Here we go again

Day 1: Observation
I was assigned 6th form, advanced level, at Instituto Primo Capraro. Of
course, I still felt some anxiety to start this new stage of the practicum,
but at the same time I was more confident, since my previous experience with 1st
form was extremely satisfying.
As I entered the school, some students from that anterior practicum
recognized me and approached to greet me while they say La miss! La miss! I must
confess that was heart melting, and they were definitely more confident with their
language, since they dare to ask me How are you? and answered my questions, all
in the 2L. These children made me feel welcomed, as if I was returning to a place
that I was familiar with, not an outsider, not exactly a trainee.
I met the teacher in charge of this 6th form while she was on duty during the
break: she seemed nice and very experienced on the teaching task. As she started to
explain to me many characteristics of the course and the work they have been doing,
there was a notable change of scenery of what I thought I was about to face: the
class was not advanced as Ive been told, but intermediate well, more like lower
intermediate. Oh, well, thats ok doesnt matter, I thought Oh, and the
coursebook they were using, well Then she showed me the coursebook they were
using: National Geographic! That seems rather cool!, but as I was thinking that, She
explained that form the whole NatGeos book collection, this was the black sheep
and she was right! The book was very repetitive, and sometimes even inconsistent.
Also, she informed me that I was supposed to start a new topic with the class, and
that she had some previous intentions on which direction that topic should take.
All these things made me think about a lot of things. The level wasnt a
problem (I mean, I am supposedly qualified to teach all levels). The coursebook
wasnt bad either I assumed I would had to develop my own materials, but of
course, children who already read and write usually work with books (I couldnt
believe I had overseen saw it!). And the new topic issue, wasnt completely an issue,
as well I mean, I could face the topic more a less as I wanted to, but my concern
was with what would I be leaving to the teacher to continue working on.
The teacher provided me with the coursebook and showed me the Wonders
of the ocean chapter, which she wanted to lead towards recycling and even make a
project from it. I immediately though three classes was too short for me to make that
project, but I would seek a way to establish the bases for that. As I explained to her
that my teaching experience was reduced, and that I would consult with her the main
points of each class, the bell rang.
Two floors up, the children were switching classrooms. Sixth graders have
different language levels, so they switch classrooms according to it, and take some
time rearranging. The class seemed small I counted 15 students in two parallel
rows facing the whiteboard (one behind the other). The teacher introduced me to the

class and they started saying their names, but after the first row, children started
changing their names and laughed as I repeated them. The teacher immediately
scolded them and corrected their names for me, but then I started failing matching
their faces with the names As it was probably a moment to show some humor, I
told them I would call them whatever they wanted to, or I would just make-up their
names, but that I was a terrible at choosing names, which were like Anacleta or
Pnfilo.
As the class developed I took note of the estimated time students took to
complete tasks, and some behaviors they presented. There were some shy ones,
some rebel ones, the smart but unfocused ones a whole sample of students in one
tiny class. There was one student in particular I noticed to have a very disruptive
behavior, but I will talk about it later.
I was sitting at the teachers desk, with the intention of observing their faces
for later recognition, and identifying behaviors. But some students at the front kept
asking me questions, and as one asked me where did I live before Bariloche, I may
have made a mistake by naming my experience in Japan. The teacher had to stop
the class because everyone now including her- were curious about this. After some
basic requests of how do you say this in Japanese? she promised students that
they would will have the last five minutes of the class to ask me anything. I swore to
remain silent the rest of the class, and tried to avoid eye contact with the most
curious ones.
I noticed the teacher had to call for silence and attention quite often. Children
are nice, but very disperse. At some uncontrollable moments she dreaw a star on the
whiteboard, which later on I learnt that if three were drawn, misbehaving students
had extra homework. The teacher told me she scarcely reaches three stars. She
mentioned that there is a same system, which bears three smileys for a game at the
end of the week, but I didnt have the chance to see any smiley during my
observations.
The contents of the class were related to the solar system, working on
comparatives and superlatives. I noticed that students produced broken sentences,
even if read directly from a source, but they kept a good pace. The teacher made an
extensive use of the whiteboard and photocopies, but it seemed to help students
keep focused.
By the end of the lesson, they checked homework. They had to interview a
relative regarding the best restaurant the meal they liked the most and so on. It
was noticeable how most children remain silent and just a few shared their results.
Students were more interested in having me write some things in Japanese on the
board, so as their teacher promised, I wrote some names and other requests on the
spot. I used that as a change to check on some names I hadnt goet before. The bell
rang and students flew out the classroom almost with no farewell.
I accompanied the teacher while she moved towards other classroom. She
provided personal details about some students, as for example, there is one that
wakes up at 5am for swimming practice (so she told me not to expect much from
him), another three who are supposed to sit away from each other since they
misbehave, some students which have some leading attitude, but tend to be negative
and boycott the class, and finally, the student that I mentioned a few paragraphs
above: the teacher told me he had some emotional meltdowns, which despite are not
frequent, are very difficult to manage. He mostly seems unengaged and for example,

