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"Today, Thursday, August 29th, was our first English class. The students don't have regular English classes in kindergarten, so it was quite a challenge for me. They actively participated in the proposed activities, dancing, singing, and they loved the context of seeing the family along with Peppa Pig's family and its members. It's a very active group, and not all students attended as there are a total of 16 students. Overall, they participated, repeated, and enjoyed the English class."

Choose a moment that was important for the students during the lesson. Describe it and say why it was important.

One important moment during the lesson was when the students were introduced to Peppa Pig’s family members through flashcards. This was significant because it captured their attention and allowed them to connect with familiar characters, making the learning experience more engaging and relatable. The students were excited to see the characters they recognized, which motivated them to participate in the activities, repeat the vocabulary, and immerse themselves in the lesson. This moment was important as it helped build their confidence in using English while associating new words with characters they already love, laying a positive foundation for future language learning.

What do you find useful of this lesson that will help you plan the next one?

The children enjoyed seeing the family theme introduced through Peppa Pig, indicating that using familiar and relatable characters resonates well. For the next class, maintaining the Peppa Pig theme or expanding it will likely keep them engaged.

The children responded well to activities involving dancing, singing, and movement. Planning more action-based games, such as role-playing family members or movement-based vocabulary games will keep them engaged.

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Observation  n° 1 - Thursday 06th June 2024

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Observation  n° 1 - Thursday 06th June 2024

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Schedule: 10:30 am to 11:00 am

Observed time: 30 minutes

Teaching Strategies Used and Effectiveness: The teacher employed various strategies like using songs for transitions, adjusting her voice tone for attention, and assigning helpers. These methods effectively maintained engagement and structured the classroom.

Students´ Reactions to Teaching, Activities, and Materials: Students responded positively, staying attentive and participating actively in discussions and activities. They enjoyed working with materials like magazine clippings and glue, showing enthusiasm throughout the lesson.

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Escuela N° 288, Perfectura Navala Argentina, Lago Pellegrini. 

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Escuela N° 288, Perfectura Navala Argentina, Lago Pellegrini. 

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INSTITUTION DATA ADDRESS:

Lago Pellegrini, RUTA N°70

City: Cinco Saltos, Rio Negro Postal

Code: 8303

Modality: Extended Day - Schedule: 8:30 AM to 4:30 PM

School No. 288 was established on March 7, 1983, on the Ruca-Có Peninsula of Lago Pellegrini to provide education for the growing rural population, which included many immigrants from Latin America. After 2010, the school had to expand its facilities. It operates on an Extended Day schedule, with a Kindergarten level that has two classrooms for four- and five-year-olds, offering both morning and afternoon shifts. Students have access to a dining hall, but the school lacks sufficient kitchen utensils, tables, and stools. The school day runs from 8:30 AM to 4:30 PM, with most students using satisfactory school transportation. However, there is a need for a bus to transport kindergarten students, as their classroom is 1.5 kilometers from the main school

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Reinterpreting the PEI, the shool members work on the development of the Institutional Literacy Project (PAI) in line with the action plans designed collaboratively and jointly with all members of the institution (management teams, teachers, and PSA), embracing the institutional identity and sense of belonging as they are built into daily and teamwork. Considering the main goal of teaching reading and writing, incorporating children into teaching and social practices of reading and writing. It is essential for the school institution to create favorable conditions for all students to adopt these practices, generating situations that motivate the children.

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Front view and entrance of the kindergarten

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The attached kindergarten operates in a house adapted for classes. With high enrollment and limited space, the house is far from the main school.

The prompt construction of a dedicated kindergarten building is essential to meet the specific demands of early childhood education. This includes socialization and family interaction. Quality early education is crucial for the full development of children, with a responsibility to support families in upbringing and education.

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The kindergarten group consists of 16 boys and girls in the 5-year-old classroom. In general, it is an engaged group that is interested in the activities, says the teacher.

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Preparation of the readers' corner card for families

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Schedule: 10:30 am to 11:00 am

Assistant time: 30 minutes

In the first assistant class, the teacher organized three groups. One group worked on a card where they noted the book or books they would take home to read with their families. The children decorated a card with their names and left space to write the name of the book they would take home. The children colored and decorated the cards with markers. Meanwhile, a second group played at a separate table with toys the students had in boxes within the classroom. There was a third group that played with a tower they had to build to play with small balls. The children rotated between the tables as they finished decorating their cards.

What aspects of the lesson do you consider successful?

