For this class, I had 2 hours in the classroom. First of all, I applied a questionnaire for my final document, were three questions:

-En tu opinión personal, cuál es la razón por la que no hablas en Inglés durante la clase?

-Qué te motivaría hablar Inglés durante la clase?

-Consideras que el confinamiento por COVID - 19 impactó de forma positiva o negativa en tu habilidad de speaking? Por qué?

Some students had data connection but others wanted to wrote in a piece of paper. I gave them 10 minutes to finish. While them did the questions I made the mind map about "Assertive communication". As soon as they finish I start to asking words that they consider could define the concept of assertive communication, the difference with this group and F was remarkable because their concepts were: love, talk, attitude, opinions, values, interaction, positive. I asked them to say an example by famous poeple, one of them said, Shakira and Piqué, so we worked in this case, the problem was "Piqué cheated on Shakira, they had a fight and she asked him for a divorce, then she made a song expressing how she felt being with him". The answers of each students were diferents.

I felt more confident because this group shows more initiative in terms of participating. I've noticed that when my career teachers observe me, the students are calmer, more attentive and participative than usual, although I feel more nervous when they observe me, I have to work more on my confidence when explaining to them, however, the classes go very well, the support of teacher Betsa has been a great help in terms of giving them a better understanding of what is going on in the classroom.

On the other hand, from the observation day I identified a group of students that is difficult to work with or to calm down, and my titular commented that a closer accompaniment should be given, to be at their side so that they can work optimally. In class, every time I asked them to elaborate a work or a note I went to check that they were doing the work, the difficult thing was that when I went with other classmates they stopped working and got distracted, so I had to be with them so that the time would be enough for the whole class.

Carl Rogers, a psychologist and therapist a psychologist and therapist stressed the importance of empathy and the positive relationship between teacher and student as a fundamental part of the learning process.

Person-centered education" is a dynamic process in which the individual actively participates in the process of his or her learning and integral development. This type of education is based on trusting in the human being and in his or her innate capacity to develop and fulfill himself or herself.

Rodríguez, M. M. (2019). La educación centrada en la persona. Universidad Peruana de Ciencias Aplicadas (UPC). https://repositorioacademico.upc.edu.pe/handle/10757/625089

This class were in the classroom, and we worked the difference between being passive, assertive and agressive. At the beginning we brainstormed about what is aggressive, passive and assertive, they just confused passive with assertive and that's where we made the difference that it would be someone who can't say no to situations they don't feel comfortable doing.

Afterwards, I gave them a worksheet and we did a dynamic to reinforce these concepts. We went out to the playground, they took a notebook and pencil, then I asked them to put the notebook on their head and when I said assertive, passive or aggressive they had to write it without seeing, to make it more complicated they had to walk. The game was fun for them, there was a lot of interaction and laughter. To differentiate each concept they had to play the same game by drawing a situation that represents and is understood to be related to what I asked them. To differentiate each concept they had to play the same game by drawing a situation that represents and is understood to be related to what I asked them. To review the drawings we went back up to the room and by voting we decided who had the best drawings. Surprisingly, the winners were students who are always standing around or distracting their classmates.

I felt good with the activities I used, because I like to see that everyone feels included and that they are taken into account, the activity of drawing on their head has been one of my favorites, it always works for me because besides being fun my students learn and develop more motor and social skills which is what I will be working on in my thesis.

To evaluate the activities I continued using the strategy of the first 5 that finish give me their notebook and so on so that they don't pile up too much and I can monitor what the rest of the group does. I like to work more in the classroom than in the lab despite the resources available, they have helped me a lot but it is uncomfortable for them to work in the lab because there is no place for them to write well and there is noise from other teachers or my classmates.

Piaget believed that play played an important role in children's cognitive development. He argued that children learn through active exploration and interaction with their environment. When play activities, such as games, songs, stories, drama, and other interactive activities are applied, they can be effective in teaching language in a more meaningful way. These activities can encourage exploration, experimentation, and problem solving, which, in turn, can help children acquire English skills more effectively and sustainably. For Piaget "play is a means that constitutes and enriches intellectual development"; he also expresses that games become more meaningful as the child develops (PIAGET, Jean. Les stades de developpemen intelectual del infant 1956, p. 40).

Roa, D. B. A. (2001, 1 noviembre). La importancia del juego en el proceso enseñanza aprendizaje desde Piaget. https://revistas.ucc.edu.co/index.php/ra/article/view/3433#:~:text=Para%20Piaget%20%22el%20juego%20es,intelectual%20del%20infant%201956%2C%20pag.

They did not have class because they went to a tour in Toluca center.

The class were in English lab because I presented slides about Dia de Muertos and Halloween, we talked about the differences between those traditions. The students expressed different points of view according to each one's context, most of them place altars in their homes. They were asked about the elements that an altar of the dead should have and its main characteristics. One of the slides had the elements and a related drawing, all this forming a mind map, once copied in their notebooks I asked them to make a mind map but with another tradition they wanted.

While students did the mind map I took attendance using a new strategy; when I said their names they have to say a color, animal, thing, country in English. At the beginning students were nervous, some of them asked me how to pronounce it. This strategy will increase students' vocabulary and it can helps with security when they talk.

When they finished, I used other strategy for register notes, worksheets, etc; because all crowded around to sign their works and it was a noisy, stressing and they made angry if I don't register them. Now, I asked students who finished, the first 5 students came to register and then other 5 students. It was difficult because everyone wanted to pass first, but as they went by everything was calmer because I was the one who was in control of the situation.

When I was checking their notes I noticed that the most repeated tradition were Christmas and Dia de la Independencia, but also some grammatical errors were notorious, once they were asked to correct them they were given a signature. The last Journal Practices I had a few of problems with evaluation because the time it was not enough or I asked notebooks but it was a problem for many reasons, the principal was that students use a notebook for two subjects and they needed that notebook that I had, another reason was that when I was going to return notebooks I interrupted classes, or students said that they lost their notebook because his/her classmate did not return the notebook. For that reasons I decided to register and evaluate in class at the end, also it was great when I gave to students feedback or solving doubts.

I felt great with myself, now the time is enough, and students noticed when teachers organize a good class. My conclusions for today was that I implemented strategies that were necessary to take advantage the time, being productive.

Before starting the class, I had some difficulties regarding the lab, since we have an assigned day to use the lab, I have to use it on Mondays in my schedule from 12:20 to 2. But for today I was planning to use it too, I asked my classmates if there would be any problem and Ameyali told me that she would also use it in an hour that clashed with mine, we talked and we agreed that she would use it one hour and the next one she would use it the next.

I changed my planning a bit and adjusted it to give me time to cover my activities on time.

Once in class, I went for my group to their classroom and to get them to the lab quickly I told them that the last 10 students to arrive would dance and I would ask them about what we had seen. They all came down quickly and it was not necessary for them to dance, I quickly showed them the slides of Dia de muertos and we discussed the difference between halloween and dia de muertos. Then they made their mind map of their favorite tradition, then we looked at the English speaking countries and made their teams, once they were ready we left just in time to go back to the classroom to continue the class. Once in the room they formed the teams and I gave them instructions of what they should do, a draft of what they would say in their audio, I monitored their progress and if they were working as a team. This room works fast so the time was fine.

Before the class, I felt nervous and a bit stressed because all the computer labs were occupied during my class hours. My other alternative was to send the presentation to the WhatsApp group, and the students in the classroom would watch the slides. Later on, I felt more at ease because I managed to adjust the lesson plan, and it turned out well. The extra time was necessary, and my students achieved the expected objectives.

ICT in English teaching, according to Dudeney and Hockly (2007), can be used in the following ways: a. Using Microsoft programs such as Word, Excel, PowerPoint, and Paint. Through these programs, students can express their thoughts in English and demonstrate what they know.

Julio, A. J. (s. f.). El uso de las TIC en la enseñanza del inglés: el caso de la Escuela de Inglés, Universidad de Panamá. http://portal.amelica.org/ameli/jatsRepo/226/2261046002/html/#:~:text=Las%20TIC%20en%20la%20ense%C3%B1anza%20del%20ingl%C3%A9s%20seg%C3%BAn%20Dudeney%20y,ingl%C3%A9s%2C%20demostrar%20lo%20que%20saben.

Today is the last day of the week with this group, and it was planned for each team from different English speaking countries to finish their draft for the audio, some wanted to start recording the audios. I also took the opportunity to record their pending work, teacher Betsa helped me to check that everyone is working, I asked them to count their points and participations.

I gave them instructions of what I will evaluate from the audios since it was the final product. The audio consisted of talking about the importance of knowing English speaking cultures, the audio should last between 2:30 and 3:30 minutes, all members should participate and obviously in English.

I always try to point out that every job we do is in English because it has happened to me that they give me jobs in Spanish and I keep reminding them that it is in English.

A nice and significant situation that happened to me was that I managed to learn the names of several students and seeing their happy faces was very sweet. One student told me that no teacher had learned his name and that it was nice to see that I had learned it, so I decided to learn all the names of both groups.

I felt good, I like that they try to speak English, it has reduced a little bit the fear of speaking it. By this point, they already know how to ask permission to go to the bathroom, at the beginning I jokingly told them "can I have permission to go to the bathroom, beautiful and perfect teacher?" and now they tell me a lot and it's funny, at first they didn't know exactly what they were telling me but they looked it up and now they tell me well.

Dweck emphasizes the importance of recognizing and praising students' effort and learning process rather than simply praising innate intelligence. He argues that when students are praised for their effort and focus on learning, they are more inclined to develop a growth mindset, which motivates them to strive, persist and overcome challenges.

Thomas Guskey is an expert in educational assessment. He has written about the importance of providing specific and positive feedback to students, recognizing their achievements and helping them understand their progress and growth.

Today was my last day with this groups, as with the F group, I gave them the time to continue doing what they needed to do in their audio, at the same time I asked them to count the signatures and participations to register them.

The strategy of the signatures is that I give "points" according to who finishes first or if the class is not doing the task, note that they get excited when they hear that such work is worth +50 points and everyone rushes to finish. I try not to say it too much because otherwise they will want points all the time and they won't do it because they want to learn, only in necessary cases as it was today and this group is competitive. I couldn't finish reviewing and marking all the work, the teacher Betsa told me that she would help me to send me the points of the students that I missed.

In this class I felt good, I feel that when I have an hour the time goes by too fast but I have distributed the time well, these two weeks I proposed that I would help them both with their math skills and with the cleanliness of the room. Sometimes it is complicated for them to pick up the trash but little by little they did it consciously and thanks to that they were given the opportunity to go on a tour of downtown Toluca about the Dia de muertos and the Alfeñique.

Ultimately I have used conditioning a lot, and I have questioned the pros and cons, since I do not consider that it should always be used in class, only in strategic moments as a last option, although sometimes I have seen it in several school teachers, many times students need a stimulus to do things, you just have to know how to use them.

Pavlov studied a form of learning behavior called conditioned reflex, in which an animal or human produced a reflex (unconscious) response to a stimulus and, over time, became conditioned to produce the response to a different stimulus that the experimenter associated with the original stimulus.

Operant conditioning is based on the idea that a person's behavior is shaped by the consequences that follow. Skinner argues that the consequences of behavior, whether positive or negative, influence the likelihood of that behavior being repeated or extinguished in the future.

Libretexts. (2022, 2 noviembre). 1.6: Pavlov, Watson, Skinner, y Conductismo. LibreTexts Español. https://espanol.libretexts.org/Ciencias_Sociales/Psicologia/Libro%3A_Psicolog%C3%ADa_General_para_Estudiantes_de_Honor_(Votaw)/01%3A_Historia_de_la_Psicolog%C3%ADa/1.06%3A_Pavlov%2C_Watson%2C_Skinner%2C_Y_Conductismo#:~:text=Pavlov%20estudi%C3%B3%20una%20forma%20de,asoci%C3%B3%20con%20el%20est%C3%ADmulo%20original.

