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Friday, February 23rd, 2024

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Friday, January 26th, 2024

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Friday, January 5th, 2024

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Thursday, January 4th, 2024

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Friday, February 22nd, 2024

CTE

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Wednesday, February 21st, 2024.

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Monday, February 19th 2024.

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Friday, February 16, 2024.

MEJOREDUM aplication

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Wednesday February 14th, 2024

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Monday, February 12th, 2024.

Suspension

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Friday, February 9th, 2024

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Wednesday, February 7th, 2024

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Monday, February 5th, 2024

Suspension

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Friday, February 2nd, 2024

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Wednesday, January 31st, 2024

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Monday, January 29, 2024

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November 24th, 2023

The first comminment talked

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October 27th, 2023

The first point of the session was about school incidents.

Then the book Un Libro Sin Recetas para la Maestra y el Maestro was checked by sections allocated to teams. I was wondering if this material was the correct one since this was named fase 4 instead of 6.

Finally, the USAER area made a presentation about barriers to learning and how to overcome them. It was interesting to clarify the meaning that I had about this topic.

Planning inclusive sessions concerns me and I think this area will be helpful to achieve it.

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September 29th, 2023

The first point deal with

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Friday, December 8th, 2023.
12:20 - 14:00 p.m.

This was the last class of the teaching period.  Before it began, I had the the perception that environment would not be enthusiastic. Actually, it was the way I was feeling. I set the projector and students got in the English lab. As the previous class failed, I reteach the imperatives. I asked students to classify the action verbs in positive and negatives: What to do and what not. Then, once their sentences were checked they could choose two of them in order to create a poster that would be stuck in a public space as final product. However, the class became chaotic. Students spoke all the time. And just two of them deliver their comics drafts.

Dealing with discipline problems (Ur, ), implies: 249

Plan the lesson carefully. When a lesson is clearly planned and organized, there is likely to be constant momentum and a feeling of purpose, which keep students focused on the current task.

You need to clarify precisely what the task involves and what the options are.

'Scan' the classroom constantly allows know that teacher is aware of them all the time, teacher is also able to notice immediately if a student loses interest or gets distracted and do something about it before it becomes a problem.

Discipline strategies must been improved in my teaching practice. I will set rules to let students know which they are as well as the consequences of infringing them.

Ur, Penny. (2012). A Course in English Language Teaching. 2nd edition. Cambridge University Press.

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Wednesday, December 6th, 2023.
9:30 - 10:20 a.m.

This class was focused on introducing the imperative form. Due to the last class the authentical text was read, I took three examples of this to start the introduction to the grammatical structure, as it is shown in the picture. Students share what the expression meant and then, I showed pictures of positive and negative actions to stop stray animals (kill, buy, adopt). At the end, they were asked to write a positive and a negative tip that they would give people in their communities using the correct structure. Finally, drafts were checked.

At the time I felt frustrated because some students just copied the examples on the board, and they were unable to understand the structure. After reflecting on that, I thought the aim of the class was so ambitious, as it was expected to explain the grammatical structure, guide some practice and that they produce some sentences. These would be the draft for the final product that would be checked in order for do the final version the next and last class.

On the other hand, weaknesses of designing English classes applying the Zone of Proximal Development (ZPD) were visible. “The idea is that after completing the task jointly, the learner will likely be able to complete the same task individually next time, and through that process, the learner’s ZPD for that particular task will have been raised. This process is then repeated at the higher level of task difficulty that the learner’s new ZPD requires.

This might be related to what tenured teacher mentioned. She suggests that guide practice must be reinforced as the students might have felt stressful and therefore, an instant aversion to the activities.

“Guided Practice is interactive instruction between the teacher and students. After the teacher introduces new learning, he/she begins the student practice process by engaging students in a similar task to what they will complete later in the lesson independently. Students and the teacher collaboratively complete the task as a model. The teacher leads the activity but solicits help from students at predetermined points along the way. Through the completion of the guided practice task, the teacher gradually releases more and more responsibility of the thinking to students and offers less assistance from the teacher. Teachers should be using this time to recognize any need to re-teach portions from the introduction to new learning and to determine when/if students are ready to work independently.”
(HISD).

This can be done according to the following steps:

Prep work

· Plan and prepare guided practice activities that require interaction between the teacher and students and will continue to build students’ understanding of the content.

·  Give clear directions for how students should engage with the teacher to complete the guided practice task.

·       Circulate around the classroom and monitor student progress. This is a time for the teacher to assist students who may need more guidance and support.

·       Address misconceptions and praise success by giving direct and specific feedback to students.

REFERENCES:

Houston Independent School (n.d.). Guided Practice. Token from https://www.houstonisd.org/Page/178116#:~:text=Guided%20Practice%20is%20interactive%20instruction,later%20in%20the%20lesson%20independently.

