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This photo shows our puppet Teddy, who helped us tell the story and greet students. He became a new class friend, making the lesson more interactive and warm.

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Date: July, 1st

1. Teaching Strategies Used – Effectiveness

Throughout the lesson, I applied various strategies:

TPR (Total Physical Response): Actions with songs (Hello Song), and games (charades) helped establish routine and boost engagement.

Visual aids: Flashcards and realia (toys) supported comprehension.

Puppet-assisted storytelling: Using Teddy the puppet during storytelling increased attention.

Prediction and personal connection: Asking students about their own toys helped activate prior knowledge and created interest.

Scaffolding techniques: Modeling, repetition, gesture, board visuals, and use of L1 when needed.

Most effective strategies were: the Hello Song and the charades game. These encouraged whole-class participation and used physical movement to enhance learning.

Less effective: Open-ended group responses during story time were challenging due to varying attention spans and different levels of English proficiency.

2. Student Reaction

The students responded positively to my presence as a practicum teacher. They greeted me with enthusiasm and were engaged in physical games and songs. However, classroom management was a challenge, mostly due to:

A large number of students (24) in a small space.

Different levels of English – some students lack even basic vocabulary, which creates disparities in comprehension.

A group that is very talkative and easily distracted, especially during quieter or more language-heavy moments.

Neurodivergent students – I wasn’t given specific information about individual cases, which made it harder to support their needs appropriately.

3. Successful Aspects of the Lesson

The Hello Song created a joyful and predictable start to the lesson.

Charades was an engaging game that encouraged movement and vocabulary use.

Use of visuals and toys created a meaningful and concrete context.

Teddy the puppet created emotional connection and grabbed students' attention.

4. Aspects That Need Improvement

Better classroom management strategies are needed to maintain order during storytelling and transition moments.

Differentiation: The activities must be adapted more clearly for mixed-level groups.

More clear instructions and visual supports are needed for students with low English proficiency or attention challenges.

Ideally, smaller group work would help increase engagement.

5. Useful Insights for Future Lessons

Always prepare extra visual and movement-based activities to re-engage students who lose focus quickly.

Use consistent signals or chants for classroom transitions.

Provide sentence frames and use fingers to count words for L2 output support.

Predictability (same greeting routine, clear structure) helps build a safe and organized environment.

6. Important Moment (Teacher Perspective)

When I introduced Teddy the puppet, the students’ faces lit up. It was a turning point in the lesson, as even the more distracted students looked up, smiled, and became curious. This showed me the emotional value puppets can bring into language learning and classroom connection.

7. Important Moment (Student Perspective)

During the charades game, one student acted out “kite” by running and holding an imaginary string. The entire class burst into guesses and laughter. It was a moment of shared enjoyment and learning. Students were fully immersed in the vocabulary while having fun.

8. Metaphor for the Lesson

This lesson felt like a playground at recess – full of energy, joy, movement, and noise. Some students were running with the lesson, while others needed a hand to climb the slide.

9. Quote to Represent the Lesson

"Play is the highest form of research." – Albert Einstein
The lesson was built around play, and it gave students the chance to explore language in a natural, low-pressure environment.

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Colegio San Cayetano is a private Catholic school founded in 1984 and located in the city of Azul, Buenos Aires Province. Rooted in Christian values and guided by a strong sense of community, the institution fosters the integral development of its students—academically, socially, and spiritually.

The school offers education at various levels, from kindergarten through secondary, promoting a warm, respectful, and inclusive environment. It emphasizes personalized attention, family-school collaboration, and the holistic formation of students.

In English Language Teaching, the school prioritizes communicative, dynamic, and student-centered methodologies. Lessons are adapted to the developmental needs of each age group, integrating language with play, movement, and creativity—particularly at the primary level.

Teachers are encouraged to use varied resources, including technology, storytelling, music, and games. Classroom routines are essential for providing structure and emotional security. The institution values clear learning aims, thoughtful scaffolding, and formative assessment strategies.

Overall, Colegio San Cayetano promotes meaningful learning experiences within a nurturing and values-based context.

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Date: June, 5th

Context:
24 students – English lesson at Colegio San Cayetano (Azul)
Setting: Regular classroom and multi-purpose room (salón de usos múltiples)

The Teacher and Coordinators:
The lesson was led by Miss Margarita Blas, a highly experienced English teacher who has worked across primary and secondary levels, as well as in exam preparation at private schools and language institutes. Her expertise and professionalism were evident in her confident delivery and classroom presence.

The school’s English area is coordinated by Julieta Hourcade, an enthusiastic and collaborative educator who supports the teaching staff with kindness, clarity, and teamwork. Her organizational skills and willingness to help were clearly reflected in the structure and planning of the lesson. The headmistress also plays an important role in supporting lesson organization and school routines.

Course Materials:
The textbook used is Kids' Web 2 by Richmond, which includes a Student’s Book, Workbook, and Comic Book. It is a highly engaging and age-appropriate series. The students genuinely enjoy working with it due to its colorful design, accessible content, and playful tone that matches their level and interests.

Focus – Classroom Management & Student Engagement

The class began with an energizing Hello Song featuring TPR (Total Physical Response) actions:
"Hello everybody, hello to you! Clap your hands, stomp your feet, turn around, wave your arms and now sit down."
This was a strong opening strategy that helped signal the start of the lesson, encouraged participation, and allowed students to move and connect physically with the language.

Afterwards, the group moved to the SUM (multi-purpose room), where they watched a short video clip featuring Little Red Riding Hood. The follow-up task was for students to draw their favorite character from the story.

Reflections:
While the lesson included appealing materials and multimodal strategies (song, video, drawing), classroom management proved challenging. The change of environment and the size of the group made it difficult for some students to remain focused, and several became distracted or disengaged during the drawing activity.

Student and Staff Reception:
As a resident teacher beginning my practicum, I received a very warm and positive response from both the students and the school staff. The children were curious and welcoming, and both the teacher and authorities showed kindness and support from the beginning, which helped me feel confident and comfortable.

Successful Aspects:

Use of music and movement at the beginning of the class helped engage students quickly.

The topic (Little Red Riding Hood) was familiar and motivating for most children.

Visual and creative tasks (video + drawing) offered varied entry points for participation.

Areas for Improvement:

Consider smaller group organization or additional scaffolding during transitions to maintain attention.

