1. KWL, What is a good teacher?

, Exit ticket
● KWL chart
Known Want to know Learnt

- Activating their
previous - what to do in
knowledge mixed-level
- Adapting the classes.
contents and - what to do when
practices to their the class is under
needs and level the level or above
- Mixing the four it.
competencies with - when should we
the give positive and
sub-competences negative
- Try to introduce the feedback?
teaching of (corrective
pronunciation feedback, when
sporadically during where, how)
the tasks (best) - how to make
- try to introduce students engage
grammar through better in
the three: collaborative tasks
meaning, form, and evaluations.
and use rather - how to do the
than focusing on rubrics
the terminology - how to motivate all
and giving direct students those that
rule instruction. know they will fail
- try to review and those that are
vocabulary well, too cocky
focus on the vocab - how much can we
they are ask students for
acquainted with independent work
already, provide and when.
multiple instances - how to assess on a
for the same word, daily or task basis.
etc. (weekly, at the end
- focus on the skim of the week)
scan. - how to cater to
- give them students' needs
something to do and likes. how to
while reading and not die doing it. we
listening don’t want to be
- don’t test, but doing new
practice exercises for every
- don't test other student.
competencies - how to not take so
much time
- increase student adapting or
participation creating lessons.
- planify as if you will (what are the
take double the essentials)
 time (time - classroom
management) management
(haver extra techniques.
activities)(better to - affective filter and
do something well, how to not overdo
long, not to crush it.
all things together, - how to use
follow the next technology and
day) innovation.
- Bringing back the
class for class
discussion:
clapping, raise the
hand, the finger to
the nose,
count-down.
- motivating and
dynamic tasks.
- keep a running tab
of what we do:
monitor and
evaluate and plan.
- the session should
be cohesive,
revolving around a
certain topic or
theme.
- change student
interaction every
day. (pairs and
groups of different
number)
- don’t improvise
- evaluation has to
be continuous
(every week the
grade should
change) (they’ll do
better)
- try to change from
teacher-centered
to
student-centered
(change the flow of
the class)
- follow the legal
framework
(curriculum, pull
from the curriculum
and justify
whatever content
you bring in)
- specify materials in
the lesson plan
 - differentiated
instruction (nee,
etc.
adaptations)(native
s and near natives)
- embrace the
meaningfulness of
the tasks, what
they know and
what they need.
- scaffolding for all
difficult tasks. (in
the classroom, on
the
classroom(walls)
outside the
classroom)
- continuous
assessment of
their learning
processes.
- Activate their
critical thinking
(what are our
goals?
competences,
learn how to learn
best
autonomously,
make them be
problem solvers
and creators of
content)

● What roles do teachers play?

we have lots of control over them (teach them to be critical thinkers and not to accept
everything)
Instructor > listener > mediator > guide > role model > educator > responsible for their
well-being (aid in daily life) (tutor) > fashion model

Set your boundaries clear at the beginning (from sterner to softer > you can always let
go but never become more strict)

● What is a good teacher?

- Is empathetic, positive, understanding, motivating.
- Provider, sequences well and knows how to make students follow and
understand and prompt action.
- A person that knows how to teach both language and other competencies (life
skills) at the same time.
- A good communicator.
 - A person that mediates when there are problems or difficulties and provides
tools for the students to solve the problems themselves.

● Exit ticket
3 things I learned and 1 question:
Learnt:
That evaluation should be done weekly.
That the Bloom taxonomy is the most important stuff to order our sessions. from low to
high order skills.
The 4 things we have to focus on. (input only 10% unfamiliar, output readily available,
grammar and fluency)
The jump-in technique.

Question: What are good ways of teaching while moving around the classroom?

