Everyday starting 8am

Day 1: Observation
Morning at Instituto Capraro. Here we go again. Nerves are
unavoidable, and this time we are speaking about teens and the last classes
of the year. I wont lie: I am thankful I can finish my practicums, but at the
same time I feel an outsider more than ever, since students are struggling to
pass their subjects, teachers rushing to finish their syllabuses and here I
come, trying to keep the pace but totally unrelated to them all.
Things have been scheduled rather quickly, and therefore I ignore everything about this
course. I am introduced to the teacher, and as we move towards the classroom she mumbles
something about their English level. I can notice her anxiety, but she still seems kind to me, and
I try to calm her by assuring I will compel with the courses needs for this period.
The classroom seems empty. In contrast with the previous classrooms Ive visited, this
one is deserted The teacher informs me this class only holds ten students, today they are
eight, and they will keep skipping school since they know there are no consequences for
absences. I greet them, and despite they smile back, they seem too shy to answer. As they
rearrange the seats on a semicircle, the teacher sends me to sit at the back of the classroom:
after my last observation period, I do think this is less intrusive, but I cant see students faces
very well.
The class runs without much trouble. The group seems nice and they speak about 60%
of their production in English, which is quite good. The teacher told me they usually start with an
activity that makes them stand up and move around, since students are often sleepy (Im quite a
match for them!), and the last half of the class is devoted to read The Adventures of
Huckleberry Finn. She told me they switch between reading at home and reading in class,
since they are too lazy to read everything on their own, but when they do it in the classroom,
things flow perfectly!. I did noticed that not all students brought the coursebook and the Huck
Finns book, so the teacher had to list down which of them didnt bring the materials as an
attention call. She later explained that some of them wouldnt even buy the books in a group
of ten that has to make a great impact! Most of them didnt do the homework, as well. The
teacher seemed always cheerful despite these things, and I guess thats why students didnt
rebel against her scolding them.
More a less on the run, the teacher and I agreed for me to do a review the two first
classes and the exam on the third. She will be designing the test, and I will be assisting her on

that. I am not sure what I will be teaching on the second week, but I was told no new contents.
We will see how things develop tomorrow morning.
Day 2: Observation
The class started late and brought a sudden change to my
ongoing plans. With a ten minutes discussion in Spanish between the
teacher and the students, tests days were rearranged to delay the
beginning of my practicum. This is partly good, because I will be able to
make the most out of every lesson and wont be messing up with year-end
test. At the same time, the teacher told me she wont be using the whole
class time for the tests (which will be held in two days), so she will continue working with the
Huck Finns book: now I am wondering from which point will I be taking it. I will have until yearend to work with students reinforcing what has been learnt and finishing the book, and in case
they need something extra to raise their marks, I can easily arrange something.
After setting the dates, students started a tic-tac-toe game on the board, making two
teams. This game took longer than it should, but students were enjoying it! And what is better,
they were eager to participate!! I am definitely making at least one game a week they
complain they never played, and they actually made a lot of use of the 2L with the tic-tac-toe.
The teacher then distributed a worksheet on question tags. This was a little tricky.
Despite it was revision, students had many difficulties and the teacher had to walk around
explaining individually, which compromises the exam to be taken in the following days. While
this happened, I could observe students talking in the 1L, not paying too much attention to the
worksheet some of them had finished the task, others were waiting for the teacher to
approach, and although there was a murmur in the classroom, the hum wasnt disturbing at all.
This worksheet also took a considerable amount of class time, but it was necessary as the topic
was to be included in the test.
By the end of the class, students handed their copies of the Huck Finns book with the
activities theyve done as homework.
So this is it last few miles of this practicum experience appear before me. I think this
stage can be well-exploited and even fun for students, although I must be careful not to be
taken for granted, as they will not have any English tests in the future. One worry I have is that
even though I do got their names, I am not sure they understood which was my purpose
observing the lessons and that I would be teaching them afterwards. In contrast with the
previous experiences, these students did not try to establish any kind of contact with me, and I
didnt feel I was left with any room to speak to them directly. Probably that will be first order on
Tuesday morning after my coffee, of course.
Day 3: Lesson 1
The day started quite well for me: coffee in my hand, a cold weather to
wake me up and all my things set to start this practicum. Well, all set until I
found out I had forgotten an extension cord for the computer and the
speakers!!! Happily the teacher helped and in a blink of the eye we had the
cord and a reliable speaker!!! I must say that, unsynchronized bell aside,

