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My last class! It was really emotional. I wasn't sure how to start this practice at the beginning, since I was not confident at all, but I ended up enjoying it a lot!

We watched a video of “Baby Shark” family wearing customs, so when it ended they all put some clothes on to play and pretend they were families.(I took some from my house and the school had others). I made groups of 5, so everyone who wanted to participate could do it.

Some were shy but others wanted to play again and again representing other “roles”.

When we finished they all gave me a big hug (all together!).
I was really happy, it was a huge challenge for me but the students and the people from the institution had made this experience unforgettable. I am very glad I decided to complete it!

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I loved this class! I had asked the children (2 weeks before) to bring a photo of their families, so I took all of them, and one by one I showed them the photos and they had to come in front to talk about who was in there. I won't forget their faces while they were talking about their families! Then I put the yellow paper with all the photos in the hallway of the school, so the families could see it when they pick up the children, and they like it a lot. They all took photos of it with their cellphones. It was a lovely day for me!

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I took a big picture book of a family of hedgehogs, and some flashcards from the same book, so I introduce the characters first with them, and then read the story. They really like to see the pictures since the book is very nice. Then I gave them some worksheets with activities about hedgehogs (spot the 5 differences, match the numbers, and a maze puzzle. They were able to complete the activities easily.

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I made finger puppets with paper that I cut from a white copy to colour and I put the song "Family Finger", they paid a lot of attention to this, and then when the song finished I named again every member of the family. Then I told them that this poor family had no colours on them, so they had to paint them. I gave them the same picture that I had cut for the puppets but with the whole parts, for them to paint.

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10th: I introduce the topic with a picture of a family (mother, father, brother, sister, baby). After naming all I started to ask who has brothers, who has sisters, etc. Everybody wanted to talk as usual. Then I told them they had to paint this family on the floor with chalks. Of course they end up all white but it was fun for them to be on the floor moving around and drawing.

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This was the last class of Body Parts. I had so many ideas to do but I realised how hard it was to make them with 26 children in 30 minutes, so I had to adapt.

We saw 2 videos of songs on the TV about body parts (One little finger and the Skeleton Dance). They really enjoyed it, and then they had to complete a worksheet about a skeleton (while I played the song again just for them to hear it)

I found it a challenge to produce activities that everybody likes, but these children were very helpful! I notice how much practice I still need to make them listen to me and pay attention, since my voice is usually lost in all the noise of the class.

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7th: I brought the big “human body” from the other class and we revised vocabulary. Then we talked about each part, standing up, showing what we can do with the body, and then we played the “chair game”. The idea of this class was for them to be aware of how they move their body for different things and to do physical activity.

8th: For this class I took the Minion from other classes and a new Minion, which was very different (smaller, purple, long hair, etc). So we talked about the differences between them, and then I told them they were very different too, and to see that,  they had to draw their own bodies.

I could observe how diverse their drawings were. It is an age with so many differences, in their language and their skills.

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5th: I began the class talking about hands and fingers, right and left, and I told them that we were going to paint our hands and stamp them on a white sheet. As there are 26 children, the Teacher helped me paint their hands while the rest of the children played on the floor with Dakis making human bodies! It was really fun for them. We had to hurry up since the class is only 30 minutes, but we had it very organised so it turned out very good! (with 2 brushes each of us called one of the children, painted their hands, then they stamped it on the white sheet and we had a bucket with water and a tissue to clean them up.)

6th: They had to draw their own face in a sheet that had the outline of a head. It was really interesting to see the different drawings. Then I read them a story about two boys that show how they move their body with some “magic shoes” to keep talking about body parts.

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The 4th class I took a big paper (afiche) and one of the students laid on the floor so we drew all her body shapes (contorno) to make a “real size” human shape. Then, one by one the students draw the different parts of the body.

Some of them didn't draw so I asked questions about the body parts, how do you say each part, or what can they do with that part. They were all surprised when I asked that student to lay on the floor.