2. Notes on CD Chapter 2 pp. 36-54 + 54-67

 3. LSWR chart

L: R:
True, false, or don’t know Place headings on the paragraphs
Open-ended questions Order the paragraphs, or the vignettes of
Short or extensive questions a comic
Underline or circle the pronunciation create a mind map
Poems to learn intonation, rhythm, pitch Match excerpts with pictures
pattern or characteristic Skim and scan for a purpose (try to find
Take notes, create a mind map or create information to make an educated choice
a picture or guess to come to a consensus with
something with minimal pairs of sounds friends by voting)
(sit and shit, bitch and beach) Create a list and then order the list by
the odd one out or S for same or D for some measurement.
different sound (written or with hand analyze the text structure and linguistic
(close vs finger)) elements.
Try to categorize words for the sound Read and categorize info or words from
you believe is common amongst them the text into a graphic organizer.
read and draw
Simpleshow (youtube) make questions and answer them or
TedTalks, youtube or influencer in after
general for model or context. evaluating the text. make a critique
NPR News Now ask questions 5Ws or not available
BBC learning English 6-minute videos

S: W:
Roleplay (has to be very specific in the Write the text blurb of a story
rules or procedure, you can grade it by Write the title of a thing
asking them to problem solve or obtain Write an acrostic
something.) Write a short poem of haiku
3/2/1 Do a short poster that explains an idiom
Dramatizations Write a short response to a text or song
class discussion/argumentation or whatever
reading aloud Create a story from individual sentences
negotiation of meaning game and then read it
charades 180 journal writing prompts (personal)
Create an alibi Prepare questions for an interview
debates Prepare a written form
try to convince others of the presentation plan something or make instructions
of your choice (everyone has to present written spelling bee
the same amount; not volunteers try to do a small wiki
present, during class, too.) try to do a social media thing.
Do an information transfer with the
description of a picture
imitation games

worldly
pictionary
 4. T-chart of praise and polish- Music presentation.
Music
Praise Polish

1. Interesting, real video 1. The video was presented with no

2. Subtitle use instructions for students to focus
3. The send-a-problem strategy was or do anything and there was little
well explained (examples were or no scaffolding.
used) 2. The questions were too specific
4. The lyric-editing activity is both and detached from later
fun and meaningful. purposes.
5. The lyric-editing activity is catchy 3. There were no initial instructions
and may get students into the for students to know what to
habit of listening to English music. expect or what they will do during
6. The strategies were used in very the class with the info presented
creative ways. to them.
7. To merge the idea of choosing a 4. The task of changing the song
song with the topic of the was a good way of making people
lockdown seen in the reading with different levels approach it in
created a very personal and different ways, yet maybe I
meaningful experience. missed some sort of example or
8. The creation of the Spotify list is a explanation about how to do it
great idea to get to personalize properly.
and motivate students as well as 5. The text was read with no
create a good classroom presentation or instruction and
atmosphere. though it had something to do
9. The topic of love and music with music, in the beginning, it
creates a good atmosphere to dealt with a totally different topic
build up class rapport and lower and could be difficult to follow.
the affective filter. 6. I don’t think the students’ focus
________________________________ was directed to vocab, grammar,
or pronunciation in any way. The
10. The finger technique for content was there, the culture too,
answering saves time and is a but students were not presented
good way of assessing the entire with how to really develop
class at once. learning strategies and or
11. To have an extra task is good, language knowledge or skills. But
just in case. we did use English so it was good
12. There were lots of positive practice.
feedback. ________________________________
13. The lesson managed to be very
learner-centered. 7. The instructions could have been
14. The conclusion was adequate. clearer. (steps should be explicitly
15. The material was authentic. provided with connectors e.g. first
16. Writing on the board was good. second third…)
17. Asking them to do the activities 8. The script could have been better
on a timer was good from a task followed at the beginning.
management perspective. 9. The body language of one of
18. Writing on the board is good. them could have been better at
19. positivity was present throughout the beginning.
the lesson. 10. Transitions from one activity to
 20. The topic of songs and feelings the other were not there which
integrates very well with the lead to confusion. There should
tasks. be some one-sentence bridge or
something.
11. The material had profanity in it
and it could be or not be a
problem.

