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The Escuela Secundaria Ofic. no. 0108 "Sor Juana Inés de la Cruz" was the place where the intensive practices of the 8th semester took place.

It is located in the city of Amecameca, State of Mexico.

The school has 9 groups, which are divided into 3 groups of 1st grade, 3 groups of 2nd grade and 3 groups of 3rd grade. During my internship I worked with the 1st grade groups and a 2nd grade group, with an average of 47 students per classroom.

The students ranged in age from 12 to 14 years old.

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The students in 1st A had a difficult behavior, since there were several students who caused disorder or liked to bother the rest of their classmates.

Academically in the discipline of English the students had deficiencies, since most of the students had never had English classes in the elementary school they attended.

Even so, during the time we worked with them, we were able to improve in certain aspects their behavior and their willingness to participate.

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The students in this group were the best behaved during the year of practice, although there were students who did not have the best behavior, almost the entire group contributed positively to the classes.

Academically in the discipline of English, the students did not have knowledge of the language, but because of their way of learning, they were the ones who participated in the best way, learned and improved their level of English.

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The students in this group had a very good attitude, but throughout the year, they suffered changes, since the other teachers told them that they were the best group, and this created a negative reaction, to the point of being egocentric, ignoring some things or working less efficiently.

In the discipline of English, where some students had the highest level, but not everyone had the same level, I had to regulate the work in a way that covered the knowledge of all students.

At the end of the school year, it was not possible to regulate all students to the same level, but there was a noticeable improvement.

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A group in which there was indiscipline, the students sometimes challenged the teachers, or were rude in a certain way. With an acceptable level of the language, but inefficient for what the school program proposed that they learn.

As for the English classes, the majority of the students were usually the ones who gave their best, while the students were the ones who were the least enthusiastic.

As the classes went on, I gained their trust and the students began to work harder.

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In my journey of becoming a teacher, I learned so much in the last few months throughout my internship.

Of the summer job, I did as an English teacher after my final year of secondary school; which not only deepened pedagogic processes for me but really helped a lot in learning things about the students too. I relied on didactic sequences and project work anchored in community problems that I created myself. The didactic sequences enabled me to organise my lessons in a logical, systematic way that would allow students the time to absorb each point before moving onto new material. This method ensured better and continuous learning where students could correlate existing knowledge with new concepts in a substantial way. Another approach to learning English in a manner that was practical and relevant were community problem-based projects. With this, students could then use their language to address real issues in the world around them - something that ultimately helped keep things more interesting and engaging.

A healthy and fun relationship with my students, as well as my tenured teacher is one of the main reasons that made this internship a success for me. I always tried my best to create an atmosphere free of fear and intimidation where they felt safe airing their thoughts or participating in class. My 16-year-old students who read Calvin and Hobbes taught me how to take proper control of the classroom, while my tenured professor helped through cooperative consult conference at UMBC is something a preservice teacher cannot get without guidance or constructive criticism from colleagues. Classroom experiences help me improve many areas of my teaching practice. My planning went through a growth spurt first. I learnt better activity designing and how to write assessments that were congruent with my learning goals. I further refined my ability to leverage instructional practices and classroom management techniques in keeping the engagement level high for all students, while handling group dynamics efficiently.

I've also had the opportunity to advise and assist in the resolution of personal problems of my students. I understood the value of effective veritability and consistency when consoling student's love life, giving emotional support, assisting effectively with academic priories. Consequently, the ability to manage human experience was directed towards establishing an environment of friendship and association that was not only based on interactions or mutual progressions. To conclude, this internship was a meaningful reflection of my general internship working to implement and refine teaching strategies, establish and maintain relationships on an emotional and intellectual level with my students and co-workers, and grow both professionally and personally as a teacher.

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Apply New Methodologies: Implement the new teaching techniques and strategies learned during the internship in the classroom.

Create a detailed plan for each teaching unit incorporating these methodologies.

Evaluate the effectiveness of these methodologies through student feedback and self-evaluation.

Continuing Professional Development: Attend workshops, seminars and online courses related to English language teaching and pedagogy.

Keep up to date with current trends in language teaching.

Connect with other professionals in the field to exchange ideas and experiences.

Incorporate Technology: Integrate technological tools into the teaching process to enhance student interaction and learning.

Use online learning platforms, interactive applications and digital resources.

Evaluate the impact of these tools on student performance.

Development of proprietary resources: Create customized teaching materials and resources for your classes.

Design activities and exercises that align with the interests and needs of your students.

Develop a bank of resources that you can use and adapt in the future.

Evaluation and Continuous Improvement: Establish an evaluation system to measure student progress and the effectiveness of the methodologies applied.

Conduct periodic evaluations and adjust teaching strategies accordingly.

Solicit constant feedback from students to improve the learning experience.

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Specialization in a Specific Area: Continue formal education through a master's degree or certifications in specific areas such as teaching English as a second language (ESL) or teaching English for specific purposes (ESP).

Identify areas of interest and look for programs of study that offer specialization in those areas.

Curriculum Development: Participate in the design and development of a comprehensive curriculum for teaching English.

Collaborate with other teachers and subject matter experts to create a robust and effective curriculum.

Research Publication: Conduct research in the field of English language teaching and publish findings in academic journals.

Contribute to the development of knowledge in the field and gain professional recognition.

Educational Leadership: Assume leadership roles within the educational institution, such as department coordinator or mentor for new teachers.

Develop leadership and management skills to guide and support other educators.

International Networking and Collaborations: Establish connections with international educational institutions and organizations.

Participate in cultural and academic exchanges.

Collaborate in global educational projects that enrich professional and personal experience.