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I observed a heterogeneous group of 20 students aged 4-5 years old, focusing on vocabulary related to vehicles. The classroom was lively and fully decorated, but managing noise was a challenge. The routine began with circle time, followed by songs and vocabulary flashcards. We moved to another classroom with a projector to listen to a story, though maintaining attention was difficult, as there were more groups in there. After a break, we returned for a worksheet activity and reviewed the story. This time, the lesson finished with a snack and more songs. This was the only opportunity I had to observe the class, giving me limited time to get to know and adapt to the students. Although, the students were engaged and motivated throughout! Despite it being the last hours of the school day, I thought students were going to be tired, but they consistently showed high energy levels!

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The classroom was very spacious and bright, allowing both the students and me to move around freely. The large tables provided space for the children to work comfortably. Regarding resources, we only had the whiteboard and a speaker (borrowed from the teacher). The students didn’t have their own school objects, so they shared a can of colors per table, which sometimes complicated or slowed down their work.

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Observation Report N°1 - SINGARELLA - Latino

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One of the key strengths during my teaching residency was my organizational skills. Being organized allowed me to present lesson plans promptly, ensuring that I was always well-prepared and calm regarding class organization. This preparation enabled me to focus more on delivering the lessons.

Additionally, I was able to quickly adapt to the group and the pre-established plan set by the school. Despite not being able to change most activities, as all three kindergarten classes followed the same curriculum rigorously, I managed to add my "personal touch" to each lesson.

Moreover, by being actively engaged with the students from the very beginning, I established a strong rapport with both the students and the co-teaching professor. This fostered a positive and collaborative classroom environment.

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One of the initial challenges I faced was difficulty in learning the names of some students, particularly the boys. This impeded my ability to address misbehavior effectively. Over time, I managed to learn all the names, which improved my classroom management.

Additionally, in the first few classes, I struggled asking for attention when students misbehaved. This made it challenging to handle discipline. However, I discovered that engaging the students' interest was key to better behavior and attention. By incorporating numerous visual aids and resources, I managed to catch the students' attention, which helped improve their focus and participation in the following lessons. This adjustment was crucial in overcoming my initial difficulties and enhancing the overall classroom environment.

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I have a clear and strong voice, which allowed me to effectively maintain students' attention whenever needed. This was crucial in managing the classroom and ensuring that instructions and lessons were heard and understood by all of them. Additionally, I made great use of visual aids, which greatly enhanced student engagement and interest in the lessons. The visual elements helped make the learning process more interactive and enjoyable for them.

I also felt that I made great the use of time and resources available in the classroom, despite having limited materials. For instance, even with minimal supplies, the activities involving hot air balloons were made successfully and captured the students' interest.

I also knew when to stop an activity if it wasn't working well. For instance, during a second review of animals, the students started to get tired. Instead of pushing through, I decided to stop the activity and save the materials for the co-teacher to use later. This way, the students' learning experiences were more effective and thoughtful. Being able to adjust based on the students' needs helped create a more positive and productive classroom environment.

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Having only one class to observe and get to know the group was a major challenge. This limited time meant that I was still learning about the students' needs and dynamics even as I started teaching. For example, I wasn't aware that they had a limited vocabulary of colors, which led me to improvise a quick review of colors during the lesson. Although I managed it well and it didn’t take much class time, it highlighted how crucial prior knowledge of the group can be.

While I had a good relationship with the co-teacher, I didn’t feel much support from him in planning or managing the class. He knew the group much better than I did, so his insights could have been very helpful. Additionally, seeing more of how he managed the class might have given me useful strategies for maintaining order.

Another challenge was the lack of consistent English input in the classroom. Apart from a few vocabulary words and simple phrases like "toilet, please," the rest of the instruction was in Spanish. This made it difficult for me to speak to the students in English, as they were used to hearing mostly Spanish.

Finally, during the last class, which I was being observed, the students were very distracted and it was hard to get them to focus. The hot weather that day made many of them irritable, which in turn made me feel overwhelmed. This situation emphasized the importance of having effective strategies for dealing with such disruptions.

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Visual aids (Wild animals: Lion - Elephant - Hippo - Zebra - Giraffe - Whale)

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Visual aids (Wild animals: Lion - Elephant - Hippo - Zebra - Giraffe - Whale)

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Reflecting on my primary school teaching experience from last year, I can see notable differences compared to my recent experience in kindergarten. Last year, I struggled more with lesson planning, finding it difficult to create plans that flowed naturally. To address this, I developed my own planning guide this year, which made the process much smoother and more manageable. This approach helped me feel more confident and prepared.