Establish clearer expectations and routines when moving to different classroom spaces.

Important Moment (for teacher):
The moment the song began, the room filled with smiles and laughter. It reminded me how powerful music and movement can be to build rapport and generate enthusiasm.

Metaphor:
This lesson was like a kite in the wind—colorful, fun, and full of potential, but it needed a bit more string control to stay steady in the air.

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This activity encourages them to interact with the material by reading and placing the correct labels, while also making connections to their own families. The wording is accessible and friendly, supporting both comprehension and motivation.

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Date: June, 12th

Number of students: 27 students

Setting: Regular classroom

1. What teaching strategies were used? Which ones were effective? Why / why not?
The lesson began with the Hello song with TPR actions, which helped activate prior knowledge and engage students from the start. The teacher used a mix of strategies, including:

Use of L1 and L2 for clear concept explanation

Modeling target language for guided oral production

Flashcards and visual aids (family tree, family member flashcards)

Choral and individual drilling

Participation at the board (writing first letters)

The visual and kinesthetic support was particularly effective for this group, especially given their high energy and apparent neurodivergences. However, maintaining attention throughout the session was challenging, despite repeated use of the classroom routine “1, 2, 3” to redirect attention. The students benefited from the visual scaffolding and repeated modeling of expressions like I've got, Have you got...?, and I'm an only child.

2. How did the students respond to the activities and materials?
Students showed interest and participation when asked to identify family members and contribute orally (e.g., “Dad,” “Mum,” “Brother”). Writing the initial letter on the board was motivating and helped reinforce the alphabet and spelling. During the presentation of the family tree, learners were engaged and tried to follow the teacher’s explanation. However, many learners moved around, got distracted easily, or had difficulty staying focused, which interrupted the flow of the lesson several times.

3. What challenges were observed?

The students’ high energy and inattention required constant classroom management strategies.

Several students appeared to exhibit signs of neurodivergence, including impulsivity and difficulty with self-regulation, but no specific diagnoses were shared.

The teacher had to pause and redirect the group multiple times, using the "1, 2, 3" technique and voice modulation.

Despite the efforts, it was difficult to sustain calm for extended periods of time.

4. What moments stood out as positive?

The use of real-life questions, such as “How many brothers and sisters have you got?” created authentic speaking opportunities.

The modeling of structures like I’ve got... and I’m an only child helped students feel confident when answering.

The integration of visuals with verbal prompts (e.g., holding up “sister” and “brother” flashcards) provided clear scaffolding and supported comprehension.

5. What would I take away from this observation for my own teaching practice?

The importance of clear routines and visual reinforcement in managing attention.

The usefulness of pairing language with visuals and gestures to increase comprehension.

The need to differentiate instruction and provide movement-friendly activities to support neurodivergent learners or those with high energy levels.

Classroom management needs to be proactive and embedded in lesson flow, not just reactive.

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The flashcards on the board visually represented the family members and the teacher used lines to explain relationships—these visuals helped structure the abstract concept of family roles in English.

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Date: June, 17th

Number of students: 24 students

Setting: Regular classroom
Class Focus: Family members – extended family (grandma, grandpa, aunt, uncle, cousin)
Materials: Flashcards, student book (page 24), sticker section (page 134) from Kids' Web 2 by Richmond

1. What teaching strategies did you use? Which ones were effective? Why / why not?
During this class, the teacher continued using visual aids such as flashcards and the student book, which were effective to reinforce vocabulary and family relationships. She also relied on L1 when necessary to ensure understanding. The strategy of using numbers “1, 2, 3” to regain attention was necessary and frequently repeated, due to the difficulty students had staying focused. This technique was helpful but needed to be applied several times, suggesting classroom management remains a challenge. There were no Total Physical Response (TPR) activities during the class, apart from the energizing Hello song at the beginning.

2. How did the students react to the teaching, to the activities and the materials? How did they react to the lesson?
Students reacted positively to the familiar routine and materials, especially when using stickers and engaging with the flashcards. However, attention and engagement fluctuated throughout the class. The sticker activity on page 134 was motivating and helped some regain focus. Nevertheless, many students frequently became distracted or moved around, indicating a need for more movement-based or multisensory strategies.

3. What aspects of the lesson do you consider successful?
The clear visual explanation of the family tree and the interactive use of stickers were successful elements of the lesson. Students enjoyed sticking the family members and were able to identify relationships like “aunt,” “uncle,” and “cousin.” The use of flashcards and board organization helped scaffold new language effectively.

4. What aspects of the lesson require change / improvement?
Incorporating more active, physical or playful tasks throughout the lesson—not just the greeting song—could support students who need movement to stay focused. Additionally, reducing teacher-centered moments and allowing more pair or group work may help increase participation and reduce distraction.

5. What do you find useful of this lesson that will help you plan the next one?
The successful use of visuals, repetition, and scaffolding for complex family terms will be useful for planning future lessons. Also, noticing the students’ response to the sticker activity highlights the importance of hands-on materials for this group.

6. Choose a moment that was important for you during the lesson. Describe it and say why it was important.
An important moment was when the teacher introduced the words “aunt,” “uncle,” and “cousin” using Sam’s family. This was a key turning point as students expanded their vocabulary and made connections with the family tree organization.

7. Choose a moment that was important for the students during the lesson. Describe it and say why it was important.
The sticker activity (page 134) was clearly engaging and motivating for students. They participated more actively, and the teacher’s guidance allowed them to apply the vocabulary meaningfully and visually.

8. Describe this lesson in terms of a metaphor.
This lesson was like building a puzzle—each flashcard and sticker helped complete the big picture of the family tree, even if sometimes some pieces didn’t quite stay in place.

9. Choose a quotation that represents an event, knowledge, insight in this lesson.
"Learning is not attained by chance; it must be sought for with ardor and attended to with diligence." – Abigail Adams.
This quote reflects the effort both teacher and students put into maintaining focus and achieving understanding in a dynamic, often distracted environment.

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Date: June, 19th

Observation Narrative

The class began with the lively Hello Song, incorporating actions to energize the group. Following the routine, the head teacher invited me to participate actively in the lesson by reviewing the previous vocabulary with the students.