As the previous days I had commissions from the school, my classmates and teacher Betsa supported me in giving my classes and that I did not overlap the topics on this third day. I was a little worried that my classmates or teacher Betsa did not understand my planning, however, they told me that it went well, they gave the main ideas of what an argumentative essay is. The first activity was to make a mind map and have the students brainstorm a word that could define what an argumentative essay is. When I reviewed the notebooks I realized that they did achieve the objective of the class.

It was a one-hour session that I spent with the group, what I did was to give them feedback so that they would keep in mind the concept of the argumentative essay.

Then we talked together about what it meant to give an argument, I took the opportunity to observe their answers in detail because in my thesis I will be addressing the Pedagogy of Tenderness and one of the main objectives is to get students to regulate their emotions and expressions.

There were many different answers, I have identified my study group, with which I will focus on but without leaving aside the rest of the group. Their answers were diverse, most of them gave expected answers, using assertiveness, the students who did not regulate their emotions or expressions were questioned about their answers and the proposal was made to think about what is said in order not to offend someone.

Today I took the group down to the English lab, because last class I noticed that very few students understood that it was an argumentative essay. I made a handout with the definition and characteristics of an essay. This further broadened their concept of essay, after that, we did a review of the vocabulary: essay, introduction, body and conclusion.

The teaching session that addressed argumentative essay writing in English class was an enriching experience for both the students and for me as a teacher. The lesson was in three parts: an introduction to the essential elements of the argumentative essay, exploration of examples from prominent authors, and a hands-on activity that allowed students to apply what they learned.

Then, I presented them with a situation "Cold is better than heat", as soon as I said the sentence everyone began to say their opinions, and it came to a point where they discussed which is better, according to the majority it was determined that cold is better than heat, when I asked them why their answer they gave arguments to convince them of what they say. And we made two more arguments, to make sure it was clear.

After the oral practice, I gave them a worksheet to create an argumentative essay, I explained in detail what they had to do, while I took attendance and was checking that they were doing the activity. The hands-on activity was the highlight of the lesson. Students were actively engaged in writing their own argumentative essays. I observed a variety of approaches and styles, indicating that the understanding of the concepts taught was being effectively applied.

The inclusion of examples from prominent authors, such as George Orwell and Susan Sontag, added depth to the content. These models served as a guide for students, allowing them to analyze effective writing strategies and techniques. However, I feel that I could have expanded this section with more current authors to connect theory to current reality.

Improvements in Teaching Practice

Although examples of notable authors were included, I recognize the importance of connecting concepts to contemporary reality. Incorporating works by more recent authors will allow students to see the practical application of argumentation strategies in current contexts. The activity could be enhanced by encouraging greater interaction among students. The inclusion of group discussions or collaborative activities could promote a more dynamic exchange of ideas, strengthening collective understanding and providing additional opportunities for peer learning. Although general feedback was provided during the group discussion, I believe that a more detailed review of the essays by the students and the teacher could enrich the learning experience. This practice would encourage continuous improvement and the development of argumentative skills.

The recent absence from the classroom presented an unexpected challenge, but I am sincerely grateful for the collaboration of Maestra Betsa, who provided the necessary support during my absence. During that session, the class focused on the introduction to the argumentative essay. Although the students had prior knowledge, I considered it crucial to provide detailed feedback to consolidate their understanding of the definition, parts, and purpose of an argumentative essay.

The collaboration with Maestra Betsa proved essential in maintaining continuity of learning during my absence. Her introduction to the argumentative essay was clear and effective, building on the students' previous foundation. This not only allowed for progress in the subject matter, but also served as a valuable example of teamwork and mutual support among teachers.

The feedback provided to the students after the introduction was essential to close any doubts. I addressed specific aspects, such as the importance of a clear argumentative essay, essay structure, and the need for evidence. References to works such as "They Say/I Say"(Birkenstein, C., & Graff, G., 2018) supported the feedback, providing students with strategies to improve their argumentative skills.

For improvement I would like to integrate self-assessment moments to promote students to reflect on their understanding and skills. Implementing a self-assessment activity with specific criteria could help them identify areas of strength and weakness, encouraging more autonomous learning.

The collaboration with Maestra Betsa and the feedback provided to the students reduced the impacts of my absence. The experience highlights the importance of contingency planning and underscores the continued need to improve and strengthen my teaching practices. Integrating continuity strategies and exploring additional approaches to teaching the argumentative essay will be key areas of future development. Constant reflection and implementation of strategic adjustments are essential to ensure the quality and effectiveness of teaching, and I am committed to seeking opportunities for continued growth in my teaching.

Birkenstein, C., & Graff, G. (2018). They say / I say (4th ed.). WW Norton.

In the last session, the class focused on reinforcing the fundamental concepts of the argumentative essay. After providing students with a solid understanding of the definition, parts and purpose of an argumentative essay, they were assigned the task of writing a short essay on two topics from which they would choose only one, the first being : "Is it necessary to use uniform?" and "Do social networks benefit us?".

This group is characterized by greater autonomy, students worked independently, taking the opportunity to express their opinions in a reflective way. In addition, I used class time to record evidence of student performance.

Performance on the argumentative essay writing task revealed that students adequately understood the elements previously taught. The essays reflected a solid understanding of the argumentative structure and the need to support their claims with evidence. The choice of relevant topics allowed students to express their opinions generating meaningful discussions. Taking advantage of class time, I recorded tangible evidence of student performance. This included observing the quality of their arguments, coherence in structure, and effectiveness in the use of evidence.

Although the task was well executed overall, I recognize the importance of providing more detailed and constructive feedback. Including specific comments on strengths and areas for improvement in individual essays will contribute to more significant growth.

The teaching practice of instructing on the argumentative essay and evaluating evidence was a valuable experience. Observing student performance and the feedback provided their strengths and areas for improvement. This process of reflection and strategic adjustment will ensure that my teaching evolves to meet the needs of my students.

The implementation of more detailed feedback strategies and the self-evaluation, are essential steps towards a more effective teaching practice focused on student growth.

The argumentative essay sharing session was a meaningful experience for both my students and me. The dynamic consisted of students sharing their own argumentative essays, providing a space for the expression of ideas, the exchange of perspectives, and the collective construction of knowledge. The structure of the class was divided into the presentation of the essays, followed by a reflective discussion. The students' presentation of the essays provided an in-depth perspective on their writing and argumentation skills. I was able to identify strengths in the structure of some essays, as well as areas for improvement in argumentative coherence. This process allowed students not only to showcase their work, but also to receive valuable feedback from their peers.

Discussion following the presentations was a crucial component. Not all students participated actively, it was complicated for them to express opinions, as few always participated, some of them gave constructive comments and asked fundamental questions about their peers' essays. Little by little they participated, but at least 5 students refused to participate. This interaction fostered a collaborative learning environment where the diversity of perspectives enriched the overall understanding of the topic, I will have to look for strategies so that those who do not want to participate because of some fear do so and feel confident.

The argumentative essay presentation session was a meaningful educational experience. Student feedback and the quality of the essays presented evidenced progress and understanding of the concepts addressed in class. Reflection on this practice highlights the importance of continuing to seek ways to enrich the learning experience, integrating theory from relevant authors and refining strategies for effective feedback.

Continuous improvement is essential in teaching, and I am committed to applying adjustments that benefit the quality of teaching and learning of my students as well as seeking strategies for participation and integration.

Today, my students had a presentation about the Spanish subjetc. But after their presentation some of them told me that it was about a debate to talk about social issues. So, they used the worksheet that I gave them about how to give a point of view or an argument.

In the last session, I decided to implement a different dynamic to encourage active participation and exchange of opinions among the students. The class focused on the activity of sharing their opinions on previously selected topics. To create a more relaxed environment and for free expression, I opted to take the group to the courtyard instead of keeping us in the classroom.

The decision to move the class to the courtyard was an excellent one. We noticed a change in the attitude of the students, who seemed more relaxed and open to discussion. The outdoor setting created a less formal environment, which helped to reduce barriers and encouraged students to express their views more freely.

Improvements in Teaching Practice

Considering the positive impact of the outdoor dynamic, exploring other strategies to encourage participation could be beneficial. Donald L. Finkel's "Teaching with Your Mouth Shut" (Finkel, D., 2000) could provide ideas on how to promote active participation and student autonomy.

To keep students' attention and interest, I must incorporate a variety of classroom dynamics. Authors such as Elizabeth F. Barkley, in "Student Engagement Techniques," (Barkley, 2009) offer practical methods for diversifying classroom activities and improving student engagement.

The experience of taking the group to the courtyard to share their views was significant. The change of environment generated an environment of participation and free expression. In the future, I will look to integrate more strategies, to continue to improve and adapt teaching.

Constant reflection and the search for new strategies are key to creating a dynamic educational environment.

Barkley, E. F. (2009). Student Engagement Techniques: A handbook for college faculty. https://ci.nii.ac.jp/ncid/BB00491253

Finkel, D. (2000). Teaching with your mouth shut. http://ci.nii.ac.jp/ncid/BA57470857

The recent day focused on the assessment of the argumentative essays completed by my students, followed by a lighter activity in the form of a Christmas worksheet. The assessment of the essays provided an opportunity for review and feedback on student work, while the worksheet activity sought to maintain a playful balance in learning.

The review of the argumentative essays presented a diverse view of writing and argumentation skills. By applying clear evaluation criteria, I was able to identify areas of success, such as essay coherence and overall structure, as well as opportunities for improvement, which is grammatical aspects. Personalized feedback will provide students with specific guidance for continued growth.

The inclusion of a Christmas-themed worksheet was designed to alleviate the intensity of the essay assessment and foster a positive, festive atmosphere. Students actively participated, and the activity served as a relaxed but enriching closure to the day. However, reflecting on the relationship between the activity and the educational objectives could improve its effectiveness.

Improvements in Teaching Practice

Integrating even clearer and more detailed assessment criteria could provide students with a more accurate understanding of expectations. References to works such as "They Say/I Say" (Birkenstein, C., & Graff, G. (2018) could offer additional strategies to strengthen the presentation and support of arguments.

While the Christmas worksheet activity was well received, reflecting on how to align it more closely with educational objectives could elevate its value, such as practicing pronunciation. Exploring options that merge the holiday theme with specific academic concepts could strengthen the connection between the activity and the course content.

The evaluation of the argumentative essays and the Christmas worksheet activity provided a meaningful closure to the day. Considering the suggestions of relevant authors and reflecting on the integration of playful activities with educational objectives, I seek to continually improve my teaching practice. The constant search for ways to enrich the educational experience are fundamental to creating an effective and positive learning environment.

Constant reflection and implementation of strategic adjustments will ensure that my pedagogical methods continue to improve to meet the needs of my students.

Birkenstein, C., & Graff, G. (2018). They say / I say (4th ed.). WW Norton.

In the recent session dedicated to artistic manifestations, I sought to stimulate my students' connection with the art that surrounds them. I began by presenting examples of contemporary artists and recognizable works of art, bridging the gap between their environment and the richness of the art world. I provided them with a variety of information to contextualize artistic manifestations, from painting and sculpture to more contemporary forms.

I observed a high level of participation and interest on the part of the students during the presentation of examples. The introduction of a mind map as the final product of the session and the request that they draw examples of each artistic manifestation seems to have been an effective strategy to consolidate the information. However, I noticed that some students might have felt overwhelmed by the amount of information presented. This aspect might have affected their ability to fully express their knowledge in the mind map.

