Today I bring again a new chapter on my daily life at my Practicum school, just for your information, this week I started my UD in class so I am very excited about it and i would love that you could read the part on my diary in which I talk about how I felt during the lesson!
Tuesday
Today I could see something that I didn't like at all, it was not a negative activity that can harm the students, but it is a procedure that I would never introduce in my class because my ideals don't sympathise with this. So the thing was that my tutor was doing an activity about giving the children some words and telling them to look the words in the dictionary so they must give a definition of the word with another word and to write down the pronunciation. What my teacher pretended to do with this activity was to allow their students learn "by heart" how to look for words in the dictionary and to understand how each and every symbol of the pronunciation means. My point is that I don't think that's a really good activity because you can allow the students know what every word means by reading the text and analyzing the context, but moreover you can ask some specific questions to help them to understand the meaning of a word. Finally, I think that pronunciation can be learned by repetition and once you know some examples of a sound you create a rule in your head about it. With this idea in mind, I am preparing myself to do my first intervention on Thursday.
Wednesday
The topic that I've written about in here will only be present in my memory in respect for a student, so this will be private.
Thursday
At least it is Thursday and at least I have done my intervention in class and I must say that I have found some strong points in it but also some weaknesses, but despite of that I am very happy with myself but also with the behaviour of my students. So the lesson started with my introduction and a warm up activity, during this activity I asked students about how they felt and why, so they get involved into English and to let them know we already started the class. Once we've done that, we read a brief listening about animals and adjectives that describe them in order to remember the topic and the vocabulary of the project. Once we did that, I asked the students the question "Which of these animals do you think is the fastest?" Son as we are working with comparative and superlative I tried to let them realise that in the question was a superlative. A few students knew what I was asking so I ask them to explain it to the rest of the class and I tried to use different resources such as dividing fastest into fast + -est to let them see that it was a formed word. From that point I introduced questions with more and most and with specific questions I asked them such as, "why fastest is written with -est and intelligent is written most intelligent?" or "How many syllables has fast? And Intelligent?" So we all together got the rule to elaborate this kind of words and we could continue to the next activity. The next activity was a worksheet that I prepared myself in which students should create sentences with more, most, -er and -est, these activities were done by all students out loud and I helped them to do them because it was not about writing or proving that they can copy but that they can express their ideas orally, they start to comprehend that new concepts and that we can create a common learning process. This activity take longer than I expected because I wanted that students got the the new concepts so I attend those students who had difficulties and it took more time than it was supposed to take. Nonetheless, the majority of the students felt confident with the new concepts and could do the activities with little help.
To sum up this experience, I would say that I am happy that my students paid attention and learnt the new concepts, but I was disappointed with myself because I planned to do a funny but complete activity about description that was oral and I could not do it, so I don't want my students think that I cannot offer them useful but also funny activities during class.
Friday
Today I could realise about the importance of the home-school connection, again, in this case the importance of following the steps of the school advises but also the psychological and pedagogical resources from outside the school. Why do I talk about this? Because during today's lunch time I had time to talk with the educació especial teacher and I asked her about a special case that was taking place in the school. It is about a girl who has learning problems but also you can see that she has physical problems because she's not as tall as she should be for her age and also you can see something in her face that in not frequent in the rest of the students, nobody know the exact problem of this girl because her parents are convinced that she has not problems and therefore they don't help her by taking her to a specialist and make her some tests. So if the school is advising the parents to act in someway and the specialists outside the school too because it's still early to do something I think that parents should react to her daughter's situation. That's why a good climate of trust is essential in the school, because we, as teachers, want the best for our students and in some kind of way, we want to take care of them as if they were our own children or family, so if we say that the student has difficulties or other problems it's because we want to help them and not make fun of them and this is why sometimes parents should reconsider the importance of respecting the educational world that nowadays is devalued.
To sum up this experience, I would say that I am happy that my students paid attention and learnt the new concepts, but I was disappointed with myself because I planned to do a funny but complete activity about description that was oral and I could not do it, so I don't want my students think that I cannot offer them useful but also funny activities during class.
Friday
Today I could realise about the importance of the home-school connection, again, in this case the importance of following the steps of the school advises but also the psychological and pedagogical resources from outside the school. Why do I talk about this? Because during today's lunch time I had time to talk with the educació especial teacher and I asked her about a special case that was taking place in the school. It is about a girl who has learning problems but also you can see that she has physical problems because she's not as tall as she should be for her age and also you can see something in her face that in not frequent in the rest of the students, nobody know the exact problem of this girl because her parents are convinced that she has not problems and therefore they don't help her by taking her to a specialist and make her some tests. So if the school is advising the parents to act in someway and the specialists outside the school too because it's still early to do something I think that parents should react to her daughter's situation. That's why a good climate of trust is essential in the school, because we, as teachers, want the best for our students and in some kind of way, we want to take care of them as if they were our own children or family, so if we say that the student has difficulties or other problems it's because we want to help them and not make fun of them and this is why sometimes parents should reconsider the importance of respecting the educational world that nowadays is devalued.
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