Summary of class impressions: The class as a whole was quite positive and
encouraging. They felt a little bit lost at the beginning, maybe because one of
the teachers felt somewhat lost and could have explained and done things
with more decisiveness, in a clearer way, and with better body language.
They also felt a little bit lost at times because we transitioned from one
activity to the other very fast with no transition bridges and due to the fact that
some activities could have been explained more concisely or could have
been exemplified better with some visuals or something. Nevertheless, as we
said before, the lesson was well received, and the procedure for every task
was well thought out, very learner-centered and interactive, and very
personal and meaningful. The general belief is that the lesson was a very
good attempt at making students get into the habit of listening to music and
sharing their feelings with the rest of their classmates and that it would create
a better classroom atmosphere for learning to happen in subsequent lessons.

5. T-chart of Building Background video and 100 words: How I will make a
video

Praise Polish

1. good use of maps (personal, 1. it is quite fast and maybe too

visual) convoluted (cognitive
2. good use of links with known flooding)(information wasn’t
series like harry potter ranked by level of importance)
3. it is cool to see the fashion and 2. It is a lot of information and might
cars (visuals) and some reason or confuse some students if they
connotations behind it. don’t know what to focus on later
4. you get a good feeling of the 50s. on.
5. good use of quotations with 3. What is the point? Tell the goals
concise information. (he provided before or along the information.
hints and foreshadowing 4. the audio quality is awful.
elements in the future reading.) 5. subtitles could be used.
6. good use of interaction in 6. the text and the things he says
choosing (reactivates focus). are not in sync, thus hindering
7. introduction to real materials understanding.
(videos) and songs which might 7. this is super long.
lower the affective filter, or not if 8. The face did not appear.
students don’t like it. 9. some sort of organizational index.
8. positive and personal at the end, 10. songs could be shorter.
referring directly to the listeners
(he also refers to the students
with some meta language)
 If I were to make a video on reading I would try to use lots of visuals for the
characters and the background but I would rank information so that students
know when they are listening for information about the text or just the context
and the things they have to look for. I would introduce way less text and make
it shorter and more concise. I would try to link the information with the
personal likes of the students.

6. T-chart of Presentations

Technology class presentation

Praise Polish

1. The die was a good prop. 1. Review vocab dice had too much
2. The use it! the strategy was well dead time. The phrasal verbs
explained and carried out. Miguel should have been written
asked and interacted with the beforehand and the rules for each
students in a calm and concise number should have had an
manner. example underneath to make it
3. the tunne it! strategy was clearly more easily comprehensible.
explained. They asked the 2. drawing is fun, but it might be too
students if the task was time-consuming to make so many
understood even if they asked drawings, maybe impose rules,
nobody. like drawing stick figures or
4. short recap at the end before whatever, or do less of them.
creating. 3. It could have had an index
5. creating is adapted (options are (introduction summary)
given for different levels) and 4. It could have been even more
rules are well stated. wrapped up?
6. varied activities, not too long most 5. Don’t ask questions like, do you
of them (except the drawing one) understand? because they are
7. All of the activities were not going to answer. Ask them to
interactive and dynamic (students explain or something, or look at
move) their faces (or thumbs).
8. relevant topics for the students 6. Make it really clear what they
(meaningful, personal). have to do. 3 steps or something.
9. good class management. and put it somewhere it can be
looked at.

Tip: show me, don’t tell me. (descriptive writing, descriptive visuals)
The moving, the talking with others, the social aspect.

