Evaluation Process

EVALUATION PROCESS

To assess children is necessary follow a learning process which incurs in the course of classes. In addition to follow a method and measuring techniques that go on learning development, this is necessary because it allows to see how much they have learned and what are the ares that they need to improve.

 I could assess this process through activities such as:

• Short tests, with matching pictures and  vocabulary, and filling in the blank vocabulary words.

• Evaluate their participation in class, as is its performance in team and individual work, if they are able to do what they are asked and how it developed.

Working with children was a great experience because I learned how to prepare a class, choose appropriate activities for them, how to manage a classroom where there is diversity of children, so on. This was my first experience with children which was very rewarding because I learned many strategies which helped me to prepare a class with a good purpose. At the end I realized students were able to do all the activities, which means that fulfill the purpose that was to help the acquisition of a new language.

Food and drinks

FOOD AND DRINKS

I share with you an amazing class imparted by teachers Abigail and Ingrid. Activities, materials, strategies applied, made this class, a class enriched knowledge for students

Teachers started the class with a song, to do that they use a shaker, put students in a circle and asked students to sing and move their bodies each time with more energy, when students were asked to sing they were motivated because they know the song, and they have enough energy to spend doing kinesthetic activities which is great.

Then, teacher Ingrid, presented a secret box which contained materials known because was with the purpose of make a review of topic already studied, the box contained flashcards about different topics, she asked students one by one to pass in front to stick their hand to get a flashcard, then open it and said about what was the flashcard, Ingrid motivated students using expression like: very good job, great, excellent as a price to made a great job. I have noticed that they feel proud when the teachers use those expressions because they feel that they did a fantastic job.

She used a puppet to present the topic. She told students they were going to have an extra teacher his name TOTI, she took a flashcard and asked Toti do you know what is this?, then she motivated students to repeat after Toti, it was amazing because students enjoyed the way teacher use her tone voice, she first asked Toti how do you say? Or how do you spell? Then she told students to repeat what Toti was saying. I particularly enjoyed this activity, the way she manipulated the puppet because I think the purpose was to help students to internalize something new with someone who they could interact, and I could notice that she achieve the purpose because at the end they were able to repeat and point out right flashcards when they were asked to do it.

In the next activity teacher Ingrid had two posters on the wall, one that symbolized good food and the other bad food. Students were sitting closer to the posters, then Ingrid called one by one to take a piece of food from a box, say what was it, and put on the good or bad food, respectively, while each student put the food on the right poster, teacher asked them to use their finger up to represent good food, and down to represent bad food. While they were doing it, I could notice they know what is bad and good food for them.

Teacher Marcy used activities in which students had to put in practice what they had learned, so as a first practice she gave students a jigsaw puzzle to complete in pairs, and when they had completed she asked to said what they had on the puzzle, and if it was good of bad food using a palette with the finger up and down respectively, this activity was great because the puzzle was full color and they were able to complete and identify what kind of food they had on it.

In the next activity she gave them a plate, and a set of mini-flashcards, one side of the plate they had to put healthy food and the other side bad food. It was fantastic to see they understood so quickly and completed it by their own, at the end, I could appreciate all of them did it correctly, it led me to investigate, and noticed they capture images quickly and have a good memory to remember, this is because children have a photographic mind, pick something and record it, then when you return to see quickly recognize it, so it is really need the flashcards on the acquisition of a new language for children, since they go through those flashcards, they familiarizing, internalizing and remembering a second language

In the last two activities of team competition, in the first one they had to complete a filling in the blank vocabulary words, in the second they had a list of vocabulary food and they had to run and take the correct flashcard. I noticed they did an excellent job in those activities because they already knew the vocabulary so they just had to put in practice which they did without any problem.

Choosing good techniques, activities and good use of the material makes students internalize, remember and put into practice what they have learned in class to put in practice in production activities, which I could see in this class, students will able to do all the activities without any trouble, they could identify vocabulary, flashcards because they rapidly internalized. Ingrid and Abi excellent Job!

Actions class

ACTIONS.

Now, I have the opportunity to share with you my new teaching experience and whole activities I did with the kids in class. This was an amazing experience because it allows me to improve some weaknesses I had in previous class. So by that time, I look for activities helps Ss to get familiar, encounter and internalize the topic. To achieve my goals I made whole class participate in each activity, and they paid attention.

As usually I started with ¨How are you today song¨ to get students sing, and have them practice the target language while singing a song while they were sing I asked them to make body movements which I noticed they enjoyed a lot. I changed my tone voice from slowly to faster to play with them.

As a review of previous class I used name tag activity. I put folded papers with students’ name in front and one picture of family members, vocabulary, clothes or pets inside, I asked each student to pass in front and look for his or her name, then they had to say what it was, while I was doing this activity I noticed all students were able to answered correctly which was amazing because the purpose of this activity was made students remember part of the vocabulary already studied, at the end I motivated them to counts and told me what were each of the flashcards.

