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April 1–30, 2025

Teacher Trainee: Karla Alexia Mondragón Villa

Grade & Group: 1°D | Avg. attendance: 25–30 students out of 34

School: Secundaria No. 207 Guadalupe Victoria

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I began by establishing the tone for the classroom environment. I introduced classroom rules by writing them on the board and modeling them in English using imperatives like “Raise your hand” and “Don’t interrupt.” I made sure to explain each rule in simple English and used gestures to ensure understanding. Students copied the rules into their notebooks.

Then, I introduced the lesson objective: to recognize emotions in a story. I used a Big Book and gave students a worksheet with a list of emotions. Before reading, I pre-taught the vocabulary briefly, checking students’ understanding with gestures and facial expressions. While reading, I paused to emphasize emotions. I guided students to underline them as they appeared in the story and asked comprehension questions at the end.

Although the group had 34 students officially, only 28 attended. Most students were engaged, especially during the listening activity. However, a few students refused to participate or complete the worksheet, even with teacher assistance. This lack of cooperation from some made class management difficult. Still, the majority reacted positively to the interactive reading approach.

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I reviewed the emotions from the story and transitioned into grammar by eliciting verbs from the text. I introduced the Present Simple third-person structure with visual verb cards. I pasted cards on the board in two columns (base form vs. third-person form) and explained the rules: “He/She/It + s/es/ies.” I provided examples on the board, encouraged repetition, and corrected pronunciation as needed.

Only 26 students attended today. Participation was decent. Several students were enthusiastic during the repetition and examples, while a few others showed no interest. It was already noticeable that some students would not engage at all, neither alone, nor with peer or teacher support. Grammar understanding was uneven due to inconsistent attendance.

Students then completed a worksheet with sentences to transform verbs correctly. I monitored their progress, answered individual questions, and gave corrections. I prompted peer checking by asking volunteers to share their answers.

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I reviewed sentence structure and introduced question forms using “do” and “does.” I wrote model sentences and questions on the board and asked students to identify patterns. Then, I introduced a “Battleship” game where I secretly chose three Present Simple sentences. Students had to ask yes/no questions to guess them.

I guided the game, modeled the expected responses (“Yes, she does,” or “No, he doesn’t…”), and encouraged turn-taking. I adjusted the pace depending on the group’s comprehension level and repeated examples for clarification.

Student engagement increased thanks to the competitive element of the game.

Around 27 students were present. Some teams were very motivated, while others remained passive. The students who had not attended the previous session struggled to understand the Present Simple structure, revealing the negative impact of irregular attendance.

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I introduced the topic of social problems by writing the question “What problems exist in our community?” on the board. I led a brainstorming session and categorized responses into four social issues. I then taught new vocabulary with visual support and examples.

Students worked on a matching worksheet to link example sentences with the correct social issue. I monitored progress, clarified misunderstandings, and gave vocabulary support when needed. We closed with a reflection question: “How do these problems affect people’s emotions?” and students completed an exit ticket sentence: “I feel ___ when I see ____.”

25 students were present. Participation was mixed. While some students gave thoughtful responses, others were distracted and unmotivated. There was a clear lack of follow-up from those who missed earlier sessions, and some didn’t seem to understand the vocabulary yet. A couple of students openly refused to do the written activity.

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I started with a brief review of the previous lesson, asking students to recall problems and emotions. I used follow-up questions to activate their memory. I handed out a short reading and guided students to find the central problem and emotions. I asked each group to illustrate those emotions based on the characters’ experience.

Afterward, I introduced the final project: a poster about a social problem including emotions, causes, and effects. I explained the steps and introduced the rubric for evaluation. I encouraged questions and gave a verbal summary of what would be needed in the next session.

Only 25 students attended. Most were interested in drawing and expressing emotions, but when I explained the final project, many seemed unmotivated, especially those who were already disengaged in previous lessons. A few students expressed concern about group work, which turned out to be justified later on.

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I began with a verb conjugation review using a competition-style activity. Students had to say the correct third-person form of verbs I said aloud. Then, I grouped students for their final project work. Each group had a worksheet to draft their poster: problem, emotions, causes, effects.

I visited each group, gave feedback, corrected grammar and vocabulary, and encouraged peer discussion. I made adjustments to teams that were dysfunctional or had absent members. I noticed that only a few students truly contributed; most waited for others to do the work.

