessible". Therefore, I agree with this view, because when I asked the class president to share the material by whatsapp, all students were able to follow the activity in a clearer way. This showed me that digital strategies, even simple ones, can improve learning conditions.

Then, we focused on two auxiliary elements "should and must" and I explained them the differences about these auxiliaries with some examples to make sure students understood their use. After that, I asked them to complete a comparative table with the sentences that included should and must from the reading material, where I gave them five minutes for the activity and explained that creativity and design would be important to receive the full number of signatures as evidence of their work. While they worked, I walked around the classroom to check their progress and give support if needed.

Finally, when the time ended, I checked some of their exercises, but due to lack of time, I told them that I would review the rest of the activities in the next class. I asked if they had any doubts, and since everything was clear, the session ends.

As an Action Plan, for future lessons, I want to include more dynamic strategies to involve the quiet students, such as pair work or small group activities. I also plan to use more visual materials and interactive resources, so that students can stay focused and motivated during the entire session.

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The class took place from 13:10 to 14:00, during the last period of the day, when students were already tired, stressed, and some of them looked sleepy. First, I told the students that if they paid attention and kept silent, the class would be easier and time would go faster. Then, I explained briefly how the organization of the sessions would be, the final product expected in the next weeks, and the respect rules we must follow to keep the classroom safe. After confirming that there were no doubts or complaints, we started with the activities of the lesson.

Next, I asked the students some questions in English about situations of violence, what kind of violence they had seen, and examples from their own experiences. Their participation was active, and this made the dynamic easier to follow. At this moment, I felt calm and relaxed because the group showed interest and there was no disorder. I realized that students were motivated to share their ideas and it helped me to guide the class with more confidence.

After that, I told the class we would use group material to continue with the lesson. To make it accessible for everyone, I asked the class president to take a picture and share it on their whatsapp group. Then, I explained that one student would read a part, and after the reading, I would read again. Every time we stopped, I asked them about unknown vocabulary, so we could solve the meaning together and write it in their notebooks. This activity not only gave them new words, but also helped to practice pronunciation and improve their fluency in small steps.

Later, I explained the difference between should as a recommendation and must as an obligation. To make it more clear, I used real-life examples, which helped students to understand better. Then, I asked them to create a comparative table in their notebooks, identifying the sentences with should and must from the material. I reminded them that creativity, colors, and design were important to receive full signatures as part of their evidence.

Adding to the above, I realized that introducing should and must through context was effective, since students not only practiced reading but also connected meaning with real use. According to Kolb (1984), "learning becomes stronger when students combine concrete experience with reflective observation and active experimentation", which was evident in how they built their comparative tables and clarified vocabulary together. This shows that meaningful learning happens when activities mix practice, reflection, and real-life application.

Finally, while they were working, I walked around the classroom to observe and support them. At the end of the session, I had enough time to check all the comparative tables and sign their work. Then, I asked them to keep their things, clean their space, and leave the classroom in order.

For future classes, I want to integrate short energizing activities at the beginning of last-period classes to reduce tiredness, like a quick interactive question or a small group task. This could help keep their attention and energy, making the session more dynamic and balanced.

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Today I had my first class session with group 3°G, which took place from 11:30 a.m. to 12:20 p.m. At the beginning, I explained to the students how the organization of our English sessions would be, including the final product we will be preparing in the coming weeks and the way their continuous evaluation will be carried out. Once there were no questions, I asked them to write today’s date in their notebooks, and then I introduced some trigger questions to contextualize the topic of the lesson. The questions were about whether they had seen violence, where it happened, and how they had reacted.

After listening to their answers, I felt very pleased because many of them showed awareness in their actions, and some girls even shared what they had wanted to do to stop certain situations, although they had not received support from others. This led me to emphasize with the group the importance of looking at things from a different perspective and acting when necessary to benefit everyone.

Next, I told them that we would use a group material, so I asked the class leader to take a picture of it and share it in their whatsapp group. This strategy ensured that everyone could access the material digitally without difficulties. I explained how the reading dynamic would work, first, one student would read the information, then I would read the same part again, and we would stop to discuss vocabulary doubts. Together, we gave meaning to unknown words, and they wrote them in their notebooks. After finishing the reading, I introduced two auxiliary words that would be key for future classes: should and must. I explained that should represents a recommendation while must represents an obligation, and I clarified this with examples.

After checking that there were no questions, I asked students to create a comparative table in their notebooks. With the help of the group material, they had to identify sentences with should and must and place them in the table. To guide them better, I wrote one example of each on the whiteboard. Students then had some minutes to complete the task, while I walked around the classroom to check their progress and give feedback. At the end, I reviewed and graded their work, and before closing the session, I asked them to put away their materials and get ready for the next class. That was how our lesson concluded.

Reflecting on the experience, I think the combination of group reading, vocabulary clarification, and grammar practice was effective, as it kept students engaged and gave them clear guidance. Their willingness to participate made the activity flow naturally, and the comparative table helped them to organize knowledge in a concrete way. In this sense, I realized that clarity in instructions, the use of simple examples, and scaffolding activities were crucial to achieve understanding. According to Schön (1983), reflective practice allows teachers to rethink their actions during and after teaching to improve future decision-making, and I could see how reflection during the lesson helped me adjust the pace and ensure comprehension.

In conclusion, I will continue using contextualized examples from real life, encourage active participation and provide more short warm-up questions to activate students’ thinking and keep their interest in future classes.

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Today I had a class with group 3°F from 12:20 to 1:10 p.m. First, when I arrived, I noticed that many students were tired, sleepy, or even hungry. To solve this situation, I gave them five minutes to go to the bathroom, buy a snack, or simply relax. After this short break, the environment in the classroom improved, and the students were more ready to pay attention.

Next, I asked them to remember what we had done in the last class. They immediately answered that we had worked with the auxiliaries should and must. When I asked them about the difference, they explained clearly that should is for recommendations and must is for obligations. Their answers made me feel very satisfied, because it showed me that they had understood and kept the knowledge from the previous lesson.

After that, I explained that we were going to work with “jumbled sentences” to reinforce grammar and the use of auxiliaries. I wrote disordered sentences on the whiteboard and asked them to copy them in their notebooks. To guide them, I solved the first two sentences with their participation, so they could see how to do it. Then, they worked by themselves, and I gave them time to complete the task.

Finally, when the time was over, we checked the answers together, correcting mistakes step by step.

Next, I asked them to complete another exercise, writing sentences using should or must. The sentences were related to avoiding violence and building safe schools. I modeled the first one with them, and then they continued independently. After that, we reviewed the answers and I realized that about three to five students had made mistakes, but most of the class had completed the activity correctly. Finally, I collected their notebooks for grading and closed the lesson by asking if they had doubts or comments.

When I reflect on this session, I recognize that giving students a short break at the beginning helped them to concentrate better and participate more. The mix of guided work, individual tasks, and review allowed students to reinforce their learning and correct mistakes. According to Dewey (1933), reflection is an active and continuous process, where the teacher and students learn from experiences and use this knowledge to improve future actions. Therefore, I agree with this perspective, because reflecting on students’ needs and adjusting the class to them created a better environment for learning.

Finally, I conclude that the session was meaningful, because students practiced grammar, applied should and must in context, and connected English with a social issue. As an action plan, I will continue including grammar tasks with clear guidance, give short breaks to increase attention, and connect activities with real-life topics that are relevant to students.

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The class with group 3°H took place from 7:50 to 8:40 a.m. At the beginning, students were attentive to the instructions I provided. Before starting the main activity, I asked them what we had done in the last class. They remembered that we had worked with a large material where they built a comparative table with the auxiliaries should and must. They also explained the differences between these two words, recognizing that should is used for recommendations and must for giving orders or obligations.