To improve my teaching practice, I find it necessary to adjust the pace of the session. Dividing the information more evenly and providing specific times for questions and discussion could improve the assimilation of information by all students. In addition, I will explore strategies to personalize the presentation of information, catering to the diverse learning styles present in the classroom.

In terms of theoretical support, authors such as Howard Gardner (2023), with his theory of multiple intelligences, support the idea of approaching teaching from different perspectives to reach all students. Also, Lev Vygotsky's (2024) ideas on the importance of social interaction and collaborative learning reinforce the idea of creating an environment where students can build knowledge together.

The session provided a broad and enriching view of artistic manifestations, but there is always room for adjustments and improvements. With more careful attention to individual student needs and more specific application of educational theories, I hope to enhance the learning experience and ensure that all students can express their understandings effectively in future similar activities.

Francesc. (2024). La teoría sociocultural de Vygotsky: ¿Cómo la aplicamos en clase? Additio App. https://additioapp.com/la-teoria-sociocultural-de-vygotsky-como-la-aplicamos-en-clase/#:~:text=Lev%20Vygotsky%20sosten%C3%ADa%20que%20los,de%20vida%20rutinario%20y%20familiar.

TokApp School. (2023). Teoría de las inteligencias múltiples de Howard Gardner. https://www.tokappschool.com/teoria-de-las-inteligencias-multiples-de-howard-gardner/#:~:text=Qu%C3%A9%20es%20la%20teor%C3%ADa%20de,conjunto%20de%20diferentes%20capacidades%20espec%C3%ADficas.

In the last session, I conducted a class focused on artistic manifestations with the 2°F group. The initial strategy was to introduce examples of artists and works that were familiar to them, seeking to establish direct connections with their environment and experiences. I continued by presenting a wide range of artistic manifestations, from traditional to contemporary, and ended the class with the work of creating a mind map that included drawn examples of each form of artistic expression.

During class, I noticed that Group 2°F tends to work more effectively and enthusiastically when I receive more active participation. They are especially responsive when I am available to answer questions and provide feedback immediately. However, this approach can create dependency and limit their autonomy when they need to work independently.

To improve my teaching practice, I consider it essential to balance my presence in the classroom. Implementing strategies that encourage self-regulation and independence could benefit their learning process. Authors such as Paulo Freire and his focus on liberating pedagogy - Liberating education needs to permanently seek freedom and responsibility, carry out praxis, i.e., action and reflection. - could inspire the creation of an environment where students feel more empowered and responsible for their own learning. Implementing a gradual approach to autonomy may be beneficial. Starting with small projects that encourage decision making and time management, and subsequently increasing the complexity of the tasks, could help them develop self-regulation skills. Introducing methods of self-assessment and reflection may also promote individual responsibility in their learning process.

In conclusion, although Group 2°F shows outstanding performance when I have an active presence, my goal is to make an environment where they can work independently. By incorporating specific pedagogical theories and strategies, I hope to promote a healthy balance between my guidance and their ability to learn autonomously.

En the last session with Group 2°F. The class began with a dynamic mental arithmetic activity designed to stimulate their minds and set an active tone. Then, we continued with the artistic manifestations, elaborating a detailed table for each category, where students wrote examples of their favorite artists, music, art, etc. In addition, to consolidate learning, they were provided with a worksheet that reinforced the concepts learned in the previous class.

Although the activity seemed promising, I faced unexpected challenges. The group showed a higher level of restlessness than usual, negatively impacting discipline and order in the classroom. This behavior affected class efficiency and concentration on assigned tasks.

To improve my teaching practice, I consider it crucial to address behavior management. Authors such as Linda Albert (2023), with her theory of positive discipline, suggest the importance of creating an environment in which students feel connected and motivated. In addition, William Glasser's (2024) ideas on control and choice may be relevant to understanding and managing classroom behavior.

In conclusion, by integrating specific strategies to address the discipline and adjusting the lesson structure according to the needs of the group, I seek to create a more effective and participatory learning environment. This continuous process of adaptation and improvement is essential to meet the dynamic challenges that arise in the classroom.

Domínguez, D. (2023). Disciplina positiva: definición y fundamentos. MEDAC. https://medac.es/blogs/sociocultural/disciplina-positiva#:~:text=La%20disciplina%20positiva%20es%20una,en%20el%20respeto%20entre%20personas.

Castillero Mimenza, O. (2024). La teoría de la elección de William Glasser. Psicología y Mente. https://psicologiaymente.com/psicologia/teoria-eleccion-william-glasser#:~:text=La%20teor%C3%ADa%20de%20la%20elecci%C3%B3n%20de%20William%20Glasser%20propone%20que,control%20comportamental%20desde%20el%20interior.

In our last session, I began with the topic of the Present Simple, specifically relating it to artistic manifestations. The class began with a brief review of previously learned pronouns and verbs. I clearly defined this verb tense and gave them examples related to artistic expressions, taking advantage of their previous knowledge on this topic.

The class demonstrated an evident level of engagement on the part of the students, who already showed an understanding of pronouns and verbs related to artistic manifestations. However, some students presented challenges in applying the Present Simple consistently in their sentences. This gap suggests the need to strengthen the connection between previous concepts and new information.

To improve my teaching practice, I consider it essential to strengthen the links between existing knowledge and new information. Here, David Ausubel's (2023) theory of meaningful learning becomes relevant, as it highlights the importance of relating new knowledge to previously acquired concepts. Integrating previous elements more explicitly can facilitate a deeper understanding of the Present Simple.

Torres, A. (2023). La Teoría del Aprendizaje Significativo de David Ausubel. Psicología y Mente. https://psicologiaymente.com/desarrollo/aprendizaje-significativo-david-ausubel

The class began with a dictation activity of all the vocabulary we have seen of the artistic manifestations, a review of pronouns and verbs related to the artistic manifestations to establish a previous context. I clearly defined the Present Simple and provided examples linked to artistic expressions, allowing students to construct sentences of their own. However, it is worth mentioning that classroom discipline had become a challenge.

Although the students showed an adequate understanding of the Present Simple, the session was affected by discipline problems that arose in previous classes. Scattered attention and constant use of mobile devices interfered with the flow of the lesson. Aware of this problem, I decided to implement a creative strategy: the visual representation of discipline through the drawing of a "flower". Each interruption, yelling, cell phone use, swearing, etc., would make me draw a petal of a flower until I drew 5 petals, which was the result of additional tasks for the whole group.

To improve discipline and ensure an environment conducive to learning, it is crucial to continue to implement effective classroom management strategies. Theories such as those proposed by Rudolf Dreikurs and his focus on social responsibility could support this approach. Dreikurs (2021) suggests that discipline is a social process that can be improved by fostering responsibility and a sense of belonging in students.

By implementing this strategy, I hope to continue to improve classroom discipline, ensuring that each session is a space conducive to meaningful and effective learning of the Present Simple and other concepts related to artistic manifestations.

Magaña, T. (2021). Rudolf Dreikurs: “Los niños deben aprender a gestionar frustraciones, la vida está llena de ellas” Escuela Bitácoras. https://escuela.bitacoras.com/2021/02/08/rudolf-dreikurs-los-ninos-deben-aprender-a-gestionar-frustraciones-la-vida-esta-llena-de-ellas/

In this session, I decided to bring the students into the media classroom to transform the learning environment. The class focused on an introduction to indigenous groups, using videos as the main resource to provide a visually enriching experience. This change of scenery sought to stimulate a deeper connection to the topic. As a product, students created mind maps that related to information about indigenous groups and answered questions related to the videos viewed.

The decision to switch to the media classroom was a wise one, as the students showed a higher level of interest and participation. The videos provided concrete examples of the life and traditions of indigenous groups, facilitating the understanding of complicated concepts such as "dialect", "native", etc. However, I noticed that some students, despite the visual experience, still needed more guidance in addressing the questions and synthesizing the information in the mind maps.

To improve my teaching practice, I consider incorporating strategies that foster a deeper and more autonomous understanding of students. Here, the theory of constructivism proposed by Jean Piaget may be relevant. Constructivism emphasizes the active construction of knowledge by the learner, which can be stimulated through reflection and the connection of new experiences with previous knowledge (2020).

Some strategies I used were:

1. Reflective Activities: introduce moments of group reflection for students to share their impressions and personal connections after watching the videos. It turned out good, with respect for other cultures.

2. Mind Map Creation: Provide more detailed guidance on how to organize information in mind maps.

By incorporating these strategies, I hope to foster a deeper and more enduring understanding of indigenous groups, while strengthening my students' autonomy in the construction of their knowledge.

Brau, B. (2020). Constructivism. Cc_By. https://edtechbooks.org/studentguide/constructivism#:~:text=Jean%20Piaget,-Jean%20Piaget%20is&text=His%20theories%20indicate%20that%20humans,knowledge%20creation%20and%20acquisition%20process.

In the recent session with Group 2° D, I decided to change the learning environment by taking them to the English lab to introduce the topic of indigenous groups. The class was visually meaningful through the use of videos that provided concrete examples and visual experiences. As a product, students created mind maps that synthesized information about indigenous groups, supplemented with questions related to the videos. In addition, I assigned the task of researching a specific indigenous group in Mexico for the next session.

The choice to use the English lab and videos proved effective, as students showed a higher level of comprehension and participation. The visual presentation allowed for a deeper connection to the topic, evidenced by the quality of the mind maps and responses to the questions. The additional task of researching an indigenous group individually also seeks to encourage autonomous research and active participation outside the classroom.

To improve my teaching practice, I consider integrating theories that further support the connection between visual experience and meaningful learning. . Integrating strategies that promote reflection and personal connection could further strengthen the learning process.

Integrating these strategies in future classes could strengthen the connection between visual experience, active participation and the process of knowledge construction in the context of exploring indigenous groups.

In this class with Group 2°F, the assignment was to develop a brochure about an indigenous group in Mexico. To facilitate the process, I provided a checklist on the board detailing the evaluation criteria. In addition, I took advantage of the time to finish recording their work. Although not everyone was able to complete the assignment in class, I received the brochures throughout the day.

The strategy of providing a checklist on board was helpful in directing students' attention to key aspects of the project. However, I observed that some students faced challenges in time management, resulting in off-schedule deliverables. This aspect highlights the need to consider additional strategies to support time management and task completion.

To improve my teaching practice, I can explore the theory of motivation proposed by Abraham Maslow. Maslow's pyramid emphasizes the importance of satisfying basic needs before addressing higher needs, such as self-actualization. By applying this approach, I could implement strategies that address time management and intrinsic motivation (La Pirámide de Maslow, 2012).

Motivational Strategies:

1. Individual Goal Setting: Work with each student to set individual goals and realistic timelines for task completion. This can increase motivation by providing a sense of personal accomplishment.

2. Early and Frequent Feedback: Provide early feedback on student progress and offer frequent guidance. This can help maintain a steady focus and avoid procrastination.

3. Integration of Creative Elements: Incorporate creative activities and engaging elements into the assignment to stimulate interest and intrinsic motivation.

Despite challenges with time management, the staggered delivery of the handouts provided an opportunity to assess individual progress and provide specific feedback. By applying motivational strategies and considering individual needs, I hope to improve time management and encourage greater intrinsic motivation in future similar tasks with Group 2°F.

La pirámide de Maslow. (2012). https://www.eoi.es/blogs/katherinecarolinaacosta/2012/05/24/la-piramide-de-maslow/#:~:text=Maslow%20formula%20en%20su%20teor%C3%ADa,parte%20superior%20de%20la%20pir%C3%A1mide).

