I think an aspect that needs to be improved is having the routine parts more present, to help the students to be aware of the moment of the lesson. They don't really know the purpose of  singing each song. Having this issue in mind , it would be very useful to work deeper with the use of the emotion cards.

A highlight of the lesson was to see Aron, the youngest in the group, to engage in the activity without causing a fight. In almost all the observation lessons Aron was asked to leave the room because of his bad behaviour, but this time that was not necessary. For a first lesson I felt quite good.

When I arrived at the classroom the head teacher told me they were being too active and asked me what I had planned. While I was telling her my plan I felt scared since I was supposed to work with the story  and they should be calm for me to develop it. I supposed the teacher felt my nervousness because she advised me to do something else. That's why, I ended up with the second option which was painting some dough faces students had made a few days before. The activity was quite calming for the pupils and they worked at ease by themselves. The problem was when they wanted to move the pieces to another paper frame, the dough was too thin in some parts so some of them started to fall apart and the children didn't feel comfortable with this. My co-teacher helped me with this part and by the end of the lesson we could paint most of the faces. However, the task was fulfilled and the aim was achieved , it felt bitter  not to have done the storytelling which was the first option.                                

I reflected on this issue after the class. The students who didn't want to be drawn were the youngest ones, but also the most active in the group. It seemed to me that lying down on the floor was somehow challenging for them, maybe they felt vulnerable.So I 'm keeping this idea in mind for future activities, maybe they need more trust within their group of peers. Lolo.  

The aim of the task was introducing animal names and it was fulfilled. The development of the lesson was fluent and the learners enjoyed the puzzles.I notice they didn't work much as a team but there were seven of them when the group was formed by 12 students.

There was a moment in which Aaron was by himself playing with one of the puzzles and I felt he was focused which is great because he tends to tease the rest of his classmates to call their attention. Lolo

As regards aspects I may need to improve, I think I have to try to make transitions more visible for the students, since they are not engaging with the chants. Lolo

As regards, the aim of the lesson  I believe it wasnt achieve since the children were not eager to use the L2 instead they were focused  on playing, it was quite difficult to guide them to repeat the vocabulary in the target language.  

I selected a moment of the lesson when Fausty invited me to pretend to be a wolf by wearing the mask he was decorating, that felt nice and made me feel we were bonding.

There was an issue with the animal choice since four of the boys wanted to be the wolf, but we talked about it and they agree that there could be more than one wolf,A significant moment in the lesson was Isabela participating since in most of the lesson she had avoided finishing the activities or pretended to be a baby as a way of rebelling herself.  This time she was a cat and took the performance quite seriously, she meowed all the time.

The task of this lesson implied competing to colour according to my instructions, this was developed at ease. During the development of the lesson I allowed the younger ones to paint what they wanted and I praised them for doing it. While using this strategy of giving them freedom I tried to monitor that they still listened to the target language and tried to comprehend it.

An aspect to keep in mind for future lessons is timing, I couldn't have a proper closure of the lesson since they wanted to continue painting. I generally ask them to wrap it up and we sing the goodbye song but on this particular day I felt I was not able to draw their attention back so I didn't request  them to stop, instead I asked the class teacher to allow them to finish.  

Progression between moments was okay, the activity was engaging and students were eager to do it. For the first time in the process of the practicum all the students were present, even Lucy who always arrives late. As it has been in the previous lessons, learners were talkative so during the development of the main task I had to draw their attention back three times at least. The material  was suitable and there weren't difficulties using it as planned.   

The activity was developed accordingly, I took into account a comment from my tutor and before ending the lesson gave the group another  activity to help them to be quieter.

I think I should have called this lesson a bittersweet symphony( Verve) though not so dramatic.I felt really anxious during the practicum so I wanted it to end but at the same time I've learnt to like it so it was a bittersweet feeling.

 I will miss the children, their occurrences. Fausty giving  me hugs or pretending to hate me, Joaquin saying he was listening to me while making funny faces, Benja misbehaving but being himself, Jaz trying to rule the world like a princess, Isa ignoring everything and pretending to be a baby, Aron just showing me some children do not need to please everybody, Lucy running around like a kid goat, Agus always sharing his knowledge with humility. I will miss everything they taught me and shared with me. 

I began my practicum in October and finished it the first days of November. I had 16 lessons of 30 minutes each, with a group of 12 students aged 3 to 5. The process of the practicum felt longer than I expected though by the end I felt quite happy with the outcome.

In general aspects, I think I have achieved more confidence in my skills, more experience working with children and a new perspective of what teaching young learners means. I have realised that I have  preconceived ideas which limited the way I approached lessons, and I was not allowing myself to grow better as a teacher. In some ways, young learners are the same as old ones, however in many aspects the firsts are simpler, they work along with you when supported and cared for. They are amazed by everything that is presented to them which means they can engage easily in different tasks but one has to be creative.