Hearing their responses made me feel very satisfied, since it showed me that the organization and clear guidelines I provided are helping them to learn and remember concepts in a practical way, while also expressing themselves publicly.

After that, I told them we were going to work with a knowledge test related to the same topic, violence and the auxiliaries should and must. I handed out the worksheet and gave them clear instructions, they had to read the information and answer the questions within 25 minutes. Once I checked that everything was clear, students started working individually. When they finished, I asked them to exchange their worksheets with the classmate next to them. Then, I read the text aloud so that we could check the answers together as a group. Their final score represented the number of signatures for this class evidence. This strategy allowed students to get immediate feedback.

I noticed that this activity worked well, because students were able to complete the worksheet on their own, and the peer-checking dynamic kept them engaged and responsible for learning. However, some students needed extra time to finish, which tells me I should adjust the timing or provide scaffolding activities for those who process the information more slowly. Harmer (2007) highlights that reflection after teaching is essential for improving classroom practice, since it helps teachers identify both strengths and areas for change in their methods. This was evident here, as the peer correction made the learning more interactive and effective.

In conclusion, the session was successful because students demonstrated understanding of should and must in context, practiced individual accountability, and participated in collaborative correction. The activity also helped them connect grammar with a social issue like violence, making the class more meaningful.

As an action plan, I will continue using peer assessment activities to strengthen collaborative learning, but I will also consider designing complementary tasks for students who need more time, so that everyone can achieve the objective successfully.

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The class with group 3°D was from 9:30 to 10:20 a.m. When I arrived, I noticed that some students were not in the classroom because they had another activity in a different place. I gave them five minutes to return and join the lesson. Once everyone was present, I explained that we were going to work with a worksheet based on the auxiliaries should and must and the topic of violence, both studied in the last session. Before starting, I asked who had brought the required material, and I was surprised that around ten students did not. I felt a bit upset because I had given this instruction with enough time. I told them this would be the last time I provided extra copies, and then I gave them the worksheets so the class could continue.

At first, I felt disappointed because some students had not shown responsibility, but later I felt more satisfied when they participated and remembered what we worked on before. They correctly explained the differences of these auxiliaries, where s hould is used for recommendations and must for obligations. Therefore even if some students did not bring the material, they were still paying attention and learning from previous sessions.

Next, I explained the organization of the worksheet which was structured for ten questions related to violence where they had to apply should and must. However they only had 25 minutes to answer. Adding to the above, I read the instructions aloud to avoid doubts, and then students started working. After the time finished, I asked them to exchange worksheets with the classmate next to them. Together, we corrected the test while I read the questions and guided the answers with their participation. Finally, students pasted their graded worksheets on their notebooks and came to me so I could check and sign according to their score.

I believe the activity was effective because students practiced grammar in context and took responsibility through peer correction. However, the lack of preparation from some students showed me the importance of reinforcing responsibility and the need to motivate them to bring materials on time. According to Brookfield (1995), reflection is not only about analyzing what happened, but also about considering how students perceive the learning process. In this case, I need to reflect on how to build stronger habits of responsibility among them.

In conclusion, the class reached its goals: students reviewed grammar, practiced reading comprehension, and connected language with the social issue of violence. The peer correction dynamic helped them to stay engaged and learn collaboratively.

As an action plan, I will establish clearer rules about bringing materials, and also create short backup activities for students who arrive unprepared, so that learning continues without interruption and responsibility is reinforced.

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The class with group 3°G was from 11:30 a.m. to 1:10 p.m., which meant two continuous hours of work. When I entered the classroom, I noticed that the students were very restless and noisy. Some asked for permission to drink water, buy a snack, or take fresh air. I gave them two minutes to relax, so we could start in a calmer atmosphere. After that, I asked them to sit down and pay attention to the instructions. I began by asking what we did in the last class, and they told me that we worked with should and must and their differences: should for recommendations and must for obligations.

Then, for the first hour, I asked them to write the date and the title Jumbled Sentences. I wrote two scrambled sentences on the whiteboard. Together, we ordered the first sentence, and I explained the correct grammar structure. For the second, students did it correctly on their own, which made me feel satisfied with their learning. Later, I gave them more sentences to solve individually. After some minutes, we checked the answers together, and several students wrote their sentences on the whiteboard. Once this activity was done, I gave them new sentences that they had to complete with should or must. Again, I provided two examples on the whiteboard, and then they finished the rest individually. At the end of the first hour, we reviewed everything as a group, and I noticed that students were gradually using English with more confidence.

For the second hour, I asked them to take out the worksheet I had assigned as homework, which was a knowledge test about violence and the use of auxiliaries. Unfortunately, some students did not bring it. I felt a bit upset, so I told them this situation should not repeat, or it would affect their continuous evaluation. I gave them the worksheet but clarified it was the last time. Then, I read the instructions, explained the organization of the test, and answered questions. For that reason, the students only had 25 minutes to complete the worksheet. After that, I asked them to exchange their worksheets with a partner. Together, we corrected the exercises, I read the items, and some students participated by reading aloud to practice pronunciation. At the end, students pasted their corrected worksheets in their notebooks and came to me so I could check and give them the signatures according to their score. Finally, I asked them to put away their things and get ready for their next class. That was how the session ended.

At first, I felt frustrated because of the students’ lack of discipline and responsibility, especially those who did not bring their material. However, I also felt motivated and satisfied when I saw how they applied the grammar correctly, participated actively, and even practiced pronunciation while checking their answers.

The two-hour session was demanding, but it allowed us to combine grammar practice with a knowledge test. The first activity (jumbled sentences) was successful because students could recognize sentence structure easily. The second part (knowledge test) was also effective, but it showed me that not all students are equally responsible with materials, which can affect the rhythm of the class.

According to Mezirow (1991), reflection allows learners and teachers to transform their way of thinking by reinterpreting experiences. In this case, my reflection showed me that I need to balance discipline and flexibility. Students learned well when they had clear instructions and examples, but responsibility with materials must be reinforced. Allowing peer correction and reading aloud not only engaged them but also built awareness about their own learning process.

Overall, the session achieved its goals: students reviewed grammar, practiced with contextualized examples, and completed a test that measured their knowledge. Despite some challenges with discipline and responsibility, the strategies used helped the students to stay engaged and learn meaningfully.

For future classes, I will set clear expectations about materials and consequences for not bringing them. At the same time, I will continue to include group and peer activities, such as correction and pronunciation practice, to keep students active, reflective, and more responsible for their learning.

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The class with group 3°F took place from 7:50 to 8:40 a.m. When I arrived at the classroom, I noticed that the students were a bit restless and making some noise. I told them that today’s class would be different because we were going to apply a knowledge test related to the topic of violence and the use of the auxiliaries should and must. I asked the students if they had brought the required materials, but only half of the group had them. I felt disappointed and a little angry because this showed a lack of responsibility. I explained to them that this situation should not happen again since it would affect their continuous evaluation. I also reminded them that developing responsibility is important for their learning process.

To continue with the class, I decided to give them the material myself but clarified that it would be the last time I did so. Then, I explained the dynamics of the activity. The knowledge test consisted of ten questions, and the students had to read the information carefully to answer correctly. Before starting, I read the instructions aloud and made sure everyone understood what they needed to do. They had 25 minutes to finish the task. When I asked if there were any doubts, the students said everything was clear and began to work quietly.

After the time was over, I asked the students to exchange their worksheets with a classmate to check the answers together. Then, I requested volunteers to read each question aloud so we could discuss the correct answers as a group. This also helped them to practice pronunciation and vocabulary related to real social topics, such as violence and respect. Once they finished checking, each student counted how many correct answers their partner had. I told them that the number of correct answers would equal the number of signatures they would receive as evidence of their performance in this session. Finally, I asked them to come to my desk so I could sign their worksheets. Before finishing, I asked if there were any questions about what we had done, and since everything was clear, the class ended that way.