In the last class with Group 2°F, we concluded the booklet project on indigenous groups in Mexico. Some indigenous groups chosen were: Maya, Zapotec, Tarahumara, Otomi, Nahuatl, Amuzgo, etc. As part of the closing, I finalized the recording of the booklets and provided the students with clear directions on any missing work. However, I faced a notable challenge as three students did not submit any work and some others had their work scattered in different notebooks, resulting in my incumbent having to send out subpoenas to resolve this situation.

The situation of some students with no work and others with work in scattered notebooks highlights the importance of setting clear expectations from the beginning of the project. Although most students completed their work, the challenge with some participants highlights the need for more effective communication and strategies to ensure participation and organization.

To improve my teaching practice, I might explore Vroom's theory of motivation and his expectancy model. This model suggests that motivation is the result of the expectation of achieving a goal and the value assigned to that goal. By applying this approach, I can implement strategies that increase the expectation of success and the value assigned to the project (Peiró, 2022).

Improvement Strategies:

1.Clarity of Expectations: Set clear expectations from the outset of the project, including specific evaluation criteria and timelines. This can increase the expectation of success.

2. Effective Communication: Reinforce regular communication about project progress and the importance of timely delivery. This can increase the value assigned to the project.

3. Additional Support: Provide additional support to those students who may need additional guidance in organizing and completing their work. This may increase the expectation of achieving the goal.

Although most students successfully completed the project, the experience with some students alerts the need to strengthen communication and clarity of expectations. By applying motivational strategies and improving the organization of the project from the beginning, I hope to increase participation and success in future similar activities with Group 2°F.

Peiró, R. (2022, 24 noviembre). Teoría de las expectativas de Vroom. Economipedia. https://economipedia.com/definiciones/teoria-de-las-expectativas-de-vroom.html#:~:text=La%20teor%C3%ADa%20de%20las%20expectativas,llevar%20a%20cabo%20su%20acci%C3%B3n.

In the recent session with Group 2D, we evaluated the final product of the booklet project on indigenous groups in Mexico. Prior to my absence the previous Monday, the lead teacher helped us get the project started by providing the rubric with which we would evaluate the booklets. Today, I received the papers and, to my surprise, some students misinterpreted the assignment, focusing on describing generically what indigenous groups are instead of focusing on a specific one.I gave them the opportunity to correct it. There is a student that week I was working personally with him, since he has shown attitudes of low self-esteem, which is one of the sub-themes of my degree document, compared to two weeks ago, he has shown a better academic performance, thanks to the empathy, confidence and support I have given him.

The incident with the misinterpretation of the rubric highlights the importance of clear communication and mutual understanding from the beginning of the project. Collaboration with the head teacher to set expectations and share the rubric was critical, but variability in interpretation points to the need for more detailed guidance. In addition, the experience with the student facing emotional challenges highlights the positive influence of empathy and support on academic performance.

To improve my teaching practice, I could explore Paulo Freire's communication theory. Freire advocates a dialogic and participatory educational approach, where effective communication is key. By applying this approach, I can implement strategies that foster deeper dialogue and shared understanding from the outset (RAZON y PALABRA, s. f.).

Improvement Strategies:

Exploratory Dialogue: Facilitate exploratory dialogue sessions at the beginning of the project to discuss and clarify expectations. This can help avoid misunderstandings and align interpretations.

2. Continue Emotional Support: Maintain emotional support for the student with low self-esteem. Emotional connection can continue to be a positive source of motivation and academic performance.

The experience with varied interpretation of the slogan highlights the need for more detailed communication and shared understanding from the beginning of the project. By applying personalized dialogue and feedback strategies, I hope to improve clarity and alignment of expectations in future projects with Group 2° D. In addition, I will continue to provide emotional support to students in need, recognizing the positive impact it can have on their academic performance and emotional well-being.

RAZON y PALABRA. (s. f.). http://www.razonypalabra.org.mx/anteriores/n13/freirem13.html

At the beginning of the day I started working with the 2nd D group on the topic of "Feelings and Emotions". The class was designed to explore basic emotions through various activities, from creating a mind map to practicing vocabulary and pronunciation. In addition, I have used audiovisual resources, such as a segment from the movie "Intensely", to deepen emotional understanding and encourage active student participation.

The emotion-centered approach has proven to be highly effective for student engagement. I observed a high level of participation during the creation of the mind map, where students identified and shared their own emotional experiences. The vocabulary and pronunciation practice was also successful, as it allowed students to become familiar with emotional language in a practical and contextualized way. The use of the excerpt from the movie "Intensamente" was particularly valuable in connecting the main emotions with concrete situations. By posing the question "What is she feeling?", deep reflection on emotional expressions was encouraged and the development of empathy was promoted.

However, I feel that there are areas for improvement in my teaching practice. Although the exploration of basic emotions was fundamental, I feel that I could have spent more time delving into more complex emotions. The chart with more specific emotions provided at the end of the class was helpful, but could have been better integrated during the session to further expand the repertoire of emotion vocabulary for students.

To improve my teaching practice in future classes on emotions, I plan to integrate more activities that encourage critical reflection and personal expression. This could include discussions about the role of emotions in our lives, creative writing exercises to explore deep emotions, and the use of additional resources, such as literary works or music, to enrich students' emotional understanding.

As for the theoretical underpinning of this practice, authors such as Daniel Goleman, in his work "Emotional Intelligence", provide a solid basis for understanding the importance of emotions in learning and personal development. In addition, Howard Gardner's theory of multiple intelligences offers a broad perspective on the diversity of emotional skills and their relevance in the educational context.

In summary, the experience of teaching emotions has been enriching and eye-opening. Through this reflection, I recognize the importance of continuing to improve and adapt my teaching practice to provide students with an emotionally meaningful and transformative education.

Bello, E. (2024, 26 febrero). La inteligencia emocional de Daniel Goleman: qué es y cómo desarrollarla. Thinking For Innovation. https://www.iebschool.com/blog/liderazgo-inteligencia-emocional-coach-management/#:~:text=Habilidades%20sociales-,%C2%BFQu%C3%A9%20es%20la%20inteligencia%20emocional%20seg%C3%BAn%20Daniel%20Goleman%3F,la%20persona%20ante%20los%20cambios.

Today I had a two-hour class with 2nd grade F, this group is characterized by having a slightly higher level of English so they easily understood the topic of "Feelings and Emotions". The classes were held in the media room, an environment conducive to the integration of audiovisual and technological resources in the educational process. We began by exploring visual examples of basic emotions, using projections to illustrate a variety of emotions.

Then, we immersed ourselves in the creation of a collective mind map reflecting the basic emotions identified by the students. This exercise not only promoted individual reflection, but also fostered collaboration and the exchange of ideas in the classroom. In addition, students had the opportunity to express emotions through drawings representing different emotional states.

We continued to strengthen emotional vocabulary and pronunciation through practical and dynamic exercises. The screening of a clip from the movie "Intensely" provided a compelling visual context for exploring a specific emotion and stimulating students' active participation through reflective questions such as "What is she feeling?".

Finally, to expand the students' emotional repertoire, I provided them with a table of more specific examples of emotions. Following the advice of my incumbent, I asked them to translate the emotional terms, recognizing the importance of understanding and using a varied emotional vocabulary.

The use of the media classroom as a learning space significantly enriched the educational experience. The audiovisual resources facilitated the understanding and identification of emotions for the students. In addition, the collaborative creation of the mind map and the artistic expression through drawings allowed for a deeper and more personal understanding of basic emotions.

The incorporation of the video of the movie "Intensamente" was especially effective in engaging students and encouraging active participation. The questions posed during the screening promoted analysis and interpretation of the emotions depicted on the screen, stimulating critical thinking and oral expression in the classroom.

However, I identify areas for improvement in my teaching practice. Although the task of investigating the difference between "feelings" and "emotions" was relevant, I recognize the need to provide more structured guidance and clear examples to guide the understanding of these concepts. In addition, in future classes, I plan to incorporate more activities that encourage individual reflection and practical application of the concepts learned. At the end of the day I will apply a diagnostic/exam to assess their acquired learning and see what needs to be reinforced.

To improve my teaching practice, I am committed to further explore the theoretical underpinnings of emotional education. Authors such as Marc Brackett, in his book "Permission to Feel," and Peter Salovey and John D. Mayer, who developed the theory of emotional intelligence, provide solid foundations for understanding the importance of emotions in learning and emotional well-being.

In conclusion, this experience of teaching "Feelings and Emotions" has been rewarding and enriching for my degree docuemnt that focuses on students' emotions. Through this reflection, I recognize the importance of continuing to learn and grow as an educator to provide my students with an emotionally meaningful and transformative education.

Noble, B. &. (s. f.). Permission to Feel: The Power of Emotional Intelligence to Achieve Well-Being and Success|Paperback. Barnes & Noble. https://www.barnesandnoble.com/w/permission-to-feel-marc-brackett/1130404380

La inteligencia emocional según Salovey y Mayer – Rafael Bisquerra. (s. f.). https://www.rafaelbisquerra.com/la-inteligencia-emocional-segun-salovey-y-mayer/

In my last class of the week with the 2nd F group, I began with a warm-up activity designed to spark the students' interest and attention. I played the song "Something Just Like This" by The Chainsmokers and asked them to write down all the words they heard in their notebooks. At the end of the song, students shared the emotion that the song inspired in them, which established an emotionally receptive environment from the beginning of the class.

To encourage participation and responsibility in the classroom, I implemented a participation strategy based on clean lines. Students understood that keeping their line clean and orderly would grant them the opportunity to actively participate in classroom activities.This strategy was effective in promoting teamwork and care for the school environment, especially in relation to the previous challenge of keeping the classroom clean.

After this initial dynamic, we reviewed the previous assignment on the differences between "feelings" and "emotions", discussing relevant examples provided by the students. This review allowed students to consolidate their understanding of the concepts and apply them practically in everyday contexts.

The warm-up activity using the song "Something Just Like This" proved to be an excellent way to engage students and establish an emotionally receptive atmosphere in the classroom. By sharing their emotions at the end of the song, students were able to connect personally with the material and begin to reflect on the power of music to evoke different feelings.

The participation strategy based on cleaning the rows proved to be highly effective in promoting order and responsibility in the classroom. The direct connection between environmental cleanliness and opportunities for participation encouraged students to take an active role in caring for the classroom, resulting in a more organized environment conducive to learning.

However, I recognize the need to improve my teaching practice to ensure a deeper and more complete understanding of the concepts taught.

To strengthen my teaching practice, I will seek guidance from the academic literature on emotional education. Authors such as Maurice J. Elias, who wrote "Emotionally Intelligent Parenting," and Kimberly A. Schonert-Reichl, author of "Mindfulness in Education," offer valuable perspectives on how to effectively integrate emotional education into the classroom.

In addition, I plan to diversify classroom activities to address a broader range of emotional skills, such as empathy and self-regulation. This could include role-playing exercises, group discussions, and written reflections that foster a deeper, more personal understanding of emotions.

In conclusion, the experience of teaching about emotions was enriching and eye-opening. Through this reflection, I recognize the importance of continuing to learn and grow as an educator to provide my students with an emotionally meaningful education.

Ackerman, C. E., MA. (2024, 29 febrero). The Why & How of Mindfulness in Schools (+31 Teaching Tips). PositivePsychology.com. https://positivepsychology.com/mindfulness-education/#:~:text=%E2%80%9CMindfulness%20means%20paying%20attention%20in,present%20moment%2C%20and%20nonjudgmentally.%E2%80%9D

In the last class with the 2nd D group, we faced significant challenges but also found opportunities for growth and improvement. The one-hour session began with review of the previously assigned homework on the difference between "feelings" and "emotions." However, most of the students did not complete the homework, which reflected a lack of accountability in completing the assigned tasks.