he had spent todays class looking for the cap of a pen. I started to
worry since I thought it could be an extremely difficult situation to
manage, and if taken place- I didnt know if I could respond to it
appropriately. The teacher calmed me down saying she will be there
and that those episodes were not regular.
Day 2: Observation
This class was after noon, and students seemed definitely
more awaken (and irascible): not only didnt they didnt answer for
their teachers greeting, but they started to complain about having a
class as well! The teacher and I agreed that today, I should sit alone
at the back of the classroom to avoid unnecessary interruptions.
After five minutes of struggle to help them organize, the class began.
There was no much difference between todays class and yesterdays. Some
students that finished their tasks quickly were allowed to draw on the whiteboard, and
another student kept asking questions about English, although unrelated to the topic
being treated.
There was one activity in particular where students were supposed to talk
with a partner in order to compare some rockets they have designed, and then switch
classmates at the teachers command. I noticed that pairs spoke in Spanish, and
mostly about random topics! They didnt switch partners, as well. The teacher walked
around checking on their work. Something similar happened when she tried to make
groups of three to continue with the task. One particular group next to me didnt even
bring brought their rockets together to compare, so the teacher approached them,
demanded to see the rockets and worked with them alone.
When the class was finished, I talked a little bit with the teacher about my
plans for the following week. She lent me the coursebook to revise it, and offered her
help for anything I might need.
Day 3: Lesson 1
Of course, anxiety was up in the air. I had worked hard to
produce the materials I were to use, so I hoped students would like
them and be enthusiastic to use them. I was also a little worried
about timing, on one side because last time I did a practicum in this
school the bell wasnt well scheduled and on the other side,
because of my own need to experience with timing to keep on schedule.
As the class started, everything seemed to be running on wheels. I explained
to students we were about to start a new unit, presented the title Wonders of the
Ocean and asked them to tell me names of sea animals: I was gladly surprised they
knew more than I had thought!! We started to build a poster, which was a copy taken
from their coursebook.

I didnt quite noticed until things were too obvious: the activity wasnt as
engaging and interactive as I had thought, and students were getting bored and had
started to talk among them. Despite I asked for silence a few times, they would shut
up for a few seconds and then continue the talking. (Later on, my tutor would remark
this and make me reflect on the three stars method the course teacher uses for
these situations). They focused a little more when it came to sticking the animals on
the poster, since everyone wanted to participate.
Next exercise was a fill in the gaps with superlatives and comparatives, and
students were supposed to check their answers with a partner. This part was more
familiar to the students, as it was the kind of work they had been doing with their
teacher. They didnt have any trouble and completed the photocopy in no time. As a
self-critic, I would like to say that despite I had planned how to present the activity, I
wasnt very clear: if it wasnt that they were used to this kind of work, I have my
doubts they would have understood.
Now, the messiest part. We had this three-staged activity with a video, a
crossword and a realia observation, where students were supposed form three
groups, do an activity, then rotate to the next stages. Not only did I take ook too long
trying to explain to the children what they were supposed to do, but also when I
checked on the clock it was like its arms had rushed without me noticing! I was
very delayed. I told students to focus on their current stages, as we wouldnt have
time to have them all do the three of them. I had arranged certain things to do at
each station, but students needed more assistance and support than I had thought,
and I found myself walking around being unable to have them focus on tasks without
me behind them.
The bell found me without a proper closure, with an unfinished activity and
with another one (a Pictionary) that wasnt even mentioned. I asked students to keep
their copies, as we would complete them next class.
Now I had many things to consider for next class: the need to make use of
classroom management strategies to keep students focused and organized, to make
sure they were understanding my directions, and to finish this last activity. A good
thing was that students seemed to have had fun with the lesson, making it an
acceptable introduction for the new structures that were to come.
Day 4: Lesson 2