7. T-chart of Presentations (travel, love, and sports)

Traveling

Praise Polish

- The questions for the warm-up - The warm-up was kind of boring,
were personal. few people spoke, could have
- The vocab one was more social, had some visuals or some
 communicative, etc. So it narrative, or some group or
overcame the deficiencies of the communicative thing, or maybe
previous task. we could have been asked to
- The listening is low stakes, light, write and think, pair, share or
fun, well explained, etc. It makes done something fisical or social,
you read between the lines rather (the questions could have been
than listen too much. even more specific)
- The send a problem task is well - Maybe the summary of the lesson
connected with previous activities could have been included.
because everything goes around - I didn’t know I had to spot a
the topic of problems during problem at the beginning in the
traveling, so the topic is specific. retell activity.
- The cards set you in the mood of - there is no prompt or exposition
traveling. The cards make boring on how to read the context.
exercises more fun. - What do I do when the other is
- Good management, clarity, etc. thinking their question in the send
- Body language was good. a problem task? Why don’t we all
- Group arrangement was clear. write questions?
- The topic is meaningful and close - deambulate the class instead of
to the experience of the students. staying at the desk.
- Activities are student-centered. - be really explicit when linking the
- The conditionals were embedded ideas and the activities. (think
in the last exercise in a way that aloud as a teacher)
was easily understandable and - always introduction and
used. conclusion or review.

Speak: Round Robin

Read: Say-something
Listen: Retell
Write: send a problem

Content objectives: Students will be able to discuss and recognize common traveling
mishaps.
(Try to do the language objectives first in a generic way and then specify for the
content objectives which are going to be a mirror image)
Language objectives: (LSRW + vocab, grammar, pronunciation + skills)
Students will be able to use short oral texts to express opinions and past
experiences.
Students will be able to apply the conditional grammar structure to construct
meaning.

sports

Praise Polish

- concise theme shown to students. - When choosing the fiction

- Objectives are read by students, sentence in different groups, it
awesome! feels super weird and is super
- Clear and concise change of difficult.
activities and clear instructions, - A little rushed at times.
step by step and simple grammar. - Silent reading might be difficult for
- Good timing, good management some students, some may not do
 to make people stop talking and it?
participate in choral responses. - think alone and then share after
- Good use of board to make our the video. Maybe think twice.
conversation meaningful. - visual timer for the last one.
- positive reinforcement goo
classroom management at the
beginning.
- clear retelling when the group
numbers where given and pairs
were assigned a role.
- good use of graphic organizer for
reading + example of how to use
it with model.
- The last activity had the funny
twist of stature and it makes
everyone get mixed together, this
activity was well used as a
communicative wrap up.
- The think pair share activated
knowledge and made students
speak about a known topic.
- the real material using a foreign
accent.
- well connected.

Speak: Line-up
Read: Jigsaw reading
Listen: Gist
Write: Find the fiction

Content objectives:
Language objectives:

Gist of the presentations: Everyone is increasingly developing confidence, the tasks

have better transitions in between them (more flow), the instructions are more clear
and done in smaller chunks or steps, timing is better, better group management.

8. Notes on The Power of the Story

The advice of experts.
Now, Google. Noise, too much, Story = meaningful,
Memorable: perfect moments, life-defining, personal experiences.
60% story 5% statistics
The story you believe in and resonate with you = follow. (save the children's story
more money)
Emotion decides and then we rationalize decisions.
Statistics we understand but do not feel it. Story activates the entire brain not only the
logic centers.
They get hooked on both story and the storyteller.
Remember, persuaded, personally connected: intellectual + emotion. (convince one
and resonate with the other)
Best stories = best leaders.
Reduce the noise of life with a story.

We make everything meaningful through the use of stories.

9. Notes on Assessment → What do you want to learn about assessment?

What do you have to assess? How do you assess? Favorite way of
assessing. What can you use for assessment in your individual unit plan?
Look for learning: how to assess grammar, vocab, and pronunciation. Search for tips
on how to do it effectively.
How will you assess the unit? With rubrics, observation, journaling, written or recorded
responses, final tasks, etc.
What are some of the best ways? Journaling, or making them do a task. See they do
the job.
Each category on a rubric should have its unique score value because some things will
be more important than others. Try to give more importance to those things you’ve
taught.
Think of the money, time, and how easy an assessment is to be administered. Exams
and essays are usually too much work to grade.
Try to be consistent. The score should be the same no matter who is evaluating.
Try to solve problems in advance, especially with technology. Try to make things not
too short or too long.
Performance and test scores should match. Try to teach useful stuff and always apply
and practice during lesson hours. Try to think of the time. Mix tasks, both easy and
difficult.
Try to do things out of the textbook.
When creating evaluation materials try to think of practicality, reliability, validity, and
authenticity.
There is no need to evaluate every day. The minimum is a week but you may wait
longer.
A portfolio is a good way of making them go back to their previous work either for
comparison or to redid and perceive development.

