Fifth week

What I saw.

November 10th, 2014.

The topic was: pets and wild animals.

That was our final week of teaching practicum with children. It has been an amazing experience. Children are smart, spontaneous, and fun. What I can say about my classmates’ performance is that they had done a great job. Everyone has improved many things to teach better. Also, every lesson was very meaningful not only for children but also, for us. Children were more confident and they  enjoyed warm ups in which they have to sing. They were able to list at least 15 animals.

 

On the other hand, there were things that I need to improved because in my part of the lesson, children were distracted by the stuffed animal that I gave them to perform an activity. It would be better that I gave them at the moment that they read the sentence.

My case of study.

That week Andrea was happier, she smiled, she socialized with others in the break time. Furthermore, she performed each activity very well. She did not miss any lesson. Now, Andrea can count in order from 1 to 15. Also, she knows what animals are pets and what are wild. Moreover, she knows the alphabet letter and now she can spell words. In addition, It was a honor met at Andrea and be part of her progress those weeks in which we taught her and all her classmates different topics. 

Fourth week

What I saw.

November 4th,2014.

During that week children followed short instruction, they remember at least 15  body  parts studied in the previous week. I think that the only new for them were: chin and belly. On the other hand, in our lesson children were paying close attention to each activity that were prepared for them. In the warm -up, children couldn't hear the hokey pokey's song because we didn't have speakers; however, teacher Emma sang  and children tried to follow her not only singing, but also moving some of their body parts depending on what the song was saying. Besided that, children really enjoyed the monsters. Also, I want to mention that children were able to list the body parts and each monster. In my opinion, it was not easy to described them each monster using have/has plus the body parts. 

November 5th, 2014.

On the one side, we had Brenda's group. I liked the way Claudia performed the warm-up part,  she made sounds and children have to guess what animal corresponded that sound. Another thing that I saw and it was really nice was, Gaby presentation it was a good activity to improve their cognitive area. On the other side, we have Yudi's group. It was hard to teach grammar; however,  repetition is our technique to to internalize them that part. Probably at the beginning they were confused repeated affirmative, negative and question (does she have?, No she doesn't, etc). 

Things that I did.

My parts of the lesson contained two activities. First, I was sure that children could draw their own monster because the first group did the same activity with them; nevertheless this time was a little different in instruction because I told them that they will create their own monster. They could draw it at their imagination and as they would like, with two heads, four arms, five legs, etc. I draw my own monster as  example while they were drawing theirs. The second part was challenging not only for them, but also for me. I gave them the quiz, they started to write their names, but later, they asked me, "what are we going to do in the first part"? teacher,"I do not understand." I was worried in order to help them, I said, "let's remember the days of the week," and I started to repeated for them more than twice. Finally, they wrote it as they heard. The parts II and III they could solved it not correctly but they did, I just read the instruction for them.

Things that I should improve.

That week I didn't receive any constructive comment of my classmates, but there were some comments that as group we should improve. Those comments were: we could change the lyrics in songs, but using the same rhythm. Another, to try giving children option when we ask them question. Last but not least important, we should not use synonyms (Gabrielita, Andreita, and so on) in order to avoid any comment of preference in children.

My case of study.

After the 3 weeks of diagnostic class, Andrea was one of girl that used the vocabulary that we have taught them about expression. When she came in to the classroom she said, Good afternoon. Also, when she wanted to use the bathroom she asked, “Teacher may I go the bathroom?” then she said “thank you teacher.” Although, Andrea is only seven years old she has good physical and cognitive development. Her motor skill is well development, she followed instruction when teacher said clap, jump, walk, or move their body.  This week, she presented her ability in a drawing showing her imagination. However, she was not able to solve some complex items in a test, but she tried to solve it. Here is the evidence.

Third week

What I saw.

October 27th, 2014.

Some children have missed that week, and the group was reduced to 15; however, those who  assisted at classes came with expectations every time. Also, Josue is learning to moderate his behavior. Also, we tried to encourage that the most quiet children were part in the activities.  

The topic was: Clothes.

