1.

Feelings and Needs and my learning:

What are some feelings I had this week during the course?
I felt frustrated, tense and receptive. Thats quite an interesting combination. This makes
me think about the role of tension in learning. How does it help/hinder your receptivity?
What needs of mine were met?
Cant think of any that were, but that doesnt mean that I had an awesome experience
throughout the week :) So- you did have an awesome experience- great. It really helps if
you can look back and remember some details - for your reflection and also for your own
diary of learning. Its quite interesting to look back at past moments and how you were
feeling at that time.
Which needs were not met?
Didnt feel like a need was not met last week.
What does this make me think about?
Well I went through a lot this past week. But now I feel better and on my way to be back
on track. Now Im really curious what happened. Telling your story is a great way to
understand it better and also to share it with your trainer/reader- me.
2. My Learning:
What do I most want to remember from this week?
I want to remember how to teach a song. It was very interesting to learn how to do it. I
would love to teach my students a popular song, so they understand that there is more
than lyrics to it. Some songs tell great stories. So true! Many people, in many different
countries, have told me that they learned English through songs. The stories can be
understood and personalized for the learners/listeners, and also vocabulary and
grammar can become part of the focus for the listening.
What did I
Encounter?
Using the PDP framework to teach a song.
Clarify?
I am not quite sure if I should play the whole song or just half of it for the first two
activities on the during stages. The objective in a listening lesson is to make meaning
from the text. So whichever way you think that works best, that the learners will be able
to understand the song, is fine.
Remember?
While I was teaching the listening activity my students loved the story and were
laughing. I they were motivated and alert. Its wonderful when you can see/hear your
students reaction and know clearly that they understand the meaning of what they are
hearing.
Internalize?
My timing. It needs to be shorten during the PRE stages. I was thinking about what task
to give my learners that were short and efficient, but at the same time challenging. This
is a really common teacher trap - to get caught up in the explanation and presentation.
You are not alone in this challenge!
Fluently use?
I would say TPS. specially for the DURING stage. Well done! This is such an important
part of making sure that students check with each other and come to consensus about
what they heard.
What was an AHA moment from the course this week?

When my students were listening to the audio they were laughing and having a blast
with the story. But what I was really happy to see was that they learned new vocabulary
words. Beautiful! What did you design in the plan to make this happen?

3. Questions: What questions am I thinking about right now?

I dont have any right now.
4. Trainer choice question:

Has something ever happened to you that you thought was bad, but it turned
out to be for the best?
Well during this week teaching I forgot my some images that the
students were supposed to choose while listening to the song instead
of words from the lyrics. I ended up doing something completely
different and I was supposed to be the second person teaching in my
group. I took a while for me to put together another task and I ended
up being the last, which turned out to be ok because I couldnt imagine
doing a writing first, a song second and then a reading. It was going to
be hard to bring the students down to the reading after that much
energy. so being last worked out pretty good. Great to hear! So often
when something isnt as you planned it can be even better and
different than you imagined. This happens in life too!
5. What else I would like the trainers to know or think about?
Nothing really.
6. Write an essay that answers the question: On this course so far, what is my learning
about English, teaching, and teaching English?
MYSELF AS A TEACHER
English
o What have I noticed about the English language that is new, useful or interesting?

o Why is it interesting or useful? Please be specific. (It is not okay to say I learned that
English is difficult.)

Teaching

o What models/elements/techniques have I seen/experienced that I want to incorporate in my

teaching? Why?
o Choose at least two of the following themes from Learning-Centered language teaching and
discuss how they have come up and what I think about them:
Humor, classroom environment, materials, task design & sequencing, relationships,
competition & cooperation, teacher language, encouragement & praise, respect & authority,
Other themes?
Teaching English
o Discuss my experience and thoughts about:
Meaning-Form-Use
Encounter-clarify-remember-internalize-fluently use

 Pre-During-Post
Summary of strengths and challenges:
Based on my teaching so far on the course, what are my strengths and challenges as I perceive
them?
Conclusion: What have I learned about myself as a teacher on this course so far?
What has changed, deepened, appeared, disappeared in my teaching self?
Be sure to:
TITLE: Something that captures your experience.
ESSAY: Write a minimum of 1000 words.
Check for grammar and spelling errors.

A LOOK AT A LIFE CHANGING JOURNEY THROUGH MY EYES Great title-it makes

me curious to experience your transformation along with you
The English language is not difficult to learn, at least that is what I tell my students. They always
think that it is hard to understand, especially when it comes to idioms. I always tell them never to
translate, but to always interpret. Whenever I hear a student complaining about the language I
always ask them what motivated them to take the course in the first place. They always say that it
is to study abroad or to help them in their study fields. I do this so they never forget what made
them study English in the first place. Good point! Intrinsic motivation is such a
powerful force in language learning.
To me it wasnt difficult to learn the language. I had a lot of help from home and I was always
drawn to it. I thought English was very interesting and I couldnt get enough from it. I always
wonder that was the original reason that someone started to like English.
Sometimes its a parent or a neighbor or a song or an opportunity to use the
language.
English can difficult to learn and sometimes frustrating, but what makes it so interesting is
whenever I see my classroom, I see the different type of people that the language brings together.
All of them with one goal in mind, to become bilingual. Every week, people that come from far
away, waking up at 5:00 am in the morning Monday through Friday just to be in the classroom
by 8 AM. I love the idea of how human beings can coexist and come together with one goal or
purpose in mind. What a beautiful thought! English has become the language
that people can use internationally and you see in your classroom how it
draws people together and creates community.
I love the fact that there is so much out there that I still dont know about teaching. The sad part
about it is that I dont think I will get to learn it all in this lifetime. There is one technique that
Nico taught the group, teaching without the teacher using his or her native language. At first I
thought he was crazy, I mean how could that be possible? Then he stared teach us and I was
blown out of my mind. Then I started thinking about his methods, the way he would use his
hands and gestures to help the brain identify or decode the message. How he implemented visual
aide to help us understand the task better. But the most important part was when he implemented
all four learning style. The reason why I mention this is because I am having a hard time teaching
teenagers English, without saying a word in my native language. Dont get me wrong, I try to
explain it to them using examples and mimicking. But after a while of trying to make them