10. Learning to Learn: Midterm (before: how do you think you did? after: what
did I learn?)
How do you think you did?
In the beginning, I tumbled a little bit because I got confused with the homework we
had to look for. Yet, I think I did well at keeping up with the lesson requirements. I read
everything we had to and completed my tasks. It was quite cumbersome for me to get
notes from the readings. I don’t believe I did a very good job, though I pulled through. It
would have been better if I did more of a mapping and linked ideas from multiple texts
to form some sort of guideline in a class such as this one which is very concrete and for
use in the class, not theoretical. I am somewhat confused sometimes because there is
repeated information everywhere and things overlay, repeat, or are new.

After midterm: I didn’t get that differentiated instruction had 3 different items: content
that can be modulated or adapted for the student or by the student; processes that can
also be open-ended or helpful, like the use of graphics organizers, etc.; and the
product, that can either be chosen by the student or doing something that can be
approached by students with different levels.
This is due to my not getting this right in the theory. I should try to organize all theories
as guidelines.
I did not get a perfect score either in the building background; but, I don’t know why.
And maybe I don’t know how to do it correctly. This is something that is difficult to do
and is kind of the basis of scaffolding, which might be some of the most important
elements of the lesson proposal.

11. Praise & Polish (Gender & sexuality, peace & war, human rights)

Sexuality

Praise Polish

- They merged the focus of the - The pronunciation task is

skills with a focus on Bloom's somewhat loose inside the
taxonomy for each lesson. lesson, I don’t see a relation to
- They thought about the physical the content topic or the other
space of the KWL table. tasks, or a definite purpose.
- They did a vocab table in which - It is not really embedded. It might
we truly get an objective idea of be too direct.
what vocabulary is known or not - The literature piece has no real
known by the students. pre-reading, there is no technique
- Vocab is used in the following that helps students read or
lessons. subtract information, I believe.
- They introduced pronunciation. Day 2:
- They relate the literature piece - The activity is very teacher-led
nicely with the topic theme to talk and long, not many students
about identity in relation to what participate and most would zone
we call ourselves. off.
- They scaffolded correctly into the - I didn’t understand the last task
next exercise (drawing) they about guessing the welsh accent.
explained with comprehensible - Students don’t have enough
input by using questions before knowledge or practice to do said
creating the final product. task.
- She delivered correctly and gave
explanations whenever there Day 5:
were doubts. - The cloze is boring, yet it has a
Day 2: good spin (discussion). Maybe we
- There is good contextualization didn’t need it.
 before watching the listening
video.
- The review was good, and the
intro was personal.
- The video was real material and
showed English variations.
- The video was difficult but we
saw the subtitles and it was good
guessing practice.
Day 3:

- The tasks are very interesting and

playful. (excellent!)
- Multimodal input, cool.
- The playing cards and something
else.

Day 4:
- The warm-up is excellent. They
use previous grammar to do
something personal that could
actually be useful for their
personal or academic
development. Students give
advice to each other. And builds
rapport.
- Think-write-pair-share is fine for
listening and she introduced
guessing, very scaffolded and
comprehensible.
- the main task has to do with the
first one (advice but better, and
regarding the topic)
- she provides grammar/vocab
formulas in a table to do the task
and give us ideas. (It is all very
clear and simple but high-order
thinking.)
- She introduces a self-assessment
and peer assessment task before
handing it in, which is very nice.
Day 5:
- Stopping the video to take notes
is nice. The video seems good.
- The roleplay is well explained
and there is plenty of materials to
help students understand the
situation and the characters of the
play.
- Students do something while the
others present. (how to take
notes is not clear) it has
self-assessment with a table
(good)
Summary:
- good visual support
- the topic dealt with elegance and naturalness.
- they all got good answers from students
- we allow a good positive affective environment
- reiteration was good throughout the lessons
- no downtime and lessons flow

- It could have fewer teacher-led activities on days 1 and 2.

