Eleven students attended, four girls and seven boys. One of these girls has a suspected case of ASD, but it hasn't been confirmed, and she hasn't been seen by a specialist yet. However, she does present symptoms compatible with ASD. She is a very kind girl, expressive with gestures, but she tends to get distracted easily and want to leave the classroom to wander around the school hall.

Today, at the beginning of English class, the children sang the song "How do we say hellow" to greet each other. Then, they marked the weather (which was rainy because it had been raining a lot) and how the teacher's assistant was feeling (happy, sad, tired, or sleepy).

They then continued working on clothing, this time using a wooden puzzle game. In groups of three and four, they had to dress two boys and two girls in the clothes, naming them in English. Afterward, they cleaned and organized their table to continue with their book activity, in which they had to cut out, glue, and paint different clothing items (hats, short and long t-shirts, pants, skirts) and classify them according to the weather, whether they belonged to the hot or cold climate. After this activity lasted approximately 30 minutes, the children were able to complete it successfully and were allowed to play with dakis. At 3:20 p.m., the students left the school.

Afterward, the teacher asked them to sit down and designated a student to indicate the weather in English and mark how they were feeling (emotionally). Then, the teacher asked if they remembered the alphabet in English. One student raised his hand and said he remembered it. With the teacher’s guidance and the attention of his classmates, the student said the alphabet letter by letter perfectly, using the poster that had the alphabet on it. Another student said he remembered it as well but wasn’t confident enough to say it in front of the others.

Next, the teacher asked them to stand up again to dance to two alphabet songs: one to recall the letters and their pronunciation, and another to exercise them physically through movement.

After this activity, the children returned to their seats, and the teacher asked her assistant student to help distribute the books to each classmate. She also asked a girl to hand out the pencil cases to their respective owners. The activity in the book was about syllables. For example, the words separated into syllables were SOCK and FOX. In the word SO-CK, the syllable SO was to be colored orange, and CK blue. For FOX, they had to color the F green, O red, and X purple. Each word was accompanied by a corresponding picture so the children could associate the word with the image.

Then, to finish the activity, the teacher asked in English: “Can you show me your socks?” Out of the 11 students present, only one understood the question, and the others responded with the teacher's help.

In the middle of this activity, while the teacher wasn't watching, two students started to argue. One of them (let's call him Pepe) told the teacher that the other boy had said a bad word. The accused student reacted nervously and almost angrily, repeatedly saying, “It wasn’t me,” and “I didn’t say that.” Meanwhile, Pepe insisted that he had been called a bad word that shouldn't be said in kindergarten. The teacher, in response to the situation, tried to calm both students down and told the accused child to calm down as well, assuring him that she would listen to both sides to clarify what had happened.

Another student (a friend of both boys) said the accused child had used the phrase from Messi: “Anda pa’ allá, bobo.” The situation came to an end when the kindergarten teacher entered the classroom to bring them their snack, as it was now break time. The English class ended around 14:50–14:52.

I had the honor of being allowed by the English teacher to choose the greeting song (which was "How We Say Hello") to sing and perform the actions together with the children.

After the greetings, I was able to choose a child to count how many boys and girls were present today. Once the child managed to count in English and tell me that there were 7 boys and 4 girls, with the help of the teacher and myself, another student was able to write the numbers on the board.

Then, I called on a girl so that we could mark together on the board what day it was, what the weather was like today, and how she was feeling (happy, sad, sleepy, or tired).

After completing the activity, the class recalled the topic they are learning this week—the parts of the house. The children were then divided into two groups (Group 1: Miss Renata, and Group 2: Miss Juli) to identify and paste various objects—such as refrigerators, sofas, bathtubs, etc.—on a worksheet with a large house, placing them in the correct rooms (in English).

The group I assisted (Group 2) won the game because we finished before the other group and completed the task correctly.

Later, the teacher told me that earlier in the morning the children, along with their classroom teacher, had painted a bird, and during the English class, they were going to paint and create its nest (made from a plastic plate cut in half).

For this activity, the children were seated at their tables, given paintbrushes and paper (to simulate straw), and painted and glued the paper. These activities lasted approximately 20 and 10 minutes respectively.

Afterwards, we instructed the children to go to the bathroom to wash their hands, get their coats, and prepare for recess time.

Before going out to the playground, the children helped clean the classroom and the tables.

They are very polite and kind children, and it was a lovely workday.

Next, the teacher showed them flashcards of the numbers from 1 to 10, and the following activity was for five different students to write the remaining numbers up to 15. The children managed to do it and celebrated their achievement by jumping and giving each other high-fives. Afterwards, the teacher asked them to sit at their tables for the second activity: in two groups, they had to find cut-out numbers scattered on the floor, stick them on a long sheet of paper, and create the number sequence in the correct order. The team I played with won (although some children later confessed they had cheated by hiding numbers), and their teacher told them that such behavior was wrong, so we had to play again, this time fairly and without cheating.

Once they completed the sequence on the paper, they cleaned their tables and bundled up to go to the playground.

After this activity, the children cut out the figure of a bird they had previously colored in their workbook and, with the help of their teacher and me, glued the birds onto their nests with tape, attaching a straw at the back to hold them up. Once they had finished, they returned to their workbook to continue with a bird-related activity. They had to color the drawings of three birds, each represented by a real bird photo: a blue bird drinking water, a yellow bird sleeping, and a brown bird watching. Some children were able to complete the task by following the classroom teacher’s instructions, while others needed help. Out of the 13 children, 4 of them were able to do the activity purely by instinct.

At the end of the lesson, we all went outside to the playground to play with the birds.

It happened on 14/08/25, from 1:30 to 2:50 p.m. At times, I felt anxiety, nervousness, and joy all at once. In this class, I taught the sequence “Hide and Seek” from the sequential proposal of Oxford’s book The Little Blue Dot, which the children in the 5-year-old group use.

What I least expected to have difficulty with was the TV in the classroom, which I needed in order to sing the greetings and introduction song with the children. But no, I actually did have problems with the TV, haha. I couldn’t connect to YouTube; once I finally managed to connect it, I couldn’t play the song, and the remote kept putting on any random video except the one I wanted. But after struggling with it for a while, we were finally able to play the song, and we sang and danced together.

To introduce the sequence, I reminded them of the parts of the house they had already learned, and I told them they were going to learn about Hide and Seek. I first showed them the song “Hide and Seek (around the house)”, which has a catchy melody. They watched attentively, and once it ended, we all sat back down, and I showed them the Sparks flashcards —their dragon learning companion— with the gestures for hide, seek, look, and found. I demonstrated each gesture, which left some of them a bit confused, but when I translated into Spanish, they were able to understand and identify each word.

I played the video again so they could recall the words with the actions. While they watched and listened, I distributed around the classroom posters with the different rooms of the house and their corresponding pictures (bathroom, living room, kitchen, bedroom, and dining room), so they could identify each space set up around the classroom.

Once the video finished, I told the children we were going to play Hide and Seek around the classroom, but they had to pay close attention to each space in order to hide. We played for about 20 minutes, and every time I found a child, he or she had to help me search through the different spaces to find the others. After that, I hid Fifi (the fox puppet —Sparks’ friend) so they could look for him. We played with Fifi for about 7 more minutes, and once they found him, the children had the chance to transfer their new knowledge into their work.

I gave each child a worksheet with the question “Where did you find Sparks?” —but since Sparks wasn’t in the classroom, I told them to draw where they found Fifi, the fox. Some drew him hiding behind me (where he had hidden), others drew him at the moment they found him, and others drew Fifi sitting next to them. The drawing and sharing activity lasted about 10 minutes.

To finish, I told them our English class time was over, so they had to clean and tidy their space with the command “Clean up” and then get dressed to go outside.

That day was very cloudy, and the rain started to fall just before 1:30 p.m. At that very moment, my second practice with the children began. Only 11 children attended, since 2 were sick.

The class started with the children insisting on playing Hide and Seek again, as in the previous class. So, I told them we would play hide and seek later, but only briefly, since that day’s lesson was similar but a little different.

I began by encouraging the children to stand up from their chairs and sing the song “How do we say Hello?” all together. Some of them were tired or sleepy and participated a bit lazily, but they still joined in. After finishing the greeting routine, I asked one girl and then one boy to count how many boys and girls had come to class that day. After reinforcing attendance counting in English, I invited another student to help me mark on their mini board what day it was, what the weather was like, and how they were feeling that day.

After completing the board, I asked them to pay close attention because I had brought a very special companion with me to the classroom: the dinosaur Alexaurus. Yes, a sweet stuffed dinosaur who was very eager to teach the children, within the Hide and Seek sequence, the prepositions under, behind, and inside. To do this, Alexaurus asked them to pay close attention to a music video that one of his cousins had made, talking about different prepositions, called “Where is my dino?”—with a very catchy and lively rhythm. The children paid close attention to the video, since afterwards Alexaurus explained, using his little house, how he could hide: under the house, behind the house, or inside the house.

This explanation was a moment when I realized I had to emphasize and repeat the words more, since some children were distracted, others were sleepy, and some were fascinated with Alexaurus.

To practice the sequence, I asked all the children to stand up, and with Alexaurus’s help we stuck the flashcards for inside, behind, and under on three different tables. That way, when a preposition was named, the children had to run or go touch the corresponding flashcard. Some children managed to do this easily while others got confused, but when they noticed most of the group going one way, they followed until they found the correct flashcard.

Afterwards, we played Hide and Seek again, but this time using the prepositions. Some children hid under the tables, others behind the chairs, and since we didn’t have a big box to hide inside, we improvised with a couple of chairs to represent inside.

After playing, I asked them to sit back in their chairs. One classmate was in charge of finding and handing out everyone’s pencilbags. I gave them a worksheet where they had to show me where a fox (similar to Fifi) was hiding—one picture showed it inside a box, and another showed it behind a box. They had to mark the correct option: inside, behind, or under.

Then, they could color the box and the fox (similar to Fifi) however they liked, using pencils or markers.

This activity served as the closure for the Prepositions sequence.

I’m attaching the first part of the video of the second class.

The class began around 1:30 p.m., with a total of 12 children present, while two girls were absent. The girl with a possible ASD diagnosis was not present, and some children who had missed the second class returned. This made the review a bit challenging, as I had to re-teach previously covered content, particularly the lesson on prepositions. Since the third class took place a week later, I understood that it was necessary to explain the topic again for all the children.

We started by singing the greeting song “Hello, how are you?” and then I invited a boy and a girl to count how many girls and boys were present and write the numbers on the board. After that, I asked another student to help me complete the weather, day, and feelings chart. He happily filled it in correctly, and I thanked him for his help before asking him to rejoin his classmates. Then, I began asking questions about what we had worked on during my last visit, especially for the children who had been absent, so that we could all be on the same page.

Several children said they remembered meeting the dinosaur “Alexurius” and learning about “up” and “down.” This showed me that while some had understood the previous content, others had not. I then explained again the meanings of “up,” “down,” and “inside” so they could use them in the game “Alexurius Says” (based on “Simon Says”), after listening to the Smile and Learn – English song “Where is my dinosaur?” ; a song that some already knew and others didn’t.

The children were able to grasp some of the prepositions planned in the lesson (in, under, behind) with the help of flashcards. After listening to the song, we played “Alexurius Says” in the classroom since we couldn’t go outside because of the cold weather.

During this class, I faced a few complications or rather, challenges with some students who were not in the mood to participate in the activities and games. I received help from the cooperating teacher so these students would pay attention and follow the instructions, as their hiding and uncooperative behavior distracted their classmates. Eventually, they joined the activities and began working on their drawings, where they had to color different relatives of Alexurius and, for those who were able to write, describe where they were: inside an egg, behind a playground, or on top of mountains.

To be honest, I couldn’t give the class a proper closure because time went by quickly with the games, and I felt anxious as I ran out of time to end more smoothly. I simply instructed the children to hand in their drawings once finished, put away their supplies, and sit down for their snack break before saying goodbye to the flag and going home.

I must confess I had many expectations for this closing class, but when I realized I hadn’t managed some situations as well as I hoped, I felt that my anxiety had taken over and my insecurity was quite present. At times, I even wondered whether the children could really understand me.

The most rewarding part came when, as they were leaving, several girls came up to tell me that they had enjoyed meeting Alexurius and hadn’t expected to receive a gift, since it wasn’t anyone’s birthday. I made sure to tell them how special and happy they made me feel, not only for including me but, most importantly, for allowing me to get to know them.

Although I was able to carry out some parts of my lesson plan and not others, I successfully completed my teaching practice. I know I still have much to learn, but I also learned a great deal from the children, from the cooperating teachers, and from the institution itself, which provided me with a supportive and enriching environment to grow both professionally and personally.

At first, I was nervous and full of doubts about whether I could manage it all, but little by little I began to trust myself more. I learned that teaching is not only about planning lessons, it’s about connecting with students, understanding their needs, and creating a space where everyone feels included and valued.

These practices helped me grow both personally and professionally. I discovered that even small gestures can make a big difference, and that every challenge brings the opportunity to improve. I finish this experience feeling proud, thankful, and even more certain that I want to keep learning and walking this beautiful path of teaching.