After a brief conversation with my incumbent, we decided to give them an additional five minutes to complete the assignment, but with a two-point penalty on the final grade as a consequence of their lack of responsibility. This measure had a noticeable impact on the attitude of the students, who worked more diligently and quickly to complete the assignment in the allotted time.

After this experience, I implemented a dynamic similar to the one done with group F, where students could only participate if their line was clean. This strategy motivated students to work together to keep the classroom tidy and demonstrate responsibility in their school environment.

The class was a valuable opportunity to reflect on the importance of responsibility and commitment in the educational process. The failure to complete the initial homework revealed the need to set clear expectations and promote responsibility among students. The decision to penalize incomplete homework, although a harsh measure, proved to be effective in motivating students to take responsibility for their academic commitments. My principal told me that she has used many strategies because this situation is something that happens constantly, and this option, although extreme, makes them turn in their homework.

The participation dynamic based on cleaning the rows was also a success, as it achieved collaboration and teamwork among the students. By linking participation with responsibility in classroom maintenance, students understood the importance of taking care of their school environment and became actively engaged in this task.

However, I recognize the need to improve my teaching practice to effectively address difficulties and challenges in the classroom. It is critical to find strategies that encourage accountability in a positive and constructive way, rather than simply applying sanctions.

To improve my teaching practice in the future, I will look to the work of authors such as Carol Dweck (2020), who explores the concept of growth mindset and its impact on student learning and motivation. In addition, Alfie Kohn's (2022) work in "Beyond Discipline" offers valuable perspectives on how to foster intrinsic accountability rather than relying on external sanctions.

In addition, I will explore new strategies and approaches to promote accountability and engagement among students. This could include implementing more effective monitoring and feedback systems, as well as creating a classroom environment that fosters student autonomy and self-regulation.

In summary, the experience in this class was an important reminder of the importance of fostering responsibility and commitment among students. Through this reflection, I am committed to continue to improve my teaching practice to create a learning environment that promotes academic and personal growth for all my students.

Wolcott, M. D., McLaughlin, J. E., Hann, A., Miklavec, A., Dallaghan, G. L. B., Rhoney, D. H., & Zomorodi, M. (2020). A review to characterise and map the growth mindset theory in health professions education. Medical Education, 55(4), 430-440. https://doi.org/10.1111/medu.14381

Beyond Discipline - (Book) - Alfie Kohn. (2022). Alfie Kohn. https://www.alfiekohn.org/beyond-discipline/

In the recent class with the 2nd D group, I provided the students with two worksheets that would serve as tools to explore and understand emotions in an interactive and participatory way. The first worksheet consisted of a "match" activity, where students had to associate different emotions with their respective representative pictures. The second worksheet presented a word search with words related to emotions, which provided an additional challenge for the students.

Following the advice of my incumbent, I set time limits for each activity to optimize time management in the classroom. This measure proved beneficial, as students remained focused and committed to the assigned task. In addition, I took the opportunity to acknowledge and thank the responsibility shown by the students in keeping the classroom clean and tidy.

After completing the activities, I facilitated a co-evaluation session among the students, where they had the opportunity to evaluate and leave positive feedback on their peers' work. This practice not only fostered reflection and peer learning, but also strengthened the sense of community and collaboration in the classroom.

Finally, I recorded the work completed by the students and provided feedback on outstanding work, thus providing a structured and organized closure to the class.

The class provided a valuable opportunity to explore and practice emotional skills in a meaningful and practical way. The use of worksheets designed specifically to address emotions allowed students to interact with the material visually and tactilely, which facilitated understanding and learning.

The implementation of time limits for activities proved to be effective in maintaining pace and energy in the classroom. This strategy not only promoted efficiency in completing tasks, but also taught students the importance of managing their time effectively.

The co-assessment session provided an invaluable opportunity for students' personal and academic growth by encouraging reflection and constructive peer feedback. In addition, the recognition of the students' responsibility in caring for the classroom strengthened their sense of belonging and commitment to the school environment.

To improve my teaching practice in the future, I will look for guidance in the work of authors such as Marc Brackett (s. f.), who in his book "Permission to Feel" offers practical strategies for fostering emotional intelligence in the classroom. In addition, Carol Dweck's (s. f.) work in "Mindset: The New Psychology of Success" provides valuable insights on how to promote a growth mindset among students.

In addition, I plan to explore new ways to incorporate co-assessment and peer feedback more systematically in my classes. This could include implementing structured peer review activities and incorporating technological tools to facilitate effective feedback.

In summary, the experience in this class was enriching and thought-provoking about how one comment can change your day.

Noble, B. &. (s. f.). Permission to Feel: The Power of Emotional Intelligence to Achieve Well-Being and Success|Paperback. Barnes & Noble. https://www.barnesandnoble.com/w/permission-to-feel-marc-brackett/1130404380

Mindset Theory - the Decision Lab. (s. f.). The Decision Lab. https://thedecisionlab.com/reference-guide/psychology/mindset-theory#:~:text=Dweck%20and%20her%20proponents%20claim,strategies%20to%20improve%20their%20abilities.

In the recent class session with the 2nd F group, we faced significant challenges related to the printing of work materials. Despite having sent the files in advance and on time, the group had difficulty printing the assignments. Faced with this situation, my incumbent made the decision not to allow them to go out to make copies, resulting in the need for the students to copy the materials by hand.

I explained the instructions with an example for better understanding, I also explained the objective of doing them since they would serve as tools to explore and understand emotions. The first activity consisted of a match exercise, where students had to match emotions with images that represented them. The second activity was a word search with words related to emotions. As in the previous class, I set time limits for each activity to maintain pace and productivity in the classroom.

After completing the activities, I facilitated a co-evaluation session among the students, where they evaluated the work of their peers and left positive comments. Finally, I recorded the work completed by the students and noted the outstanding work.

The class provided an opportunity to reflect on the importance of adaptability and problem solving in the educational environment. The difficulty in printing the materials highlighted the need to seek alternative solutions, such as copying the materials by hand, to ensure that students could fully participate in the planned activities.

The implementation of time limits for each activity was effective in maintaining student focus and productivity. This strategy made the most of the time available in the classroom and ensured that all assigned tasks were completed.

Co-evaluation provided a valuable opportunity to encourage reflection and peer feedback. By evaluating their peers' work and leaving positive comments, students not only strengthened their understanding of the concepts, but also fostered a supportive and collaborative classroom environment.

To improve my teaching practice in the future, I will look for guidance in the work of authors such as Carol Tomlinson (2014) , who in her book "The Differentiated Classroom" offers strategies for adapting instruction to the individual needs of students. In addition, Howard Gardner's (2023) work in "Multiple Intelligences: New Horizons" provides valuable insight on how to address the diversity of abilities and learning styles in the classroom.

In addition, I will explore additional ways to support students in managing educational materials and resources, especially in situations where technical difficulties arise.

In summary, the experience in this class was an opportunity to learn and grow as an educator.

Tomlinson, C.A. (2014) The Differentiated Classroom Responding to the Needs of All Learners. 2nd Edition, ASCD, Alexandria. - References - Scientific Research Publishing. (s. f.). https://www.scirp.org/reference/referencespapers?referenceid=2055060

MSEd, K. C. (2023). Gardner's Theory of Multiple Intelligences. Verywell Mind. https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161#:~:text=Gardner's%20Multiple%20Intelligences&text=In%20order%20to%20capture%20the,%2Dvisual%2C%20and%20linguistic%20intelligences.

To start the session, I designed a dynamic that involved a balloon that students tossed to each other. Each time someone caught the balloon, they had to say an emotion or feeling without repeating what others had already mentioned. This activity was not only fun, but also generated a sense of adrenaline and excitement among the students.

After this energizing activity, we focused on practicing the structure of the present simple by constructing sentences related to emotions. I started with an example: "I feel happy when", followed by a brief recap on the use of the present simple and the word "when". Then, I provided different situations as complements for students to choose the correct option according to the given sentence. This activity allowed students to apply emotional vocabulary in a contextualized and meaningful way.

Finally, I presented them with an additional challenge with a scrambled word game (Scramble), where the emotions and feelings we had practiced were jumbled. The goal was for students to correctly identify and rearrange the words. Although I initially estimated that it would take less than 10 minutes, the students were unable to complete the activity in the allotted time, so it was left as an additional task.

The class provided a valuable opportunity to strengthen emotional vocabulary and practice grammatical structure in a meaningful and fun context. The balloon dynamic not only allowed students to recall and share emotions spontaneously, but also promoted collaboration and active participation in the classroom.

The practice of present simple through sentence construction provided a solid foundation for correct grammatical usage in everyday situations. By contextualizing the sentences with relevant situations, students were able to apply emotional vocabulary in a practical and meaningful way, which facilitated the learning process.

However, the Scramble activity proved to be more challenging than expected, as students were unable to complete it in the allotted time. This suggests the need to adjust the length or complexity of the activities to ensure an appropriate balance between challenge and success for all students.

To improve my teaching practice in the future, the work of authors such as Steven Krashen (1981), who in his book "Second Language Acquisition and Second Language Learning" offers valuable insights on how to teach languages effectively through meaningful and exciting experiences. In addition, Scott Thornbury (s. f.) work in "Teaching Unplugged: Dogme in English Language Teaching" provides practical approaches to designing student-centered learning activities relevant to their interests and needs.

In addition, I will explore additional strategies to adjust the level of difficulty and duration of activities to better suit individual student needs and abilities. This could include incorporating extension options to challenge more advanced students and providing additional support for those who need more time or assistance to complete the activities.

Second language acquisition and second language learning | WorldCat.org. (1981). https://search.worldcat.org/title/Second-language-acquisition-and-second-language-learning/oclc/7913241

teaching unplugged – An A-Z of ELT. (s. f.). An A-Z Of ELT. https://scottthornbury.wordpress.com/tag/teaching-unplugged/

In the recent class with the 2nd D group, I implemented a series of activities designed to reinforce the vocabulary of feelings and emotions, as well as to practice the grammatical structure of the present simple in the context of expressing emotions. We started the class with a dynamic involving a balloon, where students threw the balloon at each other and had to mention an emotion each time they caught it. This activity turned out to be a lot of fun and generated an atmosphere of enthusiasm and participation in the classroom, to increase the level of difficulty I gave them a second balloon.

After the initial dynamics, we focused on the construction of sentences using the present simple to express emotions. I provided the students with different situations as complements for them to choose the correct option according to the given sentence. The activity was quickly completed by the students, which led me to add an additional activity where they had to add the complement to the given sentences.

Finally, I presented a word scramble game with emotions and feelings, with the goal of having the students correctly identify and reorganize the words. However, the group failed to complete the activity in the allotted time, which made me question the difficulty level of the activity and consider adjustments for future classes.

The initial dynamic with the balloon was highly effective in generating interest and active participation on the part of the students. The playful and exciting atmosphere facilitated recall and practice of emotional vocabulary in a fun and memorable way.

The practice of simple present through sentence construction was well received by the students and proved to be appropriate for their language proficiency level. However, the rapid completion of the initial activity prompted me to add an additional task, indicating the need to adjust the balance between challenge and skill level in future activities.

The Scramble, although designed for a basic A2 level, proved to be too challenging for the group, suggesting the need to adjust the level of difficulty and complexity of the activities to better suit the students' individual abilities and needs.