Last year, I shared my experience with a colleague who taught the other fifth-grade class. This collaboration was incredibly valuable as it allowed me to gain insights and feedback, which was beneficial for both of us. In contrast, this year I worked alone, which gave me the chance to apply what I had learned and adapt my teaching style to fit my own methods.

The fifth grade class I taught last year were very different from each other, and my relationship with the main teacher was not very close. This lack of guidance forced me to make my own decisions in the classroom, which, while challenging, helped me develop greater independence and problem-solving skills.

Comparing my primary school experience with teaching kindergarten this year, I discovered that I enjoy working with younger children more than I expected. The kindergarten environment provided a new experience. Both experiences have taught me valuable lessons through spontaneous successes and mistakes, reinforcing my passion for teaching and reminding me why I chose this career :)

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"Successful learning is greatly dependent upon how we manage the various social relationships that occur in the classroom. Key amongst these are the relationships between the teacher and the class as a whole, and the teacher's various relationships with the individuals that make up that class."

S. Mercer, S. Ryan, & M. Williams (2015). Affect. In S. Mercer, S. Ryan, & M. Williams (Eds.), Exploring Psychology in Language Learning and Teaching (pp. 95-96). Oxford University Press.

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Daniel Goleman (1998) defines emotional intelligence as

"the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships"

(as cited in Exploring Psychology in Language Learning and Teaching (pp. 94)

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Umbrella term that covers emotions, feelings and moods.

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They tend to be more specific and refer to our private and subjective reactions to events.

E.g: feelings of disappointment in ourselves for not performing well in a class.

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Can be the product of several different feelings.

E.g: Love = companionship, trust, physical desire, excitement.

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Emotional states that last longer periods of time and which are generally believed to be less intense than feelings or specific emotional responses to events.

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Emotional reactions are INTEGRAL in the learning experience.

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Emotional reactions are INTEGRAL in the learning experience.

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An emotional reaction is often described as having three essential components:

Subjective feelings refer to how an individual interprets a particular event.

Expressive behaviour refers to how we externally express our emotions.

Psychological aspect refers to those physically measurable changes in the body.

As teachers, it can be useful to become aware of learners' facial expressions and body language, since THE BRAIN PRIORITIZES EMOTIONAL REACTIONS = emotions can both facilitate and inhibit learning.

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Understanding the role of emotions in learning helps create a supportive environment, boosting student motivation and engagement.

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Implementing strategies like breathing exercises and progressive relaxation helped me enhance students' well-being and performances in San Bartolomé kinder (2022)

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👁️ Persistent high levels of anxiety among students can negatively impact their learning experiences and academic achievements.

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Litwin, E. (2008). Para pensar los aprendizajes. En E. Litwin (Ed.), El oficio de enseñar (pp. 43-62). Paidós.

Litwin, E. (2008). Reflexiones en torno a cómo enseñar. En E. Litwin (Ed.), El oficio de enseñar (pp. 63-88). Paidós.

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"Pasar de un tema a otro sin detenerse y sin entender su valor en toda su complejidad, o saltear niveles o etapas de desarrollo, seguramente no provocarán un progreso sino que instalarán la desvalorización del tiempo dedicado al aprender"

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Durante mi residencia, el profesor co-formador mencionó: "Trabajamos una unidad por mes" Pienso que asegurar que cada unidad se enseñe de manera completa y reflexiva es crucial para el progreso del estudiante y la valorización del aprendizaje, sin importar lo que marque el tiempo.

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Construir en la escuela un espacio en que se trate la ejemplaridad, se señalen las debilidades y las fortalezas, se entienda la dimensión humana en cada uno de los hechos de la historia permite la generación de ideas y principios con sentido.

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"Una visión amplia y compleja del conocimiento reconoce sus aspectos emocionales y afectivos, a la vez que intenta evitar una distinción dicotómica entre cognición y afecto, generando una nueva concepción de mente y reconociendo el lugar que en el conocimiento juegan todos los sentidos"

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Capítulo 3 "Para pensar los aprendizajes"

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Capítulo 3 "Para pensar los aprendizajes"

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Litwin, E. (2008). Para pensar los aprendizajes. En E. Litwin (Ed.), El oficio de enseñar (p. 43-62). Paidós.

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Capítulo 4 "Reflexiones en torno a cómo enseñar"

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Capítulo 4 "Reflexiones en torno a cómo enseñar"

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Litwin, E. (2008). Para pensar los aprendizajes. En E. Litwin (Ed.), Reflexiones en torno a cómo enseñar (p. 63-88). Paidós.