I consider it successful that the children were divided into three groups so the teacher could effectively guide them in the process of preparing the cards. Meanwhile, I supervised the groups playing with the toys and the tower while the teacher continued working with the students decorating the cards.

Choose a quotation that represents an event, knowledge, insight in this lesson.

"A well-organized classroom allows each child to engage meaningfully, fostering both independence and collaboration."

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Children playing with wooden blocks, enhancing their social, cognitive, and motor skills through collaborative and creative play.

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Assistantship n° 2  - Thursday 1st August

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Assistantship n° 2  - Thursday 1st August

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Schedule: 10:30 am to 11:00 am

Assistant time: 30 minutes

On the second day of assistantship, not many children attended due to heating problems in the kindergarten rooms, so the two rooms for 4 and 5-year-olds were combined and working together. The children from the 5-year-old room finished the cards they were completing last week about the books they would take home to read with their families. The children from the 4-year-old room drew faces on blank sheets of paper and added hair using colored paper. Then, the teachers and I brought them some baskets with wooden blocks. The children played in groups with the wooden blocks, making towers and creating shapes with the blocks. Afterward, the teachers of the 4 and 5-year-old rooms and I instructed the children to gather all the wooden pieces, put them in their corresponding baskets, and take them to the other room where they are stored. At the end, the teachers organized a circle to play the musical chairs game with children's songs.

Choose a moment that was important for the students during the lesson. Describe it and say why it was important.

One important moment during the lesson was when the children played with the wooden blocks in groups. This activity was significant for several reasons:

Collaboration and Social Skills: The children worked together in groups to build towers and create shapes. This collaborative play helped them develop important social skills, such as sharing, communicating, and negotiating with their peers.

Creativity and Imagination: Using the wooden blocks allowed the children to express their creativity and imagination. They were able to experiment with different structures and designs, fostering their ability to think creatively and problem-solve.

Motor Skills Development: Manipulating the wooden blocks required the children to use their fine motor skills, enhancing their hand-eye coordination and dexterity.

What aspects of the lesson do you consider successful?

Despite the heating issue, the teachers successfully combined two groups, ensuring the children could continue their activities productively. This demonstrated flexibility and effective management of unforeseen challenges.

Ending with the musical chairs game provided an enjoyable and energetic activity, fostering physical movement and coordination.

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Kids work with magazine cutouts featuring families and babies.

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In the third class of the assistantship, the children continue working on the family, pregnancy, and baby arrival project. The teacher and I show them images from magazine cutouts that they selected in previous classes. The children choose an image, and we cut it out for them so they can assemble the puzzle, glue it onto their paper, and write their names. Once they complete the puzzle, the students rotate between groups and change activities. The class is divided into three groups: one group plays with building blocks, another with toys, and the third group works on assembling the family puzzle with the baby image.

At the end of the assistantship, Miss Carolina, who is on leave for the rest of the year due to her pregnancy and doctor's orders to rest, visits the children. They are very happy and excited to see her, asking about her baby. She shows them ultrasound photos and informs them that while she needs to rest, they will be working with Miss May in the meantime. At the end of the conversation, Miss Carolina gives each child a lollipop to take home, along with a flower made of colored paper and a personalized message written on another colored paper.

What aspects of the lesson require change / improvement?

Language Development: While the lesson focuses on visual and tactile learning, incorporating language development activities could enhance overall learning. For example, discussing family concepts, describing the images, or singing songs related to family could be beneficial.

Activity Balance: While rotating between groups is good, ensuring equal time for each activity might be necessary. If one group consistently finishes faster, consider providing additional challenges or activities for them.

What do you find useful in this lesson that will help you plan the next one?

Engagement: The use of visual aids and hands-on activities seems to have captured the children's interest. This approach can be replicated in my future lessons.

Collaboration: The group work aspect promotes social interaction and cooperation, which are essential skills for young children.

Real-life Connection: Bringing in a real-life example like Miss Carolina's pregnancy helps make the topic relatable and meaningful for the children.

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"Today, Friday, August 30th, was our second English class. We continued working on the family context, and today Peppa introduced us to her family members, which we also described. The characters were introduced using finger puppets, which the students loved. Since they are already familiar with Peppa's family members, the puppets were hidden in a pig-shaped bag, and the characters appeared one by one. The children guessed who was next, and then we described them using words like tall, short, beautiful, loves playing football, strong, and big. After that, we sang the 'Family Finger' song adapted to Peppa's family, which they really enjoyed. We finished with a game where they tiptoed to the character being described, who was placed in different sections of the room. This class was a lot of fun, and the students actively participated, repeating in English and showing great enthusiasm for the puppets, which they absolutely loved."

Describe this lesson in terms of a metaphor.

This lesson was like a treasure hunt in a familiar garden. The students embarked on an adventure, discovering beloved characters hidden in their midst, each one a treasure waiting to be uncovered. The puppets were the hidden gems, and with each reveal, the children’s excitement grew, leading them from one discovery to the next. Just as in a treasure hunt, they used clues (the descriptions) to find their way, which made the learning process engaging and interactive. The joy of finding each character and the thrill of guessing who would come next made the lesson an exciting journey, where the treasure at the end was the fun and confidence they gained in using English.

Choose a quotation that represents an event, knowledge, insight in this lesson:

"The students actively participated, repeating in English and showing great enthusiasm for the puppets."

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Today, we had a special visit from a friend of Peppa Pig! Rebecca Rabbit came to our lesson to share a brilliant story with us. We had the chance to meet Rebecca through a puppet, and the children absolutely loved it. They waved hello, touched the puppet, and listened eagerly as Rebecca told us all about the exciting time when her mummy was pregnant with twin brother and sister.

Rebecca explained how her mummy's belly started moving, which made the rabbit family go to the hospital where the twins were born. Everyone was so happy about the new additions to their family. The children really enjoyed the story, especially since it was told by Rebecca herself.

This visit perfectly tied in with the project they’ve been working on with their teacher Carolina, which is all about pregnancy and welcoming a new family member. The story was a wonderful way to connect with what they’ve been learning and made the lesson even more engaging and memorable.

What aspects of the lesson do you consider successful?

Engaging Storytelling: Rebecca Rabbit's visit and storytelling were highly engaging for the children. The use of the puppet made the experience interactive and memorable, capturing the children's attention and excitement.

Interactive Participation: The children actively participated by waving hello, touching the puppet, and listening attentively to the story. This level of engagement helped them connect with the content on a personal level.

Connection to Project: The story about Rebecca's family and the arrival of the twins effectively tied into the project the children were working on with their teacher, Carolina. It reinforced the theme of pregnancy and the arrival of a new family member, making the lesson relevant and reinforcing their learning.

Include a photo of a moment in the lesson, or a task students did, a picture from the board or any other lesson component you would like to share, and describe it.

I included a photo of the book about Mummy's rabbit bump. The children interacted with the puppet and listened to the story about Rebecca’s family and the arrival of the twins. The story is related to their ongoing project about pregnancy and new family members.

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In this lesson, the children learned how to take care of baby rabbits, and I introduced vocabulary related to this topic using realia like nappies, a baby bottle, and flashcards. These tools helped the kids understand the concepts better and encouraged them to repeat the actions involved in taking care of the baby rabbits.

At the end of the lesson, we had a fantastic time dancing with Rebecca Rabbit. The children wore rabbit headbands and joined in the fun, pretending to be rabbits while dancing along. They really enjoyed the playful aspect of pretending to be rabbits and learning how to take care of baby rabbits. The combination of hands-on activities, engaging storytelling, and dancing made the lesson both educational and enjoyable for them.

Include a photo of a moment in the lesson, or a task students did, a picture from the board or any other lesson component you would like to share, and describe it.

I included a photo of the children wearing their rabbit headbands and the realia to represent baby care items like nappies, a baby bottle. This image reflects how hands-on activities, storytelling, and movement were combined to make learning both fun and meaningful for the children.

Describe this lesson in terms of a metaphor.

This lesson was like planting a garden of empathy and learning. The children were the gardeners, carefully taking care of the baby rabbits with love and care, using tools like nappies and bottles as their watering cans and trowels.

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Class number 5 was beautiful! The children enjoyed every moment to the fullest, which was evident in their participation. Since they have already established the routine, they actively engaged in the songs at the beginning, during transitions, and at the end. Their oral participation, answering, and repeating were very enthusiastic, and they behaved very well. The children loved it when Sister Rabbit told them about her emotions, which I connected to the movie Inside Out. The children loved this connection and were excited to see the presentation of each emotion. They expressed the emotions through body movements, such as clapping their hands if they were happy, stomping their feet if they were angry, saying "Oh No!" if they were scared, and finally, pretending to take a nap when they were sleepy. We listened to a relaxation song, imitating resting with Sister Rabbit. The students relaxed, closed their eyes, and we did breathing exercises to calm down, which they really enjoyed. Afterward, Sister Rabbit got up, and we all danced and sang the song "If You Are Happy." From my point of view, this class was amazing—I truly had fun, and the children loved everything we presented, especially the connection with the movie Inside Out.