To improve my teaching practice in the future, I will look for guidance in the work of authors such as Jeremy Harmer (s. f.), who in his book "The Practice of English Language Teaching" offers practical advice on how to design effective language learning activities. In addition, Paul Nation's (2008) work in "Teaching ESL/EFL Listening and Speaking" provides valuable strategies for designing activities that promote listening and speaking in the classroom. In addition, I will review and adjust the difficulty level of the activities to ensure an appropriate balance of challenge and success for all students. This could include incorporating the provision of additional support for those who need more time or assistance to complete the activities.

In summary, the experience in this class provided important insights on how to adapt and improve my teaching practices to meet the individual needs of my students. Through this reflection, I am committed to continue to develop and refine my pedagogical approaches to provide an effective and meaningful learning experience for all my students.

The practice of English language teaching | WorldCat.org. (s. f.). https://search.worldcat.org/title/The-practice-of-English-language-teaching/oclc/149005881

Newton, J., & Nation, I. S. P. (2008). Teaching ESL/EFL Listening and Speaking. En Routledge eBooks. https://doi.org/10.4324/9780203891704

Suspensión, Natalicio de Benito Juárez

In the recent class with the 2nd grade F group in the media room, I employed a variety of approaches to facilitate effective learning of Wh's questions and vocabulary related to emotions and feelings. I began the class by presenting an explanatory video about the use of Wh's questions, providing students with a clear understanding of which questions to use and how to formulate them correctly. I assigned them the task of summarizing the video to consolidate their understanding of the topic, and then replayed the video to ensure thorough comprehension.

Subsequently, we addressed the pending task of the Scramble, where only three emotions or feelings couldn't be deciphered by the students. We worked together to solve these challenges, promoting collaboration and teamwork in the classroom.

Then, I utilized a visual strategy by creating a table on the whiteboard with three columns: "Situation," "How do you feel when you...?" and "Draw your emotion." I explained to the students that they should write an emotion or feeling along with a corresponding drawing based on the provided situation. This activity allowed them to actively apply emotional vocabulary in specific contexts and express their emotions creatively.

The class concluded on time so that students could return to their subsequent classes, ensuring effective time management in the classroom.

The class proved effective in presenting key concepts and the practical application of emotional vocabulary. The use of visual resources, such as the explanatory video and the table on the whiteboard, facilitated students' understanding and learning.

The collaboration and teamwork during the resolution of the Scramble helped strengthen group cohesion and fostered an environment of mutual support in the classroom. However, the fact that only three emotions could not be deciphered indicates the need to review and reinforce certain concepts before moving on to new activities.

Structuring the class to conclude on time was a positive aspect, as it allowed students to use their time efficiently and minimized disruptions to their school schedule.

To improve my teaching practice in the future, I will seek guidance from authors such as Stephen Krashen, who in his book "Second Language Acquisition and Second Language Learning" offers valuable perspectives on how to design effective language learning activities. Additionally, the work of Scott Thornbury in "Teaching Unplugged: Dogme in English Language Teaching" provides practical approaches to designing student-centered activities relevant to their interests and needs.

I will also consider providing reinforcement activities for those concepts that pose difficulties for students, such as additional review of emotional vocabulary before moving on to new activities. I will also explore ways to encourage active student participation through more interactive and collaborative activities, such as group discussions or teamwork-based projects.

In summary, the experience in this class provided valuable lessons on how to adapt and improve my pedagogical approaches to meet the individual needs of my students.

During the latest class with the 2nd grade F group, I began the class by presenting videos that explained how to formulate different types of questions, while students took notes to consolidate their understanding. However, a challenge arose with a particular student who has shown resistance to submitting their work and demonstrates a lack of commitment to their learning by frequently missing classes and not making an effort to complete their assignments.

After the initial lesson, we proceeded with a practical activity where we created a three-column table on the whiteboard. The first column was "Situation," the second "How do you feel when you...?" and the third "Draw your emotion." I explained to the students that they were to write an emotion or feeling along with a corresponding drawing based on the situation provided on the whiteboard.

The class presented an effective approach to teaching students how to formulate questions using visual and practical resources. The instructional videos provided a solid foundation for understanding the topic, while the activity of the table on the whiteboard allowed students to actively apply what they had learned in a practical and creative context.

However, the lack of commitment from a specific student highlights the need to address individual challenges in the classroom. It is crucial to find ways to motivate and engage this student so they can fully participate in the learning process and reach their full academic potential.

Additionally, the activity of the table on the whiteboard could have been enhanced by including additional strategies to encourage active participation from all students, such as small group discussions or collaborative exercises.

To improve my teaching practice in the future, I will seek guidance from authors such as John Hattie, whose book "Visible Learning" offers valuable insights into addressing individual student differences and maximizing their academic performance. Additionally, the work of Carol Dweck in "Mindset: The New Psychology of Success" provides important perspectives on cultivating a growth mindset in students to promote motivation and commitment to learning.

Regarding the specific challenge of the resistant student, I will explore additional intervention strategies, such as individual meetings to identify underlying barriers and develop a personalized support plan. I will also seek opportunities to celebrate the achievements and efforts of all students, fostering a supportive and motivating classroom environment.

In summary, reflection on this class provides an opportunity to identify areas for improvement and develop strategies to address individual challenges in the classroom.

Upon returning from the Semana Santa, we faced an intense week of assessment with the 2nd grade D group, which I decided to dedicate entirely to reviewing and evaluating the topics and subtopics related to feelings and emotions. Given the limited amount of time, I opted for a strategy that would allow students to review the content and prepare effectively for their exams.

Before the exam, I asked students to create a study guide that included the topics they felt they needed to review in more detail. While they worked on their guides, I took the opportunity to call them individually and record all pending assignments they had, with the aim of gaining a clear understanding of each student's individual needs.

The decision to dedicate an entire week to reviewing and assessing the topics of feelings and emotions after the break was appropriate, as it allowed students to consolidate their learning and feel prepared for their exams. This approach also provided them with the opportunity to identify specific areas where they needed improvement and focus their study accordingly.

Requesting that students create a study guide was an effective strategy to promote self-regulated learning and individual responsibility. By allowing them to identify the topics they needed to review, I fostered their active participation in the learning process and empowered them to take control of their own academic progress.

Additionally, recording the pending assignments allowed me to gain a comprehensive understanding of students' individual needs and provided valuable information for planning interventions and supporting their academic development more effectively.

To improve my teaching practice in the future, I will seek guidance from authors such as John Hattie, whose focus on effective feedback and self-regulated learning can provide valuable insights to strengthen my assessment strategies and individualized support. Additionally, Dylan Wiliam's work in "Embedded Formative Assessment" offers important perspectives on how to use ongoing formative assessment to drive student learning.

I will consider incorporating more opportunities for formative feedback during the review and assessment process, providing students with specific and personalized feedback to help them identify areas for improvement and continue progressing in their learning. I will also explore ways to further foster self-regulated learning among students, providing additional tools and resources to support their independent study and exam preparation.

In summary, the experience of this assessment week provided valuable lessons on how to improve my teaching practice to meet the individual needs of students and promote their academic success.

Upon returning from the Semana Santa, we found ourselves with one week left in the practicum period with the 2nd grade F group. I decided to utilize this time to assess all topics and subtopics related to feelings and emotions. Before the exam, I asked students to create a study guide addressing the topics they felt needed further review, aiming to ensure they were well-prepared for their exams. While students worked on their guides, I took the opportunity to call them individually and record all pending assignments, in order to have a comprehensive record of each student's individual needs.

Dedicating a full week to review and evaluate all topics related to feelings and emotions was a wise decision, as it allowed students to solidify their understanding of these fundamental concepts before the exams. Asking students to create personalized study guides provided them with the opportunity to identify and address specific areas needing more support, thus promoting their individual responsibility in the learning process.

However, this week presented additional challenges, such as a situation involving a student who displayed inappropriate behavior by expressing rudeness towards teaching staff upon entering the classroom. This situation underscored the importance of addressing not only academic performance but also behavior and conduct in the classroom.

To address the variety of challenges presented in the classroom, I will seek guidance from authors such as John Hattie, whose research in "Visible Learning" provides valuable insights on maximizing the impact of learning in the classroom. I will also explore the ideas of Linda Darling-Hammond, author of "The Flat World and Education", who advocates for inclusive pedagogical approaches addressing the academic and socio-emotional needs of all students.

To address the specific situation of the student displaying inappropriate behavior, it is crucial to work collaboratively with the school administration and parents to comprehensively address behavioral and academic concerns. In addition to appropriate disciplinary action, it is important to provide additional support to the student to address the underlying causes of their behavior and provide strategies to promote positive engagement in the classroom.

A possible solution to this issue could be implementing an individualized intervention plan including tutoring sessions, guidance on social and emotional skills, and close collaboration with parents to establish clear expectations and offer support at home. At the same time, I will continue to provide a safe and supportive learning environment in the classroom, fostering mutual respect and responsibility among all students.

In summary, this evaluation week provided valuable lessons on how to address the academic and behavioral needs of students comprehensively.

On my last day of the week with the 2nd grade D group, I was anticipating the visit from a student's father from the F group. Unfortunately, the father didn't attend the scheduled meeting at the school. Despite the fact that the student hadn't completed all assigned tasks, he managed to submit some pending assignments. Although I initially accepted these works, the student showed a lack of commitment by refusing to participate in additional activities.

Utilizing the remaining time with the D group, we focused on completing a study guide for their upcoming exam. This activity allowed us to review the topics and subtopics covered during the week and ensure that the students were well-prepared for the exam.

While my interaction with the D group was productive and we managed to complete the study guide, the situation with the student from the F group highlighted the importance of addressing lack of commitment and resistance to schoolwork. This experience underscores the need to implement effective strategies to motivate and engage students in their learning.

To address this situation, it's important to consider the perspectives of authors like Carol Dweck, whose work in "Mindset: The New Psychology of Success" emphasizes the importance of fostering a growth mindset in students. By emphasizing the idea that skills can be developed through effort and practice, students may be more likely to persist in their tasks and seek continuous improvement.

Additionally, Paul Tough's approach in "How Children Succeed" provides valuable insights into developing non-cognitive skills such as perseverance and resilience in students. By cultivating these skills, students can approach academic challenges with greater confidence and determination.

To enhance my teaching practice in the future, I will seek to implement strategies that promote greater participation and commitment from all students, including those who may show resistance to schoolwork. This could include incorporating more interactive and hands-on activities that allow students to apply what they've learned in relevant and meaningful contexts.

In summary, this experience has reminded me of the importance of adopting a holistic approach to education, which focuses not only on academic content but also on socio-emotional development and the well-being of each student. Through ongoing reflection and commitment to improvement, I am determined to continue evolving as an educator and providing an enriching educational experience for all my students.

In the class with group 2° D, it started with an activity to practice the alphabet and vowels in preparation for the upcoming Spelling Bee contest. I wrote the pronunciation of each letter on the board, and together we practiced spelling common words. This initial activity helped students familiarize themselves with the sounds and sequence of the letters, establishing a solid foundation for the contest.

The main topic of the class was school and family violence. I presented a video that clearly showed examples of the characteristics of violence in both the school environment and at home. After watching the video, we worked on the vocabulary associated with the topic, discussing key words and their meanings to ensure that all students understood the content.

The session began with an interactive activity that engaged students in an active learning process. Practicing the alphabet and vowels together created a collaborative and motivating environment. According to Vygotsky (1978), learning is more effective in a social context where students can interact and support each other. This activity not only reinforced the knowledge of letters and their pronunciation but also promoted teamwork and confidence in their spelling abilities.

The transition to the topic of school and family violence was smooth and relevant. Using a video as a visual resource captured students' attention and provided concrete examples that facilitated understanding. Bandura (1986) emphasizes the importance of observational learning, where students can learn by observing behaviors and situations. The video fulfilled this function by explicitly showing manifestations of violence, allowing students to identify and critically reflect on the topic.

