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Throughout my teaching practice, I have discovered several skills that help me as a future English teacher. I believe one of my main strengths is the ability to create a positive and supportive classroom atmosphere. I always try to make students feel comfortable and motivated to participate. I also enjoy planning creative lessons and adapting materials to my students’ needs and interests. This helps me make learning more meaningful and engaging for them.

However, I still face some challenges. One of them is managing time effectively during lessons, especially when activities take longer than expected. I also need to continue working on giving clearer instructions and balancing teacher and student talking time. Despite these difficulties, I see them as opportunities to keep improving. Each class helps me reflect, adjust, and grow as a teacher.

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During this year's practicum, I have based my work on principles from the Communicative Approach, as I believe language learning happens through meaningful interaction and real communication. I aim to design lessons where students use English to express their ideas, solve problems, and share opinions. I also value Project-Based Learning, since it allows students to work on tasks with a clear purpose, promoting creativity, autonomy, and the integration of skills. Collaborative learning has been another essential aspect of my practice, as working in pairs or groups encourages participation, negotiation of meaning, and mutual support. In terms of assessment, I have applied formative strategies such as peer assessment using rubrics and checklists. These tools help students understand the evaluation criteria, reflect on their progress, and take an active role in their learning process. Altogether, these approaches have shaped my vision of teaching as a dynamic, reflective, and student-centred process.

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 Thesis statement revision and reellaboration by the end of the teaching practice process

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 Thesis statement revision and reellaboration by the end of the teaching practice process

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Final Reflection

As I reach the end of this process, I realize how much I have learned and how significantly my skills as a future English teacher have developed. One of the most important lessons I have learned is the value of time management. Teaching and learning both require time; if we truly want our students to learn, we must give them enough time to process, practice, and internalize new knowledge. As Vygotsky’s Zone of Proximal Development reminds us, learning occurs through guided support that gradually leads to independence.

Regarding lesson planning, I have become more thoughtful about my objectives and intentions. I often ask myself, What do I want my students to achieve? This reflective question aligns with the principles of backward design (Wiggins & McTighe, 1998), which emphasize planning with clear goals and outcomes in mind. I have also realized that knowing our students is essential. Understanding their interests, strengths, and weaknesses helps us create meaningful, inclusive lessons that promote motivation and engagement.

Reflection has been a central part of my teaching practicum. As Gabriel Díaz Maggioli (2003) points out, teachers develop professionally when they engage in reflective practice, which allows them to transform experience into knowledge. Reflection is not merely looking back at what happened; it involves critically analyzing our actions to make informed decisions and grow as professionals. Through this process, I have learned to observe my classes, identify areas for improvement, and adapt my teaching accordingly.

In terms of materials, I discovered that adapting resources can be both demanding and rewarding. Although it is time-consuming, I enjoy the creative challenge of finding and designing materials that fit my students’ needs. Testing them in class allows me to see what works and what doesn’t, an essential part of continuous learning and professional growth.

All in all, I feel I have learned and grown a lot during this course. Each lesson has contributed to the ongoing construction of my teaching identity, as I integrate theory and practice, reflect on my experiences, and continue shaping the teacher I aspire to become.

Díaz Maggioli, G. (2003). Professional development for language teachers. TESOL.

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Class observation      April 3rd        Students 25      Materials: Board

Procedure: T begins lesson introducing student teacher. Asks them to tell me what they’ve been doing.

Writes date and agenda on the board and the objectives. Sts copy from the board.

Objectives: - Working in groups to design an infographics about safety tips in the lab. Sts get into groups which have already been organized by the teachers’ staff.

After designing it they will have to present it orally next class. T checks understanding and sets time for the activity, 20  minutes. T monitors the groups. She copies the rubrics and sets next activity, reflecting. Sts reflect about the activities done during the class, they have to reflect about things they have learned and how it will help them in their real lives.

Reflection: I found the infographics production really profitable as students seemed really motivated and engaged though a bit reluctant to present it in front of the class.

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Lesson Plan 2 Student teacher Joesina Umpiérrez

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May 15th

Today was my second time teaching the group. The topic of the lesson was "Greetings".

I based my plan on the book Living Uruguay 4, but I adapted some activities, something that took me nearly a week to finish.

Before the lesson I felt I was well prepared, however, there were some aspects that need improvement. Firstly, timing because I could not finish the lesson on time. Also, as I handed in an activity in which students had to complete a chart I did not check the meaning of some words that appeared on the chart.

