FIEL DIARY, OBSERVATION

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	3°	Date		SEPTEMBER 18th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	The teacher María Martha Gómez, who is the supervisory teacher of practice and the director of the rural headquarters, has a master's degree in Education for community integration and for 25 years she has been the teacher of the “F” Headquarters of the Polytechnic Institute, formerly School Rural Buenavista. As it is a rural headquarters, the predominant methodology is that of Active School, due to the type of population that is managed, that is, children of different ages, in all grades and levels of the Primary Basic from Transition to 5th grade. It should also be noted that she must guide all subjects and subjects in all grades and obviously the subject of English from transition to 5, since having fewer than 20 students in her school, she is responsible for all knowledge areas.    The first day the observation was very interesting. I was able to meet the children that the school has. Fortunately they were all and when I introduced myself and explained that I was going to do a practice with all of them in teaching English, I heard comments that some do not like English, others find it very difficult and others like and are facilitated. I told them that English is very important today as an international language and that it is a lot of fun to learn it and I pose that great challenge that implies knowing every day more to speak it, write it and read it.    The little time and how fast class time passes was the challenge of this first observation. However, he took full advantage to recognize the way in which the teacher teaches the subject and the strategies that he puts into operation in order to capture the attention of children. It was also possible to check the area plans, class plans  to detect how is the academic performance in this academic  quarter that they are studying.
How did you feel? Why?	It is very interesting to know other methodologies of teaching English and it is seen that in this sector of Santander, traditional education still prevails and little by little other new methodologies based on the active School with its learning guides and the progressive one are being implemented Introduction of ICT in teaching processes.
What strategies are you going to implement next class to overcome the challenges identified?	To overcome the difficulties over time, in the next observation, I will ask the teacher for permission to observe from the beginning of the academic day and thus be able to know what children are like, what they think, how they behave in other areas, what expectations they have and other aspects of the initial observation process.
Where the previous strategies effective? How? Why?	The more time you have to observe the students, the better they can know them and, knowing them better, it will be easier to recognize what they like and what they don't, what serves to get their attention during class and what should be avoided in order to succeed in the teaching process in the classroom.
If you taught the lesson again, what would you do differently?	Investigate other documents such as the sociodemographic survey to learn more about what children are like and what kind of families they have and how they influence school learning.

  

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	5°	Date		SEPTEMBER 18th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	The teacher María Martha Gómez, who is the supervisory teacher of practice and the director of the rural headquarters, has a master's degree in Education for community integration and for 25 years she has been the teacher of the “F” Headquarters of the Polytechnic Institute, formerly School Rural Buenavista. As it is a rural headquarters, the predominant methodology is that of Active School, due to the type of population that is managed, that is, children of different ages, in all grades and levels of the Primary Basic from Transition to 5th grade. It should also be noted that she must guide all subjects and subjects in all grades and obviously the subject of English from transition to 5, since having fewer than 20 students in her school, she is responsible for all knowledge areas.    The first day the observation was very interesting. I was able to meet the children that the school has. Fortunately they were all and when I introduced myself and explained that I was going to do a practice with all of them in teaching English, I heard comments that some do not like English, others find it very difficult and others like and are facilitated. I told them that English is very important today as an international language and that it is a lot of fun to learn it and I pose that great challenge that implies knowing every day more to speak it, write it and read it.    The little time and how fast class time passes was the challenge of this first observation. However, he took full advantage to recognize the way in which the teacher teaches the subject and the strategies that he puts into operation in order to capture the attention of children. It was also possible to check the area plans, class plans  to detect how is the academic performance in this academic  quarter that they are studying.
How did you feel? Why?	It is very interesting to know other methodologies of teaching English and it is seen that in this sector of Santander, traditional education still prevails and little by little other new methodologies based on the active School with its learning guides and the progressive one are being implemented Introduction of ICT in teaching processes.
What strategies are you going to implement next class to overcome the challenges identified?	To overcome the difficulties over time, in the next observation, I will ask the teacher for permission to observe from the beginning of the academic day and thus be able to know what children are like, what they think, how they behave in other areas, what expectations they have and other aspects of the initial observation process.