Analyzing the vocabulary associated with violence was crucial to ensuring a complete understanding of the topic. Freire (1970) highlights the importance of conscientization and the development of critical thinking through language. By discussing and practicing the vocabulary, students not only expanded their lexicon but also developed a deeper understanding of the issues addressed, enabling them to recognize and confront situations of violence in their environment.

To improve my teaching practice in future sessions, I consider implementing the following strategies:

1. Initial Diagnostic Assessment: Conduct a brief diagnostic assessment at the beginning of the class to understand students' prior knowledge of the alphabet and the topic of violence. This will allow me to better adapt activities to their needs and ensure more effective learning.

2. Critical Discussion and Reflection: Create more spaces for discussion and critical reflection on the topic of violence. This can include debates, discussion groups, and reflective writing activities that allow students to express their thoughts and emotions on the topic.

   
   

In conclusion, the class was effective in promoting active learning and critical understanding of the topic of school and family violence. However, by implementing additional strategies and adapting to the individual needs of students, I can further improve my teaching practice and more effectively support the holistic development of my students.

Staff, K. (2024, 28 marzo). Critical consciousness: A key to student achievement - Kappan Online. Kappan Online. https://kappanonline.org/critical-consciousness-key-student-achievement/

Simply Psychology. (2024, 1 febrero). Albert Bandura's Social Learning Theory In Psychology. https://www.simplypsychology.org/bandura.html

In the class with group 2° F, it started with an activity to practice the alphabet and vowels in preparation for the upcoming Spelling Bee contest. The main teacher had already identified a student with a B1 level who could participate in the contest, but the practice was conducted with the entire group. I wrote the pronunciation of each letter on the board, and together we practiced spelling common words.

The main topic of the class was school and family violence. I presented a video that clearly showed examples of the characteristics of violence in both settings. After watching the video, we practiced the associated vocabulary, and the students created a table classifying those characteristics. Throughout the session, the class became tedious due to the students' restlessness, which made classroom management challenging.

The initial activity of practicing the alphabet and vowels was designed to prepare students for the Spelling Bee contest. Although the main teacher had already identified a student with advanced skills, it is important to practice with the entire group to promote inclusion and equitable skill development. Vygotsky (1978) emphasizes the importance of social and collaborative learning, where all students can benefit from mutual support.

The topic of school and family violence is crucial for the socio-emotional development of students. Using a video as a visual resource helped capture the students' attention and provided concrete examples of the characteristics of violence. According to Bandura (1986), observational learning is effective for students to understand and reflect on real behaviors and situations.

However, the students' restlessness and lack of concentration made the class tedious and difficult to manage. This may indicate the need for more dynamic and varied strategies to maintain students' interest and active participation. Additionally, Freire (1970) underscores the importance of a pedagogy that promotes critical thinking and dialogue, which can be challenging in a distracting environment.

To improve my teaching practice in future sessions, I consider implementing the following strategies:

1. Icebreaker and Transition Activities: Start the class with icebreaker activities or transition exercises to channel the students' energy and prepare them for learning. This can help reduce restlessness and improve concentration.

2. Differentiated Instruction: Incorporate differentiated teaching strategies to address the diverse needs and learning styles in the classroom. Using visual, auditory, and kinesthetic resources can make the class more dynamic and engaging for all students.

3. Classroom Management Techniques: Apply more effective classroom management techniques, such as using visual and auditory signals to capture attention and establishing clear routines for transitions between activities. Marzano (2003) highlights the importance of structured classroom management to maintain student focus and participation.

In conclusion, although the class presented challenges due to the students' restlessness, it was a valuable opportunity to reflect on teaching and classroom management strategies. By implementing more dynamic activities, using effective classroom management techniques, and leveraging interactive technologies.

The Key to Classroom Management. (2021, 29 junio). ASCD. https://www.ascd.org/el/articles/the-key-to-classroom-management

Simply Psychology. (2024a, enero 24). Vygotsky's Sociocultural Theory Of Cognitive Development. https://www.simplypsychology.org/vygotsky.html

In the class with group 2° D, it started with a spelling practice activity using short words to help students begin familiarizing themselves with the sounds of the letters. This activity was somewhat complex as the students often confused the vowel sounds. Following this, we created a table where students classified the characteristics and definitions of school and family violence. We then completed a worksheet where students matched the definitions of different types of violence with their corresponding drawings. The students remained calm throughout the session.

The initial spelling practice was designed to improve the students' phonemic awareness and prepare them for more complex spelling tasks. However, the confusion with vowel sounds indicated a need for more targeted instruction in phonics. According to Ehri (2005), phonemic awareness is a critical skill in early literacy development, and difficulties in this area can impede spelling and reading proficiency.

Creating a table to classify the characteristics and definitions of violence was an effective way to engage students in understanding this important topic. This activity promoted critical thinking and helped students organize information in a meaningful way. According to Bloom's Taxonomy (Bloom et al., 1956), classifying and organizing information falls under higher-order thinking skills, which are essential for deep learning.

The worksheet activity, where students matched definitions with drawings, provided a visual and interactive way to reinforce their understanding of the different types of violence. Visual learning tools can be particularly effective for younger students, as they help in making abstract concepts more concrete. Gardner's Multiple Intelligences theory (Gardner, 1983) suggests that incorporating visual and spatial activities can cater to diverse learning styles and enhance comprehension.

The overall calm and focused behavior of the students during these activities indicated that the lesson was well-structured and engaging. This positive classroom environment aligns with the principles of effective classroom management, as highlighted by Marzano (2003), which emphasize the importance of clear instructions and engaging activities in maintaining student attention and behavior.

To improve my teaching practice in future sessions, I consider implementing the following strategies:

1. Enhanced Phonics Instruction: To address the confusion with vowel sounds, I will incorporate more explicit phonics instruction. This can include activities such as vowel sorting, phoneme segmentation, and blending exercises. According to Ehri (2005), systematic phonics instruction is essential for developing strong spelling and reading skills.

2. Interactive and Multi-sensory Activities: Incorporating more interactive and multi-sensory activities can help reinforce phonemic awareness. Using tools such as letter tiles, flashcards, and phonics games can provide additional practice and make learning more engaging. Tactile and kinesthetic activities, as suggested by Gardner (1983), can cater to various learning styles and enhance retention.

3. Use of Graphic Organizers: To further support the organization of information, I will use graphic organizers such as Venn diagrams and concept maps. These tools can help students visually organize and compare information, promoting deeper understanding and retention. Graphic organizers align with the principles of Bloom's Taxonomy (1956), supporting higher-order thinking skills.

4. Differentiated Instruction: Implementing differentiated instruction to cater to the diverse needs of students can enhance learning outcomes. This may involve providing additional support for students who struggle with phonemic awareness and offering extension activities for those who are more advanced. Tomlinson (2001) emphasizes the importance of differentiation in meeting the varied needs of learners and maximizing their potential.

In conclusion, while the class activities were effective in engaging students and promoting understanding of the topic, there is room for improvement in phonics instruction and the use of interactive learning tools. By incorporating enhanced phonics instruction, multi-sensory activities, graphic organizers, and differentiated instruction.

In the class with group 2° D, the main teacher conducted the warm-up activity to practice spelling. The activity involved giving each row of students a word, where each student in the row had to say the corresponding letter and, at the end, repeat the word. This exercise promoted teamwork and memorization. Following this, we worked on constructing sentences using the verb "to be" and vocabulary related to school and family violence. The session concluded with a peer evaluation of the sentences.

The warm-up spelling activity led by the main teacher was effective in fostering teamwork and improving students' memorization skills. According to Johnson and Johnson (1999), cooperative learning strategies, such as working in teams, can enhance student engagement and retention of information. By having students collaborate to spell words, they not only practiced their spelling but also developed their social and cooperative skills.

The main activity involved constructing sentences using the verb "to be" and vocabulary associated with school and family violence. This exercise was essential for reinforcing both grammatical structures and relevant vocabulary. Vygotsky (1978) emphasizes the importance of language in cognitive development, suggesting that engaging students in meaningful language use can enhance their understanding and retention of new concepts.

The peer evaluation at the end of the session provided an opportunity for students to give and receive feedback. This form of assessment aligns with formative assessment practices, which aim to improve learning through ongoing feedback (Black & Wiliam, 1998). Peer evaluation encourages students to critically reflect on their own and others' work, promoting a deeper understanding of the content.

To improve my teaching practice in future sessions, I consider implementing the following strategies:

1. Enhanced Cooperative Learning Techniques: While the warm-up activity successfully promoted teamwork, incorporating additional cooperative learning techniques could further enhance student engagement. Techniques such as jigsaw, where each student is responsible for learning a portion of the content and then teaching it to their peers, could provide deeper engagement and understanding (Aronson et al., 1978).

2. Contextualized Language Practice: To further reinforce the use of vocabulary related to school and family violence, integrating contextualized language practice can be beneficial. Role-playing scenarios where students use the target vocabulary in realistic contexts could enhance their ability to apply language in meaningful ways (Tomlinson, 2014).

3. Differentiated Instruction: Implementing differentiated instruction to cater to the diverse needs and proficiency levels of students can improve learning outcomes. Providing varied levels of support and challenge based on individual student needs, such as scaffolding for those who struggle and extension activities for advanced learners, can ensure that all students are appropriately challenged (Tomlinson, 2001).

4. Incorporating Technology: Utilizing technological tools, such as educational apps and online collaborative platforms, can provide additional practice and engagement opportunities. Interactive spelling games and digital platforms for sentence construction and peer feedback can make learning more engaging and accessible (Prensky, 2001).

5. Ongoing Formative Assessment: Integrating more frequent formative assessments throughout the lesson, such as quick checks for understanding and informal quizzes, can provide real-time feedback and guide instruction. According to Black and Wiliam (1998), formative assessment is crucial for identifying learning gaps and adjusting teaching strategies accordingly.

In conclusion, the class activities were effective in promoting teamwork, practicing language skills, and engaging students in meaningful learning. However, by incorporating enhanced cooperative learning techniques, contextualized language practice, differentiated instruction, technology, and ongoing formative assessment.

In the class with group 2° F, similar to group D, the main teacher began the session with a spelling practice activity. The activity involved organizing students by rows, where each student had to pronounce each letter of a given word sequentially. Following this, the students completed a worksheet in which they matched words with their corresponding images. The session concluded with a peer evaluation to expedite the assessment process.

The initial spelling activity was effective in reinforcing letter recognition and pronunciation. By having students work in rows and take turns pronouncing each letter, the activity promoted collaborative learning and peer support. Johnson and Johnson (1999) highlight the benefits of cooperative learning strategies, which not only improve academic performance but also enhance social interaction and teamwork skills.

The worksheet activity that required students to match words with images was beneficial for reinforcing vocabulary comprehension and visual association. Visual learning tools are particularly effective for young learners, as they help in making abstract concepts more tangible. According to Paivio's Dual Coding Theory (1986), the combination of verbal and visual information can enhance memory and learning by providing multiple cognitive pathways.

The peer evaluation at the end of the session facilitated a quick and effective assessment process. Peer evaluation encourages students to engage critically with the material and develop self-assessment skills. Black and Wiliam (1998) emphasize the importance of formative assessment in promoting student learning, as it provides immediate feedback and fosters a deeper understanding of the content.