- The characteristics of the accent could be provided.
- show them rubric

Notes:
- I understand how you feel and I wonder if you could find support from
someone close to you like a friend. Please don’t be afraid, they will love you
the same!

peace and war

Praise Polish

Day 1: Day 1:
- They used technology for the - dunno.
writing, cool! it is for the wrap-up.
- They also used Bloom's Day 2:
taxonomy specifically for each
class. Day 3:
- Good contextualization before the
listening (but few students - Too much explanation with no
participate, though in this time of visual support, or interaction,
exercise.) students will get lost.
- The strategy chunk and chew is
used to show multiple listening Day 4:
strategies like: Q1 guessing. 3.
compare 4 explain, cool. - Provide me with a list (organizer)
Day 2: of the similitudes and differences
- using the padlet tool. I have to look for.
- using campus virtual for the
vocab + writing. (personal way of - The student on the blackboard is
creating writing). too slow, it lost me.
Day 3: Day 5:
- Using the blackboard with the - have them do something. voting
Latin sentence was nice. is so random.
Day 4: - give them the rubric beforehand
- The graphic organizer was good and the rules.
and linked with the following
class.
Day 5:
- the ping-pong strategy was great
for the discussion debate to make
sure everyone talks.
- restating their ideas.
 -

Summary:
- The activities were dynamic, interesting, and creative. Well linked together.
- Contextualization was good.
- trigger warnings days before the class, you make one sensitive student do
other things.

Human rights

Praise Polish

Day 1: Day 1:
- visual! personal. memes are - Too much T-S interaction, maybe.
funny Think-pair share could be
- creating a meme is awesomely introduced.
entertaining, and purposeful, etc. Day 2:

Day 2: Day 3:
- (prereading) she gave an
example of a famous speech to Day 4:
get us talking (we were sure to
know it) Day 5:
- bold in phrasal verbs was good.
- collaborative reading was good. -
Day 3:
- I like the strategy chosen for the
reading. (triangle, square, circle)

Day 4:
- use of strategy with the video,
and it is a good one. 2 columns
- the last one the writing summary
is very linked with the previous
one.

Day 5:
- the idea of picking lots of texts
each from a country and each in
relation to a human right is
awesome.
- they have to take notes during the
discussion for the final writing
task.
- the discussion is neatly wrapped
with the theme of the countries.
- the model with the gaps and the
opening sentences for the
students to write, it is checklist
like, is great.
Summary:

- good instructions and organizers.

- use humor!!!!

- stress our words.

- directions before reading
- explain instructions before doing the reading
- try not to turn around and talk.
- have closures!

12. Praise & Polish (Future & technology, Beliefs & values)

Future and technology

Praise Polish

Day 1: Day 1: We had visuals but didn’t use

Day 2: We scaffolded the process of them. We could have seen which
summarization of a text in a clear and ones we did not know.
easy way following one step at a We only took notes during the
time. listening, it was not very organized.
Day 3: The psychomotor element Day 2:
was present in the lesson. Day 3: the introduction of Mentymeter
Day 4: They had a great organizer for seemed a bit over-fetched.
the discussion part. Day 4:

Very good visuals

Days 2 and 3 were well connected.
Joint writing was present before
individual writing.

Beliefs and values (Mine)

Praise Polish

- It was good that we used the - Salva paces too much.

commandments as a way to - Some lessons had too many
create the rules for the learning objectives.
seminar. - The seminar questions were
- We used lots of ABC difficult to understand.
strategies. - Day 2 was kind of difficult to
- The final evaluation was follow. The transitions from
linked appropriately with the exercise to exercise should
other lessons. be more obvious and the
- The final evaluation. explanations could have been
- Poster creation was better.
interesting and motivating. - We should have resized our
- The use of tables with texts better during the
grammar formulas was nice. presentation.
 - It was nice using the - We could have linked the
animated version of the content more to ethical or
literature. philosophical points.
- We asked students if they
followed when needed.
- We valued participation.
- We made it interesting despite
the book we chose.
- Activities promote critical
thinking.
- In general, there was good
cohesion.
- There was good class
management, especially on
days 4 and 5.
- Alba did a good transition of
pace.
- The overview at the beginning
was good.
- Seminar seemed like a fine
idea.