Where the previous strategies effective? How? Why?	The more time you have to observe the students, the better they can know them and, knowing them better, it will be easier to recognize what they like and what they don't, what serves to get their attention during class and what should be avoided in order to succeed in the teaching process in the classroom.
If you taught the lesson again, what would you do differently?	Investigate other documents such as the sociodemographic survey to learn more about what children are like and what kind of families they have and how they influence school learning.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	3°	Date		SEPTEMBER 20th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	Once again in the classroom with high expectations about what other aspects are important to know the student population with which the professional practice will be conducted. On this occasion the supervising teacher involved me in the realization of the class of children in 3rd grade helping them to carry out the activities imposed by the teacher. They had to review and memorize the vocabulary of a song they had been taught, so I helped them to pronounce correctly the words that they were not able to pronounce. This opportunity helped me to see more closely what are the main difficulties children have when reading, speaking, listening and writing in English. Most of the students already know all the letters of the Spanish alphabet and read texts but very short, so when confronting English they are often confused and resort to gestures to make themselves understood and pronounce taking as reference the sounds of Spanish as those of English when they do not hear them frequently, do not use them and remember them and for that reason they do not understand them.
How did you feel? Why?	The dynamics of work in a rural school where all grades are attended at the same time, since there is only one teacher for all areas, is quite challenging and it is pertinent to recognize that it represents a very demanding job because the teacher must be multiplied by 2 to dominate the groups, because although they are small groups, they are restless and demanding.
What strategies are you going to implement next class to overcome the challenges identified?	It is interesting to learn from the experience of teachers as experienced and professional as the teachers of rural schools, who handle a new methodology of active school. By managing all areas of knowledge, many cooperative and teamwork skills are developed. This is how leaders and work supervisors are trained to help those who go to a lower level, and this allows them to strengthen what they learned and teach it to others. , applying it to learn even better.
Where the previous strategies effective? How? Why?	Learning from those who know is simple if you look closely. We must ask ourselves in a timely manner and imitate the good and the best to have the ability to structure our own methods, our own strategies when we have the need and we have the opportunity to apply what we have learned.
If you taught the lesson again, what would you do differently?	It would be very interesting to have a technological tool that helps children verify the correct pronunciation of a word when they have doubts, because although knowing the correct writing is important, it is much more to know how to listen and know how to pronounce words in English. There is a very useful offline bilingual dictionary application that I didn't have at hand when helping them, but in the next session I will have.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	5°	Date		SEPTEMBER 20th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	Once again in the classroom with high expectations about what other aspects are important to know the student population with which the professional practice will be carried out. The teacher explains to the children phrases with English pronouns based on an activity they had as homework. This opportunity helped me to see more closely, what are the main difficulties children have when reading, speaking, listening and writing in English. Mainly when faced with English, children often get confused and turn to gestures to make themselves understood. When pronouncing it they take as reference the sounds of the Spanish language, since those of the English language, that do not listen to them frequently, do not use them and do not remember them and that is why they do not understand them so easily.
How did you feel? Why?	The dynamics of work in a rural school where all grades are attended at the same time because there is only one teacher for all areas, it is quite challenging and it is necessary to recognize this wonder of the master that must be multiplied by 2 to dominate the groups that, although Small, They are restless and demanding.
What strategies are you going to implement next class to overcome the challenges identified?	It is interesting to learn from the experience of teachers as experienced and professional as the teachers of rural schools, who handle a new methodology of active school. By managing all areas of knowledge, many cooperative and teamwork skills are developed. This is how leaders and work supervisors are trained to help those who go to a lower level, and this allows them to strengthen what they learned and teach it to others. , applying it to learn even better.
Where the previous strategies effective? How? Why?	Learning from those who know is simple if you look closely. We must ask ourselves in a timely manner and imitate the good and the best to have the ability to structure our own methods, our own strategies when we have the need and we have the opportunity to apply what we have learned.