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Friday, December 1st, 2023.
12:20 - 14:00 p.m.

This class lasted two hours. I had a presentation of what might happen. It was expected to give the class in the English laboratory; however, the area was reserved for a debate about violence by third-grade groups. The tenured teacher supported me, and we got the tools to show my slides. At the time I felt grateful and blessed for the person I am working with.

Since the learning development process says, “investigates implemented solutions to community problems in English texts and reports their findings orally or in writing”, I searched the internet for an authentical text that allowed students to identify real examples of solutions that some communities had implemented, and at the same time to introduce the imperative form. The text is titled Nobody’s Cat. How One Little Black Kitty Came in From the Cold Written by Valerie Ingram & Alistair Schroff.

Previously, the material was sent to students and asked to print it. However, the material was sent in the wrong chat and students did not bring it.

Students took turns and read aloud the text projected while the rest of the class stayed noisily. At the time I felt frustrated. This class was a mess. This was likely, in the words of the tenured teacher, due to “this material was not adapted to student’s English level”. Although there were students who paid attention the whole class.

At the end of this class, I wondered what would happen if I had considered students’ characteristics for designing the lesson plan.  I might have omitted the first and the most important step for designing the analytical plan.

Authentic text may be thought of as any text that was written and published for the public. Journal articles, blog posts, and novels are just a few examples.  Doing some research,  authentic texts need not even be written words. Audio files, virtual tours, speeches, blueprints, photos, video clips, and other non-written items that can be read or interpreted are also considered to be text.  Instead of reading aloud a text, the next time I will adapt not only the text level but also the format of this according to my students’ needs. Here is where the importance of a correct diagnosis arises. That is why my research work is going to focus on this area.

Bibliography:

Glisan, E. (2015). Core Practices Webinars. Alexandria, VA: ACTFL. Access at: https://www.pathlms.com/actfl/courses/2074

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Wednesday, November 29th, 2023.
9:30 - 10:20 a.m.

This class involved activities that allowed students to contextualize the content of this period: The use of the English language to express needs, interests, and problems of the community. Due to this content had been taught in the last training period, modifications of the lesson plan were necessary. Instead of focusing on vocabulary about different community problems (lettering, bullying, etc.), the lesson plan activities were based on stray animals with the objective of integrating critical thinking into the classroom tasks as the Nueva Escuela Mexicana suggests.

To begin with, a slide of Delfina Governor was presented eliciting students answers about this picture. Then, students share what kind of pets they have. At the same time, an infographic about street animals’ statistics was showed. Then, vocabulary slides about different emotions were presented and students, which repeated the pronunciation, wrote the feeling that different situations made those felt.

Finally, time was over, and this activity was not recorded. This was likely due to the tools set before class started lacked a considerable amount of time. This makes me think of the importance of lead the class while this kind of activities are being done. It was expected to present a video about Delfina Governor project to stop street animal, however it also was omitted.

REFERENCES:

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Friday, November 24th, 2023.
12:20 - 14:00 p.m.

CTE

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Wednesday, November 22nd, 2023.
9:30 - 10:20 a.m.

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Friday, December 8th, 2023
7:50-9:40 a.m.

This class, students do a quizz about vocabulary shown (countries and nationalities). The problems arose due to the lack of mobile data. I asked them politely to do it as soon as they could, however, answers were not sent. Tenured teacher got upset.

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Wednesday, December 6th, 2023
12:20-13:10 p.m.

In this class, the students were allowed to make their comics draft titled “Christmas around the world”. It would be integrated by seven panels in a mini leaflet. I wrote an example of a dialogue on the whiteboard. They just had to chance the information according to the country their comics would talk about. Although I explained the elements that would be evaluated students asked what they were supposed to do.

Since I forgot to print the checklist in which the activity would be based on, I sent them through WhatsApp. But it was not read aloud.

According to Anijovich (2010),  it is important to communicate students what aspects will be considered in the evaluation at the beginning of a course or a period. In this way, students become aware of what they are expected to learn.

On the other hand, it is important to organize tasks since:

The success of a task in bringing about learning and engaging students depends

not only on good initial task design but also on how you actually run it. It is worth thinking carefully about the way you give instructions (class attention, repetition, brevity, examples and checking understanding), provide ongoing support during the task process and give feedback at the end. (Ur, 2012)

Ur, Penny. (2012). A Course in English Language Teaching. 2nd edition. Cambridge University Press.

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Monday, December 4th, 2023.
7:00 - 7:50 a.m.

The final product for this training period, was the comic. This class was focused on teaching the comic parts. First of all, students label the comic parts with their definitions. Then I showed a picture about an example of a comic and students identify those parts on a graphic. Finally, we share answers. At the time I felt frustrated due to students had not stuck their pieces of paper on their notebooks.

