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• what happened during the day,

• what you’ve learned,

• and how you can use it

In your own teaching. At the end of the course, you'll have a useful record of your reflections to refer back to.

At the end of the course you will be asked to photograph some pages of your journal and upload to this course padlet.

1. What did you observe today that really stood out to you?
   (Think about a specific moment or teaching technique that grabbed your attention. Why did it stand out? Was it something new or something you’d like to try?)

2. What is something you learned today that you can apply in your own classroom?
   (It could be a strategy, a classroom management tip, or even a way of interacting with students. How do you plan to use it?)

3. Was there anything that you saw or heard today that you would like to explore further?
   (Perhaps there’s an idea or technique you want to understand more deeply. Do you need to do some extra research or ask your mentor more questions?)

I was deeply impressed by the confidence, ease and masterful handling with which Purva welcomed us on our first day, even though she knew she was dealing with a "special group", one not only eager for content (linguistic and didactic), but, above all, interested in observing her as a (language) trainer. Her classroom control is amazing and naturally helping to create bonds and engage learners. Meta-reflection for the future: there is no need to create complex innovative activities. Simple tasks work just fine if properly directed.

I would love to have her same confidence with activity timing and voice control - the way she leads modulating volume, rhythm and silences is great. 

As for the group, which has been built up as a result of the meaningful activities she proposed, the exchange of our experiences and points of view has been and will be really interesting. I see us as highly motivated and capable of sharing deep and useful professional reflections, not only to achieve the objectives of the project, but also and above all to establish a real community of practice.

As I have already said during our meals, I would like to reflect with all participants and find some kind of shared answer to this question: "What makes a language teacher a good teacher? Are there specific features that we can name and should look for?"

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I learned how important it is to connect people at the beginning of a course or workshop. It makes working together later much easier. I also saw how we can use simple games to practice English in a fun way.

What I liked the most was the warm and relaxed atmosphere. I will definitely use some of these ideas in my own teaching, because I believe it's very important that people feel good in a group before they start learning or working together.

In today’s workshop, we had an introduction where we got to know each other. The trainer used very simple and fun activities to help us connect. She made us feel comfortable and welcome, and soon we were all talking and laughing together.
I learned how useful these kinds of activities are. They help people relax, talk to each other, and work better as a group. It was also interesting to see how we can practice English while getting to know new people.
For me, the most important thing I learned today is that it’s good to plan group work carefully. It is very important to create a positive atmosphere from the beginning. Then people feel safe, and it is easier for them to work and learn together. I will try to use these ideas in my own teaching.

On the first day of my TOP training course, I was warmly welcomed by John at the language center. I participated in activities that enouraged personal introductions using adjectives, fostering energy and a sense of community in our TOP course. We also presented and shared some relevant an unique details about our schools, and I left the day feeling inspired to implement some new strategies that Purva demonstrad during the lesson. Her energy is absolutely contagious!

1)Today the activities were focused on gradually understanding what is Job Shadowing and on starting to work on it

I found it interesting that the teacher made us discover the real meaning of JS through a memory game followed by a gap filling activity

It was significant to me the concept that JS is to observe with specific GOALS, which can make the observation successful

We worked individually and we filled a form to set a "Smart goals planner"

Actually this form is not still clear enough to me and I would like further explanation and expecially practical examples

We tried to identify a Specific Goal that we would observe in our JS and to pursue when working in our classes

We specified how we think we could track and measure our advancement in this process and how the relevant results could help the general improvement of our classes

We also set up a possible deadline for the plan

2) Valuable strategies I would like to apply with my students:

• Information gap activities

• Jigsaw activities

• 1 minute shower (exit ticket)

• Reflection activities (3 -2-1 method)

• Retrieval activities

  
  

Today I have learned a method for new participants to get to know each other in a nice and relaxed way, so they connect and the group dynamics can be more effective, so I will try to apply this method in my work. The method is simple, fun and involves personal qualities, which made the introductions go smoothly and enjoyable. Another personal achievement for me is that for the first time I remembered all the names of the participants in the course.

We also had a networking exercise for the participants in which we introduced ourselves and shared interesting facts about our lives and work. Finally, there was a presentation of the organisations and our work. The atmosphere was very positive and relaxed, which allowed us to be open and honest. We learnt new ways of getting to know and accept each other, which strengthened trust and friendship in the group. The teacher moderated our work very well and in an organised but spontaneous way, so we were able to let ourselves go.

Today we learned and took a closer look at what job shadowing means. We looked at the definition of the concept and then discussed what we can observe in the classroom and how we can bring this into our daily practice, how observing another teacher can help us to improve our teaching methods. We can use the SMART method and the Criteria (by Daniselsen's framework for teacher practisis) to help us do this - both are great starting points to help you focus on things you want to improve when observing a teacher, to help you make a plan of what you will observe and how you will observe it.