PROCESS:

To introduce the topic T used action movement activity presented in a Rota-folio. I told students the action and asked them to repeat it, then I showed students the action and I asked them to do it, too. While I was passing each flashcard I asked them told me what the previous was, I noticed they wanted to be closer to the Rota-folio but I told them to go back because they did not have the proper space to do the action movement. Then as a first practice I did guessing activity. I spread some piece of ribbon on the floor and asked students to run and get a piece of ribbon, so red ribbon had to be one team and yellow ribbon the other, I made two line and the first students in each line were the first participant, and who guessed first got a piece of ribbon as a prize.  I model with one example, and then they went on. I was really surprise because they until remember vocabulary from previous classes, so I can say that in this activity elicit the purpose to help students remember and internalize target language.

As a second practice I did Hula hoops activity, I made two teams, boy vs. girls. I told them that the first of each line had to run, took the hoop and put on the correct cone with the picture, and who did first will got a piece of ribbon as a prize. I noticed they were able to do it which was amazing because the purpose of this activity was to let students internalize vocabulary. And this was my last activity.

Teacher Juan, as a practice put a poster on the wall with the phrase CAN and CAN’T, he motivate students do some action movement. When they were practicing ¨ can ¨ they did a movement very well but with ¨ can’t ¨ he didn’t do well and students understood when they had to use ¨can and can’t¨ because I could hear that one of them said ¨poor bird has the wing broken¨ which was great because it was part of the objective. Then teacher Juan use spinning wheel with some actions pictures, Juan spine the wheel, when it stops the students who was pointing had to practice the vocabulary, said the color and went to put on the wall. 

Juan put a song and motive students to dance making  a movement and when he stopped the song who had the hat had to take a flashcard and said what it was, I rally enjoyed  this activity because all students were dancing and learning, in that way they acquire the language in a unconscious way. As a productive activity Juan introduced a song with action movements, so he was singing while students were doing the actions that the song has, when they were singing I noticed they wouldn’t stop singing and doing actions movements, but the class had to stop, and he in line carried them out and said bye-bye.

Here is the planning we use.

               

Teaching Practicum I “Teaching English to Children”

     Names of the Teachers:  Juan Jose Cañas and Raul Guillermo Montoya Díaz.

     Date:   Friday, October 8^th 2013

     Lesson:  7               

      Topic:  Actions   Vocabulary: Swim, run, jump, fly, climb, eat, drink and drive.

Analysis of the previous lesson. Strengths we had in the first lesson. Teacher Raul: Time Teacher: Use of materials, tone of voice Things we have to improve in this second lesson. Teacher  Raul : Control of Ss, Models activities, use of materials Teacher Juan : Time, Model activities Objective of the lesson: By the end of this lesson, SWBAT to identify and recognize the different action movements. In addition they will be able to distinguish the difference between I can and I can’t while practicing actions, dancing, guessing activities.
Time	Stage	Procedure	Notes
5 10	Warm up	Welcome song! T starts with, How are you today song to help Ss to practice target language. Ss are asked to sing along while T is saying the command. T uses name tag activity to review family members, pets, and vocabulary. Folded paper will be posted on the wall with the name of each S in front. T models the activity first with his name; then, Ss are called one by one to take his or her name, and when S gets his or her name, they are asked What is that? In case S does not know the answer, T will ask the whole class. At the end, as a practice Ss are asked how many are there, and what is this?	Aim of the activity: To have Ss sing. T has them practice the target language while singing a song. Type of learner: A-K, Interaction: Ss and T Materials: none Responsible: Raul Montoya Aim of the activity: To get Ss remember about family member, animals and vocabulary studied in previous class Type of learner: A-K-V Interaction: Ss and T Materials: flashcards, name tags Responsible: Raul Montoya
15	Presentation	To introduce the topic T uses action movement’s activity presented in a Rota-folio. T models whole actions twice, Ss are asked What is this action? T shows each flashcard in the rot folio and asked Ss to do the action together. Next to help Ss internalize, Ss are asked to do the action that T says and who is wrong will be out of the game.	Aim of the activity: To get the students familiar with the action topic through flashcards and movements Type of learner: V-A-K Interaction: Ss and T Materials: Rota- folio, flash cards Responsible: Raul Montoya
15	Practice	Practice I: Guessing activity. T uses two different colors (yellow and red) to create two, team Ss are asked to run and take one piece of ribbon.  The yellow team will be in a yellow line, and so the red team. T uses action flashcards, Ss are asked to guess, T models one example. Then the first Ss in each line who guesses first wins a star for his team	Aim of the activity: Encounter and remember target vocabulary Type of learner: V-A-K Interaction: Ss and T Materials: flash cards, a bag Responsible: Raul Montoya
15		Hula hoops activity, T uses two hoops on the floor, and also eight cones with flashcards, T creates two teams, yellow and red. Ss in front of each line are asked to take the hula hoop and run to put on cone with the correct flashcards T says, and S who choose the correct picture gets a point, T model one example.	Aim of the activity: help Ss to internalize and remember vocabulary Type of learner: V-A Interaction: T and Ss Materials: hoops, Flash cards, and cones Responsible: Raul Montoya
10		Teacher will make use of the grammar topic Can and Can’t using pictures of some of the activities in which students will recognize if the person in the picture can or can’t do some of the actions of the vocabulary trough actions that will be modeling for the teacher the students will make a semi-circle and we are going to have some presentation, the students will make a semi-circle and we are going to have some interaction I show them the action and will tell if the person can or can’t do the action..	Aim of the activity: to help students internalize vocabulary actions. Type of learner: V-A-K Interaction: students- teacher Materials: projector-laptop. Responsible: Juan Escobar
25		Activity 1: the students will be in a semi-circle to practice the vocabulary the students will spell every single word of the vocabulary that will be about action and the student will describe the clothing items that people in the picture re wearing, also the students will count how many letters the words have and the students will tell me what color is into the word this activity will be used with the game of the spinning wheel but in this case the spinning wheel will be on the floor. The teacher will spin the wheel. When it stops the students it is pointing to has to practice the vocabulary. Activity 2: in the same semi-circle the students will match the words of the action with the pictures in posters that student will do during the activity. To do this activity we are going to play who has the hat to choose the student that is going to match the word with the picture	Aim of the activity: help students to internalize and remember vocabulary, also to help student to get familiar with the grammar structure “can and can’t” Type of learner: V-A Interaction: Teacher- Students Materials: Flash cards poster spinning wheel. Responsible: Juan Escobar
15		Activity 3: Finally the teachers will introduce a new song about actions the song will be modeling and explaining step by step many times, at the end of the song I will show to the students the video to sing with the whole group.	Aim of the activity: to help students internalize vocabulary actions. Type of learner: V-A-K Interaction: students- teacher Materials: projector laptop speaker’s radio. Responsable: Juan escobar
Assignments  and announcements:

Clothes class

CLOTHES

Teachers: Luis and Gloria                         Date : November, Friday 1 st^, 2013.
Lesson 7

Vocabulary: Jeans, shorts, dress, blouse, skirts, t-shirt, socks, shoes, glasses, hat, cup, sweater.

Grammar: I am wearing, she is wearing, and he is wearing.

Whose _____is this? Whose _______are these?

Review: Numbers (1-20), alphabet, colors, family members.

Today's class was imparted by Gloria and Luis, so I summarize whole activities they did to achieve their objective, to get in action, I can guarantee Ss were able to do whole activities so well, so they internalized the topic.

WARM-UP

Gloria broke the ice singing a song called how are you today? As warm-up, she gave them a paddle with a sad, happy or hungry face, T said commands and Ss showed the correct face.

PRESENTATION

To present the topic, Gloria showed clothes flashcards like: skirt, glass, T-shirt, so on. Then Gloria put on the board and Ss were asked to say ¨What was that? ¨ At the end of this activity I could notice that Ss were able to recognize vocabulary clothe because they repeat with T and by their own

Gloria gave them a piece of clothe, Ss were asked to pass in front and T asked what do you have?  What color is that? And when Ss say the article they put it on laundry cord.

PRACTICE

Ss were asked to dance and touch their clothes; for example, touch your jean, glass, sweater, shoes. T did it slowly and faster. While Ss were dancing I could notice that they enjoyed and spent many energies, which is great because it helps them keep their balance in the whole class, they put more attention when they have balanced the energies, so it is better to spend energies learning

Gloria gave Ss a set of pieces of clothes and a toy, Ricardo's toy for boys and Fibula’s toy for girls, Ss were asked put pieces of clothes in the correct part of the body T said, but T modeled and T and Ss were doing step by step, by this time I noticed Ss were able to do it without help because they have internalized all the clothes part

Luis as a practice use the technique called Memory game, He put flash-cards folded on the wall, then Ss were asked Ss to participate, and when S guess the similar pictures was the winner, I noticed all Ss wanted to participate, so they were taking turns to participate.

As a last practice Luis made two lines and let Ss to get a piece of clothe which they had to put on, then, Ss asked to say what they were wearing.

All in all, teachers Gloria and Luis did a fantastic job because I my opinion they achieve their objectives doing great activities allowed Ss to recognize and internalize the vocabulary clothes. Moreover, they were able to manage and control Ss because when T noticed Ss were losing control, they changed them of position.

CASE OF STADY

Following with my case of study, I noticed by this time, her English input is increasing because she is able to answer questions by her own and when T asks her to participate she do it. Through this classes I have noticed that she likes English language because in the way home she used to ask me how do you say this? Which I consider good because she is learning and processing new knowledge