Ur invites motivate the students through activities and materials that will grab and maintain their interest. Don't rely on long-term motivation to learn English.

Ur, Penny. (2012). A Course in English Language Teaching. 2nd edition. Cambridge University Press.

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Friday, December 1st, 2023
7:50-9:40 a.m.

3rd class

In this class, students were asked to choose a passage of the country to identify the activities, decorations and foot eaten in that country and fill a diagram previously provided. When the activity was checked, students had copied the example I had wrote on the whiteboard. And the worst, it was expected I registered the activity.

This makes me think there are lacking of understanding instructions.

There are several stages that allow teachers to give good instructions: the preparation stage, the delivery stage, and the post-delivery stage.  To get results it is important to write  instructions as the lesson plan is developed.

REFERENCES:

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Wednesday, November 29th, 2023
12:20-13:10 p.m.

2nd class

This class was given in the English Lab. It started with a Kahoot quizz for checking Christmas vocabulary. I thought this would be funny, however, this resulted in a time-consuming activity.

On the one hand, there were students who had not got mobile data. On the other hand, the quizz was setting for only 10 participants and during the game, the questions were showed slowly which causes students could not read and chose the correct answer. Students complained and they were set in pairs. Then, a worksheet was delivered, where students label the countries with the description of how Christmas is celebrated in different countries.  Finally, due to the lack of time, students were asked to read the worksheet. I felt stressed as the reading activity must have taken place during the class.

In younger beginner classes, most of the learning takes place in the classroom, and homework is given to extend and reinforce what has been done there, or just to get students into the routine of doing it. For example, students might be asked to finish an exercise they started in class, or to reread a text. Later, more substantial learning takes place out of the classroom. (Ur, 2012)

In this case, the fact I have asked students to read the text for homework might have been an opportunity to introduce the following class.

REFERENCES:

Ur, Penny. (2012). A Course in English Language Teaching. 2nd edition. Cambridge University Press.

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Monday, November 27th, 2023.
7:00 - 7:50 a.m.

The content for this grade was Cultural, linguistic, and artistic expressions in English in favor of interculturality.

PDA: Learners create a comic or manga in English about situations that highlight the importance of interculturality.

To follow what synthetic program suggests, I decided to contextualize the content on festivals and traditions around the world, specifically in Christmas. Ur hightlights that one reason to teach culture is that today's students are likely to need English to communicate with other English speakers with a different L1 and a different culture, and so they need a high degree of intercultural competence. A starting point for the development of such competence is awareness of the diversity of world cultures (2012).

That is why the first class I introduce vocabulary about countries and nationalities.

I showed flashcards of flags and famous people eliciting student’s repetition. Then, they classify countries and nationalities into a chart. Finally, students took turns to write the correct answers. Meanwhile, they got excited for participating.

I realized an student had wrote Japanese with double s, and students got angry as I correct it. The truth was the worksheet had the same spelling mistake as well as  the flashcard! At the time I felt embarrassed, and I apologized for that.

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Friday, November 24th, 2023
7:50 - 8:40 a.m.

CTE

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Wednesday, November 22nd, 2023
12:20-13:10 p.m.

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Monday, November 20th, 2023
7:00-7:50 am

Day Off (Mexican Revolution Day)

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Friday, October 20th, 2023.
12:20 - 14:00 p.m.

Conducted tour.

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Wednesday, October 18th, 2023.
9:30 - 10:20 a.m.

In this class, the verb to be was introduced by teaching grammar about the verb to be to express countries and nationalities in an inductive way. The structure for each subject was written on the whiteboard. It was supposed students would complete sentences following that pattern.

Later (while reviewing), I realized that students did not only get the correct verb for each subject but also subjects were confused. Due to the class finished, there was no time to check the activity and give brief feedback. At the time I felt incompetent because of the students' misunderstanding.

"For many L2 learners, learning grammar often means learning the rules of grammar and having an intellectual knowledge of grammar. Teachers often believe that this will provide the generative basis on which learners can build their knowledge and will be able to use the language eventually. For them, prescribed rules give a kind of security." (Mohammed y Perur, 2011).

The fact I have learned grammar traditionally does not mean students are going to do it in the same way.

According to Morelli (2003), students perceived themselves as having a better attitude towards grammar instruction in context, while performing slightly better after having experienced the traditional grammar instruction.

The fact I have learned grammar traditionally does not mean students are going to do it in the same way. My next steps are to do research about teaching grammar in an interesting way.

References:

Mohammed, A. y Perur, R. (2011). Difficulties in Teaching and Learning Grammar in an EFL Context. International Journal of Instruction. Vol.4, No.2. 69-75. https://files.eric.ed.gov/fulltext/ED522689.pdf

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Friday, October 13th, 2023.
12:20 - 14:00 p.m.

Class suspension.

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Wednesday, October 11th, 2023.
9:30 - 10:20 a.m.