Adding to the above, I felt upset and frustrated because several students were not prepared for the class. However, as the session continued, I started to feel calmer and satisfied because the students showed interest during the activity and participated in the correction process. Seeing them practice pronunciation and vocabulary made me feel that the effort was worth it.

In general, the activity worked well because it helped students connect grammar with real-life contexts, such as social behavior and violence. Even though some were not prepared at the beginning, most of them participated responsibly during the correction process.

According to Dewey (1933), reflection is not only about thinking but also about learning from experience to improve future actions. This experience helped me realize that students need continuous guidance to develop responsibility and autonomy. Allowing them to correct their peers’ work promoted cooperative learning, while reading aloud strengthened their confidence in using English.

The session achieved its purpose of reviewing grammar and applying knowledge to a social context. Despite some initial problems, students were able to understand the topic and complete the test successfully. For future classes, I will set stricter rules regarding materials and preparation to avoid similar problems. I will also continue using interactive strategies like peer correction and pronunciation practice to maintain student engagement and responsibility.

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The class with group 3°H took place from 8:40 to 9:30 a.m. Before starting the session, I explained to the students what the final product of this unit would be and how the grades would be distributed: six points for classroom activities and four for the final product, making a total of ten. Then, I asked them to write the date in their notebooks and the title “My Country.” To introduce the topic, I asked some contextual questions such as what they know about Mexico, what they like most about their country, and what is their favorite food and music. This helped them get interested in the lesson and connect personal experiences with the topic.

Next, I told them that we were going to work with a group material that included wordcards and flashcards about Mexico. Before starting, I asked a few students to read the sections of the material aloud so that everyone could understand its structure and practice pronunciation. After that, I gave some students the flashcards and wordcards so they could stick them where they thought they belonged. When we checked the completed group material together, everyone had done it correctly, which made the activity successful. During the review, both the students and I shared extra information about Mexico to make the content more meaningful and clear.

Afterward, I asked the students to make a graphic organizer in their notebooks using the information from the group material. This task served as class evidence and helped them organize what they had learned. They were asked to make it creative and colorful, and they had ten minutes to finish. Since there were no questions, they started working actively. When time was over, I checked their work individually and registered their participation. The class ended smoothly, where the students showing understanding and satisfaction.

During the lesson, I felt very comfortable and pleased because the students were motivated and participated actively. The atmosphere in the classroom was calm and enjoyable, which made teaching easier and more rewarding. Furthermore, the session was effective because the students remained focused, participated actively, and showed understanding of the topic. The group dynamic and use of visual materials helped maintain their attention.

According to Vygotsky (1978), learning is constructed through interaction and collaboration. In this class, students learned from each other by discussing and organizing information together, which strengthened their comprehension and language use. The activity promoted teamwork, creativity, and contextual learning about their own culture.

This class allowed students to express ideas about their country while practicing English vocabulary in a meaningful way. The group and individual tasks worked well to reinforce both grammar and cultural awareness. For future sessions, I will continue using collaborative strategies and visual materials to encourage participation. I will also include short reflective moments so students can think about what they learned and how they worked as a team.

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The class with group 3°D was from 10:40 to 11:30 a.m., during the second week of practice. When I arrived, the students were returning from their break, so I allowed them five minutes to settle down and get ready for the class. After that, I explained that we would start working on a new topic that would continue over the next few weeks. I also mentioned that the final product would be worth four points, while the class activities would be worth six points, giving a total of ten. Once this was clear, I asked the students some questions to explore their previous knowledge about Mexico and to introduce today’s topic. The questions included what type of music they liked, their favorite food, and which tourist places they knew.

Next, we shared our answers and experiences, and the atmosphere became very positive and enjoyable. After that, I asked them to write the date in their notebooks and the title “My Country.” Then, I showed them a group material that we were going to complete using wordcards and flashcards. Before starting the activity, I asked a few students to read parts of the material aloud to check understanding, clarify vocabulary, and practice pronunciation.

After ensuring that everything was clear, I distributed the flashcards and wordcards randomly among the students. Each of them had to place their card where they believed it belonged on the group material. Once the material was completed, we reviewed it together, and the students were mostly correct, showing that they already knew several characteristics about Mexico. However, it was still necessary to reinforce their understanding to help them describe their country more confidently in English.

Then, I asked the students to make a graphic organizer in their notebooks using the information from the group material. I encouraged them to be creative, add colors, and personalize their work. While they were working, I walked around the classroom to check their progress and record their evidence of the day. Finally, after asking if there were any questions or doubts and confirming that everything was clear, the class ended successfully.

Considering this situation, I felt satisfied and calm during this class because students were interested and enjoyed sharing their ideas. The group showed a cooperative attitude that made the session flow naturally. Also, the class went well since students were attentive and engaged in both the group and individual activities. The use of visual materials helped maintain focus and made the learning process more interactive.

According to Bruner (1960), students learn better through discovery and active participation. Regarding this class, learners built new knowledge about Mexico through interaction and exploration, developing not only vocabulary but also cultural awareness. The activities allowed them to connect language with personal and national identity.

In conclusion, this lesson helped students practice English while learning about their own country in a meaningful way. Collaboration and creativity were essential elements for the success of the session. For future classes, I plan to include more pair and group tasks to strengthen communication and cultural reflection. I will also design short self-assessment moments to encourage responsibility and autonomy in learning.

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The class began at 7:50 a.m. with group 3°D. As students entered the classroom, I greeted them warmly and asked who had brought their individual worksheet for the activity. I was pleased to see that everyone had completed it, which reflected responsibility and engagement. To acknowledge their effort, I told them they would receive an extra tenth point for their commitment. After that, I asked what we had done in the previous class, and they answered that we worked on a graphic organizer about Mexico’s characteristics. Then, I asked them to share in English some of those characteristics to review the topic and strengthen their speaking confidence.

Next, I told them to select two colors of their choice because we were going to use them to work with the worksheet. Before starting, I asked them to identify what kind of information appeared in the material and to share their ideas. Later, I randomly invited some students to read parts of the text aloud. Each time I stopped them, we discussed unfamiliar vocabulary together and wrote the new words and meanings in their notebooks as evidence of learning. This interactive process continued until we finished reading the worksheet.

After that, I wrote several true and false sentences on the whiteboard related to the text, and students had five minutes to decide which were correct or incorrect. Then, they exchanged notebooks to check each other’s answers and earned signatures according to their accuracy. Finally, I assigned the next task: each row would receive a flag representing an English-speaking country, and they would research aspects such as language, food, and traditions for the next class. After confirming that there were no doubts, the lesson ended positively at 8:40 a.m., with students feeling excited and motivated.

During the class, I felt very happy and satisfied. Watching my students fully participate, collaborate, and show enthusiasm made me realize that they are becoming more responsible and confident. Their curiosity and willingness to learn encouraged me to keep improving my strategies and make learning more dynamic and meaningful.

I believe the lesson was successful because all students brought their materials and participated actively. The reading and vocabulary exercise worked effectively, as students asked questions and helped each other understand new words. However, I noticed that a few students still need to improve their pronunciation and reading fluency, which I will address in future sessions.

According to Donald Schön (1983), reflective teachers learn by analyzing their own experiences to improve future practices. This class showed me the importance of reflection-in-action, as I adjusted the activity pace according to students’ needs. Encouraging peer correction and participation promoted collaboration, comprehension, and self-confidence. The mix of reading, vocabulary work, and comprehension tasks made learning more interactive and student-centered, aligning with communicative and reflective teaching principles.

