The teacher in charge introduced me to the students in a very warm manner. After I greeted everyone, the teacher asked each student to state their name.

Then, she gave each student a number, which she then used to organize the class and assign tasks. The students sat in a circle, and the teacher began by asking them if they could remember the games from previous classes and it was then, when they became enthusiastically engaged in the activities.

The teacher displayed animal flashcards and played a true-or-false game where the children had to imitate the movements of the animal presented on each card. To stop the game, the teacher would say "frozen," and the children would immediately stop moving. After that, they described each animal's colours, the sounds it made, and its body parts.

Next, she placed the flashcards on a desk and divided the students into two groups. She would call out a group's name and then describe an animal. After hearing "get, set, go," the children would run to pick the correct flashcard.

Following that, kids took turns going to the board, picking a flashcard, and asking the class the same true-or-false questions the teacher had asked earlier. She then played a song related to the animals and their descriptions.

While working from the book, some of the children sat barefoot on the floor, as it was carpeted and I enjoyed watching them so entertained and happy, participating actively.

At the end, they wrote down the date and the title "My Animal" from the board, where they were instructed to draw their animal. To conclude the class, the teacher told them to put their shoes on, put away their things and say goodbye.

Then, the teacher moved on to the class book, focusing on a story. The students' task was to put the story's events in sequential order using flashcards that were placed on the floor.

Afterwards, they played a memory game to practice the vocabulary. The students would turn around while the teacher removed one of the flashcards. Then, they had to recall which one was missing.

The main goal of the lesson was to teach them some vocabulary about nature, like 'flower' and 'tree', and to practice using prepositions of place like 'in', 'on', 'under', and 'behind'. To make it fun, the whole lesson was based on a couple of games.

First, they played a points game. The teacher had a bunch of flashcards on a board, and kids from each team got to pick one. When she peeled the card off, there was a score hidden underneath. It was a simple but very effective way to get them all focused and eager to participate while they practiced the new words.

The second game was basically a hide-and-seek activity with a flashcard to get them using the prepositions. Two kids would leave the room, and the rest of us would hide a card somewhere. When they came back in, they had to search for it and then say where they found it, making sentences like "It's on the table!"

While most of the kids were really into it, I did notice one little girl who seemed quite disengaged. She wasn't really following the activities and spent a lot of time running around and hiding instead.

The teacher actually asked me to help out with the hide-and-seek game, which was great. My job was to stay inside with the main group and help them decide where to hide the card while she waited outside with the two searchers. It was really nice to have a more hands-on role and help the activity run smoothly. It was a very practical and dynamic class, and a great experience to be a part of.

This experience has been a great inspiration for my future career as a teacher. It has shown me the kind of positive and nurturing environment I want to create for my own students one day.

First, teacher and I handed out the worksheet. To get started, I pointed to the different animals and objects in the picture and asked the students to say the words aloud.

After that we focused on the main grammar point: prepositions of place. I pointed to an animal, for example, and asked the class, 'Where's the rabbit?' I then encouraged them to give a full answer using in, on, or under.

For the next part of the lesson, students worked in pairs to find the seven differences between the two pictures. While they were working, the other teacher and I walked around the room to help them and ask questions about what they could see in the pictures.

and where each animal was. Then, they coloured the pictures and compared them

with a friend and talked about the differences. (This is my picture. The (rabbit) is (brown). This is your picture, your rabbit is grey.

It was a very calm class, where I saw the girls paying attention and responding to each activity! Then I introduced them to the memory game with the flashcards, which I placed face down, and asked for their help so that they would also feel part of the activity and gain confidence. They were very willing and helped set up the game... I had some confusion when I put the flashcards down because there were some extra ones, but then I fixed them so we could play! Next time, I knew I had to check the materials again so I wouldn't bring any extra ones and could be more organised! I think the fact that they helped me made them feel good and comfortable with me. I tried to speak to them in English, but I also noticed that in some cases they didn't understand, so I tried to say some words in Spanish. I also encouraged them with phrases like "Very Good" and ‘Excellent!, etc. After the game, they were able to form whole sentences... If they couldn't remember a word, I tried to say the first part of the word. Before ending the class, I asked them what new words they remembered, and they named several new words. Then we said goodbye to Stitch until the next class! They wanted Stitch to come back! In conclusion, I think it was a class where we achieved what we had set out to do and what the lesson plan said. I have wonderful memories of my first class of this practice!

On this day, all the children had come to class. This class didn't go very well for me, because many of the children had just returned from their winter holidays and arrived at class tired, some sleepy, others late, so I fell a little short on the activities, but I still wanted to maintain the routine they were used to.

Every time they come in, I give them a piece of paper with a number on it so that they can line up in order when they leave the classroom to go out, or for a game where they go in order, so that there are no conflicts between them. Every time they come in, I give them a piece of paper with a number on it so that they can line up in order when they leave the classroom or for a game where they go in order, so that there are no conflicts between them. I started with the activities, and some of them responded well, while others took more time because, as I said at the beginning of this journal, they were tired,. The first activity consisted on trying to remember what they had learned in the previous class. This was very challenging for me, as very few had attended on last Wednesday, because they were still in the second week of their winter holidays. Then they were able to repeat what I said... Stitch can PAINT, Stitch can SWIM. I tried to use the numbers to go in order and have them say the phrases one by one. Then I started the activity of rolling the dice and naming the phrase that they got.

The children would occasionally tell me about a situation, and I tried to pay attention to what they were saying, but without interrupting the activities. The last activity consisted of completing the Actions and Activities sequence, and I felt that they responded well... I helped some of them cut out the pictures and told them to stay calm, that they could do it little by little, and I encouraged them... After a few more activities, I felt like I had a lot of time left and I had finished all the activities, so at that moment I decided to start another activity again so I could continue with the class. Several times, I asked the children's teacher what time it was, but since she was still recording, I continued with the class. I looked at my watch and didn't see the time clearly. I don't know if it was because I was nervous, but I didn't realise... When I noticed what had actually happened, I suddenly discovered that I had spent more than half an hour. When the class ended, the director of the Institute, who had been observing me, called my attention to the time, and it was a very uncomfortable moment for me. With my inexperience with children and trying to do my best, something had gone very wrong. The students had always been doing activities, but I learned to be more careful with time so that I never spent more than the half hour again! I felt very embarrassed about what had happened, and it was a rather discouraging day when I left the school. That was my experience that day. However, I felt that the children learned the sentences with Actions and Activities

One of the children told me that his mother gave him the masa when she was cooking so that he could continue cooking, so I tried to explain the game to them through their questions and comments, and they understood.

One of the activities consisted of a True or False game, as the children's teacher had told me that they loved it, and she used it often. So, I decided to include this activity. Watching the video, I realise that I really needed more movement, and the fact that I was wearing a large jacket made it difficult for me to show that I was imitating the actions.

The other activity consisted on listening to a song so that they could imitate the actions. They participated very actively! When they heard ‘Speak Chinese,’ one of the children who always makes jokes began to jump around, so I said, ‘Ohhhh, it seems that "R" can speak a little Chinese,’ and he laughed and stopped moving, so I said, ‘Very good! Because he understood the activity well. I can always make these kinds of jokes with this student because, during my observations and teaching assistant classes, I got to know him a little bit... and he has a great sense of humour!

The children's late arrival made me interrupt the class several times, and although it wasn't easy, I felt that I was able to reach the children in some way. One of the girls also wanted to go to the bathroom... some arrived very late, etc. I realised that the return from the holidays made this class difficult, the children came tired, and some had not been to the previous classes, so they still didn't know the vocabulary well. But I kept trying anyway! When I could get close to them, I tried to guide them with actions. In this activity, they had to raise the flashcards corresponding to each of the ones they heard. One of the girls always says she doesn't want to listen to the songs again, but we listened to them anyway, as they had to practise because they hadn't been able to do so in the previous classes. One big mistake was my pronunciation of ‘raise’ as ‘rise’... in this activity, so when I have finished the class, the first thing I did was take notes about my mistakes! Something that I learned from this class is that repeating the songs or videos helps them remember everything better! The same happens to me, when I have to watch a video, I try to do it several times!

Then we said goodbye to Stitch, and I told them "Miss Valen will continue with the class!

That Monday was my fourth practicum class. I can say that this was one of the classes I enjoyed the most with the children! I felt that they really enjoyed the games and songs, they interacted well, and I had a lot of fun and even forgot that they were watching me at times! Which was difficult to happen!

I think a sense of humour and spontaneity are very helpful when interacting with them. Trying to accompany them and teaching the class with movements, songs, and group games helps them socialise and learn through play, which is key at this age! It was a wonderful shared moment, especially when we played ‘Freeze’.

I think that may be in a future class, it would be nice to have them in the supermarket to give some context to the topic we are looking at at that moment!

I started the class with the routine of the song Hello, Hello Can You Clap Your Hands, and we danced and sang! Then I introduced them to the new words about food because I told them that Stitch wanted to learn. They repeated the words and I remembered the cognates with the word bananas, which is very similar in English, as well as vegetables, and for example, pizza, they were able to guess on their own... What is this?