The focus of the class was on countries and nationalities vocabulary. It began by showing some flashcards about famous people to elicit students’ responses about who the people are and where they are from. Since students’ interest in looking at the pictures and sharing their answers, this activity resulted enjoyable. While participants mentioned the country, pronunciation was corrected.

After that, Ss match countries with nationalities in a worksheet. This activity was confusing since an amount of students were continuously asked what was supposed to do. Then students took turns to write the answers on the whiteboard. That was how I realized they have mixed the nouns and adjectives although the difference between country and nationality was explained previously. At the time I felt stressed and unconfident since I did have no idea about how to make the explanation clearer.

This highlights the importance of making sure that learners understand what they need to do during an activity and if these got the content of the class. This might be done through the use of Instruction-Checking Questions. (ICQ´s) and Concept Checking Questions (CCQs).

ICQs are questions that are asked to make sure that the learners know what they are supposed to be doing and to alert them to the key meaning(s) of the instruction (Bolen, 2023). Including CCQ’s questions does not mean asking did you understand? Instead of, teachers must ask simple questions that should require only an answer that is one or two words such as How many minutes do you have to finish? What page is it on? or When is the homework due?  ICQs are ideal for eliciting feedback from students.

A CCQ is a question designed to helps the teacher check students’ understanding of a language item (grammar structure, vocabulary, fixed expression) (Bolen, 2023). For instance, in teaching grammar CCQs are shown below.

Present Simple Tense
I usually get up at 7am.
CCQ1: Do I do that every day?
CCQ2: Is this a habit?

Likewise, there are three types of CCQs that reviewing Vocabulary (Pen, Pencil, Highlighter, Marker) would be exemplified in the following way:

1)   Yes/No:

Is this a pencil?

2)    Discrimination

Which one is the pencil?

Which one can be used with an eraser?

3)   Limited answers:

What do you highlight with a highlighter?

I learned that ICQs are crucial not only as a classroom management strategy, but also to help students feeling uncomfortable to admit they are not following in front of their peers. I think, this was the main reason why I did not become aware of the students misunderstanding earlier. Although it might be challenging, every given instruction in the classroom needs to be checked as well. On the other hand, every time I explain new material, I need to check whether students know what had been talking about. My next step for the next classes is to write ICQs and CCQs for each activity, game or explanation when making a lesson plan.

References:

Bolen, J. (2023). ESL Activities. What is an ICQ (Instruction Checking Question): Definition & Meaning. Taken from: https://www.eslactivity.org/icq-instruction-checking-questions

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Friday, October 20th, 2023
7:50-9:40 a.m.

Due to two classes being cancelled this class was modified. Ss wrote in sticky notes solutions for community problems using the structure subject + should or shouldn´t + verb + complement in a Twitter template poster. The original idea was to make a bulletin board.

Students finished the activity as soon as possible and class activities were recorded. I thought this would be easy but the class became chaotic. Later, I supposed it was the opportunity to apply a required test that would be sent later.

Unfortunately, reviewing the test last night it was not possible to configure the Google Forms file and students did not get access to answer it. This makes me feel not only annoyed but also embarrassed with the tenured teacher.

Less experienced teachers should consider detailed lesson plans with one or two variations of tasks and exercises in case things don't go to plan, or at the very least, they should have an organized list with a logical and effective order of activities.

To create effective yet realistic plans, teachers should try to anticipate and prepare for what can happen during a lesson to the best of their ability.

I wonder what would happen if I had designed the test and shown it to the tenured teacher in order to prevent this fact.

After thinking about it, I have decided to make my lesson plan and visit the tenured teacher to receive suggestions before my teaching intervention. Likewise, I think it is a good idea to show the lesson plan in the USAER area to make this more inclusive.

Bibliography:

Teach This Worksheets Activities and Games (2023). ESL Lesson Planning. Taken from: ESL Lesson Planning

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Wednesday, October 18th, 2023
12:20-13:10 p.m.

Conducted tour.

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Friday, September 22th, 2023
12:20-14:00 pm

SisAT Evaluation

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Wednesday, September 20th, 2023
9:30-10:20 am

This class was started by carrying out an icebreaker: the alphabet game. which consist in saying the alphabet but if two people say a letter at the same time they must start again.

Then I explain students what the parts of a name are, and I delivered a worksheet where they put into the correct order some sentences to form four questions. Finally, some students were chosen to write out on the whiteboard the correct version of the questions.

Although the first activity went well, I felt frustrated because we were not able to finish activities that would not take longer than they should have.

The things that clearly didn’t work was timing and therefore the class. Furthermore, since good starting leads to a good ending, teachers should plan for a quick and motivating warm-up activity to introduce the lesson.

During planning, teachers must provide quite reasonable and appropriate timing for the different steps and activities of the lesson by estimating the number of minutes required for most students to complete their assignments.