If you taught the lesson again, what would you do differently?	It would be very interesting to have a technological tool that helps children verify the correct pronunciation of a word when they have doubts, because although knowing the correct writing is important, it is much more to know how to listen and know how to pronounce words in English. There is a very useful offline bilingual dictionary application that I didn't have at hand when helping them, but in the next session I will have.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	3°	Date		SEPTEMBER 23rd	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	On this occasion the English vocabulary related to the parts of the body was worked for which the supervising teacher showed them a copy where the parts of the human body of the boy and the girl were written in English. The children watched closely and repeated the pronunciation of the English words. Then they began to draw in their English notebooks a human body and to point out the parts following the content of the image that the teacher had previously shown them.
How did you feel? Why?	It is important to know how to teach the correct pronunciation of English words as children consider that a teacher makes everything perfect and why you should not run the risk of teaching mistakes that children always remember.
What strategies are you going to implement next class to overcome the challenges identified?	I consider it important to know and use expressions that are used most frequently in the classroom so that children get used to listening to English and, therefore, are motivated. Motivation is one of the most important factors when you want to learn something and learn English also depends on motivation. The motivation comes with gestures, with the joy of knowing something. Students are much more motivated by example.
Where the previous strategies effective? How? Why?	The motivation is effective at all times but more when you want to start something. In this professional practice of teaching English, many strategies serve to motivate us, but games and songs are the most effective for working with children as well as the use of colorful images that encourage creativity.
If you taught the lesson again, what would you do differently?	I would use more English at all times to motivate students in the knowledge and use of language. for them to see that English is not only useful in class, but in daily life, in the school environment and in family and social life.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	5°	Date		SEPTEMBER 23rd	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	Numbers from 1 to 100 The teacher asks the children to remember the numbers they already know in English, some know them up to 20 or up to 30 but with a rather poor pronunciation. If we pay attention to the writing of numbers, there are also failures. The teacher writes the numbers on the board and asks them to repeat the pronunciation she offers them but there are also flaws.
How did you feel? Why?	Managing all areas in a rural school is complicated, however, the teacher seeks to motivate children by applying a methodology that involves children who do not know so much with those who are already more experienced and this helps to improve classroom work. I admire the way the teacher tries to be competent to get children to learn more and better.
What strategies are you going to implement next class to overcome the challenges identified?	To understand the processes that children carry out, it is important to get involved with them in activities that the teacher imposes on them as homework and this allows us to see more closely how they react to the stimuli and how they face the academic situations that represent challenges for them. . . .
Where the previous strategies effective? How? Why?	During the classes and in the moments of group or individual work, these are the privileged moments for the observation of children's behavior.
If you taught the lesson again, what would you do differently?	It is pertinent to bring more audiovisual aids in authentic material and also more exercises that involve writing numerical figures. I consider that on the issue of numbers it is important to exercise memory and then if I gave this class again I would focus on more counting and memorization exercises.

  

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	3°	Date		SEPTEMBER 25th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	The teacher worked in this English class in an integrated way to learn the song "IF YOU´RE HAPPY". I was struck that in the integrated work the children collaborate a lot with the discipline and it is the young children who like this type of songs and rhyming strategies more. Repetition plays a very important role in language learning. As a challenge I understood that it is very important to have a wide repertoire of songs and rhymes in English since the song, the round and the game are the best tool of an initial education teacher, in elementary school.
How did you feel? Why?	The songs in English are very fast and deal with simple subjects but to pronounce certain words in a language different from our own language makes it difficult for some children and that is where we enter as teachers to guide and correct. But to guide and correct it is very necessary to have already gone through these stages to be able to understand the children and know how to give them guidance and motivation.
What strategies are you going to implement next class to overcome the challenges identified?	Learning rounds, rhymes and songs is very useful for a teacher and more for the teacher of English because these are in themselves very valuable playful pedagogical strategies that will allow you to advance more in the knowledge and management of the grammatical structures of English but also of the pronunciation and listening.