I took the observation - the teacher gave a very pleasant and relaxed lesson. Although they were doing grammar, the lesson was dynamic and interesting, the teacher had a very pleasant and positive energy. As I attended the observation after the break, I did not hear organisation scheme/the structure of the lesson. But it was interesting how he explained particular grammar issues or specifics, illustrated them with examples and with drawing, and then summarized the point briefly, writing the important things on the board in a different colour. The teacher took very good care to involve all the participants, kept active eye contact throughout, updated the examples, and explained additional questions (e.g. pronunciation).

One aspect that stood out to me was the emphasis on the idea that we won’t necessarily find all the answers we seek within the classroom. This perspective resonated with me, as it reinforced the importance of continuous learning beyond structured lessons. Additionally, I found the analogy used to explain the theory particularly helpful. It provided a concrete way to understand abstract concepts, making them easier to recall later.

During the group assignment, I faced some difficulties understanding what exactly needed to be done. However, I was fortunate to have supportive group members who helped clarify the task, allowing me to contribute effectively. This experience reminded me of the value of collaboration and the importance of asking for help when needed.

Finally, I successfully planned my SMART goals for the Friday observation. I feel more confident about approaching the task with clear objectives in mind. Overall, this session was both engaging and insightful, and I appreciate the learning experience.

A) 3 topics covered/lessons learned

• SMART goals framework applied to our context

• proposed taxonomy to classify observation under 4 specific areas

• Learning success is in learners hands, we cannot control it, just guide it

B) 2 "catches":

• My teaching behaviour would improve especially creating a positive and supporting class environment. Looking at the checklist most item I would like to observe are related to: showing empathy, guaranteeing diversity is catered for.

• Not all techniques/actions might be observable at any time, so a great amount of observations will be needed to collect meaningful and relevant evidence, in order to reach specific goals.

C) 1(or more) needs to be further explored:

• Realize that teachers don't seem used to this kind of very analytic approach + reflective construction based on very structured "project framework", which makes team and time management even more complex

• Consider Multitasking risks: being in many "roles" at the same time (Project Coordinator, Spanish team coordinator, teacher and participant) is very enriching, but also difficult. My focus is constantly shifting from a layer (and analysis category) to another, and that leads to significant information gaps

• Understand how Atlantic Language Teachers are prepared/used to being observed would add value to our project. It would be really great if we could interact with them and collect mutual experiences/feedback (before/after observation)

Next, we talked about the smart goals planner. I understood the method for setting things up, but I struggled with how to practically do it myself. I felt that everyone understood the task better than I did and was solving it faster. This made me a bit upset.

I liked it when Purva changed the learning strategy when she saw that the group's concentration was dropping.

Today we learned more about job shadowing. The teacher made an introduction and explained what successful job shadowing means. I liked that we talked about our goals and expectations at the beginning.

Because I am a visual and kinesthetic learner, I really liked when we stood up and did an activity with a ball. It was a nice break from sitting and listening, and it helped me focus again.

Later, we read the Peer Observation Checklist carefully. We tried to find the points that we already use in our teaching and the points we want to use in the future. This task was not easy. It was hard to think about my own teaching and to find ideas for improvement.

It was also difficult to make a SMART goal. I needed more time to think, but in the end, I made a clear and realistic goal. I hope that tomorrow, when I observe another teacher, I will see an activity that I expect. I also hope that I will try this activity later with my own students.

In conclusion, today was a useful and interesting day. I got new ideas and I understand better why it is important to observe teaching in a good and structured way.

I really enjoyed spending time outside and in the kitchen area. The change of environment made a noticeable difference in my ability to concentrate. Different surroundings helped refresh my mind, making it easier to stay focused and absorb new information. It was a simple but effective way to maintain engagement, especially as our energy levels started to dip.

One of the highlights for me was the V+ card concept for giving feedback. I found it to be a very structured yet simple approach, and I believe it will be extremely useful for me in the future. Providing and receiving feedback in a clear and constructive manner is an important skill, and I appreciated learning a method that makes the process more effective.

I have always been the type of person who learns best through visual or engaging examples. They stick in my memory much faster, making my learning process more efficient and enjoyable. I was glad to see that the session incorporated these elements, as they helped me retain information more easily.

Another key moment was finally having the Atlantic presentation. It gave me a clearer understanding of how they operate, which I found insightful. Seeing real-world applications of what we were learning added another layer of depth to the experience.