 The group number one, presented good interaction and classroom management. I noticed that children had fun when they were watching the video and singing the song. Besided that, children knew how to spell. Moreover, teacher Fatima's part was really good when children got dress, it was really entertaining and I saw children's faces that they were enjoying it. On the other hand, members of the group to which I belong have presented a breakthrough, I noticed that many things have improved thanks to the comments of our colleagues made us. Susan and yuri's activity were enjoyable. As well the group one, we had good interaction and classroom management with children. 

 October 28th,2014.

The topics were: Parts of the body and Preposition of place.

That day both grops did a good job. It was a little hard when Brenda was in the presentation part. Eventhough, we did not teach grammar. It was a challenge using question Do you have___? Yes, I do/ No, I don’t. Does he/she/it___have? Yes, she does. /No she doesn’t. After, they repeated more than twice they got it. Moreover, children have presented a good progress now they follow instruction in full English, they understand questions and some of them tried to apply the vocabulary acquired so far.

 Things that I did.

 I tried to call children's attention. So, I say "hello" aloud. It was effective because I got their eyes on me. Before I started with my part of the lesson. I was talking with my classmate and we decided that it would be better to give them the instructions before we gave the material because if we gave the material and later the instruction they will not pay attention. After that, I remember that I asked them to write 6 items of clothing in their bingo chart. It took them to much time to write it. Thus, I decided to wrote in my bingo chart that was pasted on the board as an example of what they had to do. I think that the first try was failed because they only copied what had written; however, on the second try by themselves they chose the own items of clothing from the rope to complete their charts. In addition, I put 3 paper color under the stamps of  3 children. One of that paper was in Naomi's stamp. She tried to hide the paper, but it didn't work. Eventually she ended up being a volunteer in an activity in order to encourage her.

Things that should improve.

According to my classmates, I should practice more to give instructions. Also , if I want to ask them something I should write the question on the board or pasted on it because they are able to read. In general, we have to play with the volume of their voice when they repeat a phrase or answer questions and avoid that they yell. Also, start to confiscate objects that are not part of the material in the class.

Case of study.

That day, Andrea was less shy, more relax, and she started to interact with her classmates. However, in her cognitive area she was not able to Identify yet the preposition of place: this, these, that and those.  On the other side, the worksheets about clothing and pets she answered them correctly.  Beside that, Andrea was always focus on what teachers were saying.  

 

 

 

 

Second week

October 20th & 21st, 2014.

 The topics for that week were: The alphabet, Days of the week, school objects, and This and That.

Things that I saw.

 I noticed that this day four children were missing. Nevertheless, the ones who came at class participated in every activity that both groups have prepared for them. They really enjoyed the bottle game, they played it once and again. On the other hand, that day children were calmer when they were developing some activities, but I realized that when there are physical activities they tend to lose a little bit the control. 
The following day, the groups 3 and 4 had their first teaching practicum. Teachers presented good interaction with children. Good volume of voice and classroom management.  On the other hand, children performed very well the activities and could realize that they are spontaneous if they do not how to pronounce a word in English they invented. That happened when Yaneli asked them "how do you say tijera in English?", a child said, " tijer" instead of scissor. Everybody knew that children are very creative and have a lot imagination. 

Things that I did.

In that occasion I was responsible for developing the presentation of the topic: days of the week. I confess I was really nervous when I asked them Who knows the days of the week in English? I didn't expect that they answer was a deep silent. However, I start to list the day of the week from one two seven. Then,  I paste them on the board. Later, two question were pasted on the white board (What day is today? and What is your favorite day? ). First, I answered those question and later children has to do it, but they were confused at the beginning. In English the first day is Sunday; so, when I asked them what day is today? they answered Sunday instead of Monday. I repeat it once and again until they got it.

Things that I should improve

The first thing that I should improve is, to look for another place to paste the material and do not cover it the one that is already pasted. Second thing that I should improve, to invite children to speak louder because this time I moved many times where they were sit to hear their answers; so, next time I will encourage them to say their answer louder. Third thing that I should improve, when I feel nervous, I will breath and I will try to not look at my professor. I will focus my eyes on my students. 

Case of study.

