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MDD Standard
At the beginning of the lesson, I consider that students were mostly interested on
participating on the warm-up activity, because I started the class asking them what do
they do on their free time or which activities they would like to do more frequently.
Consequently, all of them wanted to give their perspectives about it. Surprisingly,
students who had never participated in the class with the teacher, were sitting closer
to the board for participating and, additionally, I was glad to realize that they raise their
hands to give their opinions instead of just yelling the answers as they usually do.
During the reading comprehension, although I had to explain it more than twice and
then explain it to each pair separately once more, they were willing to carry out the
activity and doing their reading comprehension. They asked me some questions;
moreover, I was also surprised by the fact that they asked me for permission for using
their cellphones for looking for certain words in English because the dictionaries were
not inside the classroom, and every time I walked towards them monitoring, I could
see that they were actually using their phones for the right purposes. Another aspect
that surprises me a lot was the fact that all of them were totally engaged with the
reading and the worksheet and, it was a huge surprise because most of them do not
For my future lessons, I think it is really important that they are able to learn and
lesson they saw some vocabulary related to the new unit, I had not complications in
those terms. A change I could make is related to giving instructions since I could notice
that some of them were lost for a while, even if later they understood what they had to
do next, I think that instruction must be clear from the very beginning of the activities.
3.3.1 Whole Class: Include samples of student work. (Attach these in the appendix.)
During the 90 minutes class, I could observe that students had a difficult time trying to
figure out what they had to do. They called me to their seats for asking me what they
had to do next, every time they finished one stage of the reading worksheet. I reckon
this might be due to the fact that they do not usually do reading comprehensions with
the activities in English because it is not compulsory in this adults institution. When it
comes to the results, they were really good, all of them worked hard to complete their
Despite of the struggle they had to face the instructions in English, they were capable
of complete the worksheet with minor grammar mistakes and most importantly, the
3.3.2 Individuals: Select two students that represent different levels or kinds of
examples of the students' work including student writing, test results, specific student
comments, or your observations to draw conclusions about the extent to which these
The first student I am going to describe, I could notice a huge change in his attitude
towards the class from the very first moment, starting from the fact that he seats in the
front of the class and raise his hand to give his opinion about freetime. I can tell that
he was really engaged to the reading comprehension and the worksheet, when I
dialogue part with his classmate. Furthermore, he was constantly asking me whether
what he was doing was right, also asking me about the pronunciation of certain words.
In terms of learning, I think he did learn some of the new vocabulary since in the
following class, he was able to use the language I had taught them. Not only do I think
he learnt because of what I observed, but he also told me he had finished the activity
The second student, I could notice she did not have a major change in comparison to
previous classes, due to the fact that she is always engaged with English classes. She
always do the activities and help her classmates when they have doubts. But, she was
always raising her hand to give her opinion or to answer my questions when doing
3.4.1 Identify what you believe to be the instructional strategies and activities
I believe that the most useful strategies I used in the lesson were, firstly, telling them
that I want to know what they do on their free time since they are adults and they really
enjoy to discuss about their lives; thus, they were immediately interested in what we
were going to do. Secondly, using some pictures (movies) to ask them what they think
are we going to do next, they had to predict it and I think it was helpful because all of
3.4.2 Explain how your teaching behaviors affected student learning. Consider
activities, leading discussions, the pacing of the lesson, and the overall
carefully the steps of the reading that they had to follow. Hence, I realized that this
was not enough, whereby I tried to explain the instructions again, but in different ways,
I include CCQs and ICQs for checking their comprehension and going back if they had
a face of not to be understanding. Even though the tasks and the reading I made were
planned for a certain time, I understand now that anything could pass while doing a
lesson.
Repeat same sequence of prompts for Lesson 2
First of all, it is important to highlight the point that my second lesson was exactly the
same as my first because I did not have other instance during my teaching experience
to develop my real planned second lesson (This was already talked with my teacher);
therefore, it was developed in the next classroom with the parallel of the first group.
During my second lesson, I had to confront just few different things. One of them was
that I had some problems with students behaviors before I started my class, for
instance one of them started erasing what I was writing on the board, other students
were talking through the window, some others were developing different tasks for
different subjects, etc. When I asked them politely if they can sit and pay attention to
the class, most of them immediately started paying attention to me, and as the
previous group, when I asked them what they do during their free time, all of them
wanted to discuss about it. I did not have major problems in participation terms, just in
behavior. After the lead-in activity, some students started distracting their classmates
and the teacher was talking with some of them about final activities, while this was
happening, I was trying to give the instructions for the reading comprehension and I
told them that these activities will have some points to their final grade. At that moment,
all of them started to work, even those who never worked with the teacher and from
that moment the class was in peace; consequently, I can give the instructions again
strategies, procedural changes, materials, activities and assessment. Explain why you
As I mentioned before, I did not have the instance to develop my true second lesson.