How did the students react to your teaching, to the activities and the materials? How did they react to the lesson?

The children responded very positively to the teaching, activities, and materials. Their enthusiasm was clear in how they actively participated in every aspect of the lesson, from singing and dancing to expressing emotions with body movements. The connection with Inside Out was particularly engaging for them, as they seemed excited to associate the emotions from the film with their own actions. Their overall reaction to the lesson was one of enjoyment and curiosity, and they remained engaged throughout, especially during the relaxation and breathing exercises, which they found calming and enjoyable.

Include a photo of a moment in the lesson, or a task students did, a picture from the board or any other lesson component you would like to share, and describe it.

I included a photo of the paper plates made from the movie Inside Out and the children dancing with me. They were excited to learn about the emotions from the movie and they participated actively. The playful activities, guided by sister rabbit, helped them connect emotionally while enjoying the songs and body movements.

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Class number 6 was very fun and engaging. The children reviewed what they had learned in the previous lesson about emotions with the characters from Inside Out and how they feel. Brother Rabbit invited them to create a paper plate decorated with their emotions, and then they also painted with markers an image of Brother Rabbit that they really liked.

How did the students react to your teaching, to the activities and the materials?

The children worked enthusiastically with the materials: paper plates, markers, and wool to decorate their plates. They enjoyed doing this activity and sharing their emotions with Brother Rabbit.

What teaching strategies did you use? Which ones were effective? Why / why not?

Review and Reinforcement: The children reviewed what they had learned in the previous lesson about emotions using the characters from Inside Out. This strategy helped to consolidate their understanding and prepare them for the subsequent activities.

Creative Expression: The children created paper plates decorated with their emotions and painted images of Brother Rabbit. These activities allowed them to express their understanding of emotions in a creative and personal way.

Choose an audio / video segment from the lesson, and reflect on what is viewed or heard.

https://voca.ro/15cgsnVszUHq

In the audio, we can listen to the Inside Out music in the background while the children prepare their cardboard plates of their emotion and decorate them with markers and wool. They really enjoyed this activity since they like to do crafts, paint, and create, and the background music helps them relax and put the emotions into today's context.

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Class number 7 was a lot of fun. The children went on a trip with Rebecca Rabbit and her two little brothers to Old MacDonald's farm. At the farm, the children learned about the animals that live there and the sounds they make. The farm animals were introduced with puppets, which the children really enjoyed because their little legs were made of wool and moved. The students repeated the names of the animals and made the sounds of each one. It was very fun for them! We sang the song "Old MacDonald" while imitating the sounds of the animals: the sheep, the horse, a turkey, a duck, a pig, and a cow. Then, we played at being animals according to the necklace that each child was wearing. They were very happy wearing their animal necklaces and imitating the farm animals. It was a very nice family outing for Rebecca and her siblings at the farm.

What teaching strategies did you use? Which ones were effective? Why / why not?

During this lesson I used the following teaching strategies: First, I used interactive storytelling engaged students with puppets to introduce farm animals, providing a visual and tactile experience. I also used repetition and imitation to encourage children to repeat animal names and sounds. By doing this we reinforced vocabulary through auditory and kinesthetic learning. I also incorporated singing songs, using "Old MacDonald" in order to make learning enjoyable as well as memorable. Finally, role-playing allowed children to act like animals based on the necklace they received. This promoted imaginative play and physical movement.

Choose a moment that was important for you during the lesson. Describe it and say why it was important.

One of the most memorable moments during the lesson was when the children played at being animals based on the necklaces they were wearing. This activity was particularly engaging and enjoyable for the students because it allowed them to physically embody the characters they had learned about. It also encouraged the children to use their imaginations and express themselves through movement and sound.

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Our last class, number 8, was a busy one! The kids had been making empanadas with their teacher before our lesson started and they were eagerly waiting for them. While the empanadas were baking, we started our last English lesson and we took another trip to Old MacDonald's farm. This time, we explored the fields around the farm and learned about all the things we might find there. After the lesson finished we went to the playground where I gave each child a special gift: a little box filled with popcorn and a picture of the Peppa Pig family. This was a reminder of the importance of family and sharing happy moments together.

What do you find useful of this lesson that will help you plan the next one.

Having a clear structure and routine can help students feel more comfortable and focused.

Incorporating activities that allow students to express themselves creatively, such as painting or creating crafts, can enhance engagement and learning.