Using flashcards from the last lesson (family members such as mum, dad, sister, brother), I guided a brief review session. I invited the children to name the flashcards and helped them place them on the board. The children reacted positively and were engaged during this stage of the lesson.

After the review, students worked with their Kids’ Web 2 Workbook, where they completed a family word search activity (sopa de letras). They appeared to enjoy this task and required individual support, which I gladly provided, helping them identify the correct words and supporting pronunciation.

Throughout the class, the “1, 2, 3” attention-grabber technique was used frequently to redirect attention, especially during the workbook activities when students became distracted or needed help staying on task.

Reflection

This assistanship gave me an enriching opportunity to lead a short activity and support learners both individually and as a whole group. The flashcard review helped consolidate the vocabulary and allowed me to observe how students recalled prior knowledge. I tried to scaffold language with gestures and repetition, following the teacher’s approach.

The word search activity was well-received by the learners, offering a calm but engaging task. It also allowed me to offer personalized assistance, which was particularly effective for some students who showed signs of distractibility.

The use of “1, 2, 3” as a classroom management tool was essential in this context. While the activity wasn’t very movement-based, it provided a focused moment for consolidation and showed me the importance of combining visual support, repetition, and structured interaction.

This experience reinforced my understanding of classroom dynamics and gave me valuable practice in supporting young learners’ language development through review and workbook use.

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Board work from the June 24th class: students explored the concept of 'Nuclear' vs. 'Extended Family' through visual organization, bilingual labels, and hand gestures to reinforce comprehension in a second-grade EFL context.

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Date: June, 24th

Observation Narrative

The class began with the Hello Song, which I led alongside the children. The group responded enthusiastically, engaging both vocally and physically with the actions.

The main focus of the lesson was to differentiate between nuclear and extended family. The teacher used flashcards to introduce each concept:

Nuclear family: mum, dad, brother, sister

Extended family: grandma, grandpa, uncle, aunt, cousin

To visually reinforce the difference, the teacher used hand gestures: she instructed students to close their hands when referring to the nuclear family and to open their hands when talking about the extended family. This kinaesthetic support helped students grasp the concept effectively.

On the board, the teacher wrote “My Family” and drew two columns:

One labeled Nuclear Family with: dad, mum, brother, sister

One labeled Extended Family with: grandma, grandpa, cousin, uncle (tío), aunt (tía)

At times, the teacher needed to use L1 (Spanish) to ensure students understood the family categories clearly.

Students then opened their Kids’ Web 2 Workbook to page 108, where they completed a crossword puzzle featuring family vocabulary. The teacher explained the directions: some words appeared across, others down, and some diagonally. I supported students by helping them locate the words and wrote them in capital letters on the board for visual reference.

To close the class, the teacher used the routine “No more play”, which students repeated in chorus. They then packed their things and lined up in order to leave the classroom.

Reflection

This assistanship provided a valuable opportunity to lead a familiar routine (the Hello Song) and assist with a concept-heavy lesson. The contrast between nuclear and extended family was clearly presented using visual aids, gestures, and board organization—important tools in supporting comprehension for beginner-level learners.

I was able to assist students individually during the crossword activity, guiding their attention to the task and helping them decode the words. Writing the vocabulary on the board in uppercase letters offered extra scaffolding for those who struggled with word recognition or spelling.

The use of TPR (hand gestures) was minimal but effective, and I noted that the incorporation of L1 supported understanding without overwhelming the input in English. The routine closure with “No more play” also helped bring the group back to order and prepare them for transition.

Overall, this assistanship helped reinforce my understanding of how to introduce conceptual vocabulary with young learners, balancing movement, visuals, and language support to enhance comprehension and participation.

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Date: June, 26th

Observation narrative:

This assistanship was divided into two parts. First, we worked in the classroom and later moved to the multipurpose room where students watched another scene from the movie featuring Little Red Riding Hood, Snow White, and other fairy tale characters. The main objective was to help students recognize and name family members in English.

My role involved assisting with classroom management and preparing the technical equipment (laptop, projector, drawing the curtains, and helping organize the students). While some students were able to engage with the activity, others became distracted during the movie as it was entirely in English and challenging for them to follow. I helped the teacher redirect their attention and support the viewing activity.

Reflection:
This assistanship highlighted the importance of selecting audiovisual materials that are linguistically accessible for young learners. Although the use of familiar fairy tale characters was engaging, the language level of the film made it difficult for some students to follow, leading to moments of distraction. I learned how essential it is to provide scaffolding before and during these types of activities—such as introducing key vocabulary in advance or pausing to check comprehension. I also became more aware of the technical and classroom management skills required to support multimedia activities effectively.

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The photo shows the toys introduced with flashcards and their names. This visual aid became a central support throughout the lesson, helping students recall vocabulary during role-play and the sticker activity.

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Date: July, 3rd

1. Teaching Strategies Used – Effectiveness
In this lesson, I used strategies such as Total Physical Response (TPR), visual aids, puppetry (Teddy the puppet), and role-play. These strategies were particularly effective during movement-based games (e.g., the toy dice game, the toy parade, and interacting as toys), as they helped students stay engaged, promoted vocabulary recall, and encouraged oral production. The combination of visuals, gestures, and repetition supported understanding. However, managing the large group and varying attention spans made it difficult to maintain order, especially during transitions and quieter moments.

2. Student Reaction
Students reacted positively to activities involving movement, interaction, and storytelling. They enjoyed rolling the dice, miming toys, and talking to Teddy. The use of the puppet continues to create a strong emotional connection and motivates participation. Nonetheless, the group remains challenging to manage. Many students are easily distracted, talkative, and find it hard to follow instructions for extended periods. English proficiency levels vary greatly; several students still struggle with basic vocabulary and frequently ask for explanations in L1 (Spanish).

3. Successful Aspects of the Lesson
The guessing game with toy shadows and the "toy parade" role-play were highly successful. They involved all students and created opportunities for real communication. Students also showed a good understanding of the new vocabulary (e.g., robot, train, doll) and enthusiastically used it in their interactions. The sticker activity worked well with visual and step-by-step support.

4. Aspects That Need Improvement
Classroom management remains a major area for improvement. Despite engaging activities, it is hard to regain focus once attention drifts. Some students lack motivation and do not respond to group dynamics. A better seating arrangement, clearer behavioral expectations, and perhaps visual cues for behavior might help in future lessons. More differentiated scaffolding for students with low proficiency or neurodivergent conditions (some of which I haven’t been clearly informed about yet) is also necessary.

