OBSERVATION REPORT 4:

The observation was in first grade with the teacher called Casuccio M. Florencia, the topic that the students worked was “Clothes”.

They started telling the day of the week (Monday, Tuesday, etc.…), and then the teacher asked “What is the weather like?” it´s sunny, they replied. The atmosphere of the classroom was very good, because she treated all students equally.

She drew many kinds of clothes (skirts, t-shirts, etc.), on the black and they had to pronounce the name of each clothes aloud. Then the task was to color and draw the clothes on their own hardback, she was checking with each student, the activity was very easy but many students were the forty minutes drawing because they didn’t have rules about the time of the activity, but they had rules about behavior because they were quiet, and if some student was wrong or stood up, she said please come back to your seat, please be good.

She didn´t manage time because the task was unfinished, it was the only task, and a very poor routine, she only wrote the date on the blackboard but she didn´t show them any kind of picture or something like that.

She told me that students only work with books because this is the request of the authorities and parents are happy when they work with it. They only mentioned a few words in English because they didn´t have any opportunity to speak.

I think in first grade it is a very good opportunity to work with games and activities. 

Observation Report 3:

The observation was in fourth grade with the teacher called Maria Laura Bianchi, and the topic that the students were working was “At the wild life park”.

The teacher started with a speaking routine a song, when students were ready they sang a song with movement, mime and facial expressions. They sang “Good morning, Good morning” etc.… The teacher was prepared to speak carefully in English, first she wrote the day on the blackboard, and then she asked, what the weather was like?, and in her hands she had a variety of pictures (sun, cloud, rain etc.…) and the students had to answer. They did it very well, because that is a routine for them.

She used a variety of techniques to make listening input and comprehensible. She wrote on the blackboard “ask and answer”, Can a parrot fly? Yes it can, no it can´t, Can an elephant jump? Etc... She used gestures and body movement about animals. She repeated and rephrased all the animals with meaning (a snake, a monkey for example). The words were clearly used in every explanation, they had plenty of opportunities to participate and speak about animals and their wild life. She was checking their comprehension students by students and when they didn´t know how to do the activity she helped them. This is the first task they had to do, although the majority of the time the teacher spoke in Spanish they managed very well speaking in English, I would have spoken more English like a teacher because students responded well in this.

The speaking environment wasn´t active because the majority of the time they were working in the same activity and if some students finished first were very dispersed because other part of the students hadn´t finished yet. Then they corrected the task on the blackboard. They worked on their own; the last five minutes they did the second task of their activity book. The teacher put a cd on the radio, gave the instructions in Spanish and they had to listen and circle in the correct animal; then she mentioned every animal in English and the students repeated their name. She used in many opportunities, “are you ready”, “very good”, “well”, “it´s great” to motivate students; the activity was unfinished because they hadn’t time to finish it. I think she stayed lots of time in the first task and she didn´t take advantage of the time to speak more in English and make activities short. To finish they had homework, describe one animal with their characteristics.

Is very important to keep an environment active in listening and speaking, furthermore when students respond very well in English, but in this case listen and speaking weren´t active, only in some moments, but students showed comprehension because they recognized the main vocabulary words.

Observation Report 1:

I would like to describe my observation, it was in fifth grade. Since the beginning the class was very energetic. The teacher wrote the day on the blackboard and started the activity from activity book, she said “I am scared of…” she guided them with questions, if they didn´t know she helped them. All the time students wanted to participate.

The children were spontaneous and they weren´t afraid to speak, when they didn´t know any words the teacher in many occasion helped them with sign in her hands. She spoke the majority of the time in English, even she used present perfect, and student’s didn´t know the grammar (have you seen… have you been…) but them responded to these questions because she was repetitive with this, and they incorporated this to their vocabulary.

The students were curious and receptive to new ideas, she worked with the activity book, she asked all the time about the topic which had worked before, and the grammar that they were reading in the previous class, students responded very quickly( for example different word with plural).

She used her imagination and she said “If you have to go on a camping, what do you carry?” The students said one by one, and she interacted with their answer to continue speaking English with different topic like food, music, clothes. When they didn´t know a word she wrote on the blackboard and children repeated it.

She moved quickly from activity to activity, spending about 5-10 minutes per activity. She captured their attention speaking about post card, the students had never heard about, and she explained it. Then she read an article in the post card and made an activity to match. She worked with one by one to know the answers and then with the whole class to know the questions about it.

They didn´t use audio visual, song, but she made learning fun using their imagination, and the learning was interactive; when some students had problem with tasks she helped them, but at that moment the class was dispersed. I think teachers should have activities for that moment when they need to help students because it is not easy to create a peaceful environment.

They didn’t interact with others objects, they only used the activity book, is a pity because children had lots of knowledge about English and energy to interact with activities. They were enthusiastic about the tasks, it had purpose and goal because students could understand and develop their imagination.

She was very clear with the tasks, all the time she was guiding beside them, she supported with words of cheer like, very good, excellent, you can do it, and the students felt enthusiastic to work.

I think she used many techniques and was very clear when she spoke, she resolved every situation adequately and teacher taught contents by means of questions all the time. The class was achieved.

Observation Report 1:

I would like to describe my observation; it was in 4th grade whose teacher is called Maria Laura Bianchi.

It was an active class where the teacher started asking, "What the weather was like", a girl held different figure like (sun, cloud, rain) then she put on the blackboard the sun.

The teacher put a microphone on her ear, and her voice sounded loud.

The class was active because the students had different interaction with the teacher.

When they had to read aloud, all of them wanted to read but the teacher had to choose one student in different time, and when they had questions they asked the teacher for help, and in that moment all the class was mestless, it happened several time.

They worked for themselves with an assignment from the book where they had been working previously.