teachers and students arriving late to the classrooms make me a little uneasy, but everybody
seems to be used to that timing better sooner than later having to face reality and make my
lessons (and myself) more flexible: there is always a gap between knowing and understanding,
now I have to conquer the gap of doing.
Students indeed looked surprised when I entered, but as most of them had already seen
me before, it wasnt such a shock. I briefly explained what I was doing there, and what the plan
was for the next lessons, and then invited them to play a little game to know them better. They
had to take two chips from a bag, and looking at the references on the board, say something
about themselves. This stage was quite alright, despite I failed to explain what a wildcard is,
and I was asked about it many times. Note to self for a zillionth time: check comprehension,
Caro.. find a way and check iiiiiiit!!!!!. I also forgot the seating arrangement I had planned...
which caused students not to listen to each other and a bit of murmur was heard. I actually
would like to hear more about the learners they seem quite nice, and some violin skills, and
the imagination of naming random cities to complete the activity showed me how interesting
these teens could be!.
We then moved to the movie. I chose Fantastic Mr. Fox, based on a story by Roal
Dahl.

Watch the movie trailer by clicking on the image above!

Fortunately only one student had watched the movie! We talked a little about what a fox
looks like, and why this fox could be fantastic, and then we started watching the movie.
I remained at the back of the classroom, and while students were absorbed in the movie,
I observed them and reflected about what I had been doing up to that point. Some students

were laying on the desks, other sat, but they were all watching the movie I had gave them a
worksheet to complete, but I saw most of them had completely forgot about it. I think I should
have made a pause and make them notice there was an opportunity to find information to fill the
worksheet. Another thing I thought was that the before watching had been poorly planned, and
some students were evidently striving to understand what was going on in the movie. They
catched up, they laughed at some points, but it was probably less relaxing than it should have
been for them.
I decided to cut the video five minutes before the bell rang I think that I am becoming a
little bit obsessive with the bell thingy this caused that, of course, students ran to their
backpacks and aimed to leave the room until they realized I was still speaking. Then, they
remained in their places, but their attention wasnt there anymore. I think I prefer to be surprised
by the bell
It was a good first day. For a lesson plan as short as mine, there were many details that
could have been taken better care of, but I will see to modify them for next lesson. I already
have already to rethink Lesson 2 since evidently students are not revising descriptions, so I will
probably shift the focus to help them understand the movie, and go back to descriptions next
week. I also had also to redefine the homework I had planned in order to compel with the needs
of their plan, but as long as students are not put at a disadvantage because of my lessons, I will
be satisfied for this stage of my formation.
Day 4: Lesson 2
Another morning, another lesson. Today my tutor wont be present
and Im not sure if I feel less, equally or more nervous of not having an
observer. Somehow, I do feel more used to this classroom situation, I
entered the school and went to ask for the speaker and extension cord
as if I were regular staff, and I actually noticed many adults greeting me
while doing strong eye contact are they getting used to my presence,
as well?
As I entered the classroom, there were only four students, all of
them with biology notes exam day! Of course their minds would be on
it, and it was. I set the computer and my materials while they arrived. And well, Murphys law: If
it can go wrong, it will... I set my recorder and of course, I might have double tapped the REC
button and the first 15 minutes of the lesson were not saved Good thing students didnt even
realize I was recording the lesson, ehehehe..
I started following my lesson as planned. They were all worried by their biology exam,
sleepy, and expressed that the plan for the weekend was studying there was only one student
that said she was going to a 15s birthday party besides preparing her test. Out of the blue,
students turned to their teacher and asked her if she had corrected the written exams -which
she hasnt yet- and immediately the discussion turned to an oral exam missing, and dates
arrangement, other exams, due dates for report cards and so on. All this was unknown to me,
and despite I was evidently peripheral to this somehow, I tried to participate summing my voice
to that of the teachers and finally agreed on an oral exam on Tuesday 24th. Later on, we would
agree with the classroom teacher on the modality and content of the exam, which will be very
brief, although we are worried that only one day to help students prepare it wont be enough.