5. Useful Insights for Future Lessons
Movement-based activities and routines with clear repetition are key for this group. Puppets and guessing games are powerful tools. Structured pair work and visuals on the board help students focus and remember vocabulary. These elements will guide the design of the next lesson, especially in terms of balancing energy and structure.

6. Important Moment (Teacher Perspective)
A significant moment was when the students acted as their assigned toy and greeted one another. Hearing them use the target structure “I’m a (robot)!” and “Nice to meet you, (train)!” with excitement showed their growing confidence in speaking. It demonstrated that, when supported with visuals, movement, and repetition, they can use the language meaningfully.

7. Important Moment (Student Perspective)
Many students were thrilled by the shadow guessing game. They eagerly raised their hands and guessed the toys with great enthusiasm. It was a moment where curiosity and learning met. It also gave shy students a non-verbal entry point, building their confidence.

8. Metaphor for the Lesson
This lesson was like a toy box being opened: full of surprises, color, excitement, and a bit of mess. It brought joy and movement but also needed careful attention to keep everything from spilling over.

9. Quote to Represent the Lesson
"Children learn as they play. Most importantly, in play, children learn how to learn." – O. Fred Donaldson
This quote reflects how movement, role-play, and games created meaningful learning moments in the lesson.

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This poster was central in making vocabulary memorable. The colorful scene provided context, and kids loved placing the flashcards on the board. It served as both a vocabulary tool and a speaking prompt.

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Date: July, 8th

1. Teaching Strategies Used – Effectiveness
This lesson incorporated various interactive and communicative strategies such as Total Physical Response (TPR), the use of a puppet (Teddy), visual storytelling (poster + flashcards), controlled speaking practice through sentence frames, games, pair work, and hands-on manipulation (dice, balloons). The most effective were TPR, the playground poster, and the puppet, which supported vocabulary retention and lowered students' affective filter. Visual cues helped learners grasp the new vocabulary (“swing,” “slide,” “monkey bars,” “seesaw”) even if they were encountering it for the first time. Modeling and repetition enhanced clarity and built student confidence.

2. Student Reaction
Students were very enthusiastic throughout the lesson. The “chatting balloon” warm-up made them laugh and helped ease them into the lesson with movement and fun. They responded with curiosity to the new vocabulary, mimicking gestures and actively engaging with Teddy during the playground flashcard presentation. The dice game became a favorite moment where students used full sentences (“My favourite toy is the swing!”). The worksheet task (finding differences) was also well received, especially when done in pairs—it helped maintain focus and encouraged observation. Even shy students showed participation when given options like whispering to Teddy or pointing to visuals.

3. Successful Aspects of the Lesson
The TPR gestures for each toy, the use of the dice game, and the puppet interaction were particularly successful. These elements motivated students to speak and participate in a low-anxiety setting. The consistent use of sentence frames helped students produce full responses confidently. Additionally, pair work during the workbook activity provided opportunities for peer collaboration and supported less confident learners.

4. Aspects That Need Improvement
While student engagement was high, transitions between segments still need streamlining. At times, noise levels rose quickly, and it became challenging to regain control, particularly after the balloon game. Next time, clearer behavioral cues, shorter movement bursts, and visual reminders (e.g., “stop” signs or hand signals) might help refocus students more efficiently. Some learners needed more scaffolding during the writing component—perhaps more guided writing support on the board could be helpful.

5. Useful Insights for Future Lessons
This lesson reinforced the importance of keeping routines consistent and using strong visual and kinesthetic supports. Sentence frames combined with props and clear gestures enabled all students to participate orally. Giving learners choices in how to respond (chorally, with the puppet, or pointing) also improved classroom inclusion. These strategies will definitely guide the design of future lessons.

6. Important Moment (Teacher Perspective)
A key moment was when a typically shy student rolled the dice, looked at the picture, and confidently said, “My favourite toy is the seesaw!”—the class clapped, and Teddy responded enthusiastically. It showed that with consistent scaffolding, repetition, and emotional support (via the puppet), all students can find their voice.

7. Important Moment (Student Perspective)
Students were captivated by the “find the differences” activity. Working in pairs, they showed excitement in spotting unusual details and enthusiastically shared them aloud (“Look! The slide is missing!”). It was a moment where they applied language, logic, and observation—demonstrating real cognitive engagement and peer learning.

8. Metaphor for the Lesson
This lesson was like a colorful carousel ride—full of fun, movement, and bright learning moments that went in circles but always came back to the main idea: toys and expression. It was joyful, fast-paced, and interactive.

9. Quote to Represent the Lesson
"Tell me and I forget. Teach me and I remember. Involve me and I learn." – Benjamin Franklin
This quote reflects how learning came through doing, acting, miming, and speaking, rather than passive listening.

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Students created their own Bingo boards with toy drawings. The activity allowed them to personalize vocabulary, apply listening skills, and express themselves artistically—supporting both language and fine motor development.

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Date: July, 10th

1. Teaching Strategies Used -Effectiveness
This lesson used a variety of interactive, multimodal strategies to engage learners: TPR (Total Physical Response), storytelling with a puppet (Teddy), flashcard-based memory games, drawing, Bingo, and scaffolded oral production. Students responded best to TPR and game-based activities like the “What’s missing?” game and Bingo. The gestures, sound-letter clues, and role-playing moments were especially helpful for vocabulary recall and social interaction. The Life Skills vocabulary (win, lose, celebrate, congrats) also added emotional depth and built social awareness.

2. Student Reaction
The students were actively involved and enthusiastic. They loved interacting with Teddy, clapping, and mimicking the expressions for “win” and “lose.” The “missing flashcard” game and the Bingo activity held their attention very well. They were also eager to participate in the goodbye ritual, choosing a fun way to say goodbye while recalling one word from the lesson. Students showed increased confidence in saying words like congrats and celebrate, even if those were new.

3. Successful Aspects of the Lesson

The integration of Life Skills vocabulary within a fun and familiar format like Bingo was highly successful.

The scaffolding with visual aids, gestures, repetition, and strategic L1 use allowed students to retain and use new words effectively.

The closure activity allowed for individualized interaction and student agency (choosing how to say goodbye), which helped reinforce vocabulary and ended the lesson on a positive, connected note.