- Everyone should present their thoughts always.

- Always try to provide an example before doing a new task and try to
have a tutorial round for practice.
- Maintain vocab throughout the lesson.
- Be more confident.
- Try to get students to interact little by little.
- Don’t do too much of something (video)

13. Ideas from my Ind. Unit peer review (150 words)

I was suggested to use the song Numb during day 3 of the unit as I spoke with my
peers about using music to make students think about their sense of self and how the
expectations of society and the individual are often classing. I spoke with them about
making my students create a personal identity chart on day 1 and they suggested I
used it, and any kind of student creation, in the following lessons. I was suggested by
Alba that if I were to make students do a message for my future self on the last day that
I should make them do it at the beginning of the course and then I could give it back at
the end of the course for them to see.
14. New KWL with the L (at least 10 ideas)
15.
Known Want to know Learnt

- Activating their - In mixed-level

previous - what to do in classes we should
knowledge mixed-level try to differentiate
- Adapting the classes. teaching by
contents and - what to do when providing students
 practices to their the class is under with tasks that are
needs and level the level or above easy to understand
- Mixing the four it. or at least clearly
competencies with - when should we explained so that
the give positive and everyone can do
sub-competences negative them; we should
- Try to introduce the feedback? make tasks
teaching of (corrective engaging and
pronunciation feedback, when open-ended/broad
sporadically during where, how) so that everyone
the tasks (best) - how to make can participate in
- try to introduce students engage them at their own
grammar through better in level; we can and
the three: collaborative tasks should provide
meaning, form, and evaluations. instances were
and use rather - how to do the students choose
than focusing on rubrics what to do or what
the terminology - how to motivate all to work on taking
and giving direct students those that into account that
rule instruction. know they will fail the task is
- try to review and those that are basically the same
vocabulary well, too cocky and it only
focus on the vocab - how much can we changes in form;
they are ask students for tasks should mix
acquainted with independent work various
already, provide and when. approaches and
multiple instances - how to assess on a intelligence; the
for the same word, daily or task basis. tasks should have
etc. (weekly, at the end scaffolding and
- focus on the skim of the week) should be paired
scan. - how to cater to with materials that
- give them students' needs aid their
something to do and likes. how to completion such as
while reading and not die doing it. we graphic organizers.
listening don’t want to be - Try to use
- don’t test, but doing new corrective
practice exercises for every feedback sparingly,
- don't test other student. for a good reason.
competencies - how to not take so Try not to be too
much time negative. Do the
- increase student adapting or sandwich (Positive,
participation creating lessons. constructive,
- planify as if you will (what are the positive). Try not to
take double the essentials) give empty positive
time (time - classroom feedback, be more
management) management personal and
(haver extra techniques. specific.
activities)(better to - affective filter and - You can make
do something well, how to not overdo heterogeneous or
long, not to crush it. homogeneous
all things together, - how to use groups depending
follow the next technology and on the task.
day) innovation. Groups can also
- Bringing back the be mixed-level at
 class for class times so that you
discussion: get some students
clapping, raise the to learn from
hand, the finger to others while
the nose, students with the
count-down. highest levels
- motivating and review and help
dynamic tasks. others. Tasks can
- keep a running tab be done so that
of what we do: each student can
monitor and have a role in them
evaluate and plan. despite their level
- the session should of English.
be cohesive, Students will
revolving around a evaluate others if
certain topic or they have the aid
theme. of rubrics or other
- change student organizers and if
interaction every their intention is to
day. (pairs and help each other
groups of different and not to provide
number) a score for their
- don’t improvise friends.
- evaluation has to - Rubrics should be
be continuous adapted from other
(every week the famous rubrics that
grade should have already been
change) (they’ll do put to the test.
better) Rubrics should
- try to change from value each
teacher-centered category differently
to and should
student-centered evaluate more of
(change the flow of those categories
the class) that have been
- follow the legal taught during
framework class.
(curriculum, pull - Those that they
from the curriculum know will fail would
and justify enjoy it more if the
whatever content tasks are more
you bring in) differentiated and
- specify materials in assessment
the lesson plan summative. Those
- differentiated that have
instruction (nee, management
etc. problems are
adaptations)(native better off if we
s and near natives) create classroom
- embrace the rules, remind them
meaningfulness of they should follow
the tasks, what them, and aid them
they know and to be able to do it.
what they need. - We should ask
- scaffolding for all students to do
difficult tasks. (in individual work
the classroom, on during the later
the stages of a lesson
classroom(walls) or unit. They
outside the should do first
classroom) collaborative work.
- continuous Only when the
assessment of student has been
their learning taught, shown
processes. models, and
- Activate their practiced can he
critical thinking create something
(what are our alone. He can
goals? practice alone, but
competences, will probably need
learn how to learn assistance or
best feedback from the
autonomously, teacher or a friend.
make them be - We don’t have to
problem solvers assess every day.
and creators of Daily assessments
content) could merely be
observational. We
have to see that
they follow so we
should check
informally with
gestures or make
them summarize
what they
understand and
what they do at the
beginning and end
of activities and the
lesson. During the
week we can make
students do certain
tasks, and journal
entries that can be
summative and be
used for
assessments. At
the end of the
week, we could
have a formal
assessment with
the aid of a rubric,
a final task, or a
small test.
- There are no
essentials, bro. Try
to use the book or
the resources you
 have to pull out the
grammar and
language contents,
then do the
lessons backward:
think of a specific
theme, and
standards, look for
materials, do the
main task and then
the rest. We
should try to think f
were we want our
students to end up.
- Classroom
management
techniques are:
ignore (not very
good), use
gestures to make
them know they
are not acting as
they should or get
near them, call
their attention and
remind them the
rule, support them
so that they can
achieve the rules,
use humor and be
positive, have
serious
conversations if
things are getting
out of control.
- Introduce
technology. Try to
use the apps
provided by the
teacher. You
should try to use
technology as
much as possible
even if you will not
use it afterward.
The computer
room is usually
free.

