Reflection

When I started the teaching practicum 2, I was afraid to be in front of real students, because I had not had previous experience teaching English. For the reason, that this semester I have been taking both teaching practicum at the same time. Therefore, the first Saturday I was very nervous, I had many question about students and mentor teacher; fortunately, students were as we had previously been studying in class, which is means boys were hyperactive and noisy in contrast to the girls who were shy and afraid to participate, quite normal for teenagers between 14 and 16 years old. From the beginning mentor teacher has been very accessible to support my partner and I to develop the lesson or stage since the first day, she provided us some advices to make activities for students in order that we might able to catch students attention and to get our lessons objectives. In additions, in the first observation I noticed that I should take some time to look or create activities in which they could focus on for more than five minutes, because they were so easily distracted as well as look for a way to encourage them to participate.

My first participation was a warm up, the activity consisted in make three different teams in order to write words in the board related to the previous vocabulary, I was showing a word to one student they passed it letter by letter, team who had correct word on the board was getting points, with this activity I might notice they are competitive so much that they were cheating. For that reason, I decided to make activity where the environment could be monitoring in order to avoid losing the objective of activities for the next time. Besides at the end of the class mentor teacher advised to look for activities which students could review grammar structures in order that they do not forget it as this is reading level. For that reason one of my next activities was played “hot potato” I was counting from 1 to 10 when I said “right” or “left” students who had it she/he had to describe the person on right or left side, as a result I saw the big change because they were paying attention for their turn.

I was also responsible for teaching vocabulary and three complete lessons more. The second complete lesson is the one that I am very proud, at the beginning I was nervous as usual, that feeling that reminds you that you are still human, I made some mistakes for example, I said number instead of letter. However, I was able to moderate the hyperactive feeling from students during the class it gave me back my confidence. They were working in pairs in whole the class, students were not happy to be away from their friend at the beginning but at the same time they respected it because they knew that I was their teacher as well. They were participating voluntarily while they were getting point for correct answers, at the end of the class I gave a price to the pair who got more points it made me feel proud of them and happy for achieving the objective of the lesson. Once students went out my tutor teacher congratulated me but also she gave me feedback for those aspects I may have made better as to be sure about the number of the pages students will be working on.

During this last 10 Saturdays I felt respected for students who always called me teacher besides for the teacher who gave the opportunity to deliver complete lesson without interrupting, in which I felt nervous at the beginning but very proud at the end, I think that nervous can be modeling while you are confident about the information you will teach. For the negative aspect, the only challenge for me it was be standing up for over an hour, something physical that can be overcome, the positive aspect it would be to have a mentor, to get experience teaching, to be in front of real adolescence students, to create new activity base behavior of our students and overcome nerves.

SEVENTH CLASS OBSERVATION 

October 15^th   2016 

Level: Module 10-Reading 

Students: 18

 UNIT: 7A-7B 

Objective: Reading about “The flower trade”

This Saturday was the first class for the level number ten; students were reduced from twenty to eighteen in the reading level the new unit was “Sweet Scent”. The class was started by my tutor making an activity which students wrote a sentence about something true about them on a page. Then, they made an airplane with the paper in order to throw it, and got the airplane near to them after that they were reading the paper and guessing the owner of it. I think this activity is perfect to break the ice and encourage students to practice speaking.

The vocabulary was presented by the tutor; she used a die to choose volunteers in order to match the word with the meaning. Students are always hyperactive however this helps them too encourage them to guess words without care if they might mistakes. I think with the time teachers know how we can challenge our students in activities. Then, they made the activity in page number 106 to practice the new vocabulary, to be sure if students were clear with the new words teacher requested a sentence using one of the vocabulary words.

In the reading part, first teacher gave the instruction for scanning the text to get those words they did not know and predicted the topic; second students read the text using an audio, in this step I might notice students followed the text better when they had someone or something in this case to focus on; finally, students complete the comprehension exercises in the book.

The last activity before the break student made two groups, teacher had twelve different cards drawing on the board on their were writing the number from 1 to 12 but also from 100 to 600, students threw a die when they got a 2 for example the card had 100 point they had to answer questions about the text to get those point, boys team were the winner because they got more points.