Where the previous strategies effective? How? Why?	A song at the beginning of the class is very motivating, but if during the class a song is placed in the background and it is repeated gradually it is sure that it will help the children to get used to English in an unconscious but effective way if you take into account the complex structure and functioning of the human brain that works consciously and subconsciously and responds to auditory and visual stimuli.
If you taught the lesson again, what would you do differently?	Try to maintain the order and concentration of children to ensure that the strategy used is effective and the results are as expected.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	5°	Date		SEPTEMBER 25th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	The teacher worked in this English class in an integrated way to learn the song "IF YOU´RE HAPPY". I was struck that in the integrated work the children collaborate a lot with the discipline and it is the young children who like this type of songs and rhyming strategies more. Repetition plays a very important role in language learning. As a challenge I understood that it is very important to have a wide repertoire of songs and rhymes in English since the song, the round and the game are the best tool of an initial education teacher, in elementary school.
How did you feel? Why?	The songs in English are very fast and deal with simple subjects but to pronounce certain words in a language different from our own language makes it difficult for some children and that is where we enter as teachers to guide and correct. But to guide and correct it is very necessary to have already gone through these stages to be able to understand the children and know how to give them guidance and motivation.
What strategies are you going to implement next class to overcome the challenges identified?	Learning rounds, rhymes and songs is very useful for a teacher and more for the teacher of English because these are in themselves very valuable playful pedagogical strategies that will allow you to advance more in the knowledge and management of the grammatical structures of English but also of the pronunciation and listening.
Where the previous strategies effective? How? Why?	A song at the beginning of the class is very motivating, but if during the class a song is placed in the background and it is repeated gradually it is sure that it will help the children to get used to English in an unconscious but effective way if you take into account the complex structure and functioning of the human brain that works consciously and subconsciously and responds to auditory and visual stimuli.
If you taught the lesson again, what would you do differently?	Try to maintain the order and concentration of children to ensure that the strategy used is effective and the results are as expected.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	3°	Date		SEPTEMBER 27th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	Pattern What is this? And your answer This is a… The teacher always uses the board as support for her classes and focuses on developing the ability to write and read more than others. According to this, children can write and read this pattern seen in class in any text or exercise that is imposed on them, but they cannot pronounce sentences and small dialogues correctly, where the use of this pattern is involved. In general, translation is used too much for children to do almost nothing, without having translated into Spanish to better understand.
How did you feel? Why?	I was quite impressed to see that the teacher only focuses on the communication skills of writing and reading because if she dedicated herself to others this will require more time and effort. Many teachers prefer not to complicate life and simply give an English theme from grammar and not from phonology and linguistics.
What strategies are you going to implement next class to overcome the challenges identified?	For me it is a challenge to prepare a class that integrates the 4 communication skills at the same time and overcome once and for all that focus on grammar and translation that is what makes English a hard and boring subject for children.
Where the previous strategies effective? How? Why?	Using different strategies throughout the class helps make it more dynamic and meaningful. I think grammar is important but the dangerous thing is to focus only on it. Gradually choose to develop the ability to listen and pronounce more as this guarantees that children see English as something useful and not only as a matter of grammatical repetition a bit boring and unused in daily life.
If you taught the lesson again, what would you do differently?	If I had to teach this lesson again I would opt for a video or song that had the use of this pattern and would make it easy to understand with clear examples with objects in the room or other imaginary ones. It would also cause children to create dialogues with the use of the pattern by letting them explore their creativity and helping them find their mistakes so that they themselves correct them and thus learn more and better.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	5°	Date		SEPTEMBER 27th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	Adjectives to describe physical appearance Adjectives to describe personality traits This class was very interesting and the teacher first explained the proper use of the adjective in Spanish and then if she gave them the list of some adjectives in English. Although the translation method is widely used, children understand the importance and position of the adjective in English phrases. In general, children appropriated the subject but there are some shortcomings when it comes to inventing phrases with adjectives or also when locating them because they believe it is the same as in the Spanish language.