Good warming-up enables teachers to review students‟ prior knowledge, provide an overview of the content to be taught, and focus students‟ attention on the coming stages of the lesson.

I think the reason that my initial class was wrong was because of the lack of time. Specially in my lesson plan. Soumia Mosbah points out that “During planning, teachers must provide quite reasonable and appropriate timing for the different steps and activities of the lesson by estimating the number of minutes required for most students to complete their assignments.” (2020).

I should prioritize these activities according to their degrees of importance and grade them from simple to complex in order to maintain a smooth instructional flow of the lesson.

On the other hand, I have to plan good warming-up that enables me to review students‟ prior knowledge, provide an overview of the content to be taught, and focus students‟ attention on the coming stages of the lesson.

REFERENCES

Mosba, S. (2018). Teachers‟ Time Management Issues during EFL Instruction. Taken from: https://dspace.univ-from:https://dspace.univ-adrar.edu.dz/jspui/bitstream/123456789/5928/1/Teach  ers%E2%80%99%20Time%20Management%20Issues%20during%20EFL%20Instruction.%201st%20Year%20Secondary%20School%20Classes%20as%20a%20Case%20Study.pdf

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Friday, September 15th, 2023
12:20-14:00 pm

Day Off  (Independence Day)

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Wednesday, September 13th, 2023
9:30-10:20 am

As the first class of group A, the main objective of this class was knowing the alphabet, practicing pronunciation, and practicing listening through spelling. However, this class was so different. First, I started writing the date while Ss were copying it on their notebooks. Suddenly, an S told me there was a specific format for the notebook page. So, I had to draw the format on the whiteboard so they could understand the activities.

I continued drawing an apple, a banana, and a cat so I asked Ss what they were to elicit the rest of the alphabet. Then I write it on the whiteboard. Then, I took a bunch of plastic letters which were given individually to Ss sitting in the front row. When I started spelling the words, many of the Ss got the correct one. However, I did not have a way to record participation.

As the time was up, the rest of the students were not able to participate and we continued with the next activity, the wall freeze, but this was unfinished.

On the one hand, the fact I lost group control makes me feel so stressed since I thought this class could be easier. My mentor teacher was not in the classroom at that moment, but I think this was not the problem. Observing the group, this is not the only class where they have indiscipline, but I am also become aware that I need to develop my classroom management skills. On the other hand, there were Ss that forgot instructions and their classmates had to keep them. I need to catch your attention.

I think the reason why I lost classroom management was not only because of the lack of agreement at the beginning of the class but also because of the lack of preparation. During class, I focus my attention following the steps of the session and I forget discipline and what Ss are doing at that moment.  Wasting the time of the student usually results in a lack of respect (Petkovski, K., and Aleksova, N. 2004: 73).

I learned that using the same lesson plan does not mean it is going. To be enough for another group. Maybe, what they need are interesting assignments. I HAD TO PLAN MORE INTERESTING CLASSES.  When I am working with a group next time, I might use a poster or a specific record of participation that allows me to identify the pupil's needs.

Lastly, I am going to design my notebook format to record activities easily.

REFERENCES

Jankovski, D. (2002). Organization of Education, Faculty of Pedagogy. Bitola. Jankowski

Mosba, S. (2018). Teachers‟ Time Management Issues during EFL Instruction. Taken from: https://dspace.univ-from: https://dspace.univadrar.edu.dz/jspui/ bitstream/123456789/5928/1/Teachers%E2%80%99%20Time%20Management%20Issues%20during%20EFL%20Instruction.%201st%20Year%20Secondary%20School%20Classes%20as%20a%20Case%20Study.pdf

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Friday, September 22th, 2023
7:50-8:40 am

SisAT Evaluation

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Wednesday, September 20th, 2023
12:20-13:10 pm

The main objective of this class was for the student to identify numbers to spell their phone number. I carried out an ice-breaker activity to catch students´ attention.  I threw a ball for students who catch it, mention a classmate name and spell it. This continued until only one student remains.

Next to this I asked students what kind of personal information is given using numbers. They answer something like telephone number, email, and address.

Then, I showed a poster about rules to write numbers in words. After that I write some numbers on the whiteboard and Students wrote them in words.

Finally, I give them a worksheet but as time was up, they had to do it as homework and they would delivered it on next Friday.

During the ice breaker activity, I felt enthusiastic since students were participating spelling their classmate’s name. However, during the worksheet activity that was carried out in pairs, I realized a student did not want to get together with her classmate. She said she can´t stand him “just because I don´t want” This makes me feel resentful. So, I asked two students to work with their classmate in return for extra points.

In the class, there are two students with barriers in learning although I have not identified the other student.