100 1	100   2	200    3	200   4	300  5	300  6
400  7	400 8	500  9	500 10	600 11	600 12

Objective: Reading about “The flower trade”

For the second part of the class I started making the warm up, I passed a ball to play hot potato, I was counting from 1 to 10, when I said ten I also said right or left in order that students identified their classmate in the side to describe that person, at the beginning they were afraid but one they remembered the adjective they developed the activity correctly.

Karla started the new lesson after the break, she was asking what they came in their mind when they saw the images about the new lesson, she let students to share their opinions, in addiction she showed them some perfumes in order that students might images if it was for men and women.

For the vocabulary Karla used the game millionaire, she used the projector to made the activity students were excited to play because it was a new way to presented new vocabulary, to verify the pronunciation, she made tow team and gave them fly swatter, when she said a word one member of each had to touch the word they were getting points when they pronounced correctly.

In the reading stage students read the first time for scanning the text, and then they read it back using an audio. After, she requested to make question about the text in order that students answered the questions for the contrary group, once they finish they complete the exercises in the book about comprehension.

 In the last activity Karla request make a group of 4 or 3 students they created a perfume with their own brand and presented to all the classmates.

Sixth Observation

October 8th 2016

FIFTH CLASS OBSERVATION

October 1^st   2016

Level: Module 9-Reading

UNIT: 6B

Objective: Reading about “The Truth about Great Whites.”

  The class was started by Karla making the game “Simon said” she made two teams, and requested one volunteer for each team in order that they brought the thing that Karla said, students enjoying the game.

This is the last Saturday for the module number 9 and it was missing one unit, I was in charge of teaching, I was nervous because they might think that it was not such important, that why I tried to make the activities interactive. First, I requested to students to make the activity in page 91, one student was reading the sentences and other the answers. 

 I presented the vocabulary using memory game, in two teams students had to look the same two images to get point. In addition, those flashcard had a breath explanation, if they said the meaning they got 2 point, I might notice that they understood the new vocabulary and enjoying the activity. Then, aloud students were answered the vocabulary question in page 95, I gave the opportunity to compare however they were making noise that why I changed that part and compared the answers aloud. 

In reading stage requested students to scanning the text to look for those words they did know, when I clarify those words I let students to read the text in pairs. In addition, they had to write a sentence which resumed each paragraph at the beginning they were confused but I notice some of them working properly and making faster. When they finished some pairs shared aloud their sentences after they completed the exercise in the book for the comprehension. 

To verify information for the text I requested to students to make true and false statements in order to make a debate, girls teams were asking to boys teams their statements, girls showed a better comprehension of the text and they were the winner. At the beginning I told him they were getting point in the activities and because boy wins the activity for the vocabulary, I organized a short activity for tiebreaker I was showing a flashcards about the vocabulary and they had to say the meaning to get a point, girls team was the winner.After that, students finished the class sharing pizza.

FOURTH CLASS OBSERVATION

September 24^TH  2016

Level: Module 9-Reading

UNIT: 5-6

Objective: Reading about New York Underside/ Reef Encounters

The class was starting by teacher Lily she gave students a piece paper were the name of the colors, they had to read it as faster as

they can. However, they had a challenge because the color is different to the name. 

When they finished, it was the first time for Karla to deliver the class, she asked students to open the book and looked an image, students had to guess base on the image what is about the new text. Once they discussed the information she presented the new vocabulary, to select he volunteers she was asking one number when they got it they passed to the front and match the word with the meaning. Then she practiced the vocabulary pronunciation and asked for any doubt about it.

Students were working in the vocabulary exercises in the book, when they finished Karla made pairs using papers with numbers, they looked for the person who had the same number, this activity really worked because it was the first time students were really working, they read the paragraph aloud per pairs and together they created a new title for the text.

To continue with the class students worked on the comprehension question on the book, also they created three different questions about the text in order that  students might answer, to do that Karla

requested students two make two different circles, one circle had to be in front of the under in order that students were face to face, this activity could be worked better if they had more space, in the last activity students create a new job in order that they might share with their classmate what is about.