How did you feel? Why?	There are topics that require a lot of focus on grammar, but we must promote in this way, very simple things that lead us to understand more the use of words, than their correct writing or pronunciation.
What strategies are you going to implement next class to overcome the challenges identified?	In my classes I will try to make more use of the vocabulary that children are taught, that you don't have to limit yourself to giving them huge lists of words to learn them by heart. This is important but the actual use of those words is more important. The limitations only ensure that children do not give importance to the things they learn.
Where the previous strategies effective? How? Why?	Implementing strategies that help children to appropriate the words and vocabulary they learn is very useful at all times of the class especially in dialogues and in homework or application exercises.
If you taught the lesson again, what would you do differently?	If I had to give this class again I would opt for more application exercises. I would ask the children to describe the things they like and those they don't like. Let them describe the people they love most, describe the favorite television characters. From their descriptions it is important to make corrections that help them understand where they were wrong and what they can do to avoid falling back into their old mistakes.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	3°	Date		SEPTEMBER  30th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	List of activities required for personal care and grooming. The colorful images that show information help children understand their meanings. Sometimes the most everyday actions are the ones that best serve to understand that English is not something from the other world. Children like to know that children who were born in an English country also have breakfast, play, bathe, walk, go to school, brush their teeth, etc. It is easier for children to learn in context, than to learn some loose words that depend on where we use them.
How did you feel? Why?	It is exciting to see how children learn as long as the motivation is maintained and if they are not motivated with a striking image or an activity that totally involves them, they will simply change their attitude or start playing something else.
What strategies are you going to implement next class to overcome the challenges identified?	An effective strategy for this type of vocabularies is the use of still images or flashy video. Also material that children can color or manipulate. Another useful strategy is to follow sequences of actions so that children can establish a now, a before and an after. This helps them to understand that the world is not only words but above all, meanings.
Where the previous strategies effective? How? Why?	The use of a strategy is not limited to a particular place or time. You should take every opportunity you have to read something or relate an image to its meaning in words, because that is where the key to learning for life is.
If you taught the lesson again, what would you do differently?	If I had to teach this lesson I would place more emphasis on the description of images and actions with their meanings but also on the correct pronunciation using audiovisual help or recordings that put children in contact with authentic material.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	5°	Date		SEPTEMBER  30th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	Evaluation of adjectives This time, the teacher does not take photocopies, but writes on the board what children should solve in their notebooks. These activities simply consist of remembering the vocabulary of memory, both in English and Spanish, and very few activities involve communicative listening and pronunciation skills or dialogues between children and with the teacher. Most children get satisfactory performances considering that it is something that does not lead them to develop all the competencies, so that learning is limited to repeating a vocabulary as many times as necessary.
How did you feel? Why?	We could say that the way to evaluate children is consistent with the teaching method, because if only grammar is emphasized, the logical thing is that only grammar is evaluated. Here I feel the need to contribute from my knowledge a new way of teaching and evaluating that involves all communication skills to develop skills.
What strategies are you going to implement next class to overcome the challenges identified?	The importance of grammar is obvious but it should not be forgotten that learning a language is not limited to translating words and phrases. Learning English requires efforts to understand ways of seeing the world and forms of expression typical of another culture, which is why the strategies that allow us to understand the language as something alive are the ones that should be most implemented in a classroom. These strategies are videos, songs, recordings, stories, images with text, etc.
Where the previous strategies effective? How? Why?	The time to evaluate and the way to do it is consistent with the way the topic was addressed in the class. So if during the class it was taught by competencies the most logical thing is that the evaluation is also by competencies.
If you taught the lesson again, what would you do differently?	I would design an evaluation that involves the 4 communication skills of speaking, listening, writing and reading. Each activity has to be very significant so that you can see how much the child learned and what difficulties he has and thus be able to help him if necessary.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	3°	Date		OCTOBER 2nd	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	Evaluation of body parts The evaluation begins with a simple review of the vocabulary seen on the parts of the human body. This time, emphasis is also placed on vocabulary rather than on its use in phrases or dialogues. Photocopy brings a drawing that children should color. They should also point to each body part and write their name in English. At another point, words from the vocabulary of the human body had to be translated from English to Spanish.