I took the control over the class once more, not without difficulty. They were all caught up
in their biology exam, this oral exam and dates, so after some insistence they returned to the
classroom and we and talked about what we watched of Fantastic Mr. Fox. Surprisingly they
had understood more than I thought last class, and they made an effort to participate in the
discussion. At this point I had to guide them, and I might have done much talking myself. Then
we moved to the arrange the pictures game, with stills from the picture and some text below
them. I explained the activity and modeled it using the missing word dig, which I wasnt sure
they understood -fortunately some of them did! and they shared its meaning with the rest-.
Again, I forgot to check comprehension of directions with a student luckily they did, but I know
this wont always be the case Im a little frustrated I wasnt able to change this over time.
Learners had some fun doing this, and it was noticeable how the group composed all by girls
worked more efficiently and spent longer deciding how to arrange the pictures on the board. I
was approaching and helping them to make sense of words (the most difficult one was mean).
It was difficult to keep them talking in English, to the point that their teacher told them speak in
English, you know you can... they do not talk all the time in either language, but today was
particularly noticeable I wonder if it had to do with their biology
exam When we checked the activity, there were some misplaced
words that when pointed out, students laughed recognizing the
mistake. I can tell that it wasnt because of ignorance of their meaning,
but rather because they tried to finish quickly and didnt pay enough
attention (they ordered thin as a mean instead of thin as a pencil).
And now, what was probably my worst mistake this lesson: TOO
MUCH TEACHER TALK! I kept reading the ordered paragraphs when
I clearly should had students do it!!!! WHATS WRONG WITH
ME?!?!?!!? Rookie teacher panic? *sigh*
Watching the movie has nothing important to remark. While students did that, I
discussed with their teacher about the possibilities for the oral exam and we agreed in the
following: next class we will work on riddles using description of characters; we will do a writing
work in class where students will write about a Mr. Fox character of their choice and create a
riddle for it. Of course, this has to be done in secret. With that previous work, students will have
to learn that riddle for Tuesday, when they will share it with their classmates and see if they can
guess it!!! Well try to make riddles long, and add explanations as he is a mean person
because.
By the end of the lesson I didnt have enough time to use the Fantastic you worksheet,
so we briefly talked about whether the characters of the movie had ended as learners predicted
or expected, if they were happier or still angry with their situation, and so on. I was glad I was
asked about the meaning of sewer... awesome listening skills!! that was a difficult one. Before
leaving they turned again to their teacher to ask her what was going to be the oral test about,
and well she developed for them instead of me. As homework, I asked them to read chapter 8
of Huck Finn, but I doubt we will be able to finish the book before I leave wont have as much
as three lessons to advance on it.

Day 5: Lesson 3

The previous day to this lesson was probably the tenser Ive had during this practicum
so far. Besides my personal worries to deliver something useful for the students and the normal
nerves of being tested myself, during the afternoon I received a mail from the course teacher
saying she was sick and wouldnt be going to school next day which meant I couldnt teach
my class, but she said there was no chance of rescheduling, which meant there was a chance
of having the practicum unfinished, and she also said we couldnt delay the oral exams set for
this week, which resulted in me mailing my tutor in complete despair and distress. This situation
mutated in an extensive mail exchange full of uncertainties until, luckily, the coordinator of the
English department of the school said she would be representing the teacher. I felt somehow
relieved, but as tense as Ive never been before.
I tried to focus on revising the lesson plan with its pertinent corrections. Forgive me if Im
being too persistent with this, but I would like to illustrate the particularities of the before the
lesson period. As most school actors, my brain is quite exhausted by this time of the year, and I
am less creative and noticeably less attentive my tutors corrections bring many obvious
mistakes out and not so obvious too, of course- and proved an important tool to carry out a
good practicum.
The lesson started fine students were late for the class, but didnt complaint when I
told them we were sitting in a U shape arrangement for the next lessons. For my surprise, one
of the boys came with his foot immobilized: ingrowing toenail surgery new expression for me!
Ingrowing toenail so this is what is like being taught something by your own students, eh!
I started with a rather weak warm-up about the Huck Finn book, asking them to guess
what a fraud is. They answered very well with barely any guidance, but as soon as I asked
which characters in the book might be fraudulent. Silence Oh, gosh. Gotcha! I
thought they hadnt read the book!!! Despite the chapter was less than two sides of paper I
guess they are dealing with their last exams but The activity I had planned for this stage was
ordering events from the chapter, but how to do it if they hadnt read?! I told them to use the
book as help My tutor later told it would have been better to give them some minutes to catch
up with the book, otherwise they would just guess the order of the events which partly
happened. Maybe my choice wasnt the best, but at least it wasnt a disaster. One particular
thing that bugs me now is that my tutor said I need to make them know that not committing with
regular class work has consequences. But I didnt say a thing. These kids are extremely
nice but, where would this decision of mine place me if the situation was different? Going back
to the activity timing was better but not optimum one group took longer despite I called
them I think more than- twice. The correction stage was also weak I asked students to come
to the front and read the sentences, then marked which ones were correct. Not only the font
size was too small to read from the desks, but also it all felt kind of messy.
Next, I presented some riddles in referring to characters descriptions of Huck Finn.
Again, they were able to guess them quite well, although some students seemed to completely
ignore who was who in the story (even the main characters). Students complainedt the book is
too boring, and they are noticeably disengaged with this reading.
Moving to Mr. Fox was a little easier. As their teacher asked me, we would be preparing
an oral exam for tomorrow. I was glad to notice they learned the vocab reddish and use it
galore! (personal win) and despite they are still having difficulties remembering what mean is,