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Entendemos por innovación educativa toda planeación y puesta en práctica creada con el objeto de promover el mejoramiento institucional de las prácticas de la enseñanza y/o de sus resultados.

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Las teorías de aprendizaje siempre fueron inspiración de nuevos diseños curriculares y cambios en los enfoques de la enseñanza, pero entendemos que las innovaciones refieren a proyectos y acciones que deben poder ser distinguidos específicamente, al tiempo que enmarcan el interior de un diseño curricular.

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Se trata de crear un espacio de mayor apertura y creatividad para romper con las rutinas, de entusiasmo para brindar respuestas que comprometan a los estudiantes y docentes por igual en la búsqueda de general en el espacio de la escuela un ambiente más generoso, con la inteligencia y la autonomía de unos y de otros.

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¿Cómo podemos adaptar nuestras estrategias de enseñanza para satisfacer las necesidades individuales de nuestros estudiantes?

¿Qué métodos podemos utilizar para fomentar la participación activa de los estudiantes en el aula y promover un aprendizaje significativo?

¿Cuáles son algunos desafíos comunes que enfrentamos al intentar implementar prácticas inclusivas en el aula y cómo podemos superarlos?

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During my first day of observations, I encountered a challenging but enlightening situation during the circle time. One of the students, Vitto, was angry for some reason, so he isolated himself by sitting alone, facing the wall. Despite the teacher's attempts to engage him, he had to continue with the class as the other students were starting to get distracted. Since it was my turn to observe, I decided to come close to Vitto to see if I could help. Initially, Vitto ignored me, so I waited a couple of minutes before trying again. On the second attempt, he seemed surprised that someone was listening to him and began to share his feelings, though he was still very angry. At that point, I decided to offer him comfort just through gentle touches.

As the other students moved on to the next activity on the tables, I suggested Vitto join us at the table, but he was still too upset. I offered him the option to sit on my lap while starting the activity, which he seemed to appreciate. Gradually, I asked if he felt ready to work on his own, and eventually, he agreed.

I think that if I hadn’t been there, Vitto might not have participated in the activity, or if he had, his focus would likely have been on his initial distress rather than the lesson.

As I see it, this experience underscores the significance of understanding and addressing students' emotional needs. It also relates to Krashen's Affective Filter Hypothesis, which states that high levels of anxiety and negative emotions can inhibit language acquisition. By creating a supportive and empathetic environment, we can lower the affective filter, making it easier for students to engage and learn effectively.

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Litwin, E. (2008). Para pensar los aprendizajes. En E. Litwin (Ed.), El oficio de enseñar (p. 43-62). Paidós.

Litwin, E. (2008). Reflexiones en torno a cómo enseñar. En E. Litwin (Ed.), El oficio de enseñar (p. 63-88). Paidós.

S. Mercer, S. Ryan & M. Williams (2015). Affect. En S. Mercer, S. Ryan, & M. Williams (Eds.), Exploring Psychology in Language Learning and Teaching (p. 79-96). Oxford University Press.

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S. Mercer, S. Ryan, & M. Williams (2015). Affect. In S. Mercer, S. Ryan, & M. Williams (Eds.), Exploring Psychology in Language Learning and Teaching (pp. 79-96). Oxford University Press.

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S. Mercer, S. Ryan, & M. Williams (2015). Affect. In S. Mercer, S. Ryan, & M. Williams (Eds.), Exploring Psychology in Language Learning and Teaching (pp. 82). Oxford University Press.

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"In order to understand and interact with others, we need to understand ourselves, realize our strenghts and weaknesses, and feel comfortable within ourselves"

S. Mercer, S. Ryan, & M. Williams (2015). Affect. In S. Mercer, S. Ryan, & M. Williams (Eds.), Exploring Psychology in Language Learning and Teaching (pp. 94). Oxford University Press.

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"Self-management is essentially concerned with how we manage and control our emotions" (...) "Emotionally intelligent self-management occurs when individuals are able to manage their emotions in a way that takes into account the concerns of others"

S. Mercer, S. Ryan, & M. Williams (2015). Affect. In S. Mercer, S. Ryan, & M. Williams (Eds.), Exploring Psychology in Language Learning and Teaching (pp. 95). Oxford University Press.

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"Social awareness is concerned with our ability to interpret what other people are experiencing and thinking - our capacity to "read" people"

S. Mercer, S. Ryan, & M. Williams (2015). Affect. In S. Mercer, S. Ryan, & M. Williams (Eds.), Exploring Psychology in Language Learning and Teaching (pp. 95). Oxford University Press.

