"In Singapore, the author taught a course for Cambodian teachers to improve their English proficiency and confidence in communicative teaching methods. During a lesson, the author used an information-gap activity but found it unsuccessful as the teachers preferred a more straightforward cooperative approach. The text also discusses the natural approach to language teaching by Tracy Terrell and Steven Krashen, emphasizing Krashen's language acquisition theory. Krashen's theory differentiates between language acquisition, an unconscious process, and language learning, a conscious process. The monitor hypothesis is introduced, stating that conscious learning functions as a monitor for acquired language, with conditions for its successful use. This incident highlighted the importance of adapting teaching methods to suit learners' preferences and needs."

The class began as usual, with the professor asking for our opinions on the last topic, "Translanguaging and Plurilingualism." After a brief recap of the importance of this approach and addressing the difficulties it may pose in institutions and school policies, I gradually lost hope regarding its implementation in a regular class setting. Perhaps it could be integrated in a specific class or as a special event, but my current inclination is skeptical, though my perspective may evolve in the future.

During the class on Teams, our task was to decipher the steps leading to the final product of a plurilingual task. Essentially, we had to guess the steps taken to produce a poem comprising lines in various languages—Spanish, English, Latin, French, and predominantly Italian. I teamed up with an Italian student, and to my surprise, we communicated in Italian initially. Although not entirely unexpected, I immediately switched to English when the professor approached.

Reflecting on the activity, my teammate and I shared hypotheses about the steps leading to the final plurilingual poem. After ten minutes, the professor provided a more in-depth explanation. The activity was initially conducted during a congress on plurilingualism, aiming to showcase the possibilities of such an approach.

Following this, the professor introduced the day's new topic—CLIL (Content and Language Integrated Learning). This teaching approach aims to simultaneously teach both the subject and language, and it's gaining popularity in European education systems. The professor elaborated on different contexts where various approaches, such as immersion education, content-based instruction, content-based language teaching, English for specific purposes, English for academic purposes, and English medium instruction, were successfully employed.

The class concluded with an anecdote about an Italian math professor who taught in English. Despite his modest English proficiency, students helped him explain some complex concepts, and, in the end, the students praised the class.

In today's lesson, I reinforced the importance of mastering these topics, as they could prove invaluable in our professional lives sooner or later. The dynamic nature of online learning and the diverse perspectives shared in class continue to shape my understanding of these complex subjects.

For several students, this type of reminder can be seen as invaluable help, just as in my case.

I completely forgot that the activity required us to print a file. At that moment, I felt it was entirely unnecessary since nowadays, everything can be done digitally. However, I remembered that many students do not use their laptops, cellphones, or tablets, and sometimes they run out of battery. Probably because of that, the professor asked us to print the document.

Although I disagree with this approach, in the current context of transitioning to a culture that is entirely digital, where saving resources is both fundamental and necessary to avoid a climate disaster, all the little efforts would be appreciated. In my opinion, the professor should encourage students to bring their laptops or even their cellphones to work digitally and not rely on printed versions.

During the class, the professor applied a constructivist approach to complete the activity of the file. First, she asked us to read it, and then she pointed out the main details that must be highlighted. These would be used later in two different activities, the main goal of which was to create our activity. On one hand, the aforementioned activity was Task #2, and on the other hand, Task #1 was the analysis of the teaching proposal.

The professor later explained the rules. First, we had to find a partner to work with—around 3 to no more than 6. Then, we were asked to think or reflect on what could be changed in the lesson plan or, according to our opinion, something that could be improved. Since all lesson plans are not perfect, and there is always room for improvement, we then needed to discuss it with the other members of the team and finally share it.

Until that very moment, I had not thought about this strategy. TPS (Think-Pair-Share) The professor had been using it since the beginning of the classes, but it was only then that I reflected on how she has been using it successfully.

Later that day, I decided to contemplate that technique more deeply. It's like a beacon of encouragement for active participation and collaborative learning among students. Suddenly, the classroom transforms into a hive of intellectual engagement as the professor divides us into pairs or cozy small groups. The beauty of this method extends beyond the mere exchange of ideas; it fosters a sense of community, knitting us together as co-creators of knowledge. Whether we're dissecting a complex reading passage, or collectively birthing ideas for a group project, the think-pair-share technique stands as a versatile companion in our academic journey.

The most engaging part of the activity was answering the questions that the professor gave us. As a matter of fact, there were questions inside the questions, but all of them aimed to promote discussion, reflection, and, most importantly, the learning process. It wasn't a run-of-the-mill Q&A session; instead, it unfolded as a maze of inquiries, each question concealing layers of complexity. In essence, the most captivating facet of this activity was the realization that each question catalyzed a dynamic process of discovery.

Later, we were given a canvas by Raffaello Gambogi, and we were encouraged to create an activity with that picture. But, more importantly, we were to use all the techniques and approaches that we had seen throughout the course. During the next class, we will be working on that.

Today's class was unusual in the sense that the professor did not intervene much. As we were informed in the previous class, we were supposed to work on a theme and create a lesson plan. It's important to highlight that during the previous lesson, the professor provided us with an example of a lesson plan that she expected us to follow. In a sense, she was scaffolding the activity, employing various instructional techniques to guide us progressively toward a stronger understanding and, ultimately, greater independence in the learning process.

However, I felt a significant discomfort since the majority of the classmates with whom I worked last class were not present; only one member was there. We looked at each other and decided to join another team. It wasn't difficult, but I don't recall if the professor had mentioned what to do in such cases.

Working with a new team from scratch is always challenging, either because some members expect to receive orders or instructions, or because some just want to give them. During the time working with the team, I realized that I had never been in a class where we were taught how to do it efficiently. At some point, only two of the six members were working on the project, while I was taking notes on everything they discussed. Needless to say, all the ideas they shared were outstanding, but at some point, we had to organize and write them down.

Two colleagues took the initiative and led the team. While their ideas, opinions, and reflections were valuable, other team members were not contributing as much as they could. Again, my only contribution was to take notes on everything said and organize it on the computer or paper in a coherent way.

Originally, we were supposed to finish the lesson plan and a brief presentation, but apparently, none of the teams were able to do it. The professor said that during the next class, we could work on it as a team.

Right after, a common ritual began among the team members. This ritual consisted of exchanging contact information, with some students using a QR code (which I believe is more efficient) while others spelled it out. After sharing all my notes with the team, I moved forward to create and share the document. It didn't take much time, but it was interesting to observe how students approached these daily activities or rituals. On one hand, there were those who postponed it until the very last minute of class, and on the other hand, there were those who completed it right away.

In a nutshell, experiences like today's class are not just about ticking off assignments; they're about soaking in a cocktail of skills – communication, critical thinking, teamwork, leadership, time management, and responsibility. It's like adding layers to our growth story, making it not just educational but downright thrilling.

The class concluded with the task of uploading the assignment to Moodle. Hopefully, this time, the team members will be reliable.