The class atmosphere was good, I felt I improved my transitions from one activity to another, so the lesson flow was positive. As my CT suggested I wrote the instructions and the checking questions I was going to use, which I found pretty useful.

All in all, I found the lesson rewarding as I got material to reflect on and aspects to improve

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Competency based planning Thinking ahead (1)

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I see teaching as a meaningful and dynamic process of guiding, supporting, and inspiring students to learn and grow, not only academically, but also as individuals. For me, teaching goes beyond transmitting knowledge; it is about creating a positive, inclusive, and engaging learning environment where students feel safe, valued, and motivated to participate. I believe that effective teaching requires understanding students’ needs, being patient and flexible, and constantly reflecting on one’s own practice. A good teacher encourages curiosity, critical thinking, and collaboration, helping students become active participants in their own learning. I also see teaching as a reciprocal process, while I teach, I also learn from my students, my peers, and my experiences in the classroom. Ultimately, I believe that teaching is a powerful tool for making a difference in people’s lives.

I very much identify with this Paulo Freire's quote:

"Quien enseña, aprende al enseñar, y quien aprende, enseña al aprender".

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As a student teacher, my role is both to learn and to actively contribute to the classroom environment. I am not only an observer but also a growing professional who is gradually taking on the responsibilities of a teacher. This means arriving prepared, demonstrating initiative, and showing a commitment to the learning and well-being of the students. I am expected to plan and deliver lessons, manage classroom dynamics, and reflect on my practice to improve continuously. Equally important is my attitude: I must present myself professionally, respect the school’s norms and culture, and work collaboratively with my cooperating teacher and school staff. I also need to be a keen listener, open to feedback, and willing to adapt based on the guidance I receive. By doing so, I can make the most of this valuable learning opportunity and begin to shape my own identity as a teacher.

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The impact and influence our cooperating teacher will have on our practice-teaching experience is paramount. They play a vital role in shaping our development as future educators by providing not only supervision but also mentorship. From the very beginning of the practicum, starting with classroom observation, the cooperating teacher becomes a model of professional teaching practice. Their responsibilities go beyond simply overseeing our activities; they serve as guides who help us navigate the complexities of classroom life.

Our cooperating teacher’s functions include orienting us to the dynamics of the school environment, introducing us to the school’s culture, and sharing effective teaching strategies that they have developed through experience. They help us understand classroom management techniques, lesson planning, student engagement strategies, and how to adapt teaching to diverse learners. Furthermore, they play a critical role in developing our reflective teaching practices by observing our lessons and providing constructive feedback. Their observations help us become more aware of our teaching strengths and areas for growth.

According to Farrel, a good cooperating teacher encourages and motivates us by recognizing and praising the effective aspects of our teaching, supporting us when we face challenges, and helping us build confidence in our professional abilities. They provide a safe space for us to ask questions, try out new methods, and learn from both our successes and mistakes. Their mentorship fosters a learning partnership based on trust, openness, and shared goals.

While the cooperating teacher supports and guides us, we as student teachers also have obligations. We must present a professional image and conduct ourselves ethically and responsibly. It is essential that we be active listeners, receptive to advice, and willing to learn from the experience and insights of our mentor teacher. This reciprocal relationship is key to a meaningful and transformative practicum experience.

Source:https://cfe.schoology.com/attachment/2912469988/source/6f347e41a98693e56cdf76e03c3c37d1.pdf

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Thesis statement: State of affairs in April

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Thesis statement: State of affairs in April

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As a student teacher at the beginning of my journey, I believe that teaching is a continuous learning process where I will grow by observing experienced teachers, building relationships with students, and developing my own teaching style through practice and reflection. I understand that this is a time for learning, making mistakes, and improving every day. I know I will not have all the answers right away, but I am ready to learn, ask questions, and try my best in every lesson I prepare and teach.

I look forward to gaining experience in the classroom, learning from my cooperating teacher, and becoming more confident in my role. I hope to create a positive and respectful learning environment where students feel safe and motivated. I also want to be a good listener, to students and to those who guide me, because I know that being open to feedback will help me grow as a teacher. This is just the beginning, but I am excited for the journey ahead.

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Class observation      April 7 th                Students: 24        Materials: board, photocopies, mobile phone.

Beginning of the lesson:  Greetings, Date and objectives on the board

Sts present the infographics they prepared in front of the class, their partners evaluate them with a rubric they constructed themselves. Then they comment about their evaluations orally.

Self-assessment: T asks sts to evaluate themselves.

