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Choose a moment that was important for the students during the lesson. Describe it and say why it was important.

The moments that were important for students were the written activity and the game at the end of the lesson. In the written activity, students had to put what they have learned about there is and there are into practice by choosing the grammar structure that missed to complete the exercise. It was difficult for them, but they tried hard all the time until they can understand how to develop the activity.
And the final task has it difficulties as well, in this task students had to make use of all the vocabulary & grammar structures learned on previous lessons and the new grammar structures acquired. They tried hard until they were able to complete the tasks by themselves. Moreover, they enjoyed the exercises I´ve prepared for this lesson and that made me feel very happy.

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Today I changed the song for the introduction part of the lesson, I used “If you´re happy” Song and students enjoyed imitating video characters´ body and facial movements.
After that, we played a guessing game with colourful flashcards. Students as I was showing them little by little which image was on the flashcard, I encouraged them to say what food or drink item they think the flashcard shows, and they needed just a few minutes to discover it. They were active participants of this introduction part of the lesson.
Then, I used the poster from the previous lesson but I added more food and drink items in it. This time students actively participate from the activity as they describe what they could see on the poster by using there is/ there are (some students just describe how many of the food items they could see and they said the food items´ names).
After that, I asked students to complete a worksheet to practice written skills. In the activity, students had to look at a picture in which there were two children and a table full of food and drinks. The activity consisted on students had to complete the sentences by looking at the picture and circle the right option to complete them (they had to choose and circle the right option: there is/there are).
I finished the lesson with a freely activity: board game. The activity consisted on: they had a board (similar to juego de la oca) and some mini flashcards to distinguish students position on the game. In this game, students had to move forward (or backwards) the board spaces the times the dice shows (for example, if the student throw a dice and it shows six dots, he/she has to move forward six spaces on the board). Then, he/ she had to pick one flashcard from the middle and say its name (for example: if the card shows a picture of a cheese, the student had to say cheese; also there were cards which asked students to make sentences using the vocabulary + “ I like” or “I don´t like”).

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Through games and other freely activities, we are encouraging students to be active learners. Students need to be invoved on their learning process, as teachers we need to focus our teaching lessons on teaching students to see what they learn with critical perspectives. They are not empty containers that we have to fill with knowledge, seeing students as pasive learners. We need to motivate them to learn,to explore and to construct their own knowledge, in other words, we need to learn students to think & see the world with critical thinking & vision.

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Today I changed the song for the introduction part of the lesson, I used “If you´re happy” Song and students enjoyed imitating video characters´ body and facial movements.
Then, to practice vocabulary seen on the previous lessons & to introduce the new topic for the lesson I made use of a YouTube video which retells the story called “The very hungry caterpillar”. Students at first felt bored and they ask me to translate what the narrator retells on the video. But then as they were seeing the video, they could understand the purpose of showing them that story.
After that, I paste a poster with an image of a fridge with some food and drink item “inside” it to introduce students countable & uncountable grammar structures to describe what they could see “inside” the fridge poster orally. At first they didn´t understand how to do the exercise, but after completing some sentences as examples, they could understand what the activity was about. Through the activity, some students understand how to use there is/ there are in a rush, while others needed some help but all students could understand the exercise & what I wanted to show with it (uses of countable & uncountable nouns).
As they have only 40 minutes English lessons, we couldn´t complete a written activity as well as the theatre project.  So, I will ask students to develop the written activity the following lesson.

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Today students made an ora activity in which they had to match the word showed on a big poster with the right mini flashcard.

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Choose a moment that was important for you during the lesson. Describe it and say why it was important.

If I had to choose a moment that was important from me during the class, it would be difficult as I believe the activities developed through the lesson were meaningful for students` learning process. I think that each activity has its benefit for student`s learning process. The moments important for me during the class were the activity in which they had to match the word given with the right picture from the group (activity 2 & 3), and the activity in which they played hangman. I believe those activity helped students to infer meaning through pictures (in this case, the flashcards). In this way, students were able to practice the vocabulary learned through a matching activity and infer meaning through the pictures they saw being active learners through their learning process. In addition, through the hangman game students were able to practice the alphabet as well as refresh their knowledge regarding vocabulary word`s spelling through a freely activity.