She used different learning styles such as, musical. They sang a song with movement referred to the song. The linguistic stayed present. 

When students were reading, sometimes she asked in English, but only a few words.

The activities were very naturalistic because students knew a lot of English, but they didn`t show their knowledge because the majority of the time the class was in Spanish.

She used relevant contexts, they had to read and she asked them about the article which was in the book, and the same time she taught about, geography, culture, the majority of the students spoke about that.

The task was to describe something similar to the article that they had been reading a few minutes before, she used a model task from the book and clarified expectations, put on the blackboard an activity, Then they had to walk to the front and complete the activity that the teacher had written on the blackboard.

I liked all the activities she gave, plenty of comprehensible input, with techniques like gestures, repetition of the new words and rephrasing to help students.

I think she used many techniques and was clear when she spoke. I would have liked to listen to more English in the class, because all the activities were only grammar, but she resolved every situation adequately, and showed me how to cope with a huge group of children. Class was achieved.

GRABBING 

THE BULL BY IT HORNS

"IF YOU ARE INTERESTED,IT`S EASIER TO MANAGE"

We need rule,routines,trust and participation  from the students so that   the class can  develop fluid and efective.

ESTABLISH  WARM-HEARTED                     :

•  Teachers greet students every day,they should know their name,things that they like,it can help students have more trust in her.
• Theachers of YLs are responsible for helping students in their growth and in becoming good citizens.

CREATE A CONFORTABLE AND SAFE PLACE

• The goal is to create a positive and productive atmosphere for learning,teachers have to become good managers.
• It`s very important to create an arrangement that will have the following qualities(see all students  in front of the room,the seats can be moved to to work in pair and group work,etc)
• The wall space for brightly clored posters,pictures,it can help create an engaging environment to YLs,the goal is to provide and English-Speaking environment.

INCLUDE STUDENTS IN THE ELABORATION OF RULE

The rule are different from the routines (rule have consequences,but routins are reminder).

Teachers of YLs always have rules,how you enforce them,will determine your success as a teacher,and know what the school rules are.

Teachers can even co.construct class rules with older  so that they  become more responsable for their own behavior,all students can participate in this process like a contract.

Establish consequences for certain actions,if students don`t follow the rules.

Is a good idea make these, in the begining of the year,everything must be comunicated openly and clearly.

COMUNICATION TEACHER-STUDENT

                      

                         The key is to build good relationship with students(said Joan Kang Shin)

When we teach,we must show them ,patience, compasion ,self control, because students watch us,listen, learn and repeat what we teach them.

Treating all students equally and fairly is important because we want to encourage all students to do their best,However teachers should avoid having favorites and instead created a feeling of trust with all students.

CREATE ROUTINES

• The main way to manage a class full of YLs is to develop classrooms routines,these rituals can help them build real language (starting the class,establishing the date, brain breaks,cleaning up the room,etc).

                              First grade students demonstrate and describe the daily activities.Some of these activities include entering the classroom,morning meeting,using  word wall,centers,math.calendar                                                                                     and behavior.

Like teachers we have to face conflicts and we must be fast and intelligent to resolve it.

YLs have so much energy are ,easily distracted, tend to be very egocentric,there are ways teacher can keep control of the classroom:

1. Planining the material and instructions before the class.
2. Keep the peace of the class.
3. Fill each moment with angaging activities.
4. Include parents in activities,conect the school with the house,and how they can help, if students  have problems.

In my opinion there are links between school culture,routines and management,the importance the instituton has a good organization.
Authoritis,teachers  organized  a plan of work and study, because these things that i have mentionaded like,routines,comunication,etc, are necesary to establish a good learning from the students.
If they have a solid base,all the rest will work well.
And we know that are in the right path.

                              INGREDIENTS FOR A GOOD ELT:

 When we organise and teach our class,we must take into account these things for a good (ELT)English,Lenguage,Teaching:

PLANIFICATION: A good designed of education and evaluated with goals,objetives for ours students,because it is not same to teach children as young learners or adult.
Introducing international cultures can be also arouse their curiosity,and introduce them to the world where they may be using English in the future.It`s important to expose students to lots of different cultures.

LEARNING ENVIRONMENT: It`s very important,because a good environment with visuals,material didatic,adecuate furnithure can help them in the learning.
Many popular childrend`s stories and tv shows take place in a fantasy world,they complay make-believe by dressing up in custumes and pretending to be characters using English.
Children,young learners construct knowlodge from interacting with the physical enviroment in develop mental stages.
Every child is different in their learning,their maturity,some students are faster than other,
Young learners are easily distracted,teachers should try to capture their attention with different kinds of activities.
The impotance that students have a shorth break, is necesary.
Succes in a foreign language depends on the characteristics of the classroom environment.



                                   

NECESSITIES: Sometimes young learners can get frustated with a task,teachers need to know how to alleviate frustation on the spot, if teachers are enthusiastic and passionate about the topic and activities,the students will be.
The adult`s role is very important for a correct learning and evaluated of our stdents.


METHODS:It´s important for students to experience all types of social interaction with each other and the teacher,because communicating in different contexts is like real life.
Activities,books,games,use topics like animal,plants,pictures,audio visual(movies), interaction in the local enviroment like; zoo,park, museum, all depending on their ages.
Grammatical structures are the building blocks of language,they will gain an undestanding of the grammar through repetition and recycling of the language in different contexts.

I created this pyramid to show you,that with this point,they can obteain a good learning.

In my opinion i like the metaphor of the pancake-pile,because all these points,that i have mentionated will be on slice of knowlodge ,ready to be enjoyed,becuase our preparation as teachers help students to enjoy the subjet,and the new challenge to learn (ELT).

They have the ability to understand the new language structures and use them correctely.