Eggs, spaghetti... Then we sat down with Stitch and the children in a semicircle, and I stuck up the two faces, happy and sad, so that they could associate the happy face with ‘I like’ and the sad face with ‘I don't like’. The children responded well to the ‘I like or I don't like’ activity, where they had to say whether they liked the food or not.

We continued repeating while lthey were looking at the faces stuck on the board, and we started playing Stitch says instead of Simon says. We continued practising the vocabulary and grammar of "I like" and "I don't like". They responded actively.

The class was lovely and the children always responded to all the activities!

Another aspect to improve is how to explain the activities more fluently. And also choose a longer videto than the one that I’ve chosen for this class.

And the last one... I will never take my computer with low battery again!

This class was another one that I can say I enjoyed. We started with the routine, our song to greet each other, moving our bodies! The children were motivated, imitating "clap your hands", "step your feet", "turn around", etc. Then I put the song again, because they wanted to keep greeting each other!

I will keep practising my pronunciation... I think that realising this makes me revise my mistakes so that I can correct them.

Then I showed them other cards with foods on them. I mispronounced orange juice, but I have corrected it now, as I said it with the correct sound in the last class.

Then I stuck on the happy face and sad face stickers. Then I started asking questions because Stitch wanted to know if they liked them or not... The children responded well to the activity, coming to the front and saying the phrase, repeating it. It went perfectly.

Then we watched a video about what the blue puppet liked. I think I needed to explain this activity better.

Then we sat in a semicircle, and the activity consisted of putting the halves together. They understood the activity well and were interested and enthusiastic. They responded with ‘I like pizza’ or ‘I don't like’ with my help, but they repeated it, and I think repetition helps their learning a lot. Then I showed them the plate and explained that they should draw what they liked the most. They responded well to the activity, and even though there were very few of them, the class went as I expected...

They love to speak about other topics and sometimes they start talking, and I try to follow the conversation so that they feel listened to. I think that listening and paying attention to the children is extremely important and valuable for them. I enjoy talking to them, and I will miss them when my Practicum Classes ends.

You noted that they "responded well to the activity" with the happy/sad face stickers, coming to the front to say the phrases. "R" didn’t want to show his picture, but he said the sentence with "I like... " It was a great class!

Then I stuck up the Happy and Sad faces, and they already knew how to recognise them as Happy and Sad faces. Then we worked with “I like and I don't like”.

I said ‘I like Orange Juice,’ and then I stuck that flashcard under the happy face. I showed them the activity, which consisted of drawing the food in either the happy or sad face column. Then they went to draw at their desks. In the meanwhile, I asked them to write the names of each food, as this is something they don't usually do, and I think they can do it.

I tried to help them with the activities. If they needed any help, or just to see their drawings. I think they responded well to the activity. Some needed may be a pencil, etc…

I decided to stuck the pictures under each face on the board, so they could have something visual to help them memorise and work with this grammar and vocabulary. While they were drawing, I tried to speak with them to see what they liked, so that they could learn by speaking, in conversation, as if it were something spontaneous.

I would say, ‘I like sandwich,’ and then stick it on the board. The board was filled with images and the written word from each flashcard. The students said new foods, so I wrote those words too.

The last activity was to draw what Stitch liked on his lunch box. At the end of the class, as I didn’t play the video Hello Can you clap your hands, we listened the song “Goodbye”! It was a nice class! I liked it!

Goodbye Song: https://www.youtube.com/watch?v=PraN5ZoSjiY

I asked them about their own food preferences. When a student said a new food, I wrote it on the board, validating their contribution and showing them that their own ideas were amazing! This reflects in some way, the Importance of a Spontaneous Conversation! They feel like they were at home!

At first, I started with the song “Hello Hello Can you clap your hands?!”  This time, one of the girls had brought a mini-Stitch toy for me to play and dance with. I couldn't use the ones I brought because they were hidden around the room for a game! The children responded well and were happy, dancing and doing the movements from the video.

I played it twice because some of them hadn't woken up yet. Then I introduced them to Stitch's family and they were very surprised! Then I explained the activity to them, to find the flashcards with Stitch on them. With this activity, I noticed that they like to walk around the classroom and move around, then we sat in a circle and practised I like Soup, I don't like soup! Then we reviewed vocabulary and grammar.

After that it was time to give them the presents I had bought to thank them, and we were able to review the numbers they had studied at the beginning of the year... from 1 to 10.  Then I showed them the Happy Box... Stitch had prepared a surprise for them... The last activity was to colour in some worksheets I had prepared for them to take home as a souvenir!

There wasn't much time left because when I started the class it was already late... because a teacher was absent, so I told them to finish painting at home... They looked at their Stitch keychain and saw some colours to paint the picture! Then we danced with Stitch and his whole family and said goodbye!