Overall, while the day was challenging in terms of mental energy, the varied activities, new environments, and engaging learning methods made it a productive and enriching experience.

-be easy to understand

-(possibly) some information from the Heart, Diamond, Spade and Club model

-(possibly)integrate some information from the four step process of feedback covered in class today.

Group 3 will present the guidelines to the entire class on Friday.

At the beginning we got extra feedback on language corrections and informations how to improve - very kindly from our teacher.

Today's theme was feed back: it started with a change of room and a lovely activity - so we had a relaxed, open environment to actively engage and reflect on how and what we have experienced in terms of receiving and giving feedback. This was followed by a new activity on the theme of feed back: we were given a short theoretical framework of 4 types of cards representing the 4 types of feedback. We worked individually and in groups, and then the teacher summarised the key points of the 4 types of feedback theory and further illustrated them with examples to help us remember the informations. The additional insight or short tips on giving feedback were also very well shown in the video presentation.

Raising awareness of the process of giving/receiving feedback is at the same time a preparation for a personal experience where theory and practice are combined - a great approach with personal experience that I will be happy to use in my own work (e.g. teacher training).

The teacher wrote some sentences on the whiteboard and in pairs we were asked to look for the possible mistakes

We discussed with the whole class, we identify the errors and Purva showed the correct or more refined form and explained the reasons

This very useful activity was an introduction to another game we pleasantly played on the sunny terrace, focused in fact on how to give a feedback

Purva put on the phone an Irish song and we had to walk around and stop with the music. We grouped in pairs or by three or four to answer questions about negative or positive attitudes in a feedback

We checked in plenary and passed to another group game: a jigsaw reading in which we explored again bad or good behaviour in giving a feedback. The teacher associated each behaviour to a card symbol, according to their level of positivity (heart clubs spades diamonds)

We finished off with a short Ted Talks video, a perfect aid to reach a wider definition of giving a feedback

The steps we found out ( by making notes in turns) were:

1 Micro-yes questions (ask a short and clear questions, this gives clearly the idea on how to move on)

2 Avoid blur words (data-impact, specific information so we say exactly what a person is going to do)

3 Impact statement ( more specific, explain the reason why)

4 Dialogue, make this a conversation (open questions)

We ended this very involving morning by listening to an interesting presentation of the Observation habits and practice in the Atlantic School.

I also had the opportunity to talk personally to Purva and she helped me a lot to clear up my questions about the Smart goals

2) Valuable strategies or activities I would like to apply with my students:

• Give a clear object to the students at the beginning of the lesson

• Using apps

• Using more games

• Making notes in turns

• Associate symbols to contents or instructions

In the second exercise, when we talked about types of feedback, I realized that I am very bad at summarizing in English.

My third task today was observing a class (job shadowing). I was with Kevin and observed the lesson. The lesson was very dynamic. The teacher used different methods and constantly checked if the students understood the task or its content. There were some tasks where the students had to discuss a topic. He explained new words and they did grammar exercises with individual phrases, then used them several times in new contexts. They were finding the differences between metaphors and similes. The students could ask questions all the time. The teacher timed the tasks. The time limits were good. The teacher demonstrated the kinesthetic difference between the words "hold" and "hang" by hanging on a door. He knew all the students' names. He explained the goal of the lesson. He repeated the goal several times. At the end, he gave them homework.

We started the day with English language exercises. The teacher wrote some sentences on the board, and we had to decide if they were correct or not. I think this activity was very useful because it helped us review grammar rules and improve our language skills. It was also a nice and interesting way to begin the workshop.

After that, we went to the terrace. There, we moved around, listened to music and talked about giving feedback. We worked in small groups and answered three questions. This helped us to think about the topic of the day from the start. The activity was dynamic and fun, and we had the chance to share our experiences and opinions.

Later, we learned about different types of giving feedback. I liked that everyone explained what they read in their own words. This was interesting because we heard many different ideas and explanations. I especially liked the activity where we wrote only key words on the other side of the paper. It is a simple and nice method that helps us focus on the most important things. I will definitely use it in my classes.

In the afternoon, I observed a teacher during an English lesson. My main goal was to see how the teacher “provides opportunities for student-to-student interaction.” I was very happy because there were many activities like that in the lesson. The students worked in pairs and had a lot of opportunities to talk to each other and practise English. My favourite activity was a reading exercise. First, the teacher showed a picture on the board and asked a question: what do you think the article will be about? After they talked about it in groups, he gave them the text with some missing words. I really liked this approach because it helps students think, guess and work together. I will surely use this activity with my students because I think it is very useful.

At the end of the day, we worked in a group and prepared a presentation for the last day. I liked this part because it was very relaxed and the task was not difficult. We worked together in a positive and friendly way.