How did you feel? Why?	Such a simple type of evaluation may be the most relevant in these circumstances but it is worrying because children limit themselves to memorizing word lists without any connection to get a good grade but not seeking to develop communication skills.
What strategies are you going to implement next class to overcome the challenges identified?	A well designed and prepared class will allow children to overcome their difficulty. The evaluation should be according to what is seen in class but should emphasize the use of grammar structures and patterns of common use, so children can assimilate the information and appropriate knowledge significantly and not simply by memory.
Where the previous strategies effective? How? Why?	The teacher's way of teaching is not that it is wrong, but that it should give children more opportunities to develop other communication skills, which can help students become more autonomous and learn not only to obtain good grades, but also to Learn for life.
If you taught the lesson again, what would you do differently?	This evaluation would have been better if some points were raised that would allow children to make oral and written descriptions and dialogue with each other and with the teacher.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	5°	Date		OCTOBER 2nd	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	Personal pronouns The children already knew the subject of personal pronouns in English, however the teacher reminded them to use them in Spanish so that they would understand without a doubt. Some children find it hard to understand in Spanish and then in English even more. The only strategy in the sample is to have the information repeated until it is memorized. The teacher writes the pronouns in English on the board and asks them to copy them in their notebooks. Then he makes them repeat the pronunciation but with some mistakes. It leaves them homework to learn them by heart and copy them several times.
How did you feel? Why?	It is frustrating to see that the time is not enough to develop many activities in the classroom so I think it is important that the few activities that are achieved to be very impressive for children, otherwise you would have to repeat a class many times to achieve meaningful learning.
What strategies are you going to implement next class to overcome the challenges identified?	Audiovisual aids are very important when the teacher does not handle some grammar or pronunciation concepts and must implement them in the classroom for both himself and the children.
Where the previous strategies effective? How? Why?	When a teacher has doubts about a subject he has to teach, he must prepare himself, seek help of all kinds, but he must not teach his mistakes and doubts to the children. Otherwise he would not be ideal in his teaching practice and should not expect good results.
If you taught the lesson again, what would you do differently?	If I had to teach this class again, I would look for an appropriate video or song that shows the correct use and pronunciation of pronouns in English. Based on the video, I would propose that children look for those pronouns in other written or spoken texts. I would concentrate on practical use activities without forgetting memorization activities that are also important and more if it is a new topic.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	3°	Date		OCTOBER  4th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	I like/ I don’t like In this lesson, children learn to say what they like and what they don't like. The teacher uses the patterns and their respective translation on the board. Then he makes them pronounce the words until they are already pronounced well. The teacher makes them understand that moving their head helps to make themselves understood when we like something and when we don't. Then they do an exercise to repeat certain actions that they may like and others that they do not like: play, eat, sleep, do homework, listen to music among others. Children simply repeat what the teacher teaches them.
How did you feel? Why?	In the environment in which the children are, this is perhaps the most appropriate way to teach them the new subject, but it is seen that it is the simplest method for the teacher and that it served him for many years. Daring to innovate is something that takes time and is what sometimes does not exist in the context of a rural school and with the methodology of the new school.
What strategies are you going to implement next class to overcome the challenges identified?	I think you should not put so much emphasis on repetition but on children's creativity. When children create their own phrases, they feel identified with what they say, while if they simply repeat, they simply learn and memorize formulas that do not represent anything concrete and familiar.
Where the previous strategies effective? How? Why?	Audiovisual help is important and on this subject even more. Almost everything we like or dislike comes through our senses so I think that in this class it is relevant to put the senses to work to help us understand when to use these patterns and when not.
