My experience in teaching practicum with adolescents.

When I started my practicum, the first impression that I had from my students from the Plaza Mundo program at Don Bosco University was that they looked a little bit shy because they are in a basic level and I guess they thought I was going to talk in an advance way, but through the day they got more confident with me and I made an effort to be as clear as possible.

Also, they really like to talk and share the activities they do during the week, because as we know communication is very important in teenager but they are very obedient since the first time you advise them to paid attention they attend to the call.
Moreover, sometimes they came to classes very tired because they had a hard week, but my role it is to help them forget about it by making creative activities that they enjoy since those behaviors are common in teenagers due to the developing process. In addition, I proved that adolescents are not bad, they are just in a difficult stage in their life and we teachers have to understand them and set aside these difficulties.

Therefore, with the help of my mentor teacher I was present in almost all of the classes since the beginning (to be specific I taught six times with one hour class). Also, my mentor's support was very relevant for me since she tried to give me feedback each time that she had the opportunity and I can say that it helps me a lot to improve many things like: time management, pronunciation, to provide feedback to students and to be more confident. Besides, I really admire the way my mentor teacher Jasmin Gómez teaches her classes, because apart from just teaching the class she has the priority to teach to students manners and to respect each other and that it is one important aspect that I would like to implement in my classes.



In the other hand, the first time I presented my lesson was the second saturday of the practicums, for that reason I felt very shy and nervous since I did not know very well my students. Also, it was my first time teaching teens and I was afraid on how they were going to react. Then, when I finish my lesson I felt less nervous and a little bit happy because they showed me they had understood what I taught so at the end I was happy. Then, through the day I got more confident with them and we got an excellent communication.

Sadly, as it exist positive and negative aspects in life I have to list two negatives:
The first one it is that schedules were not flexibles because we did not have the option to choose them and in my case, I could not go saturday's evenings because of my French course, so I was asked to bring a letter with a permition in order to have a chance on saturday's mornings.
The second one, it is that sometimes we practitioners were given with misunderstandable information.

In contrast, I have many positive aspects but I'm going to list just five:
First, I gained more confident and experience when teaching.
Second, I corrected many words that I miss pronounce.
Third, I acquired more ablities when creating lesson plans and worksheets.
Fourth, I learned to control big groups of students and the class time.
Fifth, it was very nice to have the opportunity to practice with a real teenagers students group to develop more our capacity.

To conclude, for me this experience was phenomenal because I learned many important things with the help of my teacher Yanira Peña, my mentor teacher Jasmin Gómez and my students so I want to thanks them for all the support and the opportunity to improve myself.

Class 9. Observation- participation.

Saturday, October 29.

Today, I taught one hour grammar class and the topic was "First Conditional".

To begin the class, students were divided into two groups in order to play the game "following the letter". The first students had to write any word but the second one had to write a word that starts with the last letter of the previous one and so on.

After that students were introduced with the new topic " First Conditional", to describe possibilities (cause and result) for affirmative, negative sentences, interrogative and their answers.

Then, in pairs students wrote a creative sentence with "First conditional" and they explaned which was the condition part and result part and how to identify them. Moreover, students solved the exercises 2, 3 and 4 on their books and checked answers as well.


Also, students were given with a worksheet that contained exercises with "First conditional" and compared answers with their classmates.

To finish, in pairs students were assigned with a zodiac sing and they had to invent an horoscope by using the grammar structure. Then, they presented their horoscope to their classmates.

Class 8. Observation- participation.
Saturday, October 22nd.

This day teacher Jasmin decided not to assign me with any stage, so I only observed the class but I try to help teacher in small things, as monitoring and checking answer.

Well to start the class, teacher Jasmin devided the class into six groups and students had to present each rule of the previous topic that was "comparative and superlative" in order to review the last saturday's class.

Then, students were introduced with the topic "Future with will" for predictions and the corresponding structure for affirmative, negative and interrogative sentences. Also, students solved the grammar exercises on their books and checked answers with the whoke group.

To finish the class, students were asked to write two yes/no questions and two information questions in future by using "will". Then, students had to ask each other the questions that they wrote and after that they shared the infformation with the class.

Class 7. Observation- participation.

Saturday, October 15

As usual, today I was encharged with one hour grammar class and the topic for today was "can and could".

To start the class, students were introduced with the game "rabbit, wall and arrow". In groups, students played the game in order to brake the ice.

Then, students were provided with the grammar structure "Can and Could" for affirmative and negative sentences, as well as questions and the differences when using "can and could".

After that in groups students were given with some streaps of paper that contained words and they needed to form the sentences with "can and could" that were told. Moreover, they solved the exercises 1,2 and 3 on their books and we checked answers.