they still enjoy my examples of calling someone fat and advising they should quit on desserts or
candy.
I think my explanation of the guides could have been clearer. They asked me different
things several times, which proved things werent completely understood. Girls were notably
more engaged in the writing task than boys, and despite
observing some minor accuracy issues, I was glad to find two
situations in which student felt encouraged by me: one student
felt
the writing was becoming too troublesome and said she will be
changing her topic for much simpler one I told her she was up
to
the challenge and that she shouldnt give up, since I was there to
help her anytime she stuck to that character! Another one
approached to explain in the L1L- that she wasnt good in
English and so she wouldnt understand what I was saying but
she
was, because she was answering me! I made her notice that, praised her skills, and told her she
should be more confident she wrote double as fast and quite interesting sentences. On the
other side, one of the boys, who is usually very quiet but diligent, only wrote a few lines and
didnt want me to check on him and the other two boys they didnt write anything at all!!!! I
told them many times, but they said they could do without it one of them has only watched
half the movie. I think (and my tutor strongly agrees) that I should have taken better care of
the boys in general maybe a good strategy would have been mixing them up but two external
comments (from their teacher) made me dubious: one of the boys is so shy it seems difficult for
him at a very strong level- to relate with the others, and I was told to be nice to another boy
because he is going through some health issue Im not a fan of preferential treatment, but I
guess I will have to dance to their tune!
Finally, I didnt check the time and I couldn't make a proper closure. Students didnt
seem too worried about tomorrows exam, but I have this awful feeling of incompleteness, and
am afraid they are not completely ready for tomorrow. I mean, not that they should be prepared
to be As and Bs, but I owe them a fair chance to test themselves, dont I?

One final, unrelated thought: Mr. Lucas, I doubt you are reading this, but if you do, I
know the premiere is set for Dec 14th but I would be delighted if The Force
awakens about right now!!!

Day 6: Lesson 4
Today was meant for an oral exam. I explained the details on this
matter in my previous journal, so I wont repeat it here.

Last minute changes had to be made in my lesson plan, which lead to an improvisation
with some flaws I changed the warm-up with a domino game with adjectives, where
students had to write the opposite adjective of the previous one, and add a new one. It worked
quite well, and besides two students who were trying to advance on their drafts for the oral, all
students participated. The problem appeared when one student
wrote tired as an adjective I failed to explain which kind of adjectives
they should be focusing on, and so we had to set the focus in the
middle of the game not very neat from me. Anyways, they had fun
and did very well! They even learnt a new word it just came up with
two boys saying they loved each other, and I told them they were
having a bromance. I explained it was very informal language, and
they got its meaning almost automatically!! The boys were very happy
with this new description of their friendship.
The two students who were absent last class came today and with the class we
explained to them what they have to prepare for next lesson. I gave students some minutes to
prepare and finish polishing their drafts: a few were just practicing and consulted details about
pronunciation or specific vocab they wanted to use, but others were evidently insecure and
some even stuck in the I cant do it idea. Unfortunately, at the same time they were doing this
(and later on, while we were having the test), their teacher had to have some students complete
some exercises from their previous work, and so the class focus were split.
The oral tests were surprisingly good. I asked each student
individual questions and helped them when they stopped talking for some
reason, and every once and then I would direct the question to the whole
group (I thought it would be a good strategy to keep them focused in group
work). I took notes and will deliver the results printed (by this time of the
practicum, Im a very nervous lady with a coffee overdose and my
handwriting is not pretty), but Ive already sent my notes to their teacher and
she agreed on my feedback and marks to each student. Only three learners
are left for next class to take their oral exams. One comment I got from both
my observer and the teacher, was that I didnt provide feedback on the students performance in
situ maybe because I didnt want to cut the flow, or because I was more focused on making
them feel confident with their speech, I never thought of providing that feedback I would just
encourage them. Despite they didnt seem to care too much at the moment, its true they do
deserve to have an idea of how things were.