This lesson was in the morning, so I had thought of doing something that
demands less moving around and doesn't excite students too much. I then decided
to base my lesson on the coursebook and use the Pictionary game at the end of my
lesson: that way I could manage my timing better and the game would provide
flexibility. The idea of this lesson was to introduce obligation and prohibition, while
establishing the idea that the ocean is in danger and we must protect it somehow.
But before, I had to finish what I couldnt the day before. To be true, it was
quite difficult for me to get students to work here: partly because I think I wasnt too
clear with the instructions despite I wrote them down on the board-, and partly
because they were demotivated and I wasnt effective to revert that-. The group that
had the toughest time was the crossword group, not only werent they werent sure
about what to do, but also because they kept trying to finish the crosswords despite I
told them several times not to do so, and even provided the answers I have to be
more decisive and clear. I wonder if I should have resorted to Spanish in that case
We then continued to the next activity, which was listening to a song in their
coursebooks and doing some while-listening tasks. It was ok, but there was
something missing there I cant quite figure out what, but I thought that they
wouldnt dare to sing along, and excluding one student that tried to sing and clapped
all along, the rest remained indeed silent, reading their books. It felt like a dead
time. From that song we took the vocabulary for obligation and prohibition, but I
must confess my board organizing skills were not at their best again.
I noticed time was running out. Unfortunately my lesson plan was
far from being finished, but I had a chance to give them the homework for
next class, thing that of course, wasnt very welcomed: they even tried to
convince me that their teacher never gives them homework!!! Also, a new
seating arrangement established by the teacher was announced.
Day 5: Lesson 3
Yes, it is a blushed Snoopy. Last day of this practicum and
many things are going on in my head. I am worried about how will this
class continue after I am gone: are students ready? Am I leaving a
sufficiently strong base for the teacher to work on? Did my lessons
really teach something? Will I be able to correct my past mistakes for
this last delivery? Snoopy is ashamed some of these questions might bare something
negative
As I sensed most students wouldnt have done their homework, I brought
some ideas myself. Maybe they could help triggering new ideas in the classroom or
at least, serve as trampolines to keep students working. I was about 50% right
there were some applied learners and some excuses (at this point, I didnt care if
they were truly justified or not, something I cant do over long periods with students). I
had problems with the board organization yet again Im having issues with
walking on students shoes once more.
A good thing was that they did like the model posters I brought!

This discussion part about what can we do to protect the sea, took longer
than expected and longer than it should. Of course, it had consequences once
again- on the finalization of my lesson plan according to the scheme.
The big call of the day (which was later highlighted by my tutor) happened
right after this, when we did a fill-in-the-gap activity on the coursebook. Students
completed the page and it seems the book comes with some stickers they use in
certain situations. As I hadnt planned to use the stickers because I didnt know how
to use them, when learners started asking if they could use them I said no That
was a terribly missed opportunity It was the best chance I could have got to have
them explain to me something they would be eager to explain.
We then shifted to a poster designed by the students, where they were ought
to transmit to others the urge to protect the oceans. Children did enjoy this activity
very much, and it proved helpful to observe their behaviors: I could clearly notice the
controllers, the meticulous, the team-workers, the high-aimers, the lazy ones, and so
on. This kind of exercise is something I would like to use at the beginning of a course
to be able to know students better, besides of formal
introductions.
A great issue I had all along my practicum was
timing, timing and timing The same happened here. Not
only couldnt I couldnt finish the posters, but also I almost
had no time to distribute my practicum-end gift for them (I
had made them ocean-themed bookmarkers with their
names in Japanese). They were promised to finish the
posters with their teacher, and seemed happy with the
novelty of the bookmarker although many of them had to
return from the hall since they had left in a rush with the bell.

Summing up
This was indeed another great experience very
different from the first one, but at the same time most
things occurred as predicted. I still need to work a lot
on timing and classroom management strategies, and
overall, I need to beat the anxiety left inside me. I also
must start trusting my instincts about what is to be done After all, I have at least a
theoretical background! I should be exploiting it better.
Board organization proved to be a weak skill it's the first time I am making
use of this basic tool, so I am confident I will be improving in this field soon.