During the whole day, I was thinking: Purva is the best teacher in the world. I am very thankful for everything I have already learned, and I am looking forward to everything that will come.

• Start with the first participant. They say their name followed by an adjective that describes them, such as "I'm Adventurous Alex."

• The next person repeats the previous person's name and adjective and add their own.

2.° FIND 20 THINGS IN COMMON (play smooth music as they talk to each other)

Assign pairs, give them 10-15 mins to talk - going beyond the obvious - and find unique similarities. Have a designated reporter jotting down similarities and after the allotted time, each pair shares their findings. Encourage others to identify similarities between the shared pairs and their own.

3.° REFLECTION QUESTIONS

How easy was it to discover something in common with another group member? 
Similarities do tend to draw us closer together? Can our differences draw us closer together? 

Today we have tried some methods to introduce/learn new words/phrases to students in a comfortable way and to remind them of these phrases several times during the lesson. First we started with a running dictation activity, which is very relaxing, active and not stressful for the students because the focus is on the activity: we found the phrases we heard or used during the week written on the paper, we read them and told the information to a partner and then together we linked the phrase with the corresponding description or explanation. In this way, we recalled some new information, repeated it and at the same time made sense of it. Next, we played a two-group game in the form of a competition, where we tried to figure out the same phrases by pantomime or description. In the third phase, each person individually wrote down the phrases we had discussed today - in the form of a silent personal reflection. Three techniques were used to learn, repeat and fill in the phrases, to test in a practical way the effect of learning, repetition, recall of new information and so on. All the techniques were very easy-going and fun, as well as active (in both physical and mental contexts). All together, they are a great combination for effective learning and memory. I often use a similar way of working in my own work, which I personally expand on by giving participants homework to write in relation to the new content. A new part that I will add to the combination of these activities is, for example, the notetaking or individual silent repetition of phrases.

In the second part, we looked at 3 cases, describing the problems and looking for suggestions on how to solve the problem or improve the situation. The way of working was to work with a scenario with active participation, it can also be done in a "carousel" format, followed of course by a discussion of all the suggestions.

For the second task, we split into two groups. One person from the group stood in front of the board, and the rest had to either describe the phrase on the board with words or act it out. After that, we repeated the phrases again in a third task. We practiced the material in different ways.

In the next task, we each chose three values and discussed them. Then, as a group, we picked three values we thought were the most important and discussed them again.

After a break, we worked on a case study. We talked about how to solve the cases and discussed them further. We identified potential challenges and how to adapt them to our school environment.

The second part of the morning was spent observing Dee’s classroom. I had a lot of fun watching her teach and learning from her techniques. I really liked how she managed to keep the students engaged throughout the lesson. Even when they were working on a task, she still checked in with them, making sure they were on the right track and observing their progress. It was inspiring to see how she interacted with the students and kept the lesson dynamic.

After lunch, we worked on our presentation. Although we didn’t have much time, in my opinion, we were very productive and managed to get a lot done in such a short period. It felt good to see our ideas coming together, and I think we worked well as a team.

Today we started the workshop with an interesting and dynamic activity. We worked in pairs. One person was the writer, and the other was the runner. The task was not easy for me because I had to remember words in English quickly and tell them to my partner. I must say, it was a little frustrating because remembering foreign words is hard for me. But after the first challenge, I saw that the activity helped me to focus and pay more attention. After that, we talked in the group about the meaning of the words that were written on the board. This made the task even more useful because we learned more.

I was also happy about the second part of the task. We had to guess what was written on the board behind us, using the descriptions from our group. We needed to connect our knowledge, observation, and teamwork. I really liked this part because it was fun and useful.

Later, we did another activity where we chose and wrote our personal values. I liked this activity very much. It helped me think about what is really important for me in life and at work. I enjoyed the group discussion even more. It was interesting to hear how other people understand values and priorities. It gave me new ideas and made me think.

In the afternoon, I did an analysis of my work from last week. This was a good time for reflection. I took some time to think about what I learned and how I can use this knowledge in the future. I wrote some notes about the topics we discussed today. I think these notes will help me when I plan my next steps in my work.

We discovered some expressions (such as "join forces" or "in-sync") through a couple of energising game...the "running dictation" and a guessing game, a back board game.

It was significant for me the idea of making us learn this words by using games of collaboration itself.

Always in our lessons some moments to recall the expressions or the concepts already presented... absolutely a great choice !

We worked then on selecting 3 words that could represent the essential values of a real collaboration in a team.

Here again we passed from an individual selection of words to a shared one.

In the second part of the lesson I moved to room 8 for a JS activity in a C1 class

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