Andrea is in early childhood.  Andrea is a shy girl and she did not interact easily with others, she just talked with her relatives (Nelson and Oscar); nevertheless, that reaction could change while time pass.  According to physical stage, at this age children become more refined in their fine and motor skills. Andrea has demonstrated good control of her skills. She participated in the warm up. If it is a song, she sang; if it required any movement, she did. Also, she was one of the only ones that said "good afternoon." She tried to use some expression studied in the previous class.

First week

October 13th, 2014.

 The Diagnostic class. 

I believe that all of us were anxious to meet the ones whose going to be our students. On the one hand, some children are very energetic it could be a challenge to do not lose the control and keep them working. Something in favor, is that children have previous knowledge in vocabulary such as fruits, pets, and numbers. About the work that my classmates performed were really good. I liked the way Yaneli taught because children were focus in the activity.  On the other hand, the place where we were teaching tend to distract children because in many time I saw that they liked to watch through the windows. In general, children performed  very well  each activity that my classmates prepared for them. 

October 14th, 2014.

 I will start saying the things that I saw. In general Miriam's team did a good job. I like the warm up's part in which they tried to sing the song. The visual material were very good, that attracted children's attention. However, in both group there were moments in which children were distracted and I saw expression of what can I do to to keep them calm? In addition, it was our first class and I considered that every colleague did their work very well. At the end, in a 80% children performed well each activity that both groups have been created for them.  

Now, I will say the things that I did. 

Well, in the warm up I tried to call every students to make a circle, but just few students have already eaten their snack. I started to sing the Bingo's song and they tried to follow me; however at the beginning I didn't have success, but at the end they got it. Also, they made every movements while I was singing the song. On the other hand, in the wrap up I invited them to have a sit. then, I showed them some flash card and I asking them which personal pronoun match with the picture. at the beginning only the first line responded it, but instead of that all students say the pronoun I did the mimic that I didn't heard their answers. After that, all students say aloud the pronoun that match with the picture that I showed them. It means that they got what my colleagues taught them. 

Lastly, I would like to mention what I should improve. 

 I should verify that all students have already eaten their snack before I start an activity because in the warm up some students were eating and it didn't let them participate in a 100% in the activity. Also, it could be dangerous because someone might suffocate when they were drinking the juice and singing the Bingo's song. So, next time I'll be more careful about it.

 

My case of study

She is a pretty little girl whose name is Andrea Yamileth Preza Lopéz. She is 7 years old. She lives with her parents, her older sister, and her twin brother. Andrea lives in San José Guayabal. Andrea is a shy and quite girl. That's why I decided to work with her and see her progress in the classes. 

In the Diagnostic class Andrea was one of the girl that participated in all the activities. She was not the most energetic, but she was really focus on what teachers were doing for them. In the second day, Andrea as well many of her classmates were a little lost because this day we started the class full English; however, she tried to repeat in a low way when teacher emphasize to repeat. I have the opportunity to talk to Andrea and she told me that she knows to count the numbers up to twenty, but not in order. In addition, when she came to class the second day, she was one of the children who said "Hello teacher." 

Second day in the workshop

I felt more relax and I was anxious to learn some Techniques for public speaking. 

This day was a little different we perfomed more actitivities than the previous day. During the workshop to tell the truth each exercise was interesting. It was fun to learn the breathing technique to get greater resistance when we speak in public. As well as the importance of pronounce and ending every word to avoid misunderstanding in the person who is receiving the message. Moreover, when we teach, we must know how to adjust the volume of our voice  and every student listen perfectly what we say.

In addition, in our profession we have to be dynamic, creative and imaginative with our students. Make them feel important, unique, and beloved.

In brief, at the end of  the workshop, I expected more real techniques. However, I learned not only some techniques  for public speaking or Corporal expression but also, I learned to enjoy more with my classmates and show more affection for them. As well appreciate all that we have gotten through years of work.  

Thank you teacher for let us learned from this way!..

Workshop (First day Corporal Expression)

As future teachers we know that teaching is not just stand in front of the students and talk. Teaching is also an act or experience that has a formative effect on the mind, character or physical ability of an individual. Our movements, expressions and tone of voice make a class to be more entertaining but sometimes the scenic fear prevents people to perform better. We have had the opportunity to participate in a workshop two days to learn Corporal Expression, and Techniques for public speaking. 