Reflection: As groups present their productions, their partners take notes, this seems really positive as they are busy taking notes assessing their partners, it encourages critical thinking and supports formative assessment.

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April 21st

Objectives:

T begins the lesson telling sts about the rubric as sts are going to present an infographics about women in Science.It contains the following sections:

Name

Content

Fluency

Posture

Infographics

Total

Also, as they listen to their partners sts have to write in their notebooks a word that captured their attention, a phrase that provoked them and a sentence that was meaningful for them.

After presenting the infographics T asks sts to evaluate themselves answering some questions:

1-How did you feel today?

2-Name a positive aspect of making oral presentations

3-What things can you improve?

4-How can the teacher help you?

Reflection: I found the lesson very attractive, learner centred and the lesson's pace is really good, as it flows naturally. Also, the topic is attractive for students as it involves famous personalities.

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First student teacher lesson

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T starts the lesson writing the date and objectives on the board:

.Working on integration of skills

. Humans are social beings

. Focus on new lexis

. Transition to new thematic unit

Shows a video for sts to guess the main topic: Friendship

Sts work in groups. They read texts and underline different aspects.

T asks questions to check understanding.

After finishing T does transition to the following thematic unit "Small contry Big people". T brainstorm names of impactful people in our city and writes names on the board. She finishes the lesson saying they will be working with these people in the following lessons.

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May 8th

T starts lesson talking about last lesson

Objectives: An impactful person from our community.

.Integration of skills "Garra charrúa"

Hands in material for sts to do some reading comprehension. Sts answer questions individually and match headlines to paragraphs.

Activities corrected orally

Wrap up: T ends the lesson with a Thinking routine:

I used to think....but now I think....

Transition: "Now we're going to work with "Garra charrúa", asks sts what they understand by that, as sts brainstorm, T writes down words on the board: personality, concept, idea, fight, bravery, etc.

T introduces reading and listening activity. Sts match heading to paragraphs. T sets time, 10' for the matching activity.

It is corrected orally.

Sts are asked to do some pair-work answering questions about the "Garra charrúa " text from Living Uruguay 4.

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Starts the lesson: Writing objectives on the board.

Tie to previous lesson: Asks about ethnical groups mentioned the previous class.

Asks for strategies sts use before listening, they mention reading and understanding .

Activities incorporated in the lesson: Listening and completing

Materials: Photocopies,computer, tv, board.

How does teacher check understanding?

Reads the activity aloud, then asks someone to explain.

End of the lesson:Self assessment: sts copy three sentences from the board to assess themselves.

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Start the lesson: St hands in exit ticket from previous lesson giving sts feedback.

Teacher asks for a wordsearch set for homework. Sts exchange and do the activity.

Tie to previous lesson: Asks for names of greetings from previous class.

Resources: Wordsearch prepared by sts, computer, photocopies, computer

Noise level: Medium

Concentration level: High

Checking understanding: Eliciting answers from sts

What kind of questions did the teacher ask? Open and close questions

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Reflection: During my first tutor's visit I felt nervous but confident at the same time as I felt well prepared, I had worked a lot with my ct's support. I was a bit pressed for time to make students do all the tasks they were supposed to do but I could not finish with my lesson plan. That made me feel a bit frustrated but during the feedback I understood that there are some strategies to use when you run out of time like, setting an activity for homework and round up the lesson just using the board. I will have to work more with transitions and time management. All in all, I felt the lesson's pace was adequate but I'll have to adjust some issues for next lessons.

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My name is Joesina, and I am currently a student teacher pursuing my passion for education. I have always been interested in languages and communication, which led me to study English teaching. Throughout my academic journey, I have grown increasingly aware of the important role teachers play in shaping students’ lives, not only by teaching content, but also by inspiring confidence, curiosity, and respect. During my practicum, I have had the opportunity to observe experienced teachers, reflect on my own practice, and start developing my teaching identity. I am committed to continuous learning and growth, and I look forward to becoming a teacher who makes a positive difference in the classroom and beyond.

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Start of the lesson: date and objectives on the board

Activities: working on writing skills: Santa Lucía

Fostering oral discussion

Material: handouts, board, markers

Matching exercise: Sts match places from S Lucía and different characteristics

Board: T uses different colours

Checking understanding: Questions

Correction on the board

T asks sts to write about our city for a tourist blog mentioning iconic places, activities to do, food, people :brainstorms adjectives on the board

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Start of the lesson: date and objectives on the board

Activities: working on writing skills: Santa Lucía

Fostering oral discussion

Material: handouts, board, markers

Matching exercise: Sts match places from S Lucía and different characteristics

Board: T uses different colours

Checking understanding: Questions

Correction on the board

T asks sts to write about our city for a tourist blog mentioning iconic places, activities to do, food, people :brainstorms adjectives on the board

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Objectives: Working on reading and writing skills: Talented uruguayan people.