4. Aspects that Need Improvement
Managing transitions and supporting neurodivergent students remain challenges. Some students were very active, moved constantly, and had difficulty staying focused. Due to the lack of specific information about their learning needs, it’s difficult to adapt strategies precisely. For future lessons, I could:

Offer more sensory breaks,

Use visual timers,

Set clearer boundaries with floor markers or movement zones,

Pair these learners with peers in structured roles to increase focus.

5. Useful Insights for Future Lessons
This lesson reinforced the importance of routine, repetition, and emotional support in the classroom. Keeping vocabulary visible on the board helped students return to the words during activities. The puppet, role-play, and gestures added playfulness and clarity. Drawing tasks also supported fine motor development and creativity. I plan to use more differentiated roles in games next time to ensure more balanced engagement.

6. Important Moment (Teacher Perspective)
A touching moment was during the goodbye ritual when a student who had remained mostly silent during the class said “Celebrate!” and did a little dance to say goodbye. It was a sign that he was absorbing the vocabulary and feeling safe enough to participate—demonstrating how emotional comfort can lead to language production.

7. Important Moment (Student Perspective)
During Bingo, a child who didn’t win still shouted “Congrats!” to the winner with a big smile and gave them a high five. It was a powerful moment of peer empathy and social learning, showing the impact of teaching not just English but also emotional language and respectful communication.

8. Metaphor for the Lesson
This lesson was like a team sport—everybody played, some scored, some didn’t, but all learned to cheer each other on, understand the rules, and have fun together.

9. Quote to Represent the Lesson
"We don’t always win, but we always learn."
This captures the essence of the Life Skills vocabulary taught and how the children internalized respect, celebration, and perseverance.

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Weather board used as a teaching resource to help students identify and talk about the weather in a visual and interactive way. Children practiced weather vocabulary in English through a fun and meaningful activity.

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Date: August, 5th

1. Teaching Strategies Used – Effectiveness

A variety of strategies were implemented during the lesson, including TPR (Total Physical Response), songs, games, pair work, visual aids, and the use of a puppet to foster engagement and reduce anxiety. These approaches were effective in reinforcing key vocabulary and structures (e.g., “It’s a ___,” “What’s the weather like?”). However, due to the group’s high energy post-holiday and the overall restlessness, some of these strategies lost impact. For example, the usual effectiveness of the “1, 2, 3” strategy was limited in this session, and transitions between tasks were harder to manage than usual.

2. Student Reaction

Student reaction was mixed: while many learners showed enthusiasm, particularly during the dice game and weather song, the overall atmosphere was noisy and required constant redirection. Some students engaged eagerly in singing and gesture-based tasks, while others had difficulty focusing, talking out of turn and moving around. The group’s restlessness post-winter break likely contributed to this dynamic. Nevertheless, students responded positively to repetition, movement, and the use of visual aids, and several demonstrated understanding of the target structures.

3. Successful Aspects of the Lesson

The toy dice game was a strong opener. It reviewed familiar vocabulary in an interactive, tactile way and encouraged sentence formation (“It’s a ___”).

The weather board activity successfully connected real-world observation with language practice. It helped introduce new vocabulary and structures meaningfully.

The song “How’s the Weather?” was engaging and supported vocabulary acquisition through music and movement.

Pair work in the labelling task promoted collaboration and reinforced content from the video.

The use of visual scaffolds (flashcards, the weather board, the puppet) was helpful for comprehension and participation.

4.Aspects That Need Improvement

Classroom management: the “1, 2, 3” routine was not as effective this time. Stronger attention signals, clearer expectations, and structured transitions are needed, especially after breaks.

Pacing: the lesson was ambitious in scope. The song activity took longer than expected, leaving no time for the sticker task in the book. Future lessons should include fewer activities with tighter timeframes.

Language support: while some L1 use was necessary, more gestures, images, and modeling in L2 could reduce reliance on translation and increase comprehension.

Seating arrangements: one student had to be moved due to disruptions. Grouping strategies should be reassessed to minimize distractions.

External interruptions and technical issues with recording caused breaks in flow, which should be considered in future planning.

5. Useful Insights for Future Lessons

Reintroduce and re-establish classroom routines clearly at the start of term.

Plan shorter, well-paced activities with clear beginnings and ends.

Incorporate more visual, tactile and gesture-based support to maintain attention and ensure understanding in L2.

Use pair or group tasks strategically to foster cooperation and reduce whole-group restlessness.

6. Important Moment (Teacher Perspective)

From the teacher’s perspective, the decision to re-seat a disruptive student was an important classroom management intervention. Although not ideal, it was necessary to restore some order and refocus the group. It also served as a reminder of the importance of proactive seating strategies and behavior expectations, particularly after a long break.

7. Important Moment (Student Perspective)

For students, a key moment was the interactive weather board activity. Physically moving the arrow and connecting it to real weather conditions allowed them to make meaningful links between language and environment. It encouraged full-group participation and made the new vocabulary more memorable.

8. Metaphor for the Lesson

"A windy playground after recess" –
This lesson was full of energy, movement, and the excitement of returning to school, but also somewhat chaotic and difficult to steer. Like children running in every direction after recess, the students needed time and structure to settle and focus again. Despite the wind, there were moments of joyful learning and shared success.

9.Quote to Represent the Lesson

“Wherever you go, no matter what the weather, always bring your own sunshine.” – Anthony J. D’Angelo

This quote connects beautifully with a positive classroom atmosphere and encourages children to engage with the topic of weather in an uplifting way.

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Exit Tickets from today's lesson: Students matched seasonal images (leaf, snowflake, flower, sun) to the correct seasons. A fun and visual way to check understanding after learning about weather and seasons!

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Date: August, 7th

1. Teaching Strategies Used – Effectiveness
The lesson incorporated Total Physical Response (TPR), visuals (flashcards, weather board), games (movement-based sorting), storytelling (with the puppet), and guided interaction. These strategies were highly effective, especially in keeping students engaged and encouraging participation. The use of real-life observation (looking through the window) and meaningful movement (choosing between summer/winter sides) created authentic connections to the content. Additionally, introducing the classroom management command “Eyes on me!” helped redirect attention effectively and established a clear behavioral expectation.