After the break teacher started the class with an activity, she named students for fruits (banana, strawberry and mangoes) when she said one fruit name students had to stand up, when student made a mistakes, she/he answered whatever question students wanted, this was good activity to practice speaking with advance students.Teacher presented the new vocabulary asking students for volunteers to match the words with the meaning, after that students practice the pronunciation, she introduced the new text asking students “what comes in their means when they heard sea?” students discussed their opinion. In addition, they made the activity in page 84 to verify the answers teacher played “hot potato” game. Students read the text with the audio and make the activity on the book.The last hour students create a new place in pairs students had to make a conversation for the speaking evaluation.

THIRD CLASS OBSERVATION

September 18^TH  2016

Level: Module 9-Reading

UNIT: 5

Objective: Reading about Urban underworld

This Saturday was different for my classmate and I because our

tutor gave us the opportunity to develop the warm up in first and second part of the class. First, Karla developed her activity to start the class making a dynamic called “broken phone”. She provided the instruction to students, they made three lines, and the last person in the line Karla was showing a word in order to pass it in secret one by one until the students who was in front of the board got it to write down. However, students are competitive always so, they were cheating at the first time besides Karla tried to follow the activity in the right way. I really like the activity because it involved all the students to participate.

After that, teacher Lily started the class presented the new vocabulary, some students participated voluntary to match the word with the meaning. Once they finished students made two sentences using the new vocabulary, teacher passing the ball to select the students to share their sentences. In addition, students shared their opinion about the new unit, also they made an exercises in page number 47, to know students answers teacher passed two balls, one for question and the other one for answers, students were excited to read the question instead the answers, this activity was perfect in order to encourage students to make the exercises in class. Following with the books activities students were matching events with date on the book, they had to pay carefully attention to do it well, it was a little be hard for them because they were not paying attention when the events were reading but they answered together.

During reading, teacher asked for scanning the text to find new word because they were hyperactive she decided to ask, for those words she considered will be difficult for them, and also to catch their attention, I would like to do this little task in the future to ensure students are focus on the task.  Teacher requested to make the exercise in page number 72 bases on the function of prepositional phrase.

 After the break,  I did the warm up I was a little be excited because I know students are difficult to control their behavior but for the first time was  really good experience, students made three line, I was showing a word to the last students in the lines, they had to draw in their back one by one, and the students in front of the board had to write it, in the practice was difficult for them because they wanted to do it the faster as they can, then it was easy because the words they knew it. To continue with the unit students created three different statements, it could be true or false, teacher gave them fake money, and they had to bet before to answer if they did not answer correctly they lost, student who earned more money was the winner. This activity worked perfectly because they wanted to be the winner, and I love because it was a different way to make students participate.
Students had an oral presentation that means teacher gave them time to organize; they were presented in pair straight thing in the world.

SECOND CLASS OBSERVATION

September 10th 2016

Level: Module 9-Reading

UNIT:4

Objective: Reading about the changing face of Kung Fu

The second class observation started making an activate where students passed to the front to choose a word on the board (water, air, earth) it depended which word they chose students said an animal related with the word. Students were confused at the beginning but once they understood the dynamic they enjoying it.  Teacher continued with the next activity she gave them a piece of paper with a question like Can you turn around 5 times? Students were asking to many classmates and they had to do the action. Then they had an evaluation on the laboratory. So, we were waiting for them and to continue the class.

When students came back to the class we pasted the new vocabulary and meaning on the board she usually divides the class in two team girls and boys so that the way they were working, this activity was not the exception. Both teams had to guess the meaning of the word however they had the difficulty that there was one more meaning. So, they had to be carefully at the beginning they were confused for the reason that they did not know the words but they always made the best they can do it. At the end teacher clarified doubts and practiced the pronunciation of the words.Students continued the class making an activity from the book they had to fill up some sentences with the vocabulary they have already learned however students were not working on the activity because they did not pay attention to the instructions. To face this situation and because students were  hyperactive in this activity, I would have preferred let them read the sentences aloud and asked if they did not know some words and then let them work by themselves. After that students make sentences in pair using the new vocabulary.