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Podemos pensar en la enseñanza del inglés como parte de la formación ciudadana, lo que implica ir más allá del dominio del idioma para integrar valores, ética y una comprensión profunda de las culturas que lo hablan. Al hacerlo, no solo se prepara a los estudiantes para comunicarse en un mundo globalizado, sino también para ser ciudadanos éticos que contribuyan positivamente a la sociedad.

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Tal como se destaca en el libro "Exploring Psychology in Language Learning and Teaching", debemos enseñar inglés no sólo como una habilidad comunicativa, sino como un proceso integral que involucra aspectos emocionales y afectivos fundamentales para el desarrollo personal y ciudadano de los estudiantes.

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Subraya la importancia de que las innovaciones educativas deben estar basadas en teorías de aprendizaje sólidas y sean parte integral de un diseño curricular coherente. Esto asegura que las prácticas educativas no solo sean relevantes y efectivas, sino que también evolucionen de manera continua para responder a las necesidades cambiantes de los estudiantes y de la sociedad en general. (Por ejemplo: el uso de la tecnología)

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Remarca la naturaleza integral de la innovación educativa y su objetivo de mejorar tanto las prácticas de enseñanza como los resultados educativos en general. Al adoptar esta perspectiva, las escuelas pueden avanzar hacia el progreso continuo, adaptándose a las necesidades cambiantes de los estudiantes y de la sociedad en general.

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En nivel inicial enfrenté el desafío de adaptarme a las dinámicas del aula, teniendo en cuenta la importancia de la inteligencia emocional y la creación de un ambiente de apoyo, las cuales resuenan con las teorías discutidas en "Exploring Psychology in Language Learning and Teaching".

Las mismas destacan cómo entender y abordar las necesidades emocionales de los estudiantes puede mejorar significativamente los resultados del aprendizaje.

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Por otro lado, mi experiencia en primaria se destacó por la importancia de la planificación y las estrategias de manejo del aula. Desarrollar mi propia guía de planificación demostró ser clave para mi preparación y confianza como docente, permitiéndome adaptar mis métodos de enseñanza de manera efectiva.

La colaboración con Celina subrayó la importancia del intercambio de ideas y retroalimentación, enriqueciendo mi práctica docente a través del aprendizaje colaborativo y el apoyo mutuo.

Los capítulos de Litwin enfatizan el papel de la innovación educativa fundamentada en teorías sólidas de aprendizaje, integrando las dimensiones emocionales y cognitivas, y promoviendo no solo la competencia lingüística, sino también el desarrollo ético y la comprensión cultural.

Esto coincide con mi deseo de enseñar inglés no solo como una habilidad comunicativa, sino como un medio para el desarrollo personal y ciudadano.

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Mi experiencia tanto en nivel inicial como en primaria ha sido fundamental para empezar a pensarme a mí misma en el rol docente.

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En resumen, mi trayectoria por el jardín de infantes y la escuela primaria ha resaltado la importancia de la adaptabilidad, la inteligencia emocional y el crecimiento profesional continuo. Integrar teorías educativas ha enriquecido mi práctica docente, asegurando que mis enfoques pedagógicos sean efectivos para las diversas necesidades de los estudiantes en un panorama educativo que está siempre en constante cambio.

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“Lo habitual en los casos de riesgo es proveer de un programa de educación compensatoria, adaptando el ritmo a la dificultad y disminuyendo la exigencia del rendimiento”

En el caso de las escuelas aceleradoras, se entendió que los estudiantes en condiciones de riesgo deben aprender a un ritmo más rápido y no más lento, porque esto los retrasaría aún más. → ESTRATEGIA DE ENRIQUECIMIENTO Y NO DE RECUPERACIÓN.

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"La escuela debe ser atractiva por las experiencias que en ella se lleven a cabo, las cuales en todos los casos deben ser verdaderos desafíos para los estudiantes. Si los estudiantes se aburren en ella y los padres encuentran que una respuesta posible es hacerlos avanzar más rápidamente, esto implica que no se instalan en la escuela experiencias reconocidas como válidas para atravesar."

Enseñar por proyectos o por problemas puede ser una de las respuestas a la solicitud de hacer más desafiante y provocativo el conocimiento.

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Una de las razones de las dificultades para entender genuinamente un tema es el desconocimiento del contexto en el que el tema o problema se inscribe → Los contextos explican, justifican, dotan de sentido, reconceptualizan o agregan una nueva dimensión.