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Choose a quotation that represents an event, knowledge, insight in this lesson.

Searching on the net, I found a website which shows a meaningful message related to our daily work as teachers, and it shows an insight of the lesson.
According to the North American expert on teachers training “the student is a fundamental part of learning, like an instrument in an orchestra”. In the article, the author through many psychologists and education experts shows that it is essential to encourage students to get involved on their learning process by making debates, kinesthetic activities, among other strategies in order to encourage them to acquire knowledge by being active learners. Our challenging aim is to guide and get students` attention through lessons & activities` development, but it is not impossible to make it.
Website link:  https://fido.palermo.edu/servicios_dyc/publicacionesdc/vista/detalle_articulo.php?id_libro=624&id_articulo=12978

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Despite the fact that I was nervous about students` reaction regarding the activities I prepared for this lesson, today I was relaxed and I enjoyed the lesson`s development. I felt really happy because I observed how much students enjoyed the activities and I could realized how they gain the knowledge they have learned on previous lessons.
The lesson started by playing a guessing game with students` eyes covered. The game consisted on one of the students had to covered his/her eyes and pick up a piece of fruit and taste it, then the student had to say the name of the fruit in English (the student had to use the vocabulary learned about food). This game encourage them to use their acquired knowledge in a meaningful way as they can use it to describe what they eat & drink on their daily routines. The funny thing about the game was that before they taste the fruit, they smell it and they discovered the fruit`s name before put it on their mouths!
Then, as a second activity I gave students a worksheet in which they had a word, which belongs to the vocabulary learned so far, and four or five pictures related to vocabulary about food & drink. In this exercise, each student had to match the word mentioned with the right picture. Some of them understood immediately how to make the exercise, while others needed some help.
After that, I pasted on the wall a big poster with words from the vocabulary. Then I asked one student to choose one small flashcard, which showed a picture related to the vocabulary they`ve learned, and I told the student that he/she had to find the word which matched with the picture and pasted it next to it.
To end up the lesson, I asked students if they wanted to play hangman. First they didn`t understand what I was talking about, but when I showed them a picture they understood what I was talking about. They did the activity with a lot of enthusiasm and they applied the vocabulary related to food & drink learned.

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Describe this lesson in terms of a metaphor.

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Today I arrived to the school and when I got into the room it was dark inside and students were a little sleepy. After receiving a warm welcoming from the students, I turned the computer on to look at YouTube channel to play the introduction song, and when students realized which song I searched on internet, they said: “Hello song again, no miss please!” Don´t you have something funnier to watch?” So I decided to play a song which allow them to move in order to help them to wake up.
To introduce the topic of the lesson, I showed students a YouTube video in which they were able to refresh the vocabulary they have learned regarding to food & drink and the concepts healthy and unhealthy seen on the previous lesson.
First, I gave students a worksheet with a chart which had two columns: one said healthy and the other said unhealthy. In this activity, students had to classify the vocabulary they´ve learned into the column they think the mini pictures related to the vocabulary belonged to.
After that, as students felt sleep we played an oral game with flashcards. For playing the game all together, I drew a chart similar as the one I gave to students to work on and I used the big flashcards from previous lessons as they showed pictures related to food & drink items students have learned on previous lessons. By using the game, students recycled the vocabulary they´ve learned and at the same time they were adding new vocabulary in a meaningful way.
As one of the activities took more time that I expected, I will develop it at the following class.

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Choose a moment that was important for you during the lesson. Describe it and say why it was important.

I believed that through the lesson, there wasn´t just one special moment for me. I personally found the lesson´s development very enriching as a whole. I decided to start with an oral activity in which students were able to practice the vocabulary they have already learned in a natural way. This activity would build a gap between the what they knew from previous class and what they would learn through this lesson.
The second activity would help students to build a gap between the meaning of words (in this case vocabulary related to food & drinks) and how they physically perceived them on their daily lives.
In this way, they would be able to build their knowledge in a meaningful cognitive way as everyone may have different pictures on their minds built regarding an object. But with this kind of activities, we are helping students to believe that no matter how we physically perceive an object (for example, you will say “ this chair is purple” while other person will say “ I see this chair blue” but the concept we have of “chair” is similar for all of people.