Next activity is called stop the bus, students made group of four and they had to write one country, color, object, etc. with the letter that teacher said once students finish they said stop the bus and anybody can continues writing, team who got more point was the winner. Then students read the text from the book, also they did an exercise as well. Before continuing the class students went to see a presentation about the different celebrities in other classroom.

When the students came back to the classroom they read it back the text but this time with an audio, in addition they had to make an activity in the book based on identify the main ideas and the support ideas of the text. When they finished teacher passed a ball to choose the students who were sharing their answers.

Teacher divided the students in two groups, taxy and driver, students who were the taxy had to have the eyes closed while the driver was leading them. The rules were red means stop, yellow change a partner and red drive, teacher was saying those words.  For this activity I think we have to be carefully with the space if we do not have it is better avoid this activity.

To finish the class students read the text on more time then they closed the book to play a board game, students played in two team teacher used a dice witch help her to know how many space the teams were moving until they can get the  goal, in each stop students had to answer questions to move on.

FIRST CLASS OBSERVATION

September 3^rd 2016

Level: Module 9-Reading

UNIT 3

Objective: Reading about the iceman and bride of Sahara

The following Saturday I will be attending reading class in module number nine with twenty students in this class. The first day I was nervous for the reason that I did know how students were going to react with our attendance (Karla Pineda and I) However it was amazing experience because the students were really polite, also we had the opportunity to introduce ourselves and students were opened for our help and the teacher as well she took into account to help her in the activities.

The reading class was started with an activity similar to “wordsearch” but in this case students had a bunch of letters on the board which were mixed it between capital letters and lowercases. First, teacher divided the class in two groups (girls and boys) she requested them to stand up and made two lines then teacher gave instructions about the activity. However students did not understand until they made the first practice, students was much excited that sometimes they were out of control besides this they might develop very well the activity. In this activity they practiced all their vocabulary for that reason I consider to take into account in the future nevertheless I will make some changes. For example; instead of requesting to stand up, students will be sitting down and they will choose a representative to pass in front of the board to participate, once one student participate he/she will choose another representative to participate.        

After that teacher presented the vocabulary using slides, she had a list of words (laborer, wealthy, frozen, imply, etc.) on the left side and the right side the meaning of that words. She requested students to match the word with the meaning; students were confused because they did not know the meaning of the some words, once they matched the words and meanings teacher made students to repeat the words for the pronunciation. This was a good idea to present the vocabulary never I consider changing the way to explain the meaning in simple words for the reason that some students did not understand some words very well after the activity.

The next activity teacher continued working with the same groups (boys and girls) but in this case teacher gave them papers with synonyms of the vocabulary which students have already learned, in order that they can related them. Nevertheless as I mentioned they did not understand some previous vocabulary for that reason they can not performance the activity perfectly. The activity also was good to increase the students’ vocabulary I will really use it in the future however I will be clarify doubts before to do it.

After the activity teacher told students to make an activity in the book which they had to match words with the meaning after they finished the activity students played the game called ‘hot potato’ with the aim of students shared their answers when teacher said stop. Consequently teacher gave instructions to write down a sentence using the vocabulary once they did it they wrote on the board and other students were checking mistakes.  This practice was very good because students showed how much they understood and how they can use vocabulary in a sentence.

Teacher continued with the next unit called Bride of Sahara, students read aloud the text and also teacher used an audio to verify teacher asked some questions about the text and clarity the doubts. Students continued with an activity from the book they had to choose the best answers for some questions then students compared the answer with the classmates next to them. In this part of the class I could see that students were more motivated to speaks to each other instead of reading the text I will really take these aspects into account and look for ways that students focus more on the reading part, changing the place students sit down it can make a change.  

In the last activity for the first part before of the break students made groups of four teacher gave them a colors paper where they had to write a question about the text of the unit the iceman then they pasted on the board, after that teacher gave them pieces of paper of different colors, students had to look for color paper with the question the same as the pieces of paper they already had it in order to answer the question if they did not answer correctly they had talk for 30 second.