In conclusion, this experience confirmed that motivation and recognition have a strong impact on students’ attitude and learning outcomes. The positive environment allowed them to express ideas freely and connect the English language with meaningful content. For future classes, I plan to integrate short pronunciation drills to improve fluency, maintain the use of positive reinforcement to encourage responsibility, and include more peer-assessment moments to enhance reflection.

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The class with group 3°H took place from 8:40 to 9:30 a.m. When I arrived, another teacher was still in the classroom, which delayed the start of my lesson by about five minutes. Once we began, I explained to the students that we needed to work quickly and efficiently to complete all the planned activities. I first asked who had brought their individual worksheet for today’s lesson, and to my satisfaction, everyone had it ready. Feeling pleased with their responsibility, I told them they would all receive an extra tenth point as recognition of their effort. After that, I asked them to choose two colors they liked best, which they would use to identify the vocabulary they already knew and the vocabulary they didn’t know. Then, I invited them to look at the material and share what they thought it was about. This warm-up encouraged participation and activated prior knowledge.

Later, I randomly selected students to read parts of the worksheet aloud. Each time we paused, we discussed unknown vocabulary as a group and wrote the new words and meanings in their notebooks, creating both linguistic evidence and meaningful connections to real-life contexts. Once we finished reading, I wrote five statements on the whiteboard based on the text and asked them to identify whether each one was true or false. The number of correct answers determined the total number of signatures for their evidence. Finally, before ending the session, I gave each row a flag representing an English-speaking country. The students were instructed to research individually about that country’s official language, food, traditions, and other aspects for the next class. After confirming that everything was clear, I reminded them that I would review their evidence and register their extra tenth point in the following session. The class ended smoothly and positively at 9:30 a.m.

During the lesson, I felt proud, satisfied, and motivated because all students showed commitment and responsibility. Their active participation and interest in the vocabulary and reading activity made me feel confident in the way the session was structured. Seeing them engaged and enjoying the collaborative work reinforced my enthusiasm as a teacher in training.

The class was successful overall. The students demonstrated responsibility by bringing their materials and following instructions attentively. The reading and vocabulary exercise could develop comprehension and peer collaboration. However, I noticed that due to the initial five-minute delay, the time to finish the last activity was reduced.

According to John Dewey (1933), reflection transforms mere experience into genuine learning when teachers analyze their actions and outcomes to improve practice. This lesson reflected Dewey’s idea of “learning through doing,” as students actively engaged in identifying vocabulary, reading comprehension, and self-assessment. The use of color-coding and peer correction fostered critical thinking and autonomy. Moreover, the final task, which linked the English language to global culture, allowed students to contextualize learning and develop intercultural awareness.

Finally, this class showed that motivation and recognition enhance students’ attitude and performance. The activities were meaningful and well-received, and students showed greater confidence using English. I learned that balancing time management with participation is essential to maintain rhythm and ensure every stage of the lesson is completed effectively.

In the next sessions, I plan to continue using recognition as a motivational strategy and to design tasks that integrate language learning with cultural exploration. My goal is to strengthen vocabulary retention, cultural understanding, and reflective participation through interactive and student-centered activities.

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The class with group 3° F took place from 1:10 p.m. to 2:00 p.m. Since it was the last period of the school day, some students appeared tired, distracted, or hungry. To manage this situation, I decided to give them five minutes to rest, drink water, and relax before starting. This short break helped create a calmer and more positive classroom atmosphere. Once the time was over, I asked everyone to return to their seats and pay close attention to the next instructions. I began the session by asking what we had done in the previous class, which was a knowledge test. Then, I explained that in this and the following lessons we would work with a new topic and a final product focused on cultural diversity in Mexico and around the world, worth four points, while classroom activities would count for six points, giving a total of ten.

To contextualize the new topic, I asked several questions related to Mexican culture, such as their favorite food, music, or traditions. The students eagerly shared their answers, and their enthusiasm made me feel very satisfied with the way the class was developing. Later, I introduced a group material and asked them to analyze it and predict what the topic was about. Some students mentioned it was about the elements that make up a country, and they were correct. I then distributed wordcards and flashcards randomly so that students could place them in the group material on the whiteboard according to their understanding. Once they finished, we reviewed the completed material together and confirmed that everything was correct.

After that, I asked students to write the date and the title “My Country” in their notebooks and create a graphic organizer summarizing the information from the group material. I reminded them to include creativity, color, and design in their work. While they worked, I walked around the classroom checking their progress. When the time was up, I asked students to come forward so I could review and record their activities. Finally, after confirming that there were no questions or doubts, the class ended smoothly and positively at 2:00 p.m.

At the beginning, I felt a bit concerned about the students’ fatigue and lack of focus. However, after giving them a short break, I noticed their attitude changed completely. I felt relieved and happy to see them engaged, participative, and motivated to complete each activity.

This session was productive and well-organized. The brief relaxation time improved the students’ attention and energy. The group material activity promoted teamwork, interaction, and the reinforcement of vocabulary. The graphic organizer allowed students to express creativity and understanding. The only challenge was the limited time due to the students’ initial tiredness, which slightly shortened the final reflection.

Following Lev Vygotsky’s (1978) social constructivist theory, learning occurs through interaction and cooperation. This session exemplified that principle, as the group discussion, vocabulary sharing, and collaborative tasks encouraged students to build meaning together. The use of visual resources (flashcards and organizers) supported comprehension and kept students cognitively active within their Zone of Proximal Development. Allowing short pauses also reflected the importance of emotional regulation for effective learning.

Finally, I learned that giving students time to rest and mentally prepare before a lesson can significantly improve participation and focus. The class demonstrated that combining social interaction, creativity, and guided practice leads to more meaningful and enjoyable learning experiences.

For future classes, I will continue incorporating short breaks or energizers to maintain motivation and concentration. I will also design activities that combine visual, social, and reflective elements to strengthen comprehension and intercultural awareness. Additionally, I will manage time more carefully to ensure every stage of the lesson can be completed effectively.

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The class began at 7:50 a.m. and ended at 8:40 a.m. However, it started five minutes late because students had just come from their chemistry lab. First, I greeted the students and explained that today’s activity would focus on creating a comparative table using the information they researched as homework about English-speaking countries. Next, I asked them to write the date and the title “Comparative Table” in their notebooks.

After that, I explained that they should copy the same information we would complete together on the whiteboard into their own tables. Then, I invited the students who had completed their homework to come to the whiteboard and share the data about their assigned countries, including aspects like “My country is,” “Flag,” “Official language,” “Traditions,” “Food,” and “Landmarks.” The activity progressed well, and students participated actively, comparing information from countries such as the United States, Canada, and the United Kingdom.

At first, I felt a bit anxious because of the late start; I worried that we might not finish the planned activity. However, as students began participating, I felt more relaxed and satisfied seeing their interest in sharing cultural information and comparing different countries.

The class was engaging and collaborative. Students showed curiosity and teamwork, which helped maintain focus. Nevertheless, the main challenge was time management. The delay affected the rhythm of the session, and we couldn’t complete the comparative tables entirely. Despite this, the students remained motivated and willing to continue the next class.

According to Schön (1983), reflection-in-action allows teachers to adjust their strategies during teaching to respond to unforeseen events effectively. In this case, I had to adapt to the time constraints by rescheduling part of the activity for the next session, which helped maintain continuity and student engagement without causing frustration. This experience emphasized the importance of flexibility and adaptability in the classroom.

From this class, I learned that unplanned delays can happen, but maintaining a calm and positive attitude helps preserve a productive environment. Allowing students to finish their comparative tables in the next session ensured that learning remained meaningful and stress-free. For future lessons, I plan to allocate extra minutes at the beginning for organizational transitions and shorten initial explanations to maximize working time. Additionally, I will prepare a quick follow-up activity to consolidate what was left pending and reinforce students’ understanding of the topic.