The first day.
Before, the workshop start, I was nervous. Also,  I was wondering what kind of activitities we are

going to do and who is going to be the instructor. However, each question had its answer while the workshop was developed. The objective of the workshop was to lose the fear and put aside the prejudices. We performed several activities that involved the expression of the body but I could say that I feel really impressed of myself in the  activity where we read the answer at the question that the instrunstor has asked us. I noticed that almost everybody passed to the front and they were placed in the same place. Moreover, one of my classmates had the same name of the thing that I wrote for the question who am I?  I was thinking what I can do to be a different star.

So, I decided to change the position that everybody has taken before and I confess that I had no idea what I did. Every expression came spontaneous, I forgot my nerves and I started talking and I have changed my tone of voice according to the question. I felt very happy to show my classmates a part of me that they did not know.

After the workshop, I can tell that each activity was significant and at the end I had a compromise with myself and do not forget who I am and How I see myself as a teacher.

what I have learned in the studied and my expectation for my coming practice

As far I'm concerned, I have learned many details about children development through the theories in physical, cognitive and psychosocial development. Besided that, each stage in the three areas of development marked by shifts in how children grow, understand the world and interact around it. Also, through the readings, I could realize that Salvadorian children are not far of the reality of US children. In addition, I have a better understanding of factors regarding the experience of the case study in early childhood and middle childhood.

Now, I'm going to talk about my expectations for my first teaching practicum. 

To begin, I'm excited to work with children while I see this as a challenge to have the patience and wisdom to teach in the most appropriate way. Then, I expect children have fun while they learn. Also, I expect to put into practice all that I have learned in those years and prepare the appropriately material according to their level. Furthermore, I'm excited to work with children. Finally, I want to help children to develop their skill through a meaningful learning.

Early childhood study (Cognitive and psychosocial development).

Not all human beings respond equal to the stages of physical, cognitive and psychosocial development. Some children are born with abilities and other developed through the time. 

The objective of this research is to identify if a Salvadorian child develops his skills areas of development in a similar way in comparison in US child areas based on theories.
Are there factors that influence children to develop better their areas of development?
How Salvadorian children develop their cognitive and psychosocial areas in comparison to areas from US children?

My case of study was based on early aged child whose name is Daniel Alexander Díaz Barrera, he is six years old, he study kinder garden. He lives with his mother and his older sister, she is eight years old. 
 I studied him based on what some researchers have said about childhood stages in their theories of children´s development.

Daniel is in the preoperational stage. This stage start between two and seven years of age. During this time, children gain a better understanding of mental operation and begin thinking logically about concrete events, but have difficulty understanding in abstract or hypothetical concepts. By 6 or 7, must children develop the ability to conserve number, length, and liquid volume. Although, Piaget would argue that children are not able to understand this notion of conservation until they reach the concrete operational stage, I performed Piaget's conservation task. I put the liquid into two identical containers. Then, the liquid in one container changed such as tall and thin cup. Despite seeing that the liquid amounts were equal Daniel chose the tall and thin cup as the one that contained more liquid. However, he developed classification and seriation stage correctly.

Based on the theory and what I performed in my case of study. I could realize that Salvadorian children do not differ from reality of US children. Daniel was able to respond well at his age according to the preoperational stage. It is important to mention that this child is from the country side. However, it was not a problem for him to perform  the conservation of number, classification and seriation tasks correctly. Despite, it is true that not all children develop their areas in the same way. There are factors that influences in children development and it’s depend mostly on the parent’s background, the education that children receives from their parents and teachers. Finally, it is clear to me that in some areas Daniel presents a high level in cognitive and psychosocial development like an 8 years age child. 

References

About.com Psychology. Preoperational Stage of Cognitive Development. Retrieved from http://psychology.about.com/od/piagetstheory/p/preoperational.htm

 

WebMD. (2012). Piaget Stages of Development.Retrieved November 06, 2012, from http://www.webmd.com/children/piaget-stages-of-development

 

About.com Psychology. Erikson's Theory of Psychosocial Development. Retrieved from http://psychology.about.com/od/psychosocialtheories/a/psychosocial.htm

 

Example of Piaget liquid conservation task. Retrieved from https://www.youtube.com/watch?v=h9ioMR8C9GI