Date: 17/06/2025

Activity: Reader " A bit lost"

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

They react well to the teacher's teaching method.  Most of them appeared interested in the material she used to and the activities she proposed. It’s more, I could notice that most of them like to move while singing different songs, due to these songs are part of their routine in English class. But another point that I like to mention is that most of them distracted quite quickly during the whole lesson, and this makes me feel quite intrigued. I would like to know how to react towards this or what to do in order to maintain the rhythm of the class without disturbing the natural learning.

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

While reading aloud the book “A Bit Lost”, I showed them the pictures of each character. This little action involved most of them in the story. They seemed interested in the character, the owl, and its story. They starteden saying “no, esa no es su mamá porque no se parecen” and then they asked me if I could show them again the picture. This action made this activity much easier .

Date: 24/06/2025

Activity: The mood boards of emotions ( Happy, angry and scared)

3. What aspects of the lesson do you consider successful?

Some aspects of the lesson that I consider successful were related to the active participation of children in activities developed. Most of them were concentrated enough in each activity and were really interested in the mood boards of emotions and the song they sang at the beginning of the lesson and at the end of it. They could understand what was the point of each activity due to the teacher explaining it several times.

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

What I found useful in this lesson that could help me plan the next one is being aware that children like activities where they can use their hands, bodies, and voices. I think that choosing fun songs and preparing materials that contain many colors is useful because this type of material captures children´s attention. Also, I could notice that most of them like helping others as well.

Date: 22/ 07/25

Activity: A snowman and parts of the body.

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

The teacher chose a new song called “I Am a Little Snowman,” and she asked the children to sing and repeat the movements she was doing at the time. Also, she used a visual aid, given that she drew a snowman on the board so that the children could see it. Additionally, she chose to use hands-on materials with them, since they could use scissors, glue, paper, markers, in order to make their own snowman. In this lesson, I could notice that the teacher prioritized active learning, and she helped the children when it was truly necessary.

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

 I think a moment that was important to me during this lesson came almost at the end. Most of them were happy, and they really wanted to show the teacher and me their “artworks.” I think they noticed when someone is really interested in them and their feelings or work. Also, I realized that children like good compliments.

3. What aspects of the lesson do you consider successful?

In this lesson, the young children learned about the shape of the human face and its parts. They were able to understand the activity planned by the teacher, although there were moments when she and I had to repeat the steps. Each child finished their own drawing. Some added their own style, while others simply followed the example the teacher drew on the board.

Another point I consider successful was the use of a new song to learn about the nose, ears, hair, and mouth. While the teacher sang, she used her hands to point to each of these parts, and the children copied the same movements.

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.

This drawing belongs to Alma. I want to say that she spent most of her time trying to improve her drawing, and when she finished it, she ran over to us to show it. I could tell that she enjoyed drawing the face and adding her own style to it. She also told me that she loved drawing and painting things.

In this class, the teacher used a song to introduce opposite words such as “big and small” and “tall and short.” Before playing the song, she asked the children to observe and try to copy the movements. While singing, she used her arms and hands to visually represent these comparisons.

Another strategy she used was visual support. She created a small house and a large one so the children could see and compare them directly. I believe these strategies were effective because the children were able to understand the difference between “big” and “small” through movement and visual cues.

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

A meaningful moment for the students was when they had to write “small” and “big” on their drawings. It was the first time they were asked to write in English, which made the task special and challenging for them. Many of the children asked if they had written the words correctly, showing their interest with the activity.

What I found useful about this lesson was that the teacher reinforced the vocabulary that had been introduced in a previous class, but this time she incorporated the children's own writing. I also found it valuable that she gave each table a visual and written resource showing the parts of the face, so that the children could see it more closely and use it as a reference for copying.

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

In this lesson, the children were very restless at the beginning, which made it difficult to start the activity. Most of them were interested in drawing the parts of the face, but around six children didn’t want to write, as they seemed frustrated or tired, based on what I could understand. On the other hand, several students participated actively throughout the lesson and were excited to show their drawings.

Some strategies I used frequently in this lesson were visual support, repetition, and gestures. These strategies were effective for singing the song and promoting the children’s understanding during the final activity, which involved painting three animals. However, they were not helpful when telling the short story I had prepared, as many children became distracted continuously.

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

The students reacted with confusion and surprise to this first lesson because I was the teacher. Regarding the activities and materials used, the response was mixed. The song and the task of painting the three animals were acceptable, but during the storytelling segment, many children seemed bored or tired, which made attentive listening more difficult. Some of them stood up and began to play. Overall, this lesson was challenging.

3. What aspects of the lesson do you consider successful?

This lesson had several moments that were very positive, such as the classroom atmosphere and student participation. During the “guessing the animal” game, most of the children were attentive and enthusiastic. Many answered at the same time with energy and clearly enjoyed the activity.

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

   I found the use of real materials such as water and feathers very useful. I also found the use of flashcards to describe the animals’ characteristics highly effective. Finally, I realized that many of the children enjoy crafts. This will help me plan activities that include this type of hands-on and creative resources.

In this third class, unfortunately, I wasn’t able to capture the students’ attention throughout the entire lesson. There were only brief moments when they responded to my teaching style and the activities. The first part of the class was acceptable, but during the second part, which involved a game, I couldn’t get them to participate. There were moments when I struggled to manage the group, and that affected the final activity.

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

In this class, I used a puppet called ‘Mr. Mouse’ and also made small stick puppets to encourage symbolic play. The puppet was attractive during the first part of the lesson, but it wasn’t enough to sustain engagement. During the game section, I think the children didn’t feel connected to the activity; perhaps I lacked a narrative or something that would motivate them to feel part of the game.

In this class, I consider the game segment was successful, as most of the children were actively involved. Another positive aspect was the overall classroom atmosphere. Although the teacher had to intervene once, after that moment the class continued smoothly, which was beneficial because we were able to complete the final activity.

4. What aspects of the lesson require change / improvement?

I truly believe that my classroom management needs improvement. I often feel overwhelmed by certain situations, and I realize I need to develop better strategies in this area. I also feel the need to connect more affectively with the children, but I’m not sure how to achieve that. So far, I’ve been using the same resources that the teacher uses, but they don’t seem to work for me.

When we played the game "What colour is it?", I found it very useful and didactic to use real objects, especially fruits, as children could associate colours with familiar items from their everyday lives. This strategy helped them make meaningful connections between language and experience, reinforcing vocabulary through tactile and visual material. Moreover, the game encouraged active participation and spontaneous language use, as many children were excited to name the fruits.

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

In this lesson, I used several strategies to support children's language development. One of them was using real objects during the game "What colour is it?", which helped children associate colours with familiar items such as fruits. Another strategy was maintaining a narrative thread throughout the class, which gave coherence and purpose to each activity. These approaches made the learning experience more meaningful, as children could connect language to real-life contexts and understand the intention behind each task.

Some aspects of the lesson that I believe require improvement are related to the materials I used. I realized that I could have included more auditory, visual, and tactile resources to make the learning experience more engaging and attractive for the children. For example, using a song about body parts would have supported vocabulary acquisition through rhythm and movement, while creating flashcards could have provided a clearer visual reference

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

Based on my observations, the students reacted quite well to my teaching overall. Naturally, there were moments when some of them got distracted, especially when the materials I used weren’t attractive or engaging enough. Still, we managed to complete all the planned activities. The one they enjoyed the most was drying themselves on the booklet. It was playful, familiar, and many children participated with enthusiasm. On the other hand, some students showed less interest in the writing task, possibly because it was the third time they had been asked to write in a short period.