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The class began at 8:40 a.m. and ended at 9:30 a.m. When I entered the classroom, I noticed that some students looked tired and sleepy. First, I told them that today’s class would be more in Spanish than in English, since we would be using a worksheet considering the LEM (Lectura, Escritura y Matemáticas) strategy, to work on with all students at school, which they were supposed to bring it as homework for this session. Next, I asked who hadn’t brought the material. I felt a bit upset because it had been assigned since the previous class, and they had the whole weekend to prepare it. However, to prevent losing time, I handed out extra copies I had printed.

After that, I asked them to write the date and title “Comunicación Asertiva” in their notebooks. Then, I guided them through the structure of the worksheet and briefly explained the instructions. I gave them 20 minutes to complete the exercises, making sure everyone understood what to do. When time was up, I asked them to paste the worksheet in their notebooks and exchange them with a classmate to check answers. Finally, I told them that the number of correct answers would equal the number of signatures they would receive as part of their evidence.

At the beginning, I felt slightly frustrated due to some students’ lack of responsibility, but as the class progressed, I felt more relaxed and pleased with how they engaged with the activity. Hearing two students share meaningful reflections about the importance of communication and respect made me feel satisfied and proud.

The session was positive despite the initial setback. Students completed their worksheets on time, participated in the peer review, and reflected thoughtfully on the topic. The extra materials I prepared helped maintain order and avoid wasting time, which kept the class flowing smoothly.

According to Richards (1998), reflective teaching involves constant adjustment and awareness of the classroom context. In this case, adapting to students’ tiredness and managing the lack of materials allowed me to maintain the learning goal while fostering responsibility and empathy. Encouraging reflection at the end of the session helped students internalize the lesson’s moral value about assertive communication.

This experience reminded me that flexibility and preparation are essential. Although I felt annoyed at first, handling the situation calmly ensured that learning continued effectively. Students’ final reflections confirmed that they understood the emotional and communicative purpose of the activity.

For future lessons, I plan to check material readiness at the start of the week, include short ice-breakers to reenergize morning classes, and promote more student reflections to strengthen values such as respect and assertive communication.

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The class took place from 8:40 to 9:30 a.m. When I arrived at the classroom, the students were already seated and calm after returning from their previous subject. I explained that during this class, we would finish completing the comparative table that we started last week about English-speaking countries. I told them that after completing the table, we would spend the remaining time organizing by teams for their upcoming final project, which would be worked on Thursday during the session.

I explained that the project would involve creating a visual product about an English-speaking country and presenting it in English for about five to six minutes. Likewise, I would also distribute a checklist so that each team could carefully review the evaluation criteria.

To continue, I asked the students who had researched about Australia and Ireland to come to the whiteboard and write their information on the comparative table, while the rest of the class copied it into their notebooks. As each group shared, we discussed the main cultural elements, such as flag, official language, traditions, food, and landmarks or touristic places. Once all countries were included, we reviewed the table together to ensure accuracy.

After finishing that part, I asked students to form their working teams to discuss materials, resources, and information they would bring for the next class. While they worked, I moved around the classroom, guiding their planning and explaining each section of the checklist. I reminded them that this document was just for analysis today and that I would collect it at the end of class. Finally, I verified that there were no questions or doubts, and the students seemed motivated and clear about the next steps, where the class ended on time, with an organized and positive atmosphere.

At the beginning, I felt confident because the class started calmly and with order. As students worked together, I felt pleased to see their sense of responsibility and teamwork developing. I also felt motivated because they seemed interested in the next project.

The class developed positively. The completion of the table allowed students to consolidate information, and the teamwork preparation promoted communication and planning. Providing the checklist in advance helped students understand expectations clearly, which increased their commitment.

According to Schön (1983), reflection in action helps teachers adapt and guide learning effectively while interacting with students. In this session, guiding students through organization and evaluation criteria encouraged autonomy and accountability, preparing them for independent project work.

The session was effective and well-structured. Clear guidance, active monitoring, and collaborative organization made the learning process meaningful and goal-oriented. For future sessions, I will allocate a few extra minutes for group organization and reinforce vocabulary related to cultural topics to help students express their ideas more confidently during their final presentations.

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The class began at 7:50 a.m. with a warm greeting and a short review of the previous session. I explained that today’s goal was to work on the final product “Post about an English-Speaking Country.” I reminded students that their final grade would include 6 points from formative notebook tasks and 4 points from the final project, emphasizing the importance of completing all activities.

After clarifying expectations, I asked students to organize themselves in their teams and start developing their posters using the information they had previously researched. While they worked, I moved around the classroom to check pending notebook activities, ensuring everyone had their tasks completed. Most students were focused and demonstrated good teamwork; some groups discussed layout ideas and English vocabulary for their texts.

Once I finished checking individual work, I handed out the evaluation checklist used to assess their final product and oral presentation. I guided each team through the checklist, explaining the meaning of each criterion, content accuracy, creativity, teamwork, and oral performance, where they needed to write their names, group, and selected country.

Before the class ended, I reminded students that in the next session we would go to the English lab to play a Kahoot game reviewing the PDA and content, which we worked them during these classes. Therefore, it was necessary for them to bring mobile data for that activity. Adding to the above, I also reminded them that their projects had to be fully completed for their final presentation. Finally, after checking they did not have questions or doubts, the session concluded at 8:40 a.m.

During the session, I felt organized and calm. It was rewarding to see most students engaged and collaborating actively. Although a few still needed redirection, I felt satisfied with their overall performance and participation. Furthermore, the session was effective and purposeful. Students demonstrated understanding of the task and responsibility in preparing their final product. The use of the checklist helped clarify expectations, though some needed additional language support to refine their English expressions.

As Brookfield (2017) suggests, critical reflection allows teachers to identify what promotes engagement and learning. Considering this, I noticed that clear instructions, assessment transparency, and individualized follow-up created a supportive learning environment where students felt confident and motivated to complete their tasks.

On the other hand, the objectives of the lesson were successfully achieved. The combination of project-based work, feedback, and clear evaluation tools enhanced student autonomy and improved their organization skills. For future lessons, I plan to incorporate short grammar and pronunciation activities before project work, ensuring students apply correct structures in their final presentations and continue developing linguistic accuracy through reflective practice.

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The class started at 10:40 a.m. and students came back from their break, so I gave them five minutes to relax, drink water, and prepare for the lesson. After that, I explained that we would use the Kahoot platform to play a quiz about English-speaking countries such as the United States, the United Kingdom, Australia, and New Zealand, among others. I told students to listen carefully to my instructions so the activity could work well. Then, each group chose one representative to enter the platform and write the team name using their country.

Everything was going fine at first, but once I started the quiz, some teams were disconnected because of poor internet connection or low data. This made me feel frustrated since several students began to complain, and the class atmosphere became noisy and tense.

To fix the situation, I stopped the game and asked all students to check their internet and re-enter the game with the same code. After this, we continued without problems, and the students were more engaged and motivated. They showed enthusiasm, smiled, and enjoyed competing with one another, creating a fun and relaxed environment. At that moment, I felt proud because the students were learning while having fun.

The activity helped them reinforce vocabulary and knowledge about culture in a dynamic way. However, I realized that next time I must check all digital tools before starting class and ensure that everyone has internet access to avoid interruptions.

According to Farrell (2015), reflection helps teachers to think critically about what went well and what can be improved in their future teaching. Therefore, I agree with this idea because reflecting after each lesson allows me to see my real progress as a teacher and understand my students’ needs better, making future sessions more effective and organized.

To finish the class, I shared the game results and rewarded the top three teams with extra tenths. Then, I reminded everyone that in the next class they would present their final project about an English-speaking country, which would be worth four points in their total grade. The session ended at 11:30 a.m. in a calm and positive atmosphere.