understand and not getting anywhere it slips. So I began to include a more detail and fun
planning that will cover the target language with specific vocab and structures for my learners to
follow through nice and easy. This is interesting - you mention more details and
fun in your planning to support learning. These are important elements to
remember when designing a lesson. When people are comfortable and
relaxed they learn more!
When it comes to the types of themes that I use in the classroom I always use humor,
competition and cooperation. I have had a great experience with my students when I have them
compete against each other or other groups. I think it is important not to have
students compete against each other, only in groups. Even then I have
noticed that people get quite angry or feel bad if they do not win. This
doesnt seem like a benefit for a learning environment. What I find most
interesting is the fact that I rarely give them any prices, so I wonder if it is in our nature to
compete and succeed? Good question. I think making anything into a game is a
big motivator. I find if its clear what I have to do and I can keep track of
how I am getting better then I want to do it more. I love how students get involve
and engage in the activities and how fun they make it to be. I am having a little bit of a puzzle
with humor. My humor is clean, fun and none invasive, my students and I always through a little
joke out there just to get some laughter in the air and some blood pumping to get a little energize.
However, sometimes my students dont know when to stop joking, and I am taking about
students around my age. I feel a little awkward when I try to bring them back into class after we
talk about a none class related subject, and I believe it is because when they begin to feel
comfortable they see me as an equal. To be honest, sometimes it is hard for me to draw the line
and take it back a few notches when my students want to invite me to a party or to a gathering,
but I do anyways. So if you have any suggestions on how to be friendly in class so I will not look
like the boring teacher, but at the same time be a cool teacher without losing their respect I will
take it. This is a delicate line between students and teacher. I think you have
to find the comfort zone for yourself and that can be challenging. If it feels
awkward then dont do it. I observe how the trainers teach and how we look up to them.
All the trainers are fun, they are awesome teachers and whenever they have to bring the class
back after an energizer they do it without us thinking that they are boring or party poopers.
What techniques do you notice them using?
I dont think I havent use the meaning form use a lot this past few weeks. My experiences
are more about ECRIF and the PDP frameworks. ECRIF was a challenge for me, one if the
toughest if you ask. But a necessary one, for I couldnt do the language analysis without,
furthermore, I couldnt have done the PDP framework without it either. Now for PDP, I love the
PDP framework, for some reason (correct me if I am wrong) it is the fastest and easiest
framework to plan on. I got so good at using it to plan the many different languages. It was an
awesome experience I am so thankful that I got to use it. I will never forget it. Im wondering
why the PDP framework seems easier for you. The beauty of ECRIF is that it
is from the learners point of view so maybe that is a more difficult
perspective to take.
Now base on what I have taught so far, working with the PDP framework is definitely one of my
strengths. However teaching culture is a heck of a challenge for me. I believe it is because I keep
thinking on the how part and the space and other limitations that I have the students do the

task. I love the fact that I am having trouble with it now, especially because I can have the
trainers give me feedback on it. And I really appreciate how you can rest in the
confusion and the uncertainty and find joy in the challenges you are having
in your own teaching growth!
It saddens me to think that this course is almost over. At the beginning all I could think about
how long it was going to be and how bad I wanted to get it over with. Now we are not even done
and I feel like it is my first time riding a bike and one of the trainers is about to let go of the bike
as I ride it. Learning to ride a bicycle is a strong image that we often use to talk
about learning. It sounds like you are ready to take off on your own now, as
a facilitator of learning environments. It kind of growth in you after a while. As the
days go by you become more aware of the students and now I look at teaching from another
point of view. I care for my students and their learning. I want to make sure that they see English
as a wonderful journey, just as I am doing right now.
Dear Leo,
I am your lucky reader this week and I appreciate your telling me that you got caught up so I can
respond to you. I hope you enjoyed writing this essay about your progress.
It was such a joy to read about your growth and progress as a learning centered teacher. I can
hear how you are taking the course principles to heart and using them in your classroom with
your students. It really made me smile when you said you were happy that you were having
trouble - for me confusion and self-discovery and wrestling with new ideas are some of the most
powerful spaces to find learning. You bring up the issue of teacher as friend and where to draw
the line for comfort on both sides. I have found this to be a tricky issue and it has really differed
according to the cultural context, the maturity of the students involved (not necessarily their
age!) and my own personal feelings. The issue of competition and cooperation are also key and
I see them as part of the larger paradigm shift in education (and the rest of the world) from the
old model (competition) to the new one (collaboration).
Its wonderful to hear how you are becoming aware of these larger issues and incorporating
your beliefs into your classroom teaching.
Thank you so much for taking the time to write a thoughtful and insightful essay about yourself
as a teacher.
Fondly,
Annie