The fact I had implemented an icebreaker activity was stimulating for students. However, I ´m still unsure about what I suggested to do with students who worked with their classmate. After thinking about it, giving extra points is not inclusive. In words of Nicole Ederics (2018), what inclusion is not “Child’s desk is away from the other desks in the classroom.”. Inclusive classrooms include and support ALL children. Every child is an equal participant in the learning process and receives the supports needed to succeed.

I need to know more about how to plan inclusive lessons. What I could do is to ask for information in USAER area, as this is a service that school owns. According to teachers’ testimony, that is why most of the parents enroll their children, so it is the institution responsibility to repaid society faith.

REFERENCES

Eredics, N. (2018). Inclusion in action: practical strategies to modify your curriculum . Paul H. Brookes Publishing Co.

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Monday, September 18th, 2023
7:00-7:50 am

| The main objective of this class was for students to identify the parts of a name. I started writing the parts of a name on the whiteboard. Then, I wrote some exercises, since I did not get worksheets copies for students. They spent most of the time copying out the information, understanding and doing the activities. For example, they had to put into the correct order some sentences to form four questions and they spent about 10 minutes doing it. My mentor teacher set the chronometer and gave students examples of how to do the exercises.  At the end of the class, my mentor teacher told me it was important to implement icebreakers, timing, and examples in class.  At the time I felt frustrated, but I realized I needed to read more about topics like classroom management, assessment, and so on. I feel afraid of not being good enough for students who are also sharing their time to make possible my teaching practices.  I think the fact I hadn’t planned how to deliver material and structure the session procedure led me to this situation. For this class, I think I let some activities take longer than they should have.  I let a 5-minute activity run on for 15 minutes. Something that should have been brief ended up costing a quarter of the lesson.  Another thing I did for the class was to try to include everything that I had in my plan. I spent too long explaining something that the students already had a lot of knowledge about. In this instance, I should have prepared concept-checking questions that would have helped check students understanding quickly to be able to move on to the next task more effectively.  I searched through some literature on timing, and I found two things that helped me understand the situation. I became more aware of how important timing is in the classroom.  I need to improve their timing a little. Possessing the skill of time management is the ultimate goal of effective teachers in order to avoid running out of time and improve their personal and professional performance (Olaniyi, 1998).  Time management makes for good classroom management and in my next classes, I want to improve my timing.

REFERENCES
Olaniyi, W. O. (1998). Conceptual Approach to Educational Administration. Ondo: Patrick Ade Printing Press.

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Friday, September 15th, 2023
7:50-8:40 am

Day Off  (Independence Day)

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Wednesday, September 13th, 2023
12:20-13:10 p.m.

The aim of this class was to practice spelling using the first middle and last name. However, in the last class, the wall freeze was unfinished, so we started the class doing it. Ss had to read in front of the class the letter and the words they had written on there. However, some of the students did not bring the sheets they were given last class. So, I asked Ss who had brought it to do the activity, while the rest of them would draw a table to copy the letter and the words written by their classmates. Once again, time was up with this activity.

I feel dissatisfied with my teaching. Ss still wear facemasks and taking it off makes them feel embarrassed. This difficulted to hear them. On the other hand, my classmate who was observing my teaching said that my voice was slow and that Ss were not able to hear my instructions. Even some of them could not finish to draw the table. I am worried about it.

I think this was an excellent opportunity to make Ss practice pronunciation. However, there was a factor that made this impossible. My voice.

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Monday, September 11th, 2023
7:00 - 7:50 pm

The main objective of this class was that Ss know the alphabet, practice pronunciation, and listen through spelling.

After introducing and practicing the topic, I took a bunch of plastic letters which were given individually to Ss sitting in the front row. This activity was supposed to be done outside; however, the school playground is far from the classroom, so I decided to change the place of activity. I asked Ss to take turns for ordering the letters according to the word I would spell (alphabet scramble). Then, they would swap the letters with the rest of the classmates on the same row.

Finally, the whole group would make a wall freeze. I would allocate a letter of the alphabet to each learner and a piece of colored paper. They would draw their letter (in both upper and lower case, large and colorful) as well as many words as possible for that letter and write some simple sentences about it. Once Ss have finished, they would be asked to stand in line with their pictures to mention and stick them around the top of the room. However, this activity was not carried out because we had spent a lot of time on the alphabet scramble.

In the beginning, Ss did not understand the instructions about the alphabet scramble which made me feel quite stressed. Fortunately, my mentor teacher helped me with that part, and he suggested to speak in Spanish too. At the time, I got nervous, I spelled J wrong a few times and sometimes I mentioned the word instead of spelling it.  Later, I realized there was a lack of letters since Ss did not complete their words although they were right which was so embarrassing.

