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The first day arrived, and I was ready for school. I received an amazing and warm welcome. I sat at the desk in the second row when a student approached me and offered some sweets, saying it was because I was "new". Those were their words, and it made me feel joyful.

As I observed the classroom routines, I noticed the students handing in their planners to the teacher, who placed them in a basket and left it outside the classroom.

I was pleasantly surprised when the teacher invited me to review an activity. The students seemed content to submit their work for correction, which made the experience even better. Overall, it was a great first day, and I felt thankful for the positive start!

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The second Friday came, and the students continued to observe me. I realized that they were seeking interaction with me. This time I focused on how the teacher gave instructions. I noticed that the mother tongue was used most of the time, even by the teacher.

During the class, I was invited to check an activity on the blackboard, and this was my first time working at the front of the classroom. I didn't feel at ease due to the limited space between the board and the first row of desks. The board was also quite large, and I was unsure of the best spot for writing. I confirmed that the size of the board, along with the proximity of the students, made it challenging for both the teacher and students to see clearly. This will be an obstacle to overcome.

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Today was an important day, my last assistantship before I start teaching classes. The teacher prepared activities to practice the content they studied, and I helped by supporting students who needed assistance and checking their exercises. In the final minutes, the teacher organized a Bingo game. The students were excited and loved playing, especially as they competed for second, third, and fourth places. I really love this course; they are adorable!

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Despite my nerves, excitement, and the struggle to find the best area of the classroom where I could see all the students, I enjoyed the class. I want to highlight the students' mood and collaboration, which contributed to a great lesson. I also want to emphasize the importance of the 'Exit Ticket' in capturing and understanding the students' feelings and thoughts. Reading their responses at home, I realized that working with a different teacher in a new way was also challenging for them. Comments such as "Me gustó la clase", "Al ser la primera vez sentí algo raro en el ambiente", "La profe es muy buena", and "La clase fue muy divertida" made me feel energized, cheerful, and motivated to continue giving my best in my classes.

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I put a lot of effort into this class, and it was completely worth it. The students were engaged with the lesson topic, using the language meaningfully and with purpose. Putting theory into practice and reflecting on the outcomes confirmed just how powerful CLIL lessons can be for fostering both content knowledge and language skills.

Additionally, using authentic materials added depth and relevance to the lesson. Authentic materials expose students to real-world language and cultural contexts, which not only makes the lesson more engaging but also helps students connect the content to their own lives.

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I' d like to use a metaphor to reflect on these lessons: TEAM: Together Everyone Achieves More. When students work in collaboration, they build communication skills, learn to respect diverse viewpoints, and develop problem-solving abilities. They also feel more motivated and supported, creating a positive classroom environment where everyone can succeed.

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It has been challenging to provide students with unique materials for both class and home use. I feel a huge responsibility, as the language they encounter is primarily what I provide. This is why I strive to expose them to a variety of resources, such as videos, books, and photocopies. During this class, I noticed how surprised they were by the flashcards displayed on the board and the colorful copies I handed out. Each time I gave them something, they expressed their gratitude, even telling me how much they enjoyed the colorful materials.

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For this lesson, I made a change to the final activity based on my tutor's suggestion in the lesson plan, as my original activity didn’t connect well with the lesson topic. Instead of having students create a monster, I provided descriptions of three different animals—a tiger, an elephant, and a whale—for them to identify and match. I then asked them to choose another animal and write their own descriptions. In the next class, they’ll read these descriptions to their classmates, who will try to guess the animal. I agree that this change was necessary and added relevance to the lesson.

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As I reflect on my development as a teacher at this halfway point in my practice, I can see how much I’ve learned so far. This experience is helping me build trust in myself and the decisions I make in the classroom. I’m realizing the importance of actively listening to my students, not just to their words but also to their behavior, which often shows their needs and engagement levels. I’m learning to read the dynamics of the classroom, adjusting activities as needed, whether that means shortening or extending them to maintain engagement. This growing awareness is boosting my confidence and helping me establish a stronger connection with my students, which I see as essential to my development as a teacher.

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Lessons 13 and 14                                                                 Jornada Regimen Académico

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Lessons 13 and 14                                                                 Jornada Regimen Académico

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When I arrived at school, I learned that the students had a special class on 'Jornada Régimen Académico.' The director came to the classroom to give instructions and leave the materials. I collaborated with the course professor as the students worked in groups, each tasked with answering different questions. At the end of the class, they presented their analyses to the other groups, which provided an interesting insight into the changes introduced in Buenos Aires.

In addition to this, we were visited by last year’s students, who were dressed in funny costumes. I was informed that this tradition occurs every year, originally for primary school students, but they also visit secondary courses to take pictures.

Due to these unexpected surprises, I had to postpone the test until the next class.

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During this class, the students completed their tests in the first hour. I want to highlight how amazed they were during the relaxation session; they enjoyed it immensely.

As I learned in the last class that the students would be going to the theatre, I began working with the plot of 'The Real Samurai.' I modified the lesson to include some activities for them to do at home. The students are very excited about this outing.

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It was challenging to adjust the lesson plans to fit the new context, but the students were so excited about the upcoming theatre trip that it felt like an injection of enthusiasm into the class.

As we explored the plot of 'The Real Samurai,' I noticed that many students had valuable insights and information about Japanese culture, which enriched our discussions. This not only deepened their understanding of the content but also allowed them to connect personally with the themes of the story. Seeing their excitement and willingness to share made the adjustment worthwhile and reaffirmed the importance of adapting lessons to stimulate student interest.

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Today, it was quite challenging to explain how to read the time on analog clocks. I discovered that for many of the students, these clocks are almost antique objects. They seemed unfamiliar with the concept, and most of them even struggled to identify what the hands of the clock pointed to. This insight made me reflect on how technology has changed the way we perceive time, as many students are accustomed to digital clocks and devices that display time in a straightforward manner.

As we worked through the lesson, I tried to connect the concept to their everyday experiences, showing them how analog clocks are still relevant in various settings, like in public places or traditional events. I emphasized the importance of understanding how to read these clocks, not just for practical reasons but also to appreciate a skill that has been part of our culture for generations. Despite the initial difficulties, I saw moments of curiosity as they began to grasp the mechanics of telling time on an analog clock, and I felt encouraged by their willingness to learn something new.

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At the end of today’s class, I find myself reflecting on the phrase 'Time moves slowly, but passes quickly,' which perfectly captures the students' feelings throughout our time together. The energy in the classroom was palpable, and before I knew it, the bell rang, signaling the end of the lesson.

It’s fascinating to see how the excitement of others can alter our perception of time. As the students left the classroom for their break, I sensed they felt the same way—having absorbed new concepts yet wishing for just a little more time to explore further.

I hope I have left a positive mark on their lives.

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As I prepared for this last class, I wanted to close this experience in a sparkling way that would leave a lasting impression. Designing a game to summarize all the content we worked on during this period was both exciting and challenging. It was important for me to create an engaging activity that would effectively reinforce what the students had learned.

The students were pleasantly surprised to see that each group had their own board game, complete with game pieces and cards, which added to the excitement of the lesson. I felt deeply moved when students came to me to say goodbye and give me hugs, reinforcing the connections we built throughout our time together.

I’m hopeful that this interactive approach will create a memorable conclusion to our journey and reinforce the knowledge they’ve gained. Additionally, since I was investing both time and resources into developing this game, I ensured it would be reusable in future classes. This not only maximizes the value of my efforts but also allows other students to benefit from the same engaging experience.