Choose an audio / video segment from the lesson, and reflect on what is viewed or heard.

https://voca.ro/1cD9E4BTogtQ

In this audio, we can listen to the children singing the beginning-of-class song with enthusiasm and it shows that they have managed to acquire the routine for the beginning of each class and demonstrate that they know the song. It also shows their enthusiasm and happiness at the beginning of the class.

I believe that witnessing the children's growth and development throughout these 8 lessons was incredibly gratifying, and this final lesson served as a powerful reminder of the positive impact that language learning can have on young learners.

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Preparation of the first page of the personal folder

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Observation n° 2 -  Friday 28th June 2024

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Observation n° 2 -  Friday 28th June 2024

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Schedule: 10:30 am to 11:00 am

Observed time: 30 minutes

Include a photo of a moment in the lesson, or a task students did, a picture from the board or any other lesson component you would like to share, and describe it.

In the lesson observed, the students were engaged in preparing the first page of their folders, which they would later present to their families before the winter holidays. Each student created a personalized page featuring a picture of their face and a large initial letter of their name. The letter served as the body, to which students added legs, feet, arms, and hands, effectively turning the letters into personalized characters. The children decorated these letters with markers, drawing various patterns and images such as hearts and rainbows. Once decorated, the teacher cut out the letters and attached them to another sheet of paper, which the students had previously colored with a multitude of vibrant hues. This activity allowed students to express their creativity and individuality while working on a collective project.

Describe this lesson in terms of a metaphor.

"This lesson was like a garden in spring, where each child was a blossoming flower, adding their unique colors and shapes to a collective tapestry of creativity and joy."

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Schedule: 10:30 am to 11:00 am

Observed time: 30 minutes

Choose an audio / video segment from the lesson, and reflect on what is viewed or heard.

Audio/Video Segment Description: The audio segment features the teacher reading a story about Tomasito, a baby about to be born. Her narrative includes details such as who chose Tomasito's name, what his parents bought for him, and descriptions of Tomasito himself. The teacher engages students by asking them to describe the pictures in the book and to share personal stories about their own births.

Interactive Storytelling: The teacher's storytelling is highly interactive. By asking questions like "What do you see in the book?" and "Is there light inside mum's stomach?" the teacher encourages students to actively engage with the narrative. This not only keeps the children attentive but also stimulates their critical thinking and observational skills.

Personal Connection: Inviting children to talk about their own birth experiences or what their parents have told them personalizes the lesson. This strategy makes the learning experience more relatable and meaningful. Sharing personal stories fosters a sense of community in the classroom and helps children develop their narrative skills.

Language Development: Discussing the pictures and recounting personal anecdotes provides a rich context for language development. Children practice descriptive language, expand their vocabulary, and improve their ability to articulate thoughts and experiences. The teacher's questions prompt children to think and speak in complete sentences, enhancing their oral language skills.

Teacher's Role: The teacher skillfully guides the conversation, balancing storytelling with questions and prompts. This method ensures that all children have the opportunity to participate and express their thoughts. The teacher's approach demonstrates an understanding of how to scaffold young learners' thinking and language abilities.

The teacher’s interactive and personal approach enriches the learning experience, promoting engagement, language development, and a deeper understanding of the story.

Choose a moment that was important for the students during the lesson. Describe it and say why it was important.

Chosen Moment: When the teacher asked, "Is there light inside mum's stomach?" and the children responded with, "It's dark."

During the story, the teacher posed the question, "Is there light inside mum's stomach?" This prompted a lively discussion among the children. They enthusiastically shared their thoughts, with many agreeing that it must be dark inside mum's stomach.

Importance:

1. Critical Thinking: This moment encouraged children to think about and discuss a new concept, sparking their curiosity and wonder.

2. Engagement: The question actively involved the children, making them feel like important contributors to the lesson.

3. Understanding: It helped children understand a biological concept in an age-appropriate way, introducing them to scientific thinking.

4. Confidence Building: Allowing children to voice their opinions and have them validated boosted their confidence and promoted a positive learning atmosphere.

This moment was significant for combining cognitive development with active participation, making the lesson engaging and educational.

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The teacher in charge of the five-year-old classroom is named Carolina Garcia, and she lives in the city of Cinco Saltos, Río Negro.

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The students' classroom is medium to small in size, with three windows, a library, a closet, a blackboard, and three small tables with their respective chairs. From the side windows, you can see the playground, and from the window next to the blackboard, you can see the street. There is also an air conditioner above the blackboard. Beautiful sunlight enters in the mid-morning. The kindergarten is located two blocks from the beach of Lake Pellegrini, on the Ruca-Co Peninsula.