For my Action Plan, next time I will make sure to check the Kahoot platform, test the internet signal before class, and have a printed quiz as a backup in case the system fails. I will also give students clearer step-by-step instructions and organize them before opening the game to avoid confusion. Additionally, I plan to prepare a short feedback for them to express how they feel about digital learning activities. This will help me to design better and more inclusive lessons in the future.

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The class with this group started at 7:50 a.m. and finished at 8:40 a.m. When I entered the classroom, the students were calm and already sitting in their places. I greeted them and explained that this would be our last session of the first teaching period. I told them to pay attention because during this class, we would count the number of signatures in their notebooks, which represented the activities completed throughout the previous weeks.

I explained that the total number of signatures should be 44 and asked them to count them carefully. I also reminded them that honesty was very important because if I found extra or false signatures during the revision, the six points of continuous evaluation would be canceled, meaning they would automatically fail English.

At first, I felt a bit unsure about how students would react to this rule, but as I began calling them by their list number and checking some notebooks, I realized that they were honest and respectful of the process. This made me feel satisfied and relieved because it showed their sense of responsibility and integrity. When we finished counting, I asked them to use a simple formula to calculate their continuous evaluation grade: multiply the number of signatures by six and divide by 44. I asked them again to be honest when sharing their results, and to my surprise, they all kept being sincere. This made the environment calm and cooperative, and I felt that my students had really learned to value honesty and fairness.

According to Farrell (2018), reflection in teaching helps educators to make sense of their classroom experiences, identifying what worked and what needs adjustment. I strongly agree with this view because, through this class, I could recognize the importance of trust between teacher and students. When students know that honesty is valued, they act with more responsibility and feel more respected. This experience showed me that teaching is not only about academic content but also about forming good values and attitudes.

In the final part of the session, after all grades were calculated, I took a few minutes to share some reflective words with the students. I told them that they had great potential and that effort and faith can help them reach their goals. Then, I gave each student a small detail as a way of gratitude for their participation during these weeks. The atmosphere became emotional and joyful; many students smiled and thanked me, and I felt deeply touched by their reactions. It was a beautiful and meaningful way to close this first teaching period.

Reflecting on this experience, I realized that honesty and motivation can create a very positive learning environment. My main plan for the next intervention is to continue encouraging values like responsibility and respect, since they influence not only academic performance but also the emotional connection between teacher and students. I also plan to design short reflective moments at the end of each class, so students can recognize their progress and set goals for improvement. This final session reminded me that teaching goes beyond grades, it is also about inspiring, guiding, and believing in every student’s potential.

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The class with group 3°H started at 8:40 a.m. and ended at 9:30 a.m. When I entered the room, the students welcomed me with very kind words, saying they missed me and were happy to see me again. This made me feel very positive because it showed that my work during the first intervention created a good connection with them. After this welcome, I explained the plan for the new weeks of classes, the final product they would prepare, and the criteria for their evaluation. When everything was clear, I asked them to write today’s date in their notebook and the title “Christmas in my house.”

I started the first activity by asking them what they do during Christmas, the food they eat, the clothes they use, and the places they visit. As they responded, I wrote key words on the whiteboard, and the students copied them in a small brainstorming. They worked with interest and shared many ideas about their Christmas traditions.

When they finished, I explained the second activity, a “Mexican lottery” game, to review the vocabulary from the brainstorming. Students worked in teams according to their row, and the first three teams to complete their board would win two extra tenths. The students were very excited, and the classroom became active and full of energy. They were laughing, participating, and very focused because they wanted to win. After the game, I checked their brainstormings and assigned the extra points to the winning teams.

To finish the class content, I asked the teams from the previous intervention "United States", "Canada", and "United Kingdom", to bring information for the next session about Christmas traditions in those countries, focusing on food, clothing, music, traditions, and places to visit. I confirmed their understanding by asking some random questions about the homework. When I saw that everything was clear and students had no doubts, the class ended calmly and in order.

During the class, I felt very motivated because the students showed a lot of enthusiasm and respect. Their positive attitude helped me feel confident in my teaching decisions. The activities also allowed me to observe that students enjoy learning when they connect personal experiences with the topic. This experience showed me that building a supportive environment is essential for student engagement.

According to Brookfield (2017), meaningful teaching happens when teachers create learning moments that are emotional, active, and connected to students’ lives. Therefore, I agree because in this class, the combination of personal sharing and a fun game helped students participate with more interest.

The session worked well because the activities were simple, clear, and meaningful. The game strengthened vocabulary in a natural and enjoyable way. However, I think I can improve the transition between activities to make the class even smoother. For my next classes, I plan to give clearer visual instructions and prepare the materials on the whiteboard before the activity starts, so students have immediate reference. I will also include short reflection questions at the end of each session to reinforce learning and help them think about their progress.

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There were not classes, because the sutents had to participate in the November 20th parade, for the Mexican Revolution in the streets of Toluca.

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There were not classes, because the sutents had to participate in the November 20th parade, for the Mexican Revolution in the streets of Toluca.

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The class with group 3°H started at 8:40 a.m. and ended at 9:30 a.m. When I arrived, I greeted the students and explained how the organization of the next classes would be. I clarified the way their notebook activities would be checked and graded so that they understood the criteria from the beginning. Then, I took attendance to know exactly who was present and avoid confusion later. After the list, I asked the students to remind me what we had done in the previous class. They told me that we had created a brainstorming about Christmas traditions in Mexico and reinforced that vocabulary using a Mexican lottery game.

Once they remembered that work, I explained that we would continue with the same five key elements "food, traditions, music, clothing, and places to visit" to explore how Christmas is celebrated in three English-speaking countries, such as the United States, Canada, and the United Kingdom.

I asked the students to write the date in their notebooks and then pay close attention to the vocabulary on the whiteboard. This vocabulary was organized according to the five key elements for each of the three countries. Before starting the main activity, we all read and analyzed each word together so they could understand the meaning and context of what we were discussing. After reviewing the vocabulary, I invited several students to come to the whiteboard and connect the vocabulary to the correct country in a “tripas de gato” matching activity.

When they finished, we checked their answers together. Most of them were correct, and the few errors helped clarify the differences between the countries. Then, I asked everyone to copy all the vocabulary from the whiteboard into their notebooks so they could use it for the final activity. When everyone was ready, I explained that we would work with scrambled sentences related to the vocabulary. Their task was to reorder each sentence correctly to reinforce their writing skills.

To avoid confusion, we solved the first example as a whole group. This helped them see the structure they needed to follow. After the example, students copied the rest of the scrambled sentences into their notebooks. For time situations, I assigned the reordering as homework for the next class. When I asked if they had any questions or doubts, the students said everything was clear, so the session ended in an organized and calm way.

During the class, I felt focused and motivated because the students participated actively and seemed curious about the traditions of other countries. Their interest created a positive environment that helped me feel confident in my instructions.

From this session, I realized that guiding students step by step and maintaining clarity is essential for meaningful learning. According to Hargreaves (2020), "effective teaching depends on helping students understand the purpose of each activity through clear explanations and structured progression." I personally agree because in this class, the students engaged better when the vocabulary, examples, and tasks followed a logical order.

This class worked well because the explanation before each activity gave students confidence, and the matching exercise helped them connect cultures with vocabulary in an active way. However, I noticed that the transition between copying information and starting the grammar exercise took longer than expected, which could be improved by giving shorter instructions or visual cues on the whiteboard.

For my future lessons, I plan to prepare visual steps on the whiteboard before starting each activity, give more guided examples for writing tasks, and check comprehension more frequently through short questions. I will also continue organizing the content in a clear sequence so that students can follow each stage without confusion.