2. Student Reaction
Students responded very positively. They were more focused and less restless than in the previous lesson, which allowed smoother classroom management. They were enthusiastic about the puppet’s presence and enjoyed the movement game, actively participating in TPR and responding well to visual cues. The new “Eyes on me” command was well received and helped reinforce listening behavior.

3. Successful Aspects of the Lesson

The Move to the Season activity was a major success, encouraging participation while reinforcing vocabulary.

The weather board routine helped consolidate daily expressions.

The puppet created excitement and reduced anxiety.

Students demonstrated clear understanding during the Exit Ticket task.

The use of “Eyes on me” proved to be an effective and simple routine to regain attention and maintain order.

4. Aspects that Need Improvement

Due to time constraints, the textbook activity (Look and Match – page 43) could not be completed.

Time management should be slightly adjusted to allow for individual or pair work with the textbook in future lessons.

Some students still needed scaffolding to recall season names independently.

5. Useful Insights for Future Lessons

Integrating physical movement early in the lesson sets a positive tone and helps regulate energy levels.

Using a consistent visual aid like the weather board encourages routine language use.

Simplifying instructions and combining visuals with gestures significantly supports understanding for beginner learners.

Establishing and reusing short, clear management commands like “Eyes on me” can support smoother transitions and focus.

6. Important Moment (Teacher Perspective)
A key moment was when students confidently moved to the correct side of the classroom during the game, clearly associating clothing items with the appropriate season. This demonstrated real comprehension beyond memorization.

7. Important Moment (Student Perspective)
For students, the interaction with the puppet was a highlight. They were eager to greet Teddy and engage in the weather routine. It created a sense of continuity and comfort, making learning more personal and fun.

8. Metaphor for the Lesson
The lesson was like a weather journey, guiding students through changing skies—playful winds, sunny fun, and cold snowflakes—while collecting new words like souvenirs from each season.

9. Quote to Represent the Lesson
"Learning is like the weather — it changes every day, but with the right clothes, we’re always ready to explore."

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Students successfully completed the matching activity based on the story, accurately linking weather with the corresponding clothing items. Due to time constraints, they only progressed to the second sentence in the writing section, with the remaining items planned for Thursday.

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Date: August, 12th

1. Teaching Strategies Used – Effectiveness
The lesson used a variety of strategies: TPR (songs, mimes, gestures), realia, visuals (flashcards, board), guided questioning, and a story-based approach with Cookie & Friends. These were effective in keeping most students engaged and supporting comprehension, especially through repetition and visual aids. However, frequent interruptions and high noise levels reduced the overall flow and prevented completion of the last activities.

2. Student Reaction
Students were energetic and talkative. While some distractions occurred, most participated actively during the Cookie & Friends story, responding well to realia and puppet prompts. A few lost focus during transitions or independent work.

3. Successful Aspects of the Lesson

High engagement during the story and guessing games.

Strong use of realia and gestures to reinforce vocabulary.

Clear repetition of target structures (“It’s hot/cold”, “I wear ___”).

Puppet use encouraged participation from shy students.

4. Aspects That Need Improvement

Pacing: More time management to ensure key activities are completed.

Behavior management strategies to handle talkativeness.

Smoother transitions to reduce loss of attention between activities.

5. Useful Insights for Future Lessons

Keep highly engaging activities (story, guessing games) near the end to sustain attention.

Break longer tasks into shorter, more manageable chunks.

Have a quick “settling” activity ready after interruptions.

6. Important Moment (Teacher Perspective)
Seeing the majority of the class enthusiastically participate in the Cookie & Friends story, repeating target phrases and identifying clothes/weather correctly.

7. Important Moment (Student Perspective)
The moment when realia (e.g., sweater, flip-flops) was passed around during the story—students were excited to touch and name the items.

8. Metaphor for the Lesson
“A lively train ride that made memorable stops, but didn’t quite reach the final station.”

9. Quote to Represent the Lesson
“Learning is an adventure—sometimes the journey is as important as the destination.”

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Date: August, 14th

1. Teaching strategies used – effectiveness
In this lesson, I used a combination of strategies: routines (song and weather board), TPR with gestures, use of realia, interactive games (Magic Quiz, Wrong Teacher), and book-based tasks (Read and Stick). The most effective strategies were the use of realia and the games, as they provided hands-on, visual, and playful input. The realia supported comprehension by making vocabulary concrete, while the games increased motivation and active participation. The “Read and Stick” activity was useful for reinforcing print recognition but required more time and guidance for some students.

2. Student reaction
The students were engaged and enthusiastic, especially during the competitive and playful tasks. They reacted very positively to the flashcard swat game, the Magic Quiz reveal, and especially the Wrong Teacher activity, which created laughter and energy. They were focused during the “Show and Say” stage with realia and enjoyed handling objects. The “Read and Stick” task was received with curiosity but required scaffolding for weaker readers. Overall, the lesson was well-received.

3. Successful aspects
The introduction of school objects through realia was highly successful: students quickly picked up the vocabulary and repeated eagerly. The Wrong Teacher game stood out as the highlight of the lesson, creating a strong emotional connection and consolidating vocabulary in a fun way. Class routines (song, weather board) also ran smoothly and set a positive tone.

4. Aspects requiring change / improvement
Timing needs to be managed more carefully, particularly for the book-based task, which some students found challenging to complete in the given time. Additionally, I would like to provide stronger differentiation for students who need more reading support, perhaps by pairing them with peers or using color-coded labels for guidance.

5. Usefulness for future planning
The lesson demonstrated how effective playful error-based activities (like Wrong Teacher) can be for review and production. I will integrate similar “teacher-student role reversal” activities in future lessons. I also learned that the balance between hands-on games and book tasks should be adjusted to ensure sufficient practice time.

6. Important Moment (Teacher Perspective)
A key moment for me was when a shy student, who rarely speaks in English, enthusiastically corrected me during the Wrong Teacher game (“Nooo! It’s a ruler!”). It was important because it showed that humor and low-stakes correction can empower quieter learners to participate.

7. Important Moment (Student Perspective)
For the students, the most important moment was the Wrong Teacher game itself. They loved catching the teacher’s mistakes, shouting “Nooo!” together, and feeling in control of the knowledge. It gave them ownership of the learning process and boosted confidence.