If you taught the lesson again, what would you do differently?	I would implement the use of figures with a sad face and a happy face, so that children associate what they like and what they don't like with something concrete. This allows them to use a nonverbal language to make themselves better understood, above all, to use these patterns and without worrying if they are well written grammatically, but to pay attention to the actual use in a communicative context.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	5°	Date		OCTOBER  4th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	Personal pronouns, evaluation Activities to evaluate personal pronouns were simply aimed at whether children had learned them by heart. But there was no evidence of listening, pronunciation and dialogue activities that are very necessary for students to see is proper use of pronouns in real communicative contexts. Most children have satisfactory performances in these types of assessments because they are used to simply memorizing and repeating what they learned without generating skills.
How did you feel? Why?	The teacher has the power to make students like a subject or not, and much of what we believe about learning a language is transmitted to our students. If it seems boring and meaningless to us, that is what we can teach our students.
What strategies are you going to implement next class to overcome the challenges identified?	An evaluation prepared and that evaluates each of the communication skills is the most pertinent, since if they only focus on one, the others are relegated and because the learning will become something routine and repetitive and the student will not fight to learn but for getting a good grade and nothing more.
Where the previous strategies effective? How? Why?	While observing, only comments are made and when a self-creation lesson is applied, activities should be justified from a relevant theoretical and practical framework. In these moments of observation, I only see the good and bad practices of my supervising teacher to learn to try to understand why things happen and how to plan to improve them when I should start my own practice with children.
If you taught the lesson again, what would you do differently?	Again, I say that the way to evaluate must be adjusted since it is very limiting to evaluate grammar without taking into account the other communication skills and an evaluation workshop should be implemented where there are questions about the 4 skills that involve teamwork And with the teacher.

  

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	3°	Date		OCTOBER  16th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	School objects desk, chair, table, board, etc. To address this problem, the teacher asks the children to start drawing school supplies and all the objects they observe in the classroom in their English notebooks. When the children finish, she begins to write the name of each object in English on the board. She tries to pronounce each name correctly and the children repeat it. Children in this activity waste a lot of time in addition to the fact that objects drawn are sometimes confusing and represent almost nothing, since children do not draw so well. It leaves them as a task to finish copying the objects and their respective names and review their writing and pronunciation.
How did you feel? Why?	While the children were drawing, they asked me for help to make the drawings of the objects in the classroom since they don't have the ability to draw. I helped some of them so they could move forward and attend to what the teacher taught them on the board.
What strategies are you going to implement next class to overcome the challenges identified?	The use of photocopies helps optimize time. As evidence of this, children simply color an object, and they can put emphasis on writing or pronunciation, and this saves time, which is further optimized when children dedicate it to practicing English language skills..
Where the previous strategies effective? How? Why?	When the subject of the class requires it, it is always better to use photocopies to save time. Visual aids help children register in their minds the meaning of a signifier. They also understand words and phrases when they know how to use vocabulary when they apply it to specific phrases and short dialogues.
If you taught the lesson again, what would you do differently?	If I had to explain this class I would improve it by using photocopies and using vocabulary to form phrases and dialogues among children to encourage creativity and the development of listening, pronunciation and reading skills.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	5°	Date		OCTOBER 16 th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	Telling the time In math, learn to tell time in different ways and count the time in seconds, minutes, hours, days, months and years. When the teacher addresses this issue, she asks them to remember the ways in which time is given in Spanish and asks them to suggest how time will be given, but in English. Some children choose to say the hour number and say "o'clock", which means "o'clock." Then, the teacher makes them write in their notebooks how to give the exact time, with several examples. The children write and repeat the pronunciation. Then, the teacher draws several clocks to write in English and Spanish at what time each clock represents.
How did you feel? Why?	The subject of English time has degrees of complexity. If we want to tell time in minutes, we have a different pattern than if we want to give it in quarters of an hour or half an hour, or on the dot. Children should be taught all possibilities because they will have a greater capacity to understand not only literal meanings and translations of words but also ways of speaking and expressing ideas that go beyond what is translated.
What strategies are you going to implement next class to overcome the challenges identified?	The use of clock drawings is a good strategy, but it would be better to have the children make a clock “con manecillas” and play to set different times and try to tell what time it is, and ask the classmates what time they represent on their watches, from such a way that learning is something fun. Learning and playing is something that goes hand in hand in the education of children.