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The class began at 8:40 am, and I started by taking attendance to confirm who was present and avoid issues later. After that, I asked students to recall the previous session. They correctly mentioned that we had worked on a graphic organizer and on scrambled sentences based on vocabulary related to the English-speaking countries such as United States, Canada, and the United Kingdom.

I then explained that in this class we would continue analyzing the five key elements "food, traditions, music, clothing, and places to visit", but this time focusing on three new English-speaking countries: Ireland, Nigeria, and South Africa. Students wrote the date in their notebooks, and I paid their attention to the vocabulary on the whiteboard. Before beginning the main task, we analyzed each vocabulary item together. I explained the meaning of every word and connected it to the culture of the corresponding country. This step helped students understand the context more deeply and prepared them for the next activity.

To make the vocabulary practice more engaging, I introduced a short game of “Hangman.” Students had to select three appropriate vocabulary words from the whiteboard that belonged to one of the three countries. If they chose incorrectly, they lost a turn in the game. Most students participated actively, and their enthusiasm was evident. Together, we identified the correct words for each country, and I noticed an improvement in their ability to associate vocabulary with cultural elements.

After finishing the game, students copied the vocabulary from the whiteboard into their notebooks to prepare for the final activity. Once everyone finished writing, I presented a set of scrambled sentences similar to those from the previous class. Students were required to reorder them correctly based on grammatical structure. To ensure understanding, we solved the first sentence as a group. This guided example allowed them to see how the grammar should be organized before completing the rest. Unfortunately, due to time constraints, we could not review the sentences they completed. I informed students that I would check the sentences and their notebook work in the next class. With no further questions or doubts, the session ended at 9:30 am.

Considering this session, I felt satisfied with the level of participation and enthusiasm students showed, especially during the game. However, I also felt slightly pressured when I realized that time was running out and I would not be able to check their final activity.

The positive aspects included high engagement, clear comprehension of vocabulary, and strong collaborative participation. The negative aspect was insufficient time management, which prevented immediate feedback on their writing task.

This class highlighted how interactive activities support deeper learning. According to Richards (2006), "effective teaching emerges from constant reflection on how instructional choices shape learner participation and understanding." The vocabulary analysis and the game strengthened students’ cultural awareness and retention, while the lack of time for feedback showed the need for tighter planning.

Therefore, the class was productive and motivating, but time management needs improvement. Grammar practice requires more structured guidance and enough time for review. In future lessons, I will assign specific time blocks for each activity, start the class by reviewing homework immediately, provide more guided grammar examples before independent work, and continue using quick and engaging activities that support vocabulary retention without consuming too much time.

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There were not classes because I had commission at Normal School where I had to participate in a workshop.

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There were not classes because I had commission at Normal School where I had to participate in a workshop.

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The class took place from 8:40 to 9:30 a.m. When I arrived in the classroom, I explained to the students that we were going to work with a new digital platform called Quizizz. I told them that we would play a game to review the characteristics of English-speaking countries during Christmas time. These characteristics included food, traditions, music, clothing, and places to visit. The countries we worked with were the same as in the previous lesson, Canada, South Africa, Ireland, among others.

To begin, I asked all students to pay close attention to the instructions so we could complete the activity without problems. Then, I asked each team to choose one representative. These representatives would help their teams enter the platform and start the activity correctly. Once the eight representatives were in front of the class, I asked them to open the Quizizz website and type the access code. After that, they had to write the name of their country as their team name and add the names of their team members.

Everything was going well at this moment.

However, when I told them that we were about to start the game, some teams were automatically disconnected. This happened because some students had low mobile data or poor internet connection. Another possible cause was a small system error on the platform. This situation made me feel frustrated because the students started complaining, and we were losing class time. I immediately stopped the game and asked every team to check their internet connection. Then, I asked all the students who were not inside the game anymore to enter the code again.

After this, I told them that we would continue playing and that they should inform me if the same problem happened again. Fortunately, the game continued without more difficulties, and the students participated very actively. When the technical problems finally stopped, the atmosphere in the classroom became more positive and relaxed. I felt very happy because the students were reinforcing their knowledge, vocabulary, and cultural understanding through a fun activity.

At the end of the game, I announced the results and gave extra points to the first, second, and third place. Then, I asked those students to bring me their notebooks so I could write their extra points. Finally, I reminded the class that in the next session we would start working on the outline and first draft of their final project. I explained again that this assignment was very important for their final grade, so they should study the information carefully. After checking that no student had any questions, the class ended.

During the class, I felt excited about using Quizizz for learning. However, when the students started getting disconnected, I felt stressed and frustrated because the situation interrupted the activity. Later, when everything worked again and the students started enjoying the game, I felt relieved and satisfied with their participation.

A positive aspect of this class was that the students were motivated and engaged with the digital activity. Quizizz helped them review vocabulary and cultural information in a dynamic way. Another strength was teamwork, since each team worked together and supported their representative. A negative aspect was the technical problem with the internet connection. This caused delays, confusion, and frustration for both students and teacher.

According to Hockly (2018), "digital tools help students learn better when the activity is interactive, collaborative, and meaningful." This explains why the students participated more when the platform worked correctly. They were motivated because the game format made learning more enjoyable. At the same time, the technical difficulties showed the importance of having a plan B when using technology. In my opinion, Hockly’s ideas make sense because I saw how digital tools improved student participation, but I also learned that technology must be prepared in advance to avoid interruptions.

From this experience, I learned that digital platforms like Quizizz can be very effective for reviewing content. I also learned that giving clear instructions before starting the activity helps students work better. It is important to stay calm during technical problems and to guide students step by step. For future lessons, I will test the platform before class and check the internet connection. I will also have a printed version of the questions in case the system fails again. I will continue using digital games to motivate students and help them practice vocabulary and culture. Additionally, I will give more time for students to ask questions before starting the activity, so they feel more confident.

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The class was from 8:40 to 9:30 a.m. When the session started, I explained to the students how we would be organized during the class. I told them that we would work in the computer lab to create the draft of their final project using the digital platform Canva. I also reminded them that their project needed to include the elements we had studied in previous lessons such as food, traditions, music, clothing, and places to visit during Christmas in English-speaking countries.

After giving the instructions and explaining the rules for using the computer lab correctly, all the students and I moved to the media room. Once there, I asked them to sit in their teams and use two computers per team so the activity would be easier and more dynamic. Then, I asked them to open their browser and search for Canva, the platform we were going to use. However, this is when several technical problems began. Some students did not have a Gmail account to log in, others did not remember their passwords, and many of the computers had no internet connection or were extremely slow.

These issues made it almost impossible to continue with the activity as originally planned. I began to feel frustrated and disappointed because the digital work I had carefully prepared could not be completed in the way I expected. To avoid chaos or disorder, I immediately decided to change the structure of the activity. I asked the students to listen carefully because we would now complete the project physically instead of digitally. Even though some students did not like this change, I apologized and explained that this was the best option to make sure no one was affected in their learning or progress.

For the rest of the class, I asked all students to create and submit a draft of their final project on paper. This draft would help them prepare a complete and high-quality product in the next session. While they worked on their sketches, I used the remaining time to check previous assignments in their notebooks as part of their continuous assessment. After confirming that they had no questions about the next class or the materials they needed to bring, the session ended.

At the beginning of the class, I felt calm and confident because the digital activity seemed well planned. When the technical problems appeared, I felt stressed, frustrated, and worried about losing class time. However, after changing the activity and seeing students working again, I felt relief and satisfaction because the class recovered its structure.