On the second part of the class, teacher wrote on the board CONSTANTINOPLE students work in two groups (boys and girls) they had to think in a word started for the one letter of the word, the team who wrote more words were the winner, girls team was the winner.

For the bride of Sahara vocabulary my partner and I posted the material on the board, the word and meaning, students had to guess the meaning because they did not know the vocabulary they were confused but they tried the best they can do it to do the activity at the end students and teacher was discussing some questions of the book , in addiction teacher asked for some question about the reading .

Teacher made students read the text carefully when they finished students play ‘x’, ‘0’ game students worked in two teams (boys and girls) teacher made questions but students can not see the book until they get the 3 ‘x’ or ‘0’ in a line they won in this case the girls was the winner again, this activity I will used for the reason that I can verify if students really understood the text and because the students were focus on the activity.

Students worked in pair to make a question using the vocabulary for the second text then they asked to each other if they did not answer they had a punishment. To the end of the class an after many troubles with the projector students watched a video related with the text in order that they can answer question from the book then they share their answers.

Don Bosco University                School of Languages                           Teaching Practicum II /2016

Blogger’s name: Roxana Marina Diaz Ramirez_____________

ERROR ANALYSIS CHART (spot the mistake in the sentence or phrase and highlight the correct and incorrect part )
I wrote…	I must have written …, because.
1- I want to be ingles teacher because 2- mine adult life 3- First, the physical changed in adolescence 4- to the fact that the frontal lobes of their brain which are responsible for judgment 5- Teenagers do not want to be judge for how they take decision or for their actions 6- understand what it is happen with their bodies 7- and skill to becomes adult who reasonable properly	1-      I want to be an English teacher because… (the correct spelling is English, also when we talk about singular person I had to write “an” or “a” it is depends of the initial sound of the following word, in this case ‘’an’’ because the word English starts by vowel sound)       2-      My adult life (My is a possessive adjective is used to show ownership and mine is a possessive pronouns to refer a specific person, people, thing or things  )       3-      First, physical changes in adolescence (changed in the past form of the verb and changes is the present form of the verb for singular nouns)       4-      To the fact that the frontal lobes of their brains are responsible of judgment. (because I have the possessive adjective their the noun brain has to change for the plural form brains and the frontal lobes of their brain is a full subject I do not have to write which)       5-      Teenagers do not want to be judged by how they take their decisions or how they act. (Judge is the verb o noun and judged is the adjective.)       6-      understand what is happening with in their bodies (a verb following by verb to be as auxiliary I have to add -ing )       7-      and skills to grow into adults who reasons  properly (reasons is the verb and reasonable is the adjective)

Error analysis is good exercise for me which let me analysis carefully those mistakes that I did during my writing assignment. I considered this exercise made me realize some basis mistake that I have to improve in my grammar skills even if it is missing just one letter I noticed that it can interfere in a message. In addition, I can use for other subjects in the way that I can improve my English skills. I will take into account this exercises for my future activities in the classroom in order that students make notices by themselves about their mistakes as well.      

My name is Roxana Diaz, I am 24 years old I am student of English teaching at Don Bosco University, El Salvador. This is my fourth year studying officially, I said officially for the reason that I had to stop studying for one year for different situations. Even if it caused a delay in my studies, I believe the main reason is because I will become better teacher with the new subjects which was added on the Pensum. I am glad to say I learned English, at Don Bosco University; it was not easier because I was a student who started from zero. However, I was very lucky with my first teacher Margarita Viscarra, she was patient, and most important she provide with excellent bases of English. I want to be ingles teacher because I already knew about the importance of ingles around the word. English language is one of the five most spoken languages you may imagine how many doors ingles language may open. I think if I teach ingles to students it will be the best tool that they may have to get better jobs it means more opportunities for Salvadorian people to support themselves and their families. That is the real motivation for me, change the quality life of people in El Salvador.

Physical development, Psychosocial development and Cognitive development in adolescence.

Teenager is considered a young person between 13 and 19 years old, it is the stage of transition from childhood to adult in this period of time many change occur in the teenager’s bodies, and in the brain. Teenagers are developing physical, psychosocial, and cognitive changes which help them to become adults who argue and interact correctly. The first noticeable change occur physically it depends on your body how drastically will be, but this is the way people know that children are growing correctly.