Start the lesson: T asks sts about important people in Uruguay.

Hands in material to work in pairs on reading skills. Sts complete missing headings, then they complete a chart

Transition: T asks sts what they think they are going to do next, as they answer, she explains the following activity. She is going to provide information about a famous Uruguayan dancer and sts have to write the biography. T checks understanding asking questions

End of the lesson: T asks sts to write about self-assessment

I felt....in today's class

I worked...(.. in pairs

I learnt.......

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Reflection: I believe the lesson was engaging and motivating as sts showed interest when working with circus disciplines. They also mentioned they enjoyed the video and the song. In my opinion the integration of visuals, reading, speaking and real-world content made the lesson meaningful. In future lessons I would like to include more time for the round up section as I was a bit pressed for time. I followed tips from tutor and ct about setting the last activity for homework and found that useful.

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Peers observations

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Oral presentations in the first 45' (there are only some sts due to weather alert)

Second 45' Sts worked on Living Uruguay 4 pages 31, 32 doing reading comprehension activities

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Group Characteristics – Santos Rabaquino High School

Social Aspect

The students are between 14 and 15 years old. Six of them travel from nearby areas and most come from the local basic cycle high school or from the high school in 25 de Agosto. The most popular extracurricular activities include football (8 students), English (5), and gym (2).

Regarding study resources, half of the class has access to a printer, and most students have at least one electronic device and internet access at home.

The group is divided into small sectors and not well integrated. Because of this, and together with other teachers, a new classroom seating plan was designed at the end of the introductory module to promote collaboration and integration. Some students were resistant to this change, especially those seated farther from their usual places.

Students participate actively in class and often share good ideas orally. However, some students arrive late to class regularly, and this issue has been discussed with them.

Educational Aspect

None of the students have English pending from previous years. There are 8 students with Reasonable Adjustments:

Juana Cabrera – dyslexia

Víctor Fernández – hyperactivity

Naomi López – diagnosed with ASD

Bruno Marquisio – slow writing (dysgraphia), reading comprehension difficulties, and problems organizing written work

Alejo Orecchia – dyslexia with attention deficit and dysgraphia

Benjamín Picardo – dyslexia with spelling issues

Johana Travieso – panic attacks, emotional vulnerability

Eva Vidart – low frustration tolerance, impulse control and anxiety difficulties, dyslexia, and issues in motor perception and other areas

Most students prefer working in pairs or small groups instead of individually. They consider reading comprehension to be their strongest skill and oral expression as the main area to improve this year. The most used digital tools for studying are YouTube, ChatGPT, and the CREA platform.

Group Diagnosis

During the Introductory Module, students worked on the following general competencies:

Communication

Local, global, and digital citizenship

They also focused on the specific competence of Critical Thinking.

Each student was assessed and classified under a traffic light system (basic, intermediate, advanced) based on their performance in the communication competence, especially their ability to combine language components to communicate fluently and effectively.

Areas to Improve:

Autonomous work: Students need to develop strategies to organize their tasks, reflect on their performance, and plan how to improve.

Productive skills (speaking and writing): To help students communicate more fluently and effectively in different situations.

Planned Actions

Support students in searching for and organizing information independently.

Use thinking routines to help them organize and reflect on ideas.

Promote collaborative work through pair and group tasks.

Encourage critical reflection about their own performance through self-assessment and peer assessment (rubrics, checklists, traffic lights, etc.).

Develop oral expression skills with frequent speaking opportunities, following DUA (Universal Design for Learning) principles.

Foster strategies to improve writing (drafts, editing, in-class writing, etc.).

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Objectives: Working on reading and speaking skills

The most reputable countries in the world

T begins the lesson asking sts about thier views on the most reputable countries in the world. They think individually and then share opinions. Then they read the text provided to find the answer. T reads text aloud, then sts highlight the answers for questions.

T monitors for correction.

Sts google about Uruguay's reputation and findings are shared on the board.

Uruguay is the most reputable country in Latin America

Political stability, quality of life and transparency.

Top 3 of the most beautiful national anthem

What's Uruguay famous for?