I think it was a good idea to ask Ss who were not playing alphabet scramble to take notes about the spelling to get a chance to get a point for their teams since they stopped getting bored and distracted. However, because I spelled words repeatedly, I forgot the time sitting which did not allow me to do the last planned activity.  In reality, it ended up costing us far more time than expected, dawdling activities when Ss did not understand English instructions, and when I forgot class timing.

On the other hand, I think that the fact my mentor teacher modeled delivering instructions miming, helps me to achieve that Ss understand what they were supposed to do.

Although speaking Spanish in the classroom was helpful, I am still unsure about teaching a foreign language to learners L1.  I searched through some literature, and I found two things that helped me confirm the situation.

1.    Salaberri (1995) and Gardner (2000) assert that students should be introduced to the use of English from the first class. While the use of the native language to give instructions might be helpful for beginning-level students, if continued for too long, it becomes a handicap rather than a help.

2.    According to Ur (1996, 16), research indicates “that learners see the ability to explain things well as one of the most important qualities of a good teacher.”

By extension, if teachers who do not speak their students’ native language(s) can make their instructions understood in English, it is possible for teachers who speak their students’ L1 to make themselves understood in English as well.

After thinking about it, I conclude that what I need is to improve my instruction-delivering skills. According to some authors, a good way to make sure your instructions for an activity are clear and concise is to write them out as you develop your lesson plan (Woodberry and Aldrich 2000), or well teachers can add pertinent mini–TPR lessons for instructions (and related classroom language) as the course progresses.

So, although it could be hard to write down extra lines on my lesson plan, I am going to describe concise instructions instead of wordy instructions considering (): input aids understanding, modeling, time limit, checking for understanding, etc. (body language, supported material,).

REFERENCES

Gardner, B., and F. Gardner. 2000. Classroom English. Oxford: Oxford University Press.

Salaberri, S. 1995. Classroom language. Oxford: Heinemann ELT.

Ur, P. 1996. A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.

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The building constructed by the Escuela Secundaria Nocturna para Trabajadores “Tierra y Libertad” was launched by the president of Mexico Lic. Adolfo López Mateos on September 4th, 1961. Teacher Alfonso Badillo Santoyo received the infrastructure and through the pertinent negotiations, on March 2, 1962, the school was able to operate normally. That same year, the Escuela Técnica Industrial y Comercial no. 43 was also added. Actually, is Escuela Secundaria Técnica No. 0002 “Tierra y Libertad”.

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The infrastructure that the school has is 25 classrooms, 9 workshop rooms, 2 media rooms that are currently enabled, 1 library that also serves as a meeting room, 6 outdoor and 1 indoor dining areas, 1 sports accessories warehouse, 1 school library, 1 principal office, 1 covered multipurpose field and 1 auditorium Netzahualcoyotl. The institution also has 1 entrance to enter it and 1 private parking lot. There are 10 toilets with drinking water and sinks, four labs: English, Biology, Physics and Chemistry, USAER, social work area, school psychology, and a doctor´s office.

Likewise, 9 workshop rooms, which are the following: Accounting Administration, Carpentry and Woodworking, Clothing and Textile Industry, Common Electronics and Control Systems, Electronic Circuit Design, Office Automation, Machines, Tools, and Control Systems, and Computer Science. This area has the main basic services, such as drinkable water, electricity, drainage, telephone service, and internet. On the periphery, some of these services may be lacking.

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The school belongs to the full-time federal program, to the educational reform program, within the state programs it is found in school supplies and school uniforms. With a morning shift, the time is from 7:00 a.m. to 2:00 p.m. This also has 1005 students, of whom 489 are women and 516 are men, distributed in 24 groups. There are eight groups for each grade (A-H) which are integrated by 31 to 42 students approximately.

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The Escuela Secundaria Técnica No. 0002 “Tierra y Libertad” C.C.T. 15DST0002I, is a public institution of basic education located in the popular town centre of Toluca de Lerdo at 100th Ignacio López Rayón Street (next to Jardín Zaragoza), in México  50000. The students come from towns like Almoloya de Juarez, Zinacantepec, San Mateo, among other places.

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Monday, October 16th, 2023.
7:00 - 7:50 a.m.

|  This class was focused on introducing grammar about giving advice. The warmup consisted of asking students to remove a piece of paper from their notebooks where they wrote a community problem that was stuck on a classmate's back. They had to take turns to describe the problem to be guessed.    In the beginning, Ss acted as if they did not have an interest in the warmup activity. They did not stand, and a certain number of students were doing different things.

This makes me feel frustrated since I thought this could be an excellent activity to start the class. Some students had also finished the activity without any problem. After that, the structure should and shouldn´t be introduced by asking students what should be done to stop animal street. The original idea was to ask Ss what I should and shouldn´t do to stop Animal Street to get some verbs that could be used to give examples.