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Today was my third lesson, and as always I didn´t know what I would find through this lesson. When I got into the classroom, students saw me and gave me a warm welcomed.
Today to introduce the lesson,  I played "Hello song" on the computer.
Then, we watched a video on YouTube  about food, more specifically it was related to healthy & unhealthy food & drinks.
First, we started the lesson by playing a game in which they
have to immitate what healthy  and unhealthy food causes to our bodies.
Even though I tried to encourage them to run/ dance or show themselves feeling
tired to immitate pros & cons of eating healthy or unhealthy, they showed
embarrassed to do it. So, they decided tp say the name of the food or drink
item showed on the flashcard and answer if it is healthy or unhealthy.
Then, as a second
activity, I gave them a worksheet which had three divisions that correspond to the three meals we have during the day (breakfast, llunch & dinner). in this activity, students were asked to draw one (2 or 3) healthy food & drinks in every column of the chart.
When they finished,  some of them show me their work, while others show me and told me about their choices.

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This activity was focused on let students explore their creativity by painting the flashcards to paste them on the poster. In this way, students not only understand the different meals and what they can drink & eat in each of them, but also they can explore what they have learned by being active participants on the activities` development.

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I could say that, in contrast to the first lesson, I felt more self- confident during this lesson (even though I don`t know the group very well yet!).
I felt that I was
able to control group managment a little more than the previou lesson.
Also,  I felt able to enjoy the lesson even more!
This time they saw
me as their English teacher and the scaffolding strategies as well as the
visual support helped students to complete the activities succesfully!.
As an introductory
activity to start the lesson, I made use of flashcards with images which
illustrate the meals: breakfast, lunch & dinner, plus images of the
vcabulary words learned. This time they were more engage with the activities as
they were able to differ meaning through a meaningful context build by images
which illustrate the previous & the new vocabulary learned.
As one of the
activities made during the lesson, students were given a menu worksheet which
include three divisions that correspond to the main meals we have during the
day (breakfast, lunch and dinner) and pictures related to food & drinks
vocabulary seen. Through the use of colourful flashcards, students were able to
undertand almost in a rush how to do the activity by themselves.
Furthermore, as a
second activity, students were engaged on a collaborative task. The activity
consisted on make a poster by showing what do they like eating & drinking
during breakfast, lunch and dinner time. Although some students were arguing
dislikes about how the drawing were painted, they enjoyed the activity as some
of them paint the big drawing I brought to the lesson while one of the girls of
the group draw the menu on one of the posters used in the activity`s
development.

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How did they react to your teaching, to the activities, and the materials? How did they react to the lesson?
Despite the visual
resources and the scaffolding strategies I tried to use during the lesson, they
were constantly asking me to traslate the explanations & the vocabulary
words I mentioned using Spanish language.
They are used to
listen to their teacher speak to them in Spanish all the time, so I used
Spanish when it was neccesary.

Although they found
difficult to undertand the activities` instructions, the visual aids used were
really useful to help students differ meaning through what the flashcards
showed.

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Today it was my first lesson practice with  the group... I was really anxious and at the same time nervous about students` reaction regarding the activities I prepared for them. When I got into the classroom, all the students gave a warm welcome.
First, I started
the lesson with an introductory video called " Hello song".  As
this was unusua for students, some of them were static seeing the video while
other students started to imitate what they were seeing on it.
Then, I asked
students to develop two activities:
The first activity
consisted on a chart with food & drink printable pictures to paste in one
of columns: one column which showed a happy face and another one which showed a
sad face. As some of the students liked anything the pictures showed, so as a
consequence the sad face turned to a happy face as well... they seemed to enjoy
the activity!
Then, as a second
activity, I asked students to complete a crossword puzzle which had as
references pictures of the vocabulary learned so far. I observed that some
students quickly undertand what they have to do on the activity, while some
students felt lost at firts, but after I helped them with some vocabulary
words, they were able to complete the activity by themselves.
To finish the
lesson, I used " Clean Up" song, and some of them started to sing the
song. They really enjoyed the lesson!