This session was particularly difficult. Some groups worked very well, especially those led by responsible students. However, at least two groups didn’t do anything, and even with support, the “problem students” refused to collaborate. It was frustrating that the same students always carried the workload. Group work was unbalanced, and several teams produced incomplete or low-quality drafts.

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After a long break and several changes in group members, I asked students to summarize their draft work. I reviewed the key components of the poster (title, emotions, causes, effects) and asked, “What makes a good presentation?” to activate critical thinking.

Students started creating their posters using colored paper and markers. I helped with layout suggestions, clarified grammar doubts, and provided sentence starters. I tried to reassign roles in new teams due to the reshuffling. Unfortunately, only the responsible students made progress.

This was the most challenging session. Six students were transferred in or out of the group, which caused major disruption. Some teams no longer had the same members. Others had to restart their work. Many students had forgotten the content due to the vacation. As a result, only a few teams completed their poster properly, mostly those with the same dedicated students. The rest either didn’t finish or did very little.

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I opened the session with a reflection on the poster creation process. Students briefly discussed what they learned and the roles they played. I reminded them of the importance of public speaking and clear communication.

Teams presented their posters. I guided the Q&A session after each presentation, encouraged respectful listening, and gave feedback on pronunciation, content, and message clarity. I also facilitated a short reflection at the end, asking students what they learned and how they felt about the project.

Only five out of the original teams presented something meaningful. The others either improvised or didn’t present at all. The group’s instability (changes in group members, absenteeism, and lack of responsibility) heavily affected the final product. Despite this, the reflections shared by some students showed that they did understand the emotions and issues discussed. just not everyone had the motivation to follow through. The grading policy of only allowing scores between 8 and 10 also contributed to a lack of student effort.

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Grade & Group: 2°A
Trainee Teacher: Karla Alexia Mondragón Villa
Period: April 1st to April 30th, 2025
School: Secundaria No. 207 Guadalupe Victoria

Context: Out of 38 students, attendance was generally stable (35–37 students daily). However, the first two sessions were extremely challenging due to behavioral issues from eight problematic students. The situation improved dramatically after two of these students were moved to another group.

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During the first session, I introduced myself to the group and established classroom rules using clear and simple English, supported by Spanish when needed. I wrote basic imperatives on the board, such as “Raise your hand” and “Do not interrupt,” and explained each rule through gestures and context-based examples. I then asked students to copy the rules into their notebooks. After this, I presented images of social problems like pollution, corruption, and poverty, and prompted a discussion by asking what they knew about these issues. I used this opportunity to introduce key vocabulary in English, checking comprehension and encouraging participation by inviting them to describe the images in either English or Spanish. I guided students in identifying problems in their communities and encouraged them to express their opinions. Despite the lesson plan being well-structured and interactive, it was extremely difficult to manage the class due to the disruptive behavior of eight specific students. These students constantly talked over me, mocked the topic, and explicitly said they wouldn’t work because English was “useless.” I did my best to keep the rest of the group engaged and calmly redirected the disruptive students, but it was evident that they had no intention of participating. This situation made classroom control and effective instruction very difficult.

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The second session was by far the most challenging. I was left alone with the group, which gave some students the impression that they could do whatever they wanted. I began the session with a review question on the board: “What is the biggest problem in Mexico?” and used it to introduce expressions for agreement and disagreement, such as “I agree,” “I disagree,” “I think so,” and “No way.” I modeled each phrase and had students repeat them. They copied them into their notebooks, and I prepared them for an activity using pre-cut cards with opinion phrases. However, as soon as we moved to the card activity, the disruptive students completely ignored my instructions. They loudly complained that the activity was “boring,” said English wasn’t necessary, and walked around the classroom distracting others. I continued the lesson with those who remained focused, distributing the worksheets and trying to proceed, but the noise and interruptions made it almost impossible. I tried to assert control respectfully and firmly, but their refusal to listen escalated. I ended the session feeling overwhelmed and frustrated. At that point, I doubted I would be able to successfully complete the project with this group.