Carnival, the longest promenade

Sts are asked to share their findings on the board.

End of the lesson:T asks what isthe most interesting fact of the lesson? Sts mention phrases, facts and words.

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There were no students.

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Reflection: When preparing the lesson I felt a bit overwhelmed as every lesson is a challenge and an opportunity to grow. The selection of materials and activities really takes time and adapting materials is very time-consuming but there was nothing in the book that I found significant or relevant for the students.

I know the objective was achieved as every student wrote their review about their favourite series. Things to improve: Time management and instructions checking.

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Start of the lesson:Date and objectives

Brainstorming on the board about famous people.

Sts work in groups and complete a chart about famous people in the past and now.

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Starts the lesson: Writes date and objectives

Hands in material for students to name influencers .Answers shared on the board.

Listen to the definition of streaming.

Sts get into groups and discuss pros and cons of live streaming. They can choose different points of views:Streamer or audience.

Sts work with a text Being famous in the 21st century. T explains activities and monitors groups. The answers are shared on the board.

Sts answer personal questions: How often do you upload social media content?

What's the most viral video from 2025?

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T corrects an activity from previous class on the board.

Class interrupted by a "Taller de sexualidad"

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Start the lesson: T asks sts about a quote she provides them. Brainstorm ideas on the board. Introduces agree/don't agree.

Shares Agreement- Disagreement phrases on the board.

Sts read a text and highlight positive and negative aspects of being famous.

T introduces the idea of a podcast. Sts will have to create a podcast in groups about pros and cons of being famous, if they would like to be famous, etc. Sts will have to send it on Crea. T and sts create a checklist about the podcast components:

Name, Intro, Topic, Host, Guests, Discussion about fame and money, Length ( between 90 to 120 seconds), Closure.

Sts will have to tick every component to see if they have accomplished the task.

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On June 16th I observed Alejandro and Sofia's lessons. Here are my notes from their lessons.

Peer observations

16-06-25 Highschool 28 Montevideo Alejandro García

How did St start the lesson: St tells sts they have to guess the topic of the lesson, plays sound and sts guess the topic Tie to previous lesson:

- Generates sts interest using different soundtracks

Activities: 1. Sts have to label pictures, the activity is checked on the board

2- uses L1 to give instructions, asks in Spanish if they understood

3- Not clearly explained, Sts are asked to upload the activity in Crea Instructions : St sets time but did not check them Resources: speaker, books, handouts Rules and discipline: Adequate

Noise level: Low Student participation: They seemed involved and willing to participate

Kinds of questions St asked: Open and closed

Were transitions smooth?

Transition 1 done Transition 2 done Transition 3 not clear

End of the lesson: Sets activity 3 for homework

Time management: Could not round up the lesson as sts took too on the previous activity

Assessment: Monitoring and asking questions TTT should be reduced using interaction patterns in the lp

Uses L1 and L2

Student teacher: Sofía De Armas

How did St start the lesson: Asks sts to open notebooks, asks if they remember last class

Tie to previous lesson: Asks sts to tell partners what they did the previous class.

Generates st interest explaining a game “This or that “ Sts seem interested in the activity

Activities:

1-This or that

2-Pair work :interviews about jobs to practise for next Monday (test) Instructions: They were checked Interview: st demonstrates the activity with a student and asks another to explain the activity to make sure they understood, the activity is checked with another student

Resources: Handouts with questions with and without help

Rules and discipline: Adequate

Noise level: Low

Check of understanding: Done

Kinds of questions St asked: Open and closed

Were transitions smooth? :Only one included in lp End of the lesson could not wrap up and share notes

Assessment: Monitoring the pairs as they interview partners

Rapport: St had a good rapport with sts as she used sts names.

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Start of the lesson: T begins explaining topics and activities for a tests sts will have. To revise sts are asked to write 6 words in each category provided.

End of the lesson: Thematic unit assessment

Rock: what I learnt

Paper: what I need to read again

Scissors: What I would cut

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Reflection: The class was a two-period visit in which I introduced a new Thematic Unit: Thinking ahead. I find the topic really motivating for students as we will be dealing with expectations, goals for the future and paths they are going to follow in their lives. My idea is to provide them with information for them to have a wider variety of choices for their future. At some point of the lesson we dealt with Utuoferta educativa and they seemed interested to investigate on the different courses they can take there. I find this would be really profitable for students because it will give them a clearer picture of options they can take. All in all, I felt I improved some aspects of my classroom management, transitions and I was not so attached to my lesson plan.

