The teacher constantly guided her students through small steps, ensuring that they understood each new topic before continuing. She repeated important concepts several times, especially vocabulary and spelling, asking the students to write certain words multiple times until they got them right. This routine created a rhythm in the class that helped students feel secure—they always seemed to know what was coming next. Even when some of them had trouble copying from the board, the teacher was patient, walking around to check their notebooks and helping them correct their mistakes individually.

At one point, she left the room for a few minutes to look for a book, and the atmosphere changed. Some students stood up, talked, or played, but as soon as she returned, the classroom settled back into focus. Her presence carried a sense of structure and calm authority. Later, she brought in a large alphabet chart and asked the children to work with a partner to review their exercises, encouraging them to check which answers were correct or not. The activity sparked curiosity and laughter as they compared their work.

Throughout the lessons, the teacher balanced explanation, practice, and feedback. She didn’t rush the activities; instead, she gave her students enough time to think, write, and reflect. Sometimes, she used simple examples or gestures to make sure everyone understood. When a student’s page tore and he looked frustrated, she calmly helped him fix it and told him it was fine, reminding the class that mistakes are part of learning. Small actions like that created a trusting environment where students felt free to ask questions and make errors without fear.

The students seemed to enjoy their tasks, especially when they worked in groups or shared answers out loud. They often smiled and interacted with each other naturally, showing that they felt comfortable and motivated. The classroom, though sometimes noisy, had an energy that reflected curiosity and effort rather than disorder. Every activity seemed connected to the next—reviewing past topics, introducing new ones, and reinforcing learning through practical exercises.

By the end of the second day, it was clear that the teacher’s strategies built not only knowledge but also confidence. Her way of giving instructions, repeating key points, correcting gently, and showing empathy created a positive cycle of attention, effort, and improvement. The students left the classroom smiling, greeting their parents, and talking about what they had done, which showed that learning didn’t end when the bell rang—it stayed with them.

Throughout the week, I continued with my practice and assistance duties, participating both as a support for the head teacher and as the main teacher during my assigned hour, which takes place from 11:30 to 12:30, right after the recess. The head teacher works the entire morning, so I often assist her before my own class by preparing materials, helping students with their work, and checking their notebooks. This has allowed me to understand better how classroom routines are maintained and how much effort goes into keeping students focused throughout the day.

As usual, the teacher began every morning session with a vocabulary review using the students’ spiral notebooks and their “trastos” books, where they practice words about numbers, objects, and daily vocabulary. This part of the lesson always helps the students stay engaged and ready to learn. Observing this strategy reminded me how important consistency and routine are for young learners.

During my teaching time, I continued developing the project related to The Family. The students showed great interest in this topic since it allowed them to talk about something close to their lives. We worked on the grammar structures I was born and My brother was born, combining both written and oral activities. The students practiced pronunciation, sentence formation, and speaking through short presentations. To make the lesson more dynamic, I used visual aids and asked them to bring family pictures. These materials made the activity more meaningful and encouraged them to participate.

During the week, I faced some small challenges, such as arriving a bit late on a couple of days, which affected my preparation time. However, I learned to stay calm and manage my time more effectively. One of the most important moments of the week was when I was observed by one of the supervising teachers. It happened during one of my sessions, and even though I felt a bit nervous at first, the class went smoothly. The students were active and engaged, and I received helpful feedback that motivated me to keep improving.

As the week went on, I noticed that the students became more confident when using English to talk about their families. They made fewer mistakes and seemed proud to share their work. Supporting them through this process was very rewarding, and I also continued helping my head teacher during the morning by assisting individual students and keeping order in the classroom.

Overall, this week of teaching practice and assistance was both challenging and fulfilling. Balancing both roles—assistant and teacher—helped me understand how to adapt, stay organized, and guide students effectively. I felt that I grew not only in confidence but also in my ability to manage time and respond to different classroom situations. This experience strengthened my sense of responsibility and confirmed how much I enjoy being part of the teaching process.