To improve my teaching practice in future sessions, I consider implementing the following strategies:

1. Incorporate More Interactive Spelling Activities: While the spelling activity was effective, incorporating more interactive and varied spelling games can enhance student engagement. Activities such as spelling bees, word puzzles, and digital spelling games can provide additional practice and make learning more enjoyable (Prensky, 2001)

2. Differentiated Instruction: Implementing differentiated instruction to meet the varied proficiency levels and learning needs of students can improve engagement and learning outcomes. Providing tiered activities and scaffolding support for students who need it can ensure that all students are appropriately challenged (Tomlinson, 2001).

3. Frequent Formative Assessments: Incorporating more frequent formative assessments throughout the lesson can provide real-time feedback and guide instruction. Quick checks for understanding, exit tickets, and informal quizzes can help identify learning gaps and adjust teaching strategies accordingly (Black & Wiliam, 1998).

4. Enhanced Peer Evaluation Techniques: To make peer evaluation more effective, providing clear criteria and structured guidelines can help students give constructive feedback. Training students in effective feedback techniques can also improve the quality of peer assessments and promote a positive learning environment (Topping, 2009).

In conclusion, the class activities were effective in promoting spelling skills, vocabulary comprehension, and peer assessment. However, by incorporating more interactive spelling activities, integrating multisensory learning, implementing differentiated instruction, using frequent formative assessments, and enhancing peer evaluation techniques, I can further improve my teaching practice and better support the diverse needs of my students.

In the class with group 2° D, we continued practicing sentences using the verb "to be." The students then completed a worksheet with a word search to increase their vocabulary. Additionally, I implemented an outdoor activity to practice spelling. We went to the playground, where we played a game using a bottle. Each time the bottle pointed to a student, they were shown a word and had to spell it out loud. This activity was both motivating and effective, achieving its objective of reinforcing spelling skills.

The sentence construction practice using the verb "to be" is crucial for developing students' foundational grammar skills. According to Vygotsky (1978), language is a primary tool for cognitive development, and engaging students in meaningful language practice can significantly enhance their understanding and use of grammatical structures.

The word search worksheet was beneficial for vocabulary building. Word searches are a fun and engaging way to help students recognize and remember new words. According to research on active learning strategies (Prince, 2004), such activities can enhance student engagement and retention of information by requiring them to actively process the words they are learning.

The outdoor spelling activity using the bottle game was particularly effective in motivating students. By incorporating physical movement and play, the activity addressed different learning styles and kept students engaged. Gardner's Multiple Intelligences theory (1983) suggests that integrating bodily-kinesthetic activities can cater to students who learn best through movement and physical activity.

Moreover, this activity promoted a positive learning environment by making learning fun and interactive. According to Dörnyei (2001), motivation is a key factor in language learning, and incorporating games and playful activities can significantly boost students' motivation and willingness to participate.

To further improve my teaching practice, I consider implementing the following strategies:

1. Incorporate More Kinesthetic Activities: Given the success of the outdoor spelling game, incorporating more kinesthetic activities into regular lessons can enhance engagement and learning. Activities such as word scavenger hunts, relay spelling races, and interactive grammar games can make learning more dynamic and enjoyable (Jensen, 2005).

2. Differentiated Instruction: Implementing differentiated instruction strategies to cater to diverse learning needs and levels within the classroom can improve student outcomes. Providing tailored activities and support can ensure that all students are appropriately challenged and supported in their learning (Tomlinson, 2001).

3. Frequent Formative Assessments: Utilizing frequent formative assessments can provide ongoing feedback and help identify areas where students may need additional support. Quick assessments such as exit tickets, mini-quizzes, and peer reviews can guide instructional adjustments and improve student learning (Black & Wiliam, 1998).

   
   

In conclusion, the class activities were effective in reinforcing grammar skills, building vocabulary, and practicing spelling in an engaging manner. By incorporating more kinesthetic activities, utilizing technology, implementing differentiated instruction, using frequent formative assessments, and enhancing collaborative learning, I can further improve my teaching practice and better support the diverse needs of my students.

In today's class with group 2° D, I wrote a series of questions on the board that students were to answer in pairs. Each response had to be spelled out letter by letter. There were 12 questions in total, and I gave the students a set time to complete them. Initially, the students started writing the answers normally, so I had to simplify and clarify the instructions to ensure they understood the task required spelling out each answer. Once clarified, the activity proceeded smoothly for all students, and I was able to review pending work while they engaged in the exercise.

The activity of answering questions by spelling out the responses was designed to reinforce students' spelling skills and collaborative learning. According to Vygotsky (1978), collaborative activities promote cognitive development by allowing students to learn from each other and practice new skills in a social context.

However, the initial confusion indicated that the instructions were not clear enough, highlighting the importance of providing clear and concise directions. Research by Marzano, Pickering, and Pollock (2001) underscores the significance of setting clear objectives and instructions to enhance student understanding and performance. Once the instructions were simplified, the students were able to engage with the task effectively, which aligns with the principles of effective classroom management and instructional clarity.

The requirement to spell out responses also targeted the development of phonemic awareness, which is essential for literacy skills. According to Ehri (2005), phonemic awareness is a critical component of reading and spelling proficiency. By practicing spelling in a structured activity, students reinforced their ability to decode and encode words, which are fundamental skills in literacy development.

To improve my teaching practice in future sessions, I consider implementing the following strategies:

1. Clearer Instructions and Modeling: Before starting the activity, provide a clear example or model the task to ensure all students understand what is expected. Demonstrating the process can help prevent confusion and ensure students are prepared to engage with the activity effectively (Marzano et al., 2001).

2. Use of Visual Aids: Incorporate visual aids such as charts or posters that outline the steps of the activity. Visual aids can serve as reference points for students and help reinforce instructions (Paivio, 1986).

3. Differentiated Instruction: Implement differentiated instruction strategies to cater to varying levels of spelling proficiency within the classroom. Providing additional support or alternative tasks for students who may struggle with spelling can ensure all students are adequately challenged and supported (Tomlinson, 2001).

4. Incorporate Technology: Utilize technological tools, such as spelling apps or online games, to provide additional spelling practice in a fun and engaging way. Technology can offer interactive and personalized learning experiences that reinforce classroom activities (Prensky, 2001).

5. Frequent Formative Assessments: Conduct frequent formative assessments to monitor student understanding and progress. Quick checks for understanding, such as thumbs-up/thumbs-down or exit tickets, can provide immediate feedback and inform instructional adjustments (Black & Wiliam, 1998).

6. Interactive and Kinesthetic Activities: Incorporate more interactive and kinesthetic activities, such as spelling relays or scavenger hunts, to keep students engaged and make learning more dynamic. Gardner's Multiple Intelligences theory (1983) suggests that integrating various types of activities can cater to different learning styles and enhance overall learning outcomes.

In conclusion, the spelling activity was effective in promoting collaborative learning and reinforcing phonemic awareness, despite the initial confusion with instructions. By implementing clearer instructions, visual aids, differentiated instruction, technology, frequent formative assessments, and interactive activities, I can further improve my teaching practice and better support the diverse needs of my students.

Yesterday, May 15th, there was a suspension of classes due to Teacher's Day celebration, and there will also be suspension on Friday. Consequently, most of the students did not attend today. The head teacher advised me not to introduce a new topic. Instead, I gave the students the opportunity to submit any outstanding assignments. To create a more relaxed atmosphere, I played music in the background while they worked.

The decision not to introduce a new topic on a day with low attendance was prudent and reflected a proper understanding of classroom dynamics. According to Marzano, Pickering, and Pollock (2001), it is essential to adapt instruction to the current classroom circumstances to maximize learning. Introducing a new topic with reduced attendance could have led to inequalities in learning and difficulties for absent students to catch up.

Allowing students to submit late assignments and working in a relaxed environment with music was an effective strategy for using time productively. According to Jensen (2005), background music can have a positive effect on students' mood and concentration, creating a more positive and relaxed learning environment. This practice also promotes responsibility and time management, as students have the opportunity to complete and submit pending work.

Moreover, this session allowed for a review and consolidation of previous work, which is crucial for continuous learning. Reviewing and reinforcing previous concepts help solidify knowledge and ensure students fully understand the material before moving forward (Rosenshine, 2012).

To improve my teaching practice in similar situations in the future, I consider implementing the following strategies:

1. Planning Alternative Activities: Develop alternative and enriching activities for days with low attendance. These may include reviews of previous concepts, reinforcement activities, or creative projects that do not introduce new material but keep students engaged (Tomlinson, 2001).

2. Incorporating Technology: Use technological tools to provide interactive and engaging activities. Online educational platforms can offer review exercises, educational games, and other activities that students can independently complete (Prensky, 2001).

3. Positive Learning Environment: Continue using strategies to create a positive learning environment, such as background music. This can help reduce stress and increase student motivation (Jensen, 2005).

4. Formative Assessments: Implement informal formative assessments to monitor student progress during these sessions. This may include mini-assessments, quick questions, and group discussions to ensure students stay on track with the material (Black & Wiliam, 1998).

5. Promoting Autonomy: Foster student autonomy by assigning self-guided tasks and individual projects. This can help students develop self-learning skills and time management (Zimmerman, 2002).

In conclusion, today's class was effective in making use of available time and allowing students to catch up on outstanding work in a relaxed atmosphere. However, by planning alternative activities, incorporating technology, maintaining a positive environment, using formative assessments, and promoting autonomy.

After not seeing the 2° F group for several days, I needed to make progress on the topics and classwork. We worked on various worksheets and in-class assignments. I allotted enough time for students to complete their tasks, and with 20 minutes remaining, I started reviewing their work. During this review, I found that some students had not submitted any assignments. I informed these students that if they did not turn in their work, their parents would be contacted.

The decision to advance on topics and assignments after a break was necessary to ensure that the curriculum remained on track. According to Wiggins and McTighe (2005), backward design emphasizes the importance of planning lessons with the end goals in mind, ensuring that all necessary content is covered within the given timeframe.

However, the discovery that some students had not submitted any work suggests potential issues in engagement or understanding. It is essential to identify the reasons behind these missing assignments. Vygotsky’s (1978) theory of the Zone of Proximal Development (ZPD) suggests that students need adequate support and scaffolding to complete tasks just beyond their current abilities. This might indicate that those students need more structured guidance or motivational support to complete their assignments.

The strategy of reviewing work and addressing missing assignments is crucial for maintaining academic standards and accountability. According to Black and Wiliam (1998), formative assessments and timely feedback are vital for understanding students' progress and areas needing improvement. Informing students of the consequences of not submitting work, such as involving their parents, is a way to reinforce accountability and the importance of staying on track with their studies.

To improve my teaching practice in similar situations, I consider implementing the following strategies:

1. Early Identification and Intervention: Implement regular check-ins and progress tracking to identify students who may be falling behind early on. This can allow for timely interventions and support (Tomlinson, 2001).

2. Differentiated Instruction: Apply differentiated instruction techniques to cater to the diverse learning needs and paces of students. Providing varied levels of support and alternative ways to complete assignments can help ensure that all students can succeed (Tomlinson, 2001).

3. Scaffolding and Support: Increase scaffolding for complex tasks by breaking them down into more manageable steps and providing additional resources or assistance as needed. This aligns with Vygotsky's (1978) concept of scaffolding within the ZPD.

4. Parental Involvement: Foster ongoing communication with parents about their child’s progress. This can be done through regular updates, not just when issues arise. According to Epstein (2011), parental involvement is a key factor in student success.

5. Positive Reinforcement: Use positive reinforcement to motivate students to complete their work on time. Recognizing and rewarding effort and progress can enhance motivation and engagement (Skinner, 1953).

In conclusion, while advancing on topics and assignments was necessary, the issue of incomplete work among some students highlights areas for improvement in engagement and support. By implementing early identification and intervention, differentiated instruction, scaffolding, increased parental involvement, positive reinforcement, and interactive activities.