Physical development.

The first word I think when I heard Physical development is puberty that period of my life when everything was important, what other people think about me, when taking the decision was horrible, If I was dressing acceptable for my friend. That period of the life when I knew my decision will affect mine adult life.  Nowadays, with research, videos teenager might understand better this process of the life. But most important this information might help teacher to understand the behavior of students.

First, the physical changed in adolescence are inside and outside of the teenagers’ bodies. Some remarkable and visible change on outside bodies will be for girls; breast is development, and the shape of the body change; for boys the body and facial hair growth, the voice is changed. All these changes are caused by hormonal activities in adolescence. But also body is developing inside organs, muscle, and parts of the brain are developing which affect the judgment that why “Adolescents often engage in increased risk-taking behaviors and experience heightened emotions during puberty this may be due to the fact that the frontal lobes of their brain which are responsible for judgment, impulse control, and planning”  It means their behaviors, uncontrolled reaction and impulsive decision are caused by all the changes during the adolescence because the brain is under construction.

Teenagers do not want to be judge for how they take decision or for their actions, they wanted to be listening and understand what it is happen with their bodies and behaviors; what they really need is a guide, activities which help them to develop their brain, and skill to becomes adult who reasonable properly. In the classroom I will have seen teenagers being shy who will not want to participate, and others students more active, that means as teacher I have to create an environment where students feel confident with each other. In order to achieve the objectives I will look for with activities when they might work in pair in order they may feel confident, then in group at end in front of other, I will point out that they can make mistakes which will help them to learn.

McGraw-Hill Concise Dictionary of Modern Medicine. 2002 by The McGraw-Hill Companies, Inc. 

Source: Boundless. “Physical Development in Adolescence.” Boundless Psychology. Boundless, 26 May.2016. Retrieved 17 Aug. 2016 from https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/human-development-14/adolescence-73/physical-development-in-adolescence-282-12817/

Psychosocial development

What I imagined about psychosocial development is everything related with teenagers in the society, who they might act in their life facing all the change in their internal and external bodies with their families and friends.

  

Psychosocial development is defined by Dictionary by Farlex: “the development of the personality, including the acquisition of social attitudes and skills, from infancy through maturity” means adolescents are discovering who they are; they are discovering what they will want to do in the future. Erick Ericson had theories about the psychosocial development he divided in 8 stages, in stage number called 5. Identify vs. Role period between from 12 to 18  when teenagers go through a transition, they are becoming independent and begin to look at the future and.

My opinion about this stage was wrong but with the theory of Erickson what I understood is in this period of time teenagers will encounter with the question who are they? Or what will they do as adult? In order to answer those questions they may experiment different lifestyle to encounter with their abilities, and what will be their roles in the future. It means that in the classroom I will have students that one day they will be in the groups of nerd participating in class activities, otherwise, another day they will be with the lazy group who they do not want to participate, for those cases I will to look for activities which students learn the language in the same time give students the opportunities to work with all the member in the classroom to avoid distraction and know the thought of other and how they deal with their psychosocial development.

McLeod, S. A. (2013). Erik Erikson. Retrieved from www.simplypsychology.org/Erik-Erikson.html

Cognitive development

Cognitive development means the growth of adolescence ability to think and reason their decisions; they start to take into account the possibilities and who wrong decision might affect, also in the cognitive development makes teenagers consider their own ideas and opinions. Jean Pageant called this stage the formal operation it is the last period of cognitive development as a result for their experiences, and mature. When teenagers are in this stage they are able to manipulate the word in their mind manipulating the abilities to think abstract concepts.

The theory of Jean Pageant lets me know that I are able to provide activities for students a little more difficult which encourage them to think more analytic, even the images are good for activities, teenagers are able to resolve more complex activities.

Source: Boundless. “Cognitive Development in Adolescence.” Boundless Psychology. Boundless, 08 Aug. 2016. Retrieved 17 Aug. 2016 from https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/human-development-14/adolescence-73/cognitive-development-in-adolescence-283-12818/