Day 7: Lesson 5
Todays lesson started with uncertainty as I delivered the lesson plan
late and couldnt receive comments on it on time. I decided to let things flow
and do my best. Students were particularly pessimist today. Most of them
commented they had slept around three hours only, as they keep having
tests, apparently. It was noticeable very noticeable, that encouraging that
group that day was going to be difficult. We started with a little game, and

despite students did participate in it, they werent having fun, for sure sentences as I went to
the boring school or I think the school is bad came up ouch! Students showed they
remembered the use of simple past very well.
According to my plan, I was supposed to shift to the summarizing of The adventures of
Huckleberry Finn, but as the class teacher needed some students to finish previous tests,
learners started, and asking about the orals, their notes, how the school would calculate the
results, and it lead to students asking to finish their orals right away Their teacher nodded and
I acceded.
So we jumped to oral exams. There were only three students left, and they did quite ok:
one too nervous (I had read her notes and were good), one probably memorized too much
(understood my questions but had trouble answering) and the third copied part of her work from
another student, but nevertheless presented a good exam. I will agree with the teacher about
these marks, but she asked me to tell them the results we had already agreed on. I was actually
hoping to give them the written feedback and the final marks on Monday One little issue was
that their teacher didnt noticed we had marked some students with a 6.5 when they pass with a
7, so that was indeed messy, as she had assured them they had allpassed approved. They
noticed the flaw.
As I told them to take out their Huck Finn books, a loud moan invaded the classroom
they looked at me with an skeptic look when I told them we would be almost finishing the book
today, and grumpily gathered their books when they saw each one had to read only one side of
a page I had to make that a point a few times fortunately I brought some copies of the book:
as they share, it was difficult to divide the book that way and make the most of the time. There
was one student who I am sure didnt read at all, and that day was having a particular bad
attitude I had approached her twice already, and even their teacher approached I was
finally advised by the teacher to leave her alone I wonder if I was missing the bigger picture
there
We didnt have time to finish the activity, so it will have to be done next class. Some
students already said they will be absent I guess that since they dont have any penalty for
absences they take as many days off as they want. Their teacher had suggested a breakfast
for that last class of mine, so we invited students to bring some things to
eat and drink I think that is great! It could be fun and it's a great way of
thanking these youngsters for their work with me.
I must confess that I felt more relaxed this lesson maybe I am
finally getting used to teaching Despite the amount of negativity that
day, when I left I was very happy for how things had developed until now.
A little struggle here, a little struggle there, but you never reach anything
good if it is too easy I am going to miss this group

As the next one will be your last journal entry, it seems a good opportunity to reflect upon your
learning process:
To what extent has this experience helped you in your teaching development?
What have you learnt about this age group?
What do you think you still need to learn about students this age?

 Did you do some research on this age group before you started teaching these students?
How did your previous knowledge help you plan your lessons and teach your classes?
What new pedagogical knowledge did you acquire?
What relevance did you give to pedagogical decisions while planning and teaching your
lessons and when reflecting upon them?
To what extent and in what ways has keeping a teaching journal deepened your knowledge
and improved your teaching practice?
These questions are meant to foster further reflection.

Day 8: Lesson 6
Finally! The last lesson had arrived! I was hoping to finish
Huck Finn today and have a breakfast with the students to say
farewell but nothing went as planned literally nothing.
To start with, we arrived late to the classroom already short
in time. I decided to keep the desk as they were, in rows thought
that maybe it would be easier to start with our warm-up right ahead
and work with the chapters of the book.
I wanted to start with a Snap! Game, which is played like Chancho Curiously
(and I cant emphasize how sarcastically I wrote that) students did know Chancho, but
none knew how to play it ok, thats possible I guess, so I proceeded to explain the
rules but they didnt understand maybe with an example? I asked them to make