Also, students were provided with a worksheet with some exercises that they had to conplete by
themselves about the uses of "can and could". then students compared answers.

To conclude, students were asked to create in pairs a two minutes comversation about their abilities in sports by using the grammar structure.

To finish the class, studenta played the game "hot potato" and the student that had the ball said a sentences with "can and could".

Class 5. Observation-participation.
Saturday October 1st.

Today I was encharged with one hour class about grammar "simple past vs past continuous" and "past continuos questions".

To start, in groups students played the game pictionary but with verbs. They need it to draw in order to represent the verb and the group hat guessed more verbs won the dynamic.

Then, students were presented with the structure to form past continuous questios and their answers. Also, they were provided with the differences when using past continuos and simple past.

Moreover, students solved the exercises 2 and 3 on their book in order to put in practice what they had learned. Then, they compared answers with a classmate and with the class.

Also, students were provided with some questions that student A had to ask to student B by using past continuos and simple past. Students solved the exersises 4 and 5 on their books as well.

Furthermore, a small story was presented to the students and in pairs students had to continue the story and to create and ending by using past continuos and simple past. The, they shared their completed story with the class.

To finish, students created in pairs a two minutes comversation about the acitivities they did the last week by using past simple and past continuous.

To conclude, students were asked to say woman's or men's names starting with an specific letter. The student that did not answer, took a piece of paper with some question about the steucture of past continuos and the different with simple past.

Class 4, observaton-participation.

September 24, 2016

Today I was not encharged with any activity but as students had an oral evaluation teachers Yani and Jasmin adviced me to help her with giving feedback to the students.

To start, students were asked to make a line and they need it to order it by the first letter of their first name, but without speaking. Then, order the line aince the youngest till the oldest. Students know each other very well so they could do the activity perfectly.

Second, the topic for this day was "past continuous" affirmative and negative sentences. They were provided with the suitable grammar structure and examples.

Then, students read a text in order to complete some exercises on their books about personnal information by using past continuous. Also, students ere given with a worksheet that contained past continuos exercises.

To finish, students were asked to write a list with the activities they did or did not do during the last week.

Furthermore, in the oral evaluation students did in groups presentations about amazing stories that they imagined, they must use past continuous while telling the story. The, each students was provided with the suitable feedback by teacher Jasmin and me.

Class 3. Observation-participation.
September 17, 2016

Today I taught one hour class about vocabulary " preposition of movements".

To begin, students got in pairs and each student wrote the name of a famous persone, they pasted on their classmate forehead and the students had to guess the artist by giving or asking descriptions.

First, students were provided with nine preposition of movement: across, around, down, into,moff, over, through, under and up. Then, in groups students were given with blank pages were they had to write a meaning to each preposition and present it to their classmates. After that students were provided with the suitable meaning and pronunciation.

Second, in pairs students created a drawing that represented a preposition. Also, students presented their drawing to their classmate by a short explanation and examples about the preposition that they were assigned.

Third, students solve the exercise five on their book. Moreover, students played charades with the prepositions.

Fifth, students read the "Daredevils" quiz to solve the exersises an choose the correct prepositions that match with the phrase.

To conclude, students created a conversation about an sport hey had already practice or that hey would like to practice and explaned how the sport is done by using the prepositions of movement.

Class 2. Observation - Participation.

Saturday, September 10, 2016.

Today I was encharged to teach a reading class about "Meet the memory masters", where I include the following vocabulary : from memory, photographic memory, remember, memorize, recited and memory. Also, this was my first complete participation and I was very anxious about it.

To start,  the activity "Broken telephone" was presented and students were asked to stand up and make two groups in order to pass a message one by one until the last one get the message and they needed to write it on the board, and the group who had more points won.

Second, students were presented with six new vocabulary stated above, and in groups they disscused the words and what they think about them. After that students were given with strips of paper that contains the meaning of each word, and students had to match it.

Moreover, students were given with an small paragraph that they had to read and conclude what the text was about. Then, students share their thoughts with their classmates and read the completed text to complete the exercise three on their books.

Also, students took a flashcard related with the events presented in the text, and they had to pasted on the board according with the text order.

Furthermore, students were assigned with a question related to the memory and each student answered personally by using at least two new vocabulary previously presented.

To finish, students wrote a list of five tips to improve their memory to then share it with their classmates.

To conclude, students played the game "Hot potatoe" and the students who got the ball answered a question realted to the vocabulary.

Then, the teacher Jasmin introduced the grammar part that was related with the negative and interrogativa form with BE.