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CT was absent

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Sts created a job advert in groups. They used a checklist that was shared on the board to complete their work. After that they shared their productions on Padlet. Some of them chose Canva to create their ads whereas others used just their notebooks. It was a good experience working with technology as it increases motivation.

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Lesson Reflection

This lesson was about introducing students to the concept and structure of a CV. One strong aspect was the sequence of activities, which helped students connect what they learned about job adverts with the new topic. They could easily understand each step and apply it in their own writing.

Another positive point was peer assessment. Students checked their partners’ CVs using a checklist, which made them reflect on their work and learn from each other. It also helped me reduce my talking time and make the class more student-centred.

I learned that giving clear examples and instructions is very important, especially when students are working with a new text type. Overall, this lesson helped me think more about how to support my students’ learning.

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For this lesson my idea was to make it more student centered, so I started it with a mingling activity which increases participation and also students are physically active, involving movement and interaction. However, that decision led to a noisier environment, instructions weren't as clear as I had planned. For this reason, for future lessons I'm planning to work more on these activities to get used to the different dynamics as students are not so used to that either. All in all, I felt very comfortable, more relaxed and not so attached to the lesson plan as suggested. I feel much more confident now and enjoying the process.

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Students had a "Taller" with the Psychologist, so they did not have the English lesson.

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High school 1 “Prof. Santos Rabaquino Pacini offers classes for 1st, 2nd, and 3rd year of Upper Secondary Education (EMS) under the 2023 curriculum. It is located in the city of Santa Lucía, Canelones, in the corner of Sarandí and Vicente Grucci streets. Founded in 1949, it is in an area close to the city centre, a safe, family-oriented neighborhood. There is always a police officer at the entrance of the school, whether it is open or closed.

Building Characteristics
The institution occupies a large property, an entire block. It has a main office, a teachers’ lounge, an administrative office, 12 classrooms, an art room, four bathrooms (one of which is accessible), and a cafeteria (which is currently not operating). There is also a library with a spacious area where computers are available for students to use. Additionally, there is a laboratory where Chemistry and Physics teachers conduct their work.

There are two large courtyards: one at the entrance, which is accessible, though unfortunately, the rest of the building lacks adequate accessibility for students with disabilities. There is also an outdoor sports area with soccer and basketball courts where physical education classes are held.

Overall, the building is in very good condition. About 10 years ago, significant renovations were carried out, including new furniture, although some older pieces are still in use. Most classrooms are equipped with air conditioning and televisions. They are spacious and well-lit. Hygiene is good, with two staff members in charge of cleaning.

Human Resources
There are always two administrative assistants (adscriptos) present in each shift. They are very attentive and involved with the students, providing both administrative and personal support whenever needed.

Most of the teachers are experienced and hold high academic ranks. Many have been working at this institution for years and are residents of Santa Lucía.

The school also has a Multidisciplinary Team, including a Social Educator and a psychologist, who conducts workshops for teachers and students on particularly important topics. There is also a sexual health advisor, who is not as frequently present as the psychologist but still provides valuable information.

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Students present their CV information orally.

Their partners assess peers using a rubric:

Name

Fluency

Content

Pronounciation/Tone

As sts finish T corrects spelling mistakes on the board before giving them their final marks.

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Peer observation Yamila Santos October 20th

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Peer observation Yamila Santos October 20th

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Combinado Joesina UMPIÉRREZ - Class Observation 4 - Sept 29 - DPD II

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Didactics Tutor's feedback September 1 st

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Didactics Tutor's feedback September 1 st

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As I reach the end of this course, I can recognize how much I have grown as a future English teacher. Throughout the process, I have developed a deeper understanding of the principles that guide language teaching and learning. I have learned to see lesson planning not only as an organizational task, but as a reflective practice that connects theory and classroom reality. Concepts such as the communicative approach and formative assessment have become part of my teaching identity, helping me to design meaningful learning experiences for my students.

In terms of self-assessment, I have become more aware of my strengths and challenges. I feel more confident when managing time, giving clear instructions, and fostering interaction among students. However, I still need to work on promoting more learner autonomy and balancing teacher and student talk time. Peer and tutor feedback have been essential in helping me reflect on my practice and find ways to improve.

Looking ahead, I aim to keep learning from experience and from others. I plan to continue developing my pedagogical knowledge, especially in the use of technology and formative assessment tools that promote active learning. My goal is to become a reflective and creative teacher who encourages students to use English to communicate, think critically, and connect with the world around them.