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I had my second assistantship practice lesson.
In the first part
of the lesson, students were asked to recognize their food habits and their
likes and dislikes on this topic.

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I had my first assistantship practice. During the first part of the lesson, the teacher allows me to explain students what they would do as the first activity of the lesson (which would be related to copy the dialogue from last class). Then, the teacher explained students that next class they will be making some handicrafts with gomaeva and a big poster with images related to food and the menu they have created from last class. Also, she commented students that during that activity, I will be with them if help is needed.

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On Thursday, I went back to the school to make my second observation. This time, students were waiting for me and when I arrived to the classroom, they welcomed me by saying “Hi miss Barby” and they showed more relaxed with my presence at the classroom.

During the lesson, the teacher asks the students to help her to remember phrases and vocabulary related to food in order to make a dialogue all together. Then, the teacher asks students to choose a name for the restaurant (they chose “Full foods & drinks”). After that, she asks students to make a dialogue all together focused on the idea of going to a restaurant at night, so the students have to make a dialogue to communicate with the waiter to ask for a table and to ask for the menu. Then, when they got a table, the teacher asks the students to follow the dialogue by ordering what they wanted to eat and what they wanted to drink (the teacher asks the students to choose and she made a list with what they wanted for eat & drink)

The dialogue created:

A: Good night

B: A table for six, please

A: Yes, follow me!

B: Can I see the menu?

A: Yes, sure!

B: I will have seven burgers and French fries

A: And for drink?

B: I will have two cokes, one sprite and two fanta.

That day, the students didn´t finish to copy the dialogue, so the teacher explained to them that she will have write the dialogue again on the board the following lesson.

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Today I start with the first observation with third grade, I´m very anxious. When the teacher and I arrive at the classroom, the children look at me and then they looked to their teacher and asked her… who is she? Is she another teacher like you? So the teacher asked students to ask me what my name is and one of them asked me What´s your name?” And I answered “I´m Bárbara”. After that, each of the students introduced themselves by saying “I´m” and their names.

After that, I went to the back of the classroom and sat down. The teacher starts the lesson by asking students if they remember what they have learned last class. Some of them don´t remember last class, and two of the students remember the vocabulary they have learned related to food. Then, the teacher asks students to write some sentences using the grammar structure “Do you like” in order to revise vocabulary learned (related to food and abilities) thorough an oral activity. In the oral activity, students have to ask their peers questions like the following: “Do you like burger?”/ Do you like dance? / Do you like cheese? , among others.

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It is a group of 8 children. They are 9 and 10 years old. There are six boys and two girls. Most of the time they are talkative and restless, but with me they are very shy yet (except of the girls).

In the group, there is a boy with special needs who was integrated with this group since the beginning of the year. The boy is constantly accompanied by a special education teacher in the classroom. This boy does not receive English language lessons as he has not receive school education before.

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ü  The teacher speaks most of the time in Spanish

ü  The students have breakfast with mermaid made by the teachers and personal staff which works there and they drink chamomile tea joining the bread made with natural ingredients made by the teachers as well.

ü  The teacher works with no more than two activities per class.

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How Andrea choose to study to become a Primary teacher?

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How Andrea choose to study to become a Primary teacher?

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The teacher`s name is Andrea Arevalo, and she has a lot of experience working with kids. Fortunately, she is a really sweet and kind person. She offers me her help from the moment I interview her. She has invited me to meet the children and to get involve in the activities from the first class.

Before she started working as a primary teacher, she studied to become a drama`s teacher. After finishing their studies to become a drama`s teacher, she started working as drama`s teacher for four years. Then, as she saw during his practice teaching on the art of drama that students had difficulties on expressing themselves using imagination, she decided to start studying again but this time to become a teacher for primary level teacher.