8. Metaphor for the Lesson
This lesson was like a treasure hunt: students discovered new words as if they were hidden treasures, tested their knowledge through clues and challenges, and celebrated finding the “right answers” together.

9. Quote to Represent the Lesson
“Tell me and I forget, teach me and I may remember, involve me and I learn.” — This fits the lesson because the interactive strategies allowed students to learn by doing and by correcting the teacher.

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Date: August, 19th

1. Teaching Strategies Used – Effectiveness
A variety of strategies were implemented, including the use of realia, TPR (Total Physical Response), games, visuals, choral repetition, and pair/group activities. These strategies were generally effective in keeping students engaged, supporting comprehension of new vocabulary (in, on, under), and scaffolding participation for different levels. The kinesthetic activities such as dice rolling, hiding objects, and the “Stand up if…” game allowed for movement and supported tired learners at the end of the day. However, external behavioral incidents significantly impacted the overall flow and timing of the lesson, limiting the effectiveness of some planned activities.

2. Student Reaction
Most students responded positively to the interactive activities, showing enthusiasm during games and demonstrating understanding of the target language. However, emotional and behavioral disruptions influenced the group atmosphere. One student brought a toy weapon, pointed it at peers, and refused to participate, which caused concern and required intervention from the school psychologist. Another student became distressed when a peer refused to share a pencil sharpener, and this led to tears for the second time in class. These incidents created moments of tension and distraction, reducing the level of focus among the rest of the students.

3. Successful Aspects

Students were able to practice and produce the target structures (“Where is the ___?” / “It’s in/on/under the ___”) during pair and group tasks.

The use of realia and movement-based activities increased engagement and comprehension.

Choral repetition and clear sentence frames supported fluency and accuracy.

The closure activity (“Stand up if…”) provided an energetic and positive ending despite earlier interruptions.

4. Aspects Requiring Change / Improvement

The lesson was affected by external behavioral issues. Strategies for classroom management during these moments could be reinforced (e.g., setting clear expectations before class, establishing calm-down routines, or assigning a quiet activity for disengaged students).

Since the class takes place during the last hour of the day, when students are tired, shorter activities with more frequent transitions may help sustain attention.

Providing emotional support strategies (calm corner, peer mediation, or quick brain breaks) could help prevent escalations when students feel frustrated or unsafe.

5. Usefulness for Future Planning
This lesson highlighted the need to integrate not only academic learning objectives but also social-emotional considerations into lesson design. Future planning should include contingency strategies for managing unexpected behavioral or emotional challenges without losing sight of the learning goals. It also reinforces the importance of communication with the school’s support team (psychopedagogues, counselors) to address underlying issues beyond the classroom.

6. Important Moment (Teacher Perspective)
The important moment for me as a teacher was the realization that, despite careful planning, the emotional well-being and safety of students must always come before the lesson itself. The intervention of the psychologist was necessary, and it underlined the role of teamwork in supporting students holistically.

7. Important Moment (Student Perspective)
For the students, an important moment was during the “Where is it?” pair activity. Even with the earlier tension, many enjoyed hiding and finding objects while using English. This moment allowed them to succeed linguistically and socially through cooperation and turn-taking.

8. Metaphor for the Lesson
This lesson was like trying to sail a small boat through changing winds—sometimes smooth and steady with students engaged and learning, but other times rocked by unexpected storms (behavioral and emotional challenges) that required steering and balance to keep the course.

9. Quote to Represent the Lesson
"A child’s mind is not a vessel to be filled, but a fire to be kindled—yet sometimes the flame first needs protection before it can grow."

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Comic from Kids’ Web 2 textbook (Richmond), Chapter 2, used during the lesson to introduce and practice school object vocabulary and question forms ("How many?" / "What colour?"). Students engaged with the material which encouraged participation and teamwork, though at times the use of L1 was necessary to ensure understanding.

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Date: August, 21st

1. Teaching Strategies Used – Effectiveness
I used routine activities (greeting song and weather check), listening and pointing with the comic, individual practice through the “find and circle” task, and a quick review of the toy unit. These strategies were effective because they provided clear structure, kept students engaged through visuals, and supported comprehension by combining audio with images. The toy review worked particularly well, as students remembered vocabulary and completed it successfully, which boosted their confidence. However, due to time constraints, I could not implement movement-based activities (Freeze Dance) or interactive role-play, which limited opportunities for kinesthetic learners and pair interaction.

2. Student Reaction
Students reacted positively to the greeting routine—they participated eagerly and seemed to enjoy the predictability of the start. During the comic listening, they were attentive, though some needed extra support to follow the story. The toy review was a highlight: students showed enthusiasm and accuracy, completing it with success. In the “find and circle” activity, students were focused and excited when they identified objects correctly. Overall, the reaction was good, though energy levels were higher than the activities allowed to channel.

3. Successful Aspects

The review of the toy unit was very successful—students were able to recall vocabulary confidently and apply it without difficulty. The routine also worked well in setting a positive atmosphere. The comic activity recycled school vocabulary in context effectively, and the circling task provided clear evidence of understanding. Visual scaffolding and pointing gestures were particularly effective.

4. Aspects Requiring Change / Improvement

Timing was the main issue. Since the class started late, the more interactive activities had to be cut, which reduced student speaking opportunities. In future lessons, I would prioritize one key communicative activity earlier to ensure it is not left out. I would also prepare a shorter warm-up so that more time is available for production tasks.

5. Usefulness for Future Planning
The use of the comic as listening and pointing material was very effective and can be expanded in future lessons with role-play when time allows. The toy review showed me that students can remember and retrieve vocabulary well when prompted, which will help in planning cumulative reviews in future lessons. The “find and circle” task also showed that students can handle comprehension exercises with minimal support, which encourages me to increase challenge gradually.

6. Important Moment (Teacher Perspective)
An important moment for me was during the toy review, when nearly all the students quickly named the objects correctly without hesitation. It was important because it demonstrated retention from previous lessons and gave me confidence that recycling vocabulary is effective in this group.

7. Important Moment (Student Perspective)
For the students, the circling activity was important. They were visibly excited when they found the correct objects in the picture and compared answers with peers. It was important because it gave them a sense of achievement and reinforced their confidence.

8. Metaphor for the Lesson
This lesson was like a train ride that started later than planned: although we couldn’t visit all the stops, the journey still moved forward, and the students arrived at meaningful destinations—like successfully reviewing toys and identifying school objects.

