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Evangelina Gerónimo is the teacher in charge of "sala rosa". She is a young teacher who came from Buenos Aires some years ago. She is a very nice and loving teacher. The children love her! As regards my practicum, she was always well predisposed to help me and give me some suggestions.

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"Sala Rosa" is the name of the course. They are children of five and six years old. They are 19 children, 13 girls and 6 boys, one of them is an integrated student who has autism but only attends classes part time. There is also an auxiliar teacher who helps the teacher and gives her support with children who are sad, do not want to participate or are integrated. Another important feature to mention is that it is the first time they have english classes in this kindergarten! They were very enthusiastic!

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The kindergarten where I have done my teaching practicum is called "Piuqueyen" (te abrazo) and is located in the town of Sierra Grande in the south of Rio Negro!

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This class was the second part of lesson n°3. The exploit activity consisted in a dramatization of the storybook. I prepared the classroom as it were the bears' house using realia. kids loved this activity and also the previous activity in which I played as Goldilocks using a wig whereas I retold the story. Then , in small groups they had to play the part of each character using wigs too and using the elements of each sector. What I find useful of this lesson is how enjoyable and engaged was for them to act out and the importance for them to see the model of the acivity beforehand!

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The task of this lesson was to prepare jelly all together by means of the use of measures which was one of the topic of the syllabus. I have chosen this photo because this yellow poster was the one that the teacher pasted on the board for them to write the ingredients on the board and taking turns.

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"The purpose of a storyteller is not to tell you how to think, but to give you questions to think upon."
This quotation represents the heart of this lesson and the importance, in the case of prescholers, of storytelling. The encounter activity of this lesson was the retelling of the classical storybook: "Goldilocks and the three bears". Most of them knew the story so it was easier to retell it in english. It was a successful way to present new vocabulary!

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This class was extraordinary for me, because I had practised beforehand and I was well prepared as regards contingencies. What is more, students react motivated to my teaching, activities and materials. I discover they, as a group enjoy a lot from watching videos with nursery rhymes. i had prepare the greetings of the routine and the encounter activity with videos and they enjoy dancing and singing at the same time! Also they loved the poster of the family shark of the lead in activity, specially Doni (the boy with autism).

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I think that in this first lesson there were many aspects which require change and improvement.  First of all, it is necessary and fundamental  to think in all the possible contingencies, because when a problem comes out it is required to be solved instantly, if not the pace of the lesson will be modified and the teacher will not achieve his or her objectives. For example in this first lesson, I have to use a set of speakers and as I could find mine, I borrow some to my classmate. Five minutes before the class, when I was checking everything, the speakers break down and the class was a chaos. All the same I could carry out the objectives of the lesson because the speakers worked but I waste time in trying to fix it each time I need them. I learned the lesson.

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Metaphor: An effective learning experience is like a butterfly emerging from its cocoon. A moment that was important for the students was when Doni's mom came to the class to teach with her son how to prepare pancakes using all the ingredients and following the instructions. Finally, we as assistants prepared the pancakes in the kitchen and then we shared the final product. It was important for Doni (the boy with autisim) because with the help of his mom he could explain the receipe and made the pancakes too. Also, it was important for the other children to know more about his classmate's abilities.

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The teaching strategies used by the teacher were:
the disposal of photographs of their visit to the police station. This strategy was effective because the photographs were big and in colour and were accompanied by questions of the teacher: who were they? what were they doing?.... Also to be sat in circle was a good option to monitor every child.
Another strategy was to stick on the board some phrases with the different functions of the police, but this strategy was not effective because the phrases were too long and they have not learned how to read yet.

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The most important moment of the lesson took place in the very beginning, when the teacher talks about the agreements established for the visits:
The teacher asks: "Do you remember the agreements? What happened in the first visit?." The children answers all together: "We behaved badly." The teacher says: "Tomorrow we are visiting the police station, are we going to go running?" Everybody says: "No." So the teacher shows them a poster with the agreements and read them in a loud voice: "Do not fight, do not run, do not throw stones, do not cross the street alone,etc.
In my opinion to talk about agreements after a not so successful visit as regards children's behaviour is very important for the children to realize about their limits and the reasons about why some behaviours are dangerous. Although, I would have written the agreements not using the word "no" all the time.

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The students gave me a really nice and warm welcome! I felt totally comfortable during my first observations!

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1. What teaching strategies did you use? Which ones were effective? Why / why not?
2. How did the students react to your teaching, to the activities and the materials? How did they react to the lesson?
3. What aspects of the lesson do you consider successful?
4. What aspects of the lesson require change / improvement?
5. What do you find useful of this lesson that will help you plan the next one?
6. Choose a moment that was important for you during the lesson. Describe it and say why it was important.
7. Choose a moment that was important for the students during the lesson. Describe it and say why it was important.
8. Describe this lesson in terms of a metaphor.
9. Choose a quotation that represents an event, knowledge, insight in this lesson.
10. 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.
11. Choose an audio / video segment from the lesson, and reflect on what is viewed or heard.