16. Praise and polish the course

Course
Praise Polish

The final task was neatly scaffolded. We took too much time doing and
presenting the initial lesson plans.
The percentages make sense. We should have been given just a
few minutes to present. Timing
The content used is appropriate and should have been accounted for.
useful for the creation of lessons and
exercises. The ABC strategies could be
categorized by use and relevance.
The class delivery was very good.
The framework for the group and
The lessons were engaging. individual unit plans is too repetitive,
it should be abridged.

We could have been given a model

on how to do a unit plan using
literature. You showed us during the
lesson super fast and you did not
upload it.

To summarize the Curtain and

Dalberg text is a lot of work. I would
have liked it better if it was somewhat
schematized like the SIOP one.

Why did we summarize the first SIOP

pdf when there was a much better
one? (the one that is 8 elements for
teachers) The first one was weird to
look at and we understand better by
using it than by reading and taking
notes. (same with Curtain and
Dalberg)

This lesson should be given during

the first trimester. The final task (or
any task) should not be due during
our practicum, it's cumbersome to
split my mind and time this way.

To have us respond to others in the

forum does not mean that I read or
understand what others have written.

I would have wanted to see how to

do lessons fast and effectively using
models or schemas or resources,
instead, I only practiced during the
master's how to spend my entire
weekend doing a couple of lessons
(at most) out of scratch.

Praise and polish was weird. I would

have liked for everyone to have
uploaded the steps and strategies
they used for their lesson, that way
we could have taken way better
notes. Praise and polish detached
from concrete examples is not very
useful. The presentations were too
fast to do it properly.