9. Quote to Represent the Lesson

“Review is not repetition—it’s recognition, and recognition builds confidence.”

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The children enjoying the Wild Animals activity from the Richmond book, identifying the sounds and pointing to the animals while saying their names in English.

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Date: August, 26th

1. Teaching Strategies Used – Effectiveness

I used routine-based strategies (greeting song, weather check), a review game with the dice to recycle school objects and prepositions, listening and repetition with audio and flashcards, TPR with animal actions, and individual written practice (animal names). These strategies were effective because they combined movement, visuals, and written tasks, which supported different learning styles. The dice game was particularly engaging, as students enjoyed the element of chance while practicing structures. The TPR activity also helped students internalize animal vocabulary through movement. However, the last interactive review (“Touch and Say”) could not be carried out due to lack of time, so closure was less dynamic than planned.

2. Student Reaction

Students reacted enthusiastically to the dice game and loved rolling it to see which object came up. They also enjoyed guessing animals from sounds and imitating their movements with great energy during the TPR activity. During the writing task, most students were concentrated and worked carefully, asking for spelling support when needed. Overall, their reaction to the lesson was positive, although some students seemed slightly restless towards the end, which the closure game would have helped channel.

3. Succesful Aspects

The introduction of new animal vocabulary was very successful: students quickly learned and repeated the names confidently, and TPR reinforced memorization effectively. The dice game worked well for reviewing prepositions, and the guessing activity kept students engaged. The combination of oral, visual, and written work ensured participation from different learners.

4. Aspects Requiring Change / Improvement

Time management needs improvement. Because the lesson was full of engaging tasks, some took longer than planned, leaving no time for the closure activity. In the future, I would either shorten the warm-up or reduce the number of production tasks so that the lesson can end with a review game, ensuring better closure.

5. Usefulness for Future Planning

This lesson showed me that students benefit from a mix of kinesthetic and written practice—starting with movement (dice game, TPR) and then transitioning into writing helped keep focus. It also showed that students can handle spelling animal names with scaffolding, so future lessons can include more guided writing tasks.

6. Important Moment (Teacher Perspective)

An important moment for me was during the “Mystery Animal Sounds” activity, when a student guessed “Lion!” even before I revealed the flashcard. It was important because it showed real engagement and prior knowledge, and it sparked excitement in the rest of the class.

7. Important Moment (Student Perspective)

The TPR activity was very important for the students. They were laughing, moving, and imitating animals enthusiastically, which made them feel confident about the new vocabulary. It was important because it allowed them to learn through play, which increased motivation and retention.

8. Metaphor for the Lesson

This lesson was like a zoo visit: full of energy, discovery, and variety—each activity felt like a new “animal exhibit,” keeping students curious and engaged.

9. Quote to Represent the Lesson

“Learning roars the loudest when movement and imagination walk hand in hand.”

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Date: September, 2nd

1. Teaching Strategies Used – Effectiveness
The lesson incorporated TPR, visual scaffolding (flashcards, gestures, board writing), choral repetition, and guided practice. These strategies were highly effective in supporting vocabulary recognition and sentence structures (“It can / It can’t…”). Modeling and scaffolding ensured that even less confident students could participate. However, time management was challenged by student interruptions, which limited completion of all planned activities.

2. Student Reaction
Students were enthusiastic and highly engaged, especially during physical and sound-based tasks. Their talkativeness, though disruptive at times, also showed excitement and willingness to participate. Some students struggled to maintain focus during the book activities, but most responded positively when prompted with gestures, praise, or peer modeling.

3. Successful Aspects

Flashcard games and action-based activities were very successful in capturing attention and reinforcing meaning.

Students remembered key vocabulary and enjoyed the physical movements linked to animal abilities.

The use of praise and humor kept motivation high.

4. Aspects Requiring Change / Improvement

Classroom management strategies need strengthening to handle excessive interruptions and talking.

Timing should be adjusted—perhaps streamlining book activities or splitting them across two lessons.

Consider clearer transitions and signals to regain focus (clapping patterns, countdowns, or “hands on head” routines).

5. Usefulness for Future Planning
This lesson highlighted the importance of balancing fun TPR activities with controlled book work. It also showed the need to plan for flexibility—sometimes prioritizing one activity over another when time is short. More emphasis on routine signals and behavior expectations will improve pacing in future lessons.

6. Important Moment (Student Perspective)
When students acted out animal abilities with gestures (“It can fly!” while flapping arms, “It can swim!” while pretending to swim), they were fully engaged, laughing, and confidently repeating the new language. This moment showed that learning through movement was both memorable and enjoyable.

7. Metaphor for the Lesson
The lesson was like a lively zoo visit—full of excitement, noise, discovery, and movement, but at times a bit too chaotic to see everything planned.

8. Quote to Represent the Lesson
“Learning is a wild adventure—sometimes noisy, always alive, and full of movement.”

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At the beginning of the class, students were very noisy, so we started with this activity. They acted like little artists and brought the wild animals to life — and they loved it!

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Date: September, 4th

1. Teaching Strategies Used – Effectiveness
I adapted the plan by starting with a color–code worksheet (reviewing animals and colors) to settle the group, followed by TPR with masks to refocus attention. This adjustment proved very effective in managing behavior and maintaining engagement.

2. Student Reaction
Although initially very talkative and distracted, students calmed down with the worksheet and later enjoyed the mask parade, participating with enthusiasm in the movements.

3. Successful Aspects
The combination of quiet seatwork (worksheet) and active TPR (masks) balanced energy levels and supported focus, enabling meaningful oral production.

4. Aspects Requiring Change / Improvement
The comic had to be postponed, as students were not ready to follow dialogue. In the future, I should plan alternative calmer-entry activities for highly active groups.

5. Usefulness for Future Planning
This experience shows the importance of flexibility—integrating a quieter, structured task before interactive games helps transition into TPR and speaking more smoothly.

6. Important Moment (Student Perspective)
Students putting on their animal masks and acting out abilities created excitement and pride—they were fully engaged and confident using the target language.

7. Metaphor for the Lesson
The class was like a wild safari that needed a pause at the camp before continuing the adventure.

8. Quote to Represent the Lesson
"Sometimes we need calm to make space for fun."