My second Teaching Practice, Second Period

Present Progressive

 Hello everyone, this is T Nery Mendoza, again! Now, I will tell you about my second class in this second period. "It was very short, but still good", my mentor said, when he was giving me feedback. Let me explain you why. I started it around fifteen minutes late because my mentor did not arrive on time arguing that his grandpa was in the hospital. What I want to say is that I was just wasting time while waiting for the mentor, but we, this my Ss and I, were discussing about other factors that we share, for example that they we have an scholarship. in few words, I used that time to create a better rapport between them and I.

Well, once the mentor arrived, I started my second class by playing "Red Elbow" and they enjoyed it at all. Even the mentor and my peer Manuel were laughing a lot. We were doing it over soccer field because of the space. Then, I reviewed the topic by developíng a repetition drill activity. I used many flashcards and all my Ss were repeating and passing them around. That activity was also developed outside.








The last activity that I could develop was the practice of a dialogue that I create for them i which the speaker A explained how to use the verbs in the present progressive form. It was a good way that I found to teach them inductively.

First Teaching Practice, Second Period

First Teaching Practice, Second Period

Once the second period started, we were assigned to different groups (I mean "we" as teacher to be). It is a great plesure for me to say that I was assigned to a group in which not only me but also my students can develope our potential while we are teaching-learning English. I was assigned to an English ACCESS group whose teacher is Mr. Pedro Sandoval. Anyways, this section is to explain you a little bit about how my first class was like.

I started it on time, just after the bell's ring. I introduced myself with all my Ss; then, I gave all my Ss a short piece of paper for them to write their names on it so that I could call them by their names in the next activities. When it was done, my following task was to review the topic (Simple Present positive and negative). I order to do so I developed a warm up called "Broken Telephone", which I think all teachers have played it before, so that you all know the drill. Unfortunately, this activity did not work at all because my Ss only could write 3 of 5 sentences  in the time that they had for doing so (It might be because of the lenght of the entences I used). Because of the time, I had to jump to the next activity.

I introduced the topic, orally (It was Simple Present Interrogative, Yes/No Questions and short answers); Then, I spreaded some photocopies to my Ss. These pages contained a Find Some Who. I explained them how the activity went like; then, they started asking questions to the their classmates. Finally, I used the data that they collected in order to create some questions and short answers in small pieces of paper.

The last activity that I developed with my Ss was Idea Puddle. So, the final task for Ss was to fold thise pieces of paper and throw them to an imaginary puddle. Unfortunately, when I was going to ask them to pick up one of those pieces of paper and read it aloud, the bell rang and they went out to enjoy their break.

My Third Teaching Practice

Hello there, this is Nery, once again! Now, I will explain you how my third and final teaching practice with my Basic English Ss was. This was a very meaningful class because I could developed all the activities on time. It is important to mention that I was teaching how to give instructions of places by using some prepositions of place (in, on, at).

            I used a common, but still effective, filling in the black activity in order to make my Ss reviewing about the topic. Since many of the Ss were still having problems to uderstand the usage of the prepositions, I provided them with a piece of paper that contained extra information about the usage of prepositions. After that activity, I had the Ss working in groups of four. Then, I provided them with a sheet of paper that contained information about a public event so that they will have to use wh-words to make some questions for them to investigate about any of the events. The following activity was a dictation practice, which was very short, but related with our context.

   

Finnaly, I ended my class with a very nice wrap up where they just had to count from one to ten, for and back, and then all together, but one at a time without repeting any number because in that case they will had to start the game, again.

My second Teaching Practice!

     Hi there! This is Nery, once again, to report how my second class was. I will start saying that I was kind of nervous, but ready to teach. Once I reached the classroom (A35) at 8:25 and started writing the objective on the board and, suddenly, one of the Ss approached me and asked if I could tell him about my beginning of my major. "Of cource," I said and started to tell him that it was not that easy but if you love English you will do it just better than I did. Why am I writing this? It is because rapport between T and Ss is really important in the classroom. Actually, one of the suggestions made by my mentor in the first teaching practice to be more enthusiastic.

     The activities for that were pretty simple, but still interesting for all the Ss. I developed a warm up called Awake, Alert, Alive, Enthusiastic. It goes like:

Lyrics:

I am awake, alert, alive, enthusiastic!

I am awake, alert, alive, enthusiastic!

I am awake, alert, alive,

alive.alert, awake...

I am awake, alert, alive, enthusiastic!

Mimics:

awake: hands on head

alert: hands on shoulders

alive: hands in front of the chest
enthusiastic: hands up!


     You might realice that the topic that I was teaching prepositions of time and place, so this warm up worked as teaching them inductively, as well.

     A second important fact from my teaching is that when I was developing one of the activities, one of the Ss did not understand how to use one of the prepositions and she asked me to explain it in Spanish. First of all, I said that Spanish was not allowed for me, so she said that she will ask to the T, this is my mentor, but, immediately, I said that it was necessary because I was going to explain it to her. At the end of the class, my mentor told me that what I did in that moment was just what teachers must do in those moments because then they show that they know what they are doing. I felt very nice when listening to my mentor saying that.

My First Teaching Practice    

 Hello everyone! This is Nery Mendoza and now you will see how my first teaching practice was.  It was on Monday, February 1st, 2017 in the room B34 at 8:30 a.m. Well, being in front of 28, or more, Ss might be not really easy for any new teacher. That is what actually happened in my very first class because I was nervous at the very beginning. I greeted all the Ss and started the class praying (one of them helped me). Right after that, I provided the Ss with a piece of paper for them to write their names. It took me around 4 minutes. 

    The following step on my agenda for that day was to develop a warm up. The one that I developed is called "One, two, clap!". It is pretty simple because what Ss have to do is only not to say every multiple of three because if someone do it, that person was going to have a penalty. The penalties were very simple as well, since they just have to answer some reviewing questions.

     Then, I continued with the introduction of new vocabulary about nationalities, birthplace, hometown, and professions or occupations . I consider that part as the best of my teaching of that day, becuase all Ss understood both spealling and pronunciation. Moreover, my mentor told me ( when she was giving me feedback) that vocabulary presentation was the best managed part of my teaching because I did step by step and little by little.

     Finally, I ended my first teaching practice with an activity in wich Ss had to collect personal information about their T or classmates by filling in a small chat on a sheet of paper and write a pargraph by using that personal information. Doing this last activity, I could reach the objective for that class.