groups, and had to be insistent because they wouldnt move just looking at their faces
you knew they were fed up. I walked around, but there was this group where the girls
would play completely uninterested and carelessly, they did match the set of cards, but
they didnt care at all. I tried to approach, talk to them, called their attention, but I
couldnt make it much better. The other group was playing better not too engaged, but
at least trying.
When we shifted to the Huck Finn book, the atmosphere went even more
negative. That was insurmountable. Excepting two or three
students, the rest didnt have the book (later on I noticed some of
them didnt even bring their backpacks!) so I had to distribute copies I
had. Then, It seemed that nobody had read anything thing I am
sure some of them did last class. They kept chatting, asking their
teacher for final marks, comments, and whatever it was not related to
what I was doing. In fact, every once and then some student had to
go with the teacher because they had something to finish or sign those interruptions
were difficult to balance. I decided to give them some extra minutes, as a chance to
actually do something. Bad choice. When I cut the time, they hadnt read, they hadnt
done the activity and they hadnt even discussed with the group I actually knew it, as I
kept walking around, calling their attention, asking them to work, asking them to leave
the cell phones, stop drawing, stop sharing pictures. It was kind of disappointing. I
tried to guide their answers with questions they couldnt answer So I put a hold and
reminded them what we had done did last class, what we had talked about, and told
them that I knew they were tired, but that we had to make the best of the time and keep
on working. Finally, I had them speak as much and as quickly as I could, and I filled
in the blanks. Unfortunately, I also had to play bad teacher when some girls would
keep talking in Spanish about some pictures they had, in my face, while I was talking to
them I asked their teacher if we could write down their names (to be truth, I dont
know why exactly I did it, and the teacher didnt get it, but it worked so they shut up I
might have panicked). Maybe I should had called the breakfast off, but I really didnt
want to do that, and I had brought something especially made for the occasion to share.
I was tired as well I could tell by my constant tongue-tripping at least they
found it funny, and it was a good point to make to let them know I understood how tired
they were as well.
Same fast pace was to be applied with the video by that moment I felt there
was nothing much I could do time was running up, and they were not going to do
anything, for sure, so I decided I would make them feel like we were doing something.
After watching the short video and answering with monosyllables the two questions to
which I had shortened the activity their faces shined when they knew we were
finished.
There was no time for the Two truths and a lie game, and I knew there was no
quorum already, so why pushing it? I did ask them to write some words for me, although

when I picked them up I peeked and some didnt even write Oh, well I will have to
learn students opinions about my teaching in future lessons
Breakfast time was very nice. I made them origami foxes and cookies, and
brought some juice to share. I distributed their oral exam feedback and
played put some music, and the environment became very relaxed.
Probably today wasnt the best lesson in this practicum... in fact, it was
probably the poorestr regarding teaching strategies and classroom
management, but making a balance, this was indeed a great experience,
very introspective and enriching.

Fox cookies to close with a flourish!

Being able to put all the theory Ive been learning to practice proved more than
vital: everything seems nice and well sequenced in theory, but there is a huge difference
between reality and the books, and some things were difficult to recall on the spot
Skill is stronger than strength after all
Of course, I had done research on teenagers, particularly this age group, before
starting the lessons, and it came out pretty much as expected. In fact, it was pretty
much as I remembered, except that this group was far nicer than my classroom at that
age. Nevertheless, keeping them engaged and motivated was indeed a titanic task, in
which coming up with variety was a challenge.
All the background I have been acquiring in the last four years were of course
useful to develop the lesson plans, but I must say that I still was very dependent of my
tutors feedback to improve the plans, sometimes in things that were evidently
improvable with my current level of knowledge. Blame it on the tiredness, but I still
needed that backing up. On the bright side, when receiving feedback I could understand

where were the flaws were and the things I had to work on I am sure most things will
be easily polished with a little more practice, and I will keep investigating, reading and
updating actualizing myself to give my students the best of me every lesson. Probably
(and this, making an account for the three practicums) with a little improvement in the
pedagogical decisions Ive made, many of my lessons would have been easier to follow
for the learners.
Finally, and to close this journal, I must say that this space has been great for
self-introspection, catharsis space and to keep a record of what in a few years, will be
good to show how much I will have grown. I think that when you write things down, you
think words in another level: you try to organize the things that you know and the things
you want to say, and most often than not, you find a clearer view on
things you thought you knew about yourself.