However, considering the aspects that I had to confront during this second grade, I
think it is really important the classroom management, due to the fact that they distract
easier than the previous grade, and are a bit more conflict and confrontational than
the other grade. I considered that this point is important because in English classes is
difficult to catch everything from the very first moment, and even more if students
distract so easily; thus, all can be transformed in a mess inside the classroom without
3.3.1 Whole Class: Use the assessment data you collected to draw conclusions about
the extent to which the whole class attained all learning goals. Support all claims about
student learning with observable data (e.g. student writing, test results, specific
During the whole module of class (90 minutes), I could observe that students were
incredible distract with other tasks, with the teacher while observing their grades from
the class book, and other things; therefore, it was hard to catch their attention for a
minute. Nonetheless, when I explain what they have to do, everything was in order
again. They called me just few times to their seats for asking me what they had to do
next. When it comes to the results, they were as good as the previous grade, most of
them worked hard to complete their worksheets; although they were so disordered,
they were able to complete their worksheet even if it was to receive their extra points.
3.3.2 Individuals: Select two students that represent different levels or kinds of
learning goals, one of which must represent higher-level learning. Use specific
examples of the students' work including student writing, test results, specific student
comments, or your observations to draw conclusions about the extent to which these
The first student I selected, had a good level of proficiency in English language.
Besides, she paid attention to the lead-in and instructions from the very beginning, she
completed all the activities of the worksheet, she participated actively during the whole
class and offered herself has a volunteer to read out loud the reading comprehension
(dialog part). Also, she asked me when she had doubts about the activities and her
The second student that I could observe from this particular grade, had a bad attitude
from the beginning of the class since he started erasing what I was writing on the
board. As far as I know, this student had always conflicts with all of his teachers
because he is a bully and he do not want to do any activity at all. Despite of being a
very disrespectful student, when I started giving the instructions and when I told them
that the activities will have extra points, he made an effort to complete the worksheet
because he urgently needed to raise their grades to finish his fourth grade.
3.4.1 Identify what you believe to be the instructional strategies and activities
From my perspective, even if the class at the beginning of the lesson was a mess and
my teacher does not help, I think that this time my instructions were clearer than with
the first group of students. This could be because my teacher was evaluating me with
the previous grade and I was extremely nervous at the beginning, but with this group
I was a bit more relaxed; thus, they can do their work without asking that much as the
first group.
3.4.2 Explain how your teaching behaviors affected student learning. Consider
activities, leading discussions, the pacing of the lesson, and the overall
Before starting this class I felt nervous, but not as the first time. Thank to this, later I
felt more confident when explaining the reading comprehension and the activities they
had to develop next. I think that this could be because I looked at their faces and they
had a peaceful and understanding expression. Even if my teacher does not help me
maintaining the order of the classroom and controlled them, the class was successful
implementation of the lessons that you will do differently the next time you are
L2 use: Previously, I explained that this institution does not use English compulsory
during the developed of the class, but I always try to find some ways to communicate
believe that the use of L2 is extremely important in English classes because for my
future lessons I would like to controlled the use of the L1 inside the classroom, of
course I would not exaggerate with L2 use because I do not want to overwhelm
I need to find ways for explaining the learners without going back to their L1.
Giving instructions: For my future plantings, I think that I should practice more how
to give instructions. Moreover, I have to plan more than one or two ways of providing
the same instruction in order that students can understand easily what they have to
do because not all of them will understand the same way. Using more modeling and
MDD Standard
The teacher candidate identifies the main things learned in this practicum and ways
in which this learning has informed their professional development needs, reflecting
on the meaning, values, and purposes that will orient his or her professional life.
4.1 Reflect on the main things you have learned about teaching and how these
relate to your understanding of the profession and the values that guide your
work.
The first day I arrive at the institution, I realized that it would not be easy because it
was an adults institution and many times I heard whistles and students screaming
things while I was walking by the hallways. I must say that it was very uncomfortable,
they were adults or young adults and I cannot say anything to them. During the
warm up activity, or giving them the opportunity to express their opinions. It was difficult
to think in how can I do to engaged everyone, or how can I start my class if they arrived
late (40-50 minutes late) because of what I observed previously, they simply did not
arrive to classes or did not pay attention to the teacher. It was hard and I felt scared
and extremely nervous before starting the class, I felt also insecure about students
response to my lesson.
One of the most important things that I learned of this experience, was the fact that
while I was observing the previous classes, the teacher usually confronted them, and
as this institution have students with high social risk, many of them start fighting back
to the teacher. I considered myself very patient, I do not have problems in explaining
the instructions as many times as students need it. I also think that as I am soft and
sweet to talk, it could be a problem with those students who are always confronting
you. Luckily, it was all upside down. When I explained things, they were always listen
to me, they asked me without scared, they work incredible well, they told me that they
like how I treated them, and that for me, was incredible surprising and exciting. I
learned that we do not have to be so frontal with them, sometimes they only need to
be listen, they only need a bit of care, patient, humor and love. Now, that I already
finished my experience, I can say that was gratifying to achieve the aim of the lesson
and to be listened by the same students that I was scared about the first day of my
bachelor's degree and share with them that day. To conclude, I must say that even
though I had no high expectations on certain students since I had seen they were not
making questions and asking for help every time they needed it, and I was glad to
provide it.
As I write on my MDD 5, I really think I should practice more how to give instructions
disabilities that students can present because the process of inclusion requires
teachers that can know about this topic, how to deal with it and how to treat students
appropriately.
Appendix: