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On the second day, I observed how the teachers planned their time before and after classes. They have a teachers' room where they take breaks and prepare for their lessons. Some teachers also called students who needed to hand in missing work. I also saw the sub-principal guiding a group of students who were planting a tree in the school's green areas. As the day continued, the classes went well, and at the end of the school day, the secretary, principal, and sub-principal stood in different spots to supervise the students as they left.

This observation helped me understand how well the school is organized. I was impressed by the teachers' dedication to managing their time effectively and making sure students completed their work. The tree-planting activity showed the school's focus on environmental awareness and student participation. Also, the presence of the administrative staff during dismissal helped keep order and ensured that students left safely.

To improve these practices, it could be useful to set aside time for students to complete missing assignments with teacher support. Encouraging more environmental activities like tree planting could help students become more involved in sustainability. Lastly, making sure staff members continue to be present and follow clear supervision plans during dismissal will help maintain a safe and orderly environment. By applying these ideas, the school can remain well-organized, disciplined, and engaging for students.

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On the third day, I observed the second class of the day with group 1 "B," which the teacher mentioned as one of the most challenging in terms of discipline and behavior. Many students seemed uninterested in learning and showed a lack of respect towards teachers. The class began with the teacher explaining the activities she was going to check, and she asked me to assist her in reviewing the students' notebooks. As I checked, I noticed that most students had not completed their work and appeared unconcerned about it. During the lesson, the teacher had to give some students a warning for gossiping loudly, and despite her instructions to remain seated and complete their activities, many ignored her. Additionally, the school counselor had to intervene in a conflict between two girls who had been involved in a fight with classmates.

After this, we moved to group 1 "A," where the students were much quieter and more engaged. I continued assisting the teacher with checking notebooks, which was the same task I performed in all first-grade English classes throughout the week. I also realized that while the teacher allowed me to introduce myself to groups A, C, and D, she did not give me the opportunity to do so with group B. This may have been because of their rude behavior, or perhaps because when she attempted to introduce me, a group of boys started arguing, using inappropriate language and gestures, which forced her to step out of the classroom for a few minutes.

To address these challenges, it may be helpful to implement classroom management strategies that encourage student engagement and respect. Establishing clear rules and consequences at the beginning of each lesson could help set expectations for behavior. Additionally, incorporating interactive and dynamic teaching methods might capture students' interest and motivate them to participate. Lastly, providing individual or small-group interventions for students who struggle with discipline could improve the learning environment and promote a more respectful attitude towards teachers and classmates.

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On the fourth day, I observed two classes after the break in groups A and C, where the teacher followed the same activity as in previous lessons—checking students’ notebooks. About five minutes into the class, all students attended a meeting with the principal, where the winners of a lottery were announced to raise funds for the upcoming Student’s Day celebration. After the meeting, students participated in an activity led by the library teacher, who promotes reading. She introduced a poem, explaining its structure, purpose, and genre. Following this, the students were tasked with creating their own poems.

Later, we moved to another group, where students completed the same poetry activity with the library teacher. This session encouraged students to explore their creativity and express themselves through writing. The atmosphere was engaging, and most students showed interest in the activity. Compared to previous lessons, this session provided a break from routine tasks and gave students the opportunity to develop their language skills in a different way. Overall, the English classes that day were focused on reinforcing reading and writing through poetry.

To enhance such activities, it could be beneficial to incorporate more interactive and student-centered learning approaches, such as group discussions or presentations. Additionally, allowing students to share their poems with the class could encourage participation and boost confidence in expressing ideas. Providing structured guidance for creative writing tasks might also help students feel more comfortable experimenting with different styles. These strategies could further support student engagement and make language learning more enjoyable and meaningful.

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Originally, this session was intended to be dedicated to the final presentations of the posters students had worked on during the last two sessions. However, due to various factors, including time constraints and the overall readiness of the groups, the final project had to be canceled. Instead, I administered a written exam to evaluate students’ understanding of the key concepts covered throughout the unit: Present Simple structures, emotional vocabulary, and identifying and describing social issues.

The exam included sentence completion, matching vocabulary with definitions or images, short readings with comprehension questions, and prompts for writing basic sentences in Present Simple.

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Teaching JournalInternship at Secondary School 597 Anexa to the Normal No. 1 of Toluca Dates of Internship: 9 - 13 June.

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Teaching JournalInternship at Secondary School 597 Anexa to the Normal No. 1 of Toluca Dates of Internship: 9 - 13 June.

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School Context

The secondary school where I carried out my internship is located behind the Normal No. 1 of Toluca. It is a small institution with only two groups per grade, each consisting of approximately 40 students. Despite its size, the school is well-organized and complete in terms of staff. The principal actively promotes a variety of school-wide activities that create a positive and enjoyable atmosphere for both students and teachers. The working environment is cooperative and welcoming, which greatly supported my professional development during the internship.

During the initial phase of my internship, I observed the English classes taught by the titular teacher. She demonstrated not only deep content knowledge but also a strong commitment to her students’ learning. Her teaching approach was clear, engaging, and supportive. I particularly appreciated how she fostered the development of the students’ communicative competence in English. Through dynamic activities and meaningful feedback, she successfully enhanced the students’ abilities and confidence in using the language.

At the request of the titular teacher, I was given the opportunity to conduct classes with students from first, second, and third grades over a period of four days. This was a valuable experience that allowed me to apply the pedagogical strategies I have learned throughout my training.

First Grade:

The students in this grade demonstrated a solid understanding of the content and showed great interest in participating. They responded positively to the activities and instructions, which contributed to a dynamic and interactive classroom atmosphere. Their enthusiasm and willingness to learn made teaching a very rewarding experience.

Second and Third Grade:

These groups were working under the guidance of a different English teacher. I observed that their learning was mainly focused on translation-based activities. While this method may support vocabulary acquisition, I found it less effective in promoting communicative skills and student engagement. Compared to first grade, these students were less participative, and the activities appeared to be more mechanical and less interactive.

This internship allowed me to gain a clearer understanding of the realities and challenges of teaching English at the secondary level. I witnessed the impact that teaching methods can have on student motivation and learning outcomes. The contrast between the groups helped me reflect on the importance of using communicative and student-centered approaches in language teaching.

Furthermore, working in a collaborative and respectful school environment helped me grow both professionally and personally. I am grateful for the guidance provided by the titular teacher and for the opportunity to interact with students in real classroom settings. This experience reaffirmed my commitment to becoming a dedicated and reflective English teacher.

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The day began with an English class for group 1 "C." The teacher greeted the students and provided instructions to check their notebooks and review their grades. The class consists of 35 students, who are generally active, participative, and hardworking. They interact well with each other and maintain a friendly atmosphere. During the first four classes, they demonstrated good behavior and a supportive learning environment. However, after break time, their energy levels increased, making classroom management more challenging.

Observing this class gave me a positive impression, as the students showed enthusiasm and mutual respect. Their active participation contributed to an engaging learning environment, which made the lesson enjoyable. However, after playing football and having lunch, they became more hyperactive, making it difficult for the teacher to regain their attention. This shift in behavior highlights the need for strategies to help students transition smoothly back to academic activities.

To improve classroom management after break time, I would recommend introducing a brief, structured activity to help students refocus. This could include a short reading exercise, a breathing technique, or a reflective discussion. Additionally, setting clear expectations for behavior and incorporating engaging strategies may help maintain their focus for the remainder of the lesson. By implementing these approaches, I aim to support a productive learning environment while ensuring that students remain engaged throughout the school day.

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