One positive aspect of the lesson was the students’ willingness to adapt to the new plan, even if it was unexpected. Another strength was that the physical drafts helped them start organizing their ideas for the final project. A negative aspect was the technological failure, which prevented students from developing digital skills and caused confusion and delays. According to Peachey (2019), "technology in language learning can be powerful, but teachers must always be ready to face technical challenges and provide alternatives when digital tools fail." Therefore, I agree with Peachey because I experienced this directly today, technology can support learning, but it can also limit progress when access is not stable. His ideas make sense to me because having a backup plan kept the class organized and avoided losing the entire session.

From this experience, I learned that it is essential to test all digital tools and resources before class. I also learned that clear communication, flexibility, and calm decision-making are key when unexpected problems appear. Even though the original activity could not be completed, the students were still able to work on an important part of their final project. In future classes, I will check all computers and internet access before planning a digital activity. I will also prepare a physical version of every activity as a backup. Additionally, I will ask students to create or verify their email accounts in advance to avoid login problems. I will continue using technology but with better preparation so students can benefit from both digital and physical learning experiences.

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The class with this group took place from 7:50 to 8:40 a.m. When I entered the classroom, I explained to the students that this session was dedicated to working on their final product, using the characteristics I had given them in the previous class. Before they started, I told them that I would first explain the rubric we would use to evaluate their final product next class. I described the rubric clearly so they could understand how their work would be graded. I reminded them that their formative work in their notebooks was worth 6 points, and the final product "a post about an English-speaking country during Christmas" was worth 4 points. Together, these two parts would give them a total score of 10.

After explaining the rubric, I asked students to organize themselves into their teams and begin working on their final product. While they worked, I went team by team to check their progress, answer questions, and make sure they were following the required structure. I also asked them to write the names of all team members, their group, and the country they were working on in the evaluation rubric. Then they had to return the rubric to me so I could give it back to them next class during the final presentation.

I encouraged students to use the remaining class time productively, reminding them that they needed to show me a visible advance of their product by the end of the session so it could count as part of their continuous evaluation. I also told them that their final product must be completely finished for the next class, where they would present it in three to four minutes. Even though the product was created as a group, the presentation would evaluate each student individually to ensure fairness and accuracy in their final grade. After making sure the students had no further questions or doubts, the class ended.

At the beginning, I felt prepared and confident because the objectives were clear and the rubric would give structure to the activity. During the class, I felt focused and responsible while guiding each team. At the end, I felt satisfied because most students worked seriously and understood the expectations for their final presentation.

A positive aspect of the lesson was that students had enough time to work and clarify doubts, which helped them improve their projects. The clear explanation of the rubric also helped them understand what quality work looks like. A challenge was ensuring all teams stayed focused and used the time efficiently, as some groups needed more guidance than others.

Hockly (2018) states that "clear assessment criteria help learners understand what is expected and support more effective task completion." In this case, I agree with her perspective because today I saw how explaining the rubric before the activity helped students organize their work better. Her ideas connect with my experience, as transparent criteria allowed students to feel secure and motivated while working.

From this class, I learned that giving explicit instructions and explaining the rubric before beginning the task creates a more organized and productive learning environment. Similarly, I also realized that monitoring students closely during teamwork helps them stay on task and complete their work on time.

In future lessons, I will continue explaining rubrics in detail before the main tasks, since this supports student understanding and performance. I will also prepare quick checklists for myself to monitor each team’s progress more efficiently. Finally, I will encourage students to manage their time better so they can complete their work without rushing and feel more confident during their final presentations.

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The class started from 8:40 to 9:30 am. In this session, students presented their final products, which they had prepared in previous sessions. I asked the teams to organize themselves for five minutes so they could decide who would speak and what they would explain. While they prepared, I organized the evaluation rubrics to assess each presentation.

After this, I started calling the teams one by one. Each team had 3–4 minutes to present their country and Christmas information. At the end of every presentation, I asked short reflective questions like “What did you like about this country during Christmas?” and “Would you like to travel to this country?” These questions helped me understand how they felt about the activities we worked on over the past weeks.

However, during some presentations, I felt frustrated because a few students did not speak or did not explain their part of the project. This affected the class time and made the process slower than expected. At the end of the session, I asked students to give me their final products so I could keep them safe, just like I did with the previous intervention. These final products will be useful later for a small school exhibition. To close the class, I told students that next session we would count their completed notebook activities and I would share their final grades. When I confirmed they had no questions, I ended the class.

During the session, I felt both excited and frustrated. I was happy to see most students presenting confidently, but I also felt disappointed when some students did not participate. I wanted everyone to show their work and be responsible.

The class had positive elements, for example, students were engaged, and most teams presented clearly. The use of rubrics helped me evaluate them in a fair and organized way. However, the lack of participation from some students made the session less smooth and affected the time planned for all groups.

According to Donald Schön (1983) "who explains the importance of the reflective practitioner, teachers improve their practice when they think about their actions during and after teaching." Therefore, I agree with Schön because this class helped me understand that preparation is not enough; I must also consider classroom behaviors and possible problems. His idea makes sense to me because reflection helps me identify what worked and what needs improvement in my future teaching.

From this experience, I learned that I need clearer instructions and stronger monitoring during group work. Students need to know exactly what part they must present so all members participate equally. I also noticed that timing is essential for a successful class.

For my next intervention, I will set visible timers so students are aware of the limited presentation time and I will walk around more actively while they prepare to make sure all team members are ready. These actions will help avoid the problems from today’s session and will support a more organized and successful presentation activity.

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The class started at 8:40 am. First, I took attendance to check who was present and who was absent. This helped me keep accurate control of student participation. Then, I explained that during this session we would finish the presentations that started last class. The three remaining teams had to present their posters about how their English-speaking country celebrates Christmas, using the five required aspects: food, traditions, music, clothing, and places to visit.

The organization was the same as before. Each team had 3–4 minutes to present, and I evaluated their work with the rubric we had already reviewed. After the last team presented, I asked students to stay quiet and pay attention because the next activity would determine their final grade for this second teaching intervention. I told them I would call each student by their attendance number. They had to come to my desk with their activity notebook so I could register their completed tasks from previous weeks. Their grade was based on: continuous assessment (6 points) and final product (4 points), for a total of 10 points.

While each student came to my desk individually, the rest of the class had to write a short reflection in their notebooks. They needed to write at least half a page about what they thought of the classes, what they liked, what they would change, and what are some recommendations to improve my teaching. Before the class ended, students handed me their reflections as evidence of learning. During this time, I felt calm and satisfied because students were working quietly and responsibly, and the group was under control.

Near the end of the session, there were still some students who had not registered their notebook activities. I told them that we would continue with this process in the next class so I could finish calculating their final grades before the school break. After confirming that there were no questions, I closed the class at 9:30 am.

During the class, I felt organized and confident. I was pleased to see students working calmly and following instructions. At the same time, I felt a little pressured because I wanted to record all the grades before the session ended, but it was not possible due to time.

The session was successful because students completed the missing presentations and worked responsibly on their written reflections. The evaluation process was clear and fair, and most students were engaged. However, the individual review of notebooks took longer than expected, and this prevented me from finishing the grading process during the session.

This experience connects with the ideas of John Hattie (2009), who highlights the importance of visible learning and clear feedback. Hattie explains that students learn better when they understand what is expected from them and when the teacher provides structured evaluation. For that reason, I will take into consideration this idea because today’s session showed that clear instructions and transparent grading criteria helped students stay focused, complete their tasks, and understand how their learning was being assessed.

Adding to the above, I learned that timing is essential when working with individual evaluations. Even when students are engaged, the process can take more time than expected. I also realized that reflective activities help students express their thoughts and give useful feedback for improving my teaching.

For the next sessions, I will plan more time for individual evaluation so the process is not rushed and I will try to finish all grading tasks before the last days of the term to avoid pressure for both students and teacher. These actions will help me improve the flow of the class and make the evaluation process more efficient and meaningful.