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3erd: I made a Wheel with the body parts, so the children had to turn the arrow and say what they could do with that part of the body. Each of them went to the front of the class to show. I had to repeat a few since there were 26 students but they all wanted to use the wheel so the activity was finally ok. I had to call the attention of only a few of them in the middle of the activity. Then we all stood up and sang “head, shoulders, knees and toes” to finish the class, and they were very happy while moving around. It was necessary since we were sitting for a while with the other activity.

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CLASS 1 and 2: BODY PARTS: (30 minutes each Class)

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CLASS 1 and 2: BODY PARTS: (30 minutes each Class)

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I began this class very nervous. But after finishing with the routine, I took from my bag a Minion Toy that had ears as a rabbit, so I asked them what it could be, only showing the ears. When I took it all they started laughing and this made me relax a little. It was a good start! We began by naming the body parts of the Minion and then I gave them a picture of a boy or a girl to colour. Then I took all the sheets home and cut them in 4 pieces to do a Puzzle for the next class. They asked me to bring the Minion to the next class, so the toy participated in almost every class after that.

2nd: After the routine, we named again the body parts of the Minion and I explained to them that the Minion was behaving very badly in my house and he cut all their drawings into pieces! So they had to put the “body” back together and glue it in a white sheet.

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In these classes instead of sitting in the back, I sat down in the circle with them as they began with the routine as I was one of them. They continue to work with animals. I could assist the teacher with what she needed, providing the materials, and getting the children in the circle. I continued observing but this time participating in the class singing and dancing with them, asking some questions when I was able to, intervening when needed, helping with the circle time which is a moment they tend to get distracted and start fighting or chatting. Also my idea was to make the children start to know me and get used to having someone else in their class, as well as trying to “loosen up” a little since I was really nervous about my future practice!

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The final class of this week was pretty much the same as the last ones, except that the teacher, after explaining the new animals they were learning, changed the activity to drawing on the floor with chalks, this way the children could move around the classroom.

I focus more on observing the strategies she uses, to call their attention, what she does when children are behaving badly, for example in the round she moves the children that are being more “rebellious” to sit next to the ones that are more calm.

I notice how children love to tell the teacher plenty of things and she tries to always come back or incorporate what they are saying with the subject (or at least making them repeat the words in L2). I also watch how different they are, in their behaviour but also in their aptitudes or their willingness in the class.

I felt really comfortable with the teacher. After class she told me things she does and gave me some advices that I found very useful. I think I will learn a lot from her too.

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On this day the teacher continued with the activity about animals. The first class was oral and today they had to make a drawing of their favourite animal. They still make the “round” and sing the hello song, but then they sit on their chairs and the teacher provides the materials, one paper for each and somo colour markers to share.This time I could notice the difference between both days, what resources the teacher needed to use with the first class which were very different than with this other type of activity. Also I watch how children do their individual work. Then how they interacted with the other children from their table. The teacher asked each of them (not all together like last class) what they were drawing, after hearing it she repeated the name of the animal in L2.Then she took all the drawings out, they made the round, and sang the goodbye song. The routine is very clear, they know what to expect (where to sit and what song are they going to sing) I liked that she puts music (from Disney movies for example) when they are doing activities on their own like drawing. Also that the children help each other, and when they finish they have to pick up the materials and put them back where they were.

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About the development of the class, I found some useful things such as:

The teacher always speaks first in English and then she repeats exactly the same in Spanish.

She first asks if they remember what they did last class, and starts talking about that.

She speaks very clearly and slowly, and makes students repeat after her.

She integrate other subjects with the main activity (animals of the jungle in this case) as counting, naming colours, noises, experiences of the children with them, etc

I especially liked that in one moment she turned off the lights, played the noises animals make, and told the children to “transform” into the animals they were hearing, and move through the whole room imitating them. I found this very enriching for students for plenty of aspects.

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My first encounter with the group was very positive! I observed the classroom disposition, the decoration of the walls, and how the class starts, (round, song, etc) and how the teacher and students communicate to each other (how she ask silence, how they ask to go to the toilet, how they ask permission to speak)

Also I took note of everything regarding time (I felt the 40 minutes passed really fast). The routine, how much time they use for each activity, for speaking about other things children want to talk about, and how they behave when they are doing the activities.