As I was writing the examples on the whiteboard, I asked Ss to repeat the sentences. Then I hand a worksheet to students where they match some pictures with their names. Looking back, I am not satisfied with the way I am teaching grammar since this is not only a difficult skill to teach but also a point that could be confusing and boring to students. I would like to find an approach, method, or strategy to make grammar classes more fun and attractive for students. According to research literature, there is a way to make more effective grammar teaching and it is through the inductive approach.

The inductive approach is a more modern style of teaching where the new grammatical structures or rules are presented to the students in a real language context (Goner, Phillips, and Walters 135). The students learn the use of the structure through the practice of the language in context and later realize the rules from the practical examples. The teacher would then provide many examples using anything within the normal daily life of the students, to create an understanding of the use of the structure. The students repeat after the teacher, after each of the different examples, and eventually practice the structures meaningfully in groups or pairs. (Goner, Phillips, and Walters 135-136) With this approach, the teacher's role is to provide meaningful contexts to encourage demonstration of the rule, while the students evolve the rules from the examples of its use and continued practice (Rivers and Temperley 110).

Since this Learning Development Process (PDA) is going to be taught in the next trainee period, changes will be considered in the lesson plan for grammar teaching. Instead of giving students a conclusion and having them find the question, students will be given a question and let them figure out their own conclusion.

REFERENCES
Goner, Phillips, and Walters. (1995). Teaching Practice Handbook: Structures: Grammar and Function. Heinemann. Rivers, Wilga M., Temperley, Mary S. (1978). A Practical Guide to the Teaching of English as a Second or Foreign Language. Oxford University Press.

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Friday, October 13th, 2023
7:50 - 8:40 a.m.

Class suspension.

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Wednesday, October 11th, 2023
12:20-13:10 p. m.

This class was done in the English Lab. I did not remember that on Wednesday classes took place on this. It was challenging for me since this was the first time I worked on it. I got nervous about how to keep a control group.

Pictory game was the first activity. The class was divided into two teams. Three hands were done. However, I forgot to give two crucial instructions which made the activity boring.

Here, I showed slides of verbs about how to act in each community problem (i.e. recycle and feed pets). Students drew a chart where for each community problem a verb related to was written. Then, grammar to give advice about community problems was introduced. For this, slides of incomplete sentences were shown with the structure should. Students had to complete them on their notebooks with a verb previously shown.

It was expected to introduce this grammar topic through the inductive approach “An inductive approach (rule-discovery) starts with some examples from which a rule is inferred.” (Thornbury, 1999). However, at the time I did it, I could conclude this approach might be disadvantageous as inductive learning can be more time- and energy-consuming and more demanding of the teacher and the learner. It is also possible that during the process, the learner may arrive at an incorrect inference or produce an incorrect or incomplete rule. Also, an inductive approach may frustrate learners whose personal learning style and/or past learning experience is more in line with being taught via a more teacher-centered and deductive approach (Oxford University Press, 2015).

My next steps are to do research on innovative and interesting ways to teach grammar and make strategies for the next classes.

REFERENCES:

Oxford University Press ELT. (April 24, 2015). Inductive and deductive grammar teaching: what is it, and does it work? Taken from: https://teachingenglishwithoxford.oup.com /2015/04/24/inductive-and-deductive-grammar-teaching/

Thornbury, S. (1999). How to Teach Grammar. Pearson.

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Monday, October 9th, 2023
7:00-7:50 am

The aim of this class, as the first one, was to introduce vocabulary about community problems.

A poster of Delfina's press conference was shown in order to elicit students' responses from animal street. The poster was chosen to contextualize the content, since the governor is interested in stopping this phenomenon, it was supposed that students might have knowledge about the proposal. However, the governor was the only one to be recognized.

After that, a text about what a community problem is was read and it was decided if the statements were false or true. Finally, students match community problems with their names.

To assess the activity, students swapped their notebooks, the activities were checked and the student's score was recorded. This fact makes me feel satisfied since the activity class was recorded in the class for the first time.

I wonder if this is a positive signal to begin a new habit during my teaching intervention. Henceforth, I will allocate time to record students' activities, take attendance, and give feedback on my lesson plan.

Class time is not only for teaching and learning but also for doing extra things such as assessing and arranging.

"By managing their time efficiently, teachers can enhance their lesson planning, maintain a balanced workload, and improve their overall classroom organization. Time management also allows teachers to prioritize their professional growth and personal well-being, fostering a sustainable and fulfilling teaching career." (Luckic, 2023)

The Nueva Escuela Mexicana aims to achieve educational actors' dignity, therefore, it is important to understand what it is the origin of this fact.

REFERENCES:

Lukic, J. (July 6, 2023). The Importance of Time Management for Teachers. Time Analytics. Taken from: https://timeanalyticssoftware.com/time-management-for-teachers/#:~:text=By%20managing%20their%20time%20efficiently,sustainable%20and%20fulfilling%20teaching%20career.