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To my surprise, this session marked a turning point. Two of the most problematic students had been moved to other classrooms, which significantly changed the group dynamic. The atmosphere was calmer and more cooperative. At the beginning of the session, several students approached me to apologize for their behavior in the first two sessions. Their gesture was unexpected but appreciated. I took this opportunity to restart on a positive note and introduced WH-questions by writing examples on the board, such as “What is your name?” I explained the function of WH-words and invited students to share others they knew. I created a matching activity where students had to connect short answers with the correct WH-question. The group was very responsive, repeating questions aloud and participating actively. I then introduced a short reading titled “Pollution in Mexico” and read it aloud while students followed along. I wrote five WH-questions about the text on the board, and students answered them orally. Unlike the earlier sessions, the students were now engaged and eager to participate. It felt like a completely different group, and for the first time, I could focus on teaching rather than managing behavior.

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I began this session by explaining that each student would receive a short reading about a specific problem in Mexico (such as water pollution, hunger, or unemployment). I gave them instructions to underline unfamiliar vocabulary in red and known vocabulary in green. I walked around the room while they read, answering individual vocabulary questions and clarifying meanings when necessary. After the vocabulary review, I guided them to reread the text and respond to five WH-questions in writing. The students followed instructions carefully and took the task seriously. They wrote in full sentences, and I could see they were trying to apply the grammar and vocabulary learned. At the end of the session, I collected their answers for feedback and reminded them to bring materials for the next class, including a printed picture of their issue, a half-size poster board, and colored markers. It was encouraging to see students taking responsibility for their tasks and asking for clarification when needed.

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This session focused on turning their reading analysis into a visual product. I returned the corrected answers from the previous session and asked students to review and make necessary corrections. Then, I explained the components of the political campaign poster: a title, answers to the WH-questions, a printed picture representing the problem, and the names of group members. Students worked in pairs or small groups to organize their information and begin the design process. I provided support throughout, helping students structure their sentences and organize their posters clearly. I also gave feedback on spelling, sentence structure, and use of vocabulary. I was impressed by how well they distributed tasks within their teams. Most students respected one another's work and collaborated without conflict. The creativity and focus they demonstrated during this session were very different from the start of the month.

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Students presented their posters today. I reviewed the roles for each team member, one would introduce the group, another would read the title, and the remaining students would explain the WH-answers. I reminded them of the evaluation criteria and encouraged them to speak clearly and confidently. Each group took turns presenting, and I provided constructive feedback on pronunciation, fluency, and content accuracy. I also encouraged the audience to ask questions after each presentation. The class listened attentively and applauded respectfully after each group. Some presentations were more polished than others, but in general, all students demonstrated effort and preparation. The fact that they had worked seriously on their drafts made a significant difference; their final products showed better spelling and sentence structure. This session felt like a celebration of their progress.

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To reinforce vocabulary and reading comprehension, I organized a matching activity. I divided the class into three groups, one with images, another with keywords, and the third with short readings. Their task was to walk around the classroom and match the elements correctly. I guided the discussion and invited them to explain their reasoning after placing the matched items on the board. Once this was complete, I introduced a graphic organizer and asked students to copy it into their notebooks. They filled it out with information about the problem: title, causes, effects, and possible solutions. Students worked independently or in pairs, and I provided support when needed. Their ability to reflect and make connections showed how much they had learned during the project.

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For the final session, I prepared a two-part worksheet to assess vocabulary and comprehension. I reviewed the instructions for Part 1 (matching words with definitions) and Part 2 (fill-in-the-blank sentences). I reminded students to refer to the posters displayed around the classroom if they needed help. I walked around during the exam, answering individual questions and encouraging students to try their best. They remained calm and focused, working silently for most of the session. At the end, I collected the worksheets and led a brief reflection on the experience. I asked which problem they thought was the most serious in Mexico and what they had learned from the project. Several students gave thoughtful answers, and I was proud to see their development not only in English but also in social awareness and teamwork.

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Monday:

Tuesday: 2°A 10:40-11:30

1°D 11:30-12:20

2°A 12:20-13:10

Wednesday: 1°D 7:00-7:50

Thursday:

Friday: 2°A 10:40-11:30

1°D 12:20-13:10

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Black and White Vintage Newspaper Motivational Quote Poster.zip - 6

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Black and White Vintage Newspaper Motivational Quote Poster.zip - 3

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Black and White Vintage Newspaper Motivational Quote Poster.zip - 24

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Black and White Vintage Newspaper Motivational Quote Poster.zip - 12