Where the previous strategies effective? How? Why?	Implementing this strategy of watches is not only useful for this topic, but it can become a strategy for children to get used to asking and telling time in English, at all times of their school day. Thus a learning becomes full of meaning when not only it is used in the corresponding subject but it can serve in other contexts.
If you taught the lesson again, what would you do differently?	If I had to teach that time lesson, I would teach them all the ways to tell time and not just the one that worked. In variety, children see that language has multiple ways of expressing an idea. In addition, children learn by imitation and association, so what is relevant in this issue of time is to show them how useful it is to use the pattern of asking and answering the time at all times of the day each time the opportunity presents itself.

  

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	3°	Date		OCTOBER  18th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	Evaluation on School objects desk, chair, table, board, etc. Once again, the teacher bases her assessment on vocabulary recognition, placing questions on the questionnaire asking the children to translate and identify figures with classroom objects. She forgot about the other communication skills that are also necessary. The children obtain good results, although not all, since they did not have time to study or were confused when recognizing if the drawing was of a book or a notebook or a pencil or a marker.
How did you feel? Why?	Competency assessment is a process that requires thinking a lot and also putting our own abilities as teachers into play. Evaluating for a grade is the easiest, but evaluating to develop competencies is what makes us innovative teachers.
What strategies are you going to implement next class to overcome the challenges identified?	Although writing and reading are basic to any learning in English, they are not the only skills a teacher should develop. Children who use words in communicative contexts are able to develop all skills and make language fun and meaningful.
Where the previous strategies effective? How? Why?	If the student is not evaluated by competencies, we will continue to be traditional teachers who only train students but do not help them see beyond what they give us. When assessing all communicative skills in English, children understand a topic in a better way because one skill helps develop the other skill that follows.
If you taught the lesson again, what would you do differently?	If I had to develop this evaluation, it would include more pronunciation activities and listening perhaps with a recording or a video. It would make children present a simple dialogue where they ask each other questions and are immersed in a real communicative situation. Thus I ensure that they develop their communication skills.

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA

FIELD DIARY TEMPLATE

Pre-service teacher’s name			ALEXIS FERNEY MONTAÑEZ
Name of the school/institution			INSTITUTO POLITÉCNICO SEDE “F”
Cooperating teacher’s name			MARÍA MARTHA GOMEZ
Grade(s)	5°	Date		OCTOBER  18th	Number of hours	1

Describe the most significant events that happened. 1. What went well? 2. What challenges did you face in the class in terms of class planning, classroom management, time, assessment and/or evaluation, etc.? 3. Why did they happen?	Telling the time, evaluation The teacher copies some questions on the board and asks the children to copy the assessment workshop in their notebooks and solve it. As the children do not finish it, he stops the task and tells them that they should bring it developed the next day. The questions only include points at which they must translate different "hours of the day" and interpret according to some clocks drawn "what time is it". Again, no question is aimed at developing listening and pronunciation skills because it only focuses on writing and reading with translation. In order for learning to become meaningful, it must develop skills and competencies. In English, all listening, speaking, reading and writing skills must be taken into account when planning, developing and evaluating a lesson.
How did you feel? Why?	The motivation is not only when one sees that things are done well but also when things are done badly to try to improve them. A new school teacher is a very competent person but sometimes it is easier for him to do what everyone does, than to try to innovate because this means more effort than many times students do not value. I feel motivated to propose a renewal process to promote the evaluation of communication skills in English.
What strategies are you going to implement next class to overcome the challenges identified?	Although writing and reading are basic to any learning in English, they are not the only skills a teacher should develop. Children who use words in communicative contexts are able to develop all skills and make language fun and meaningful.
Where the previous strategies effective? How? Why?	If the student is not evaluated by competencies, we will continue to be traditional teachers who only train students but do not help them see beyond what they learn. When we evaluate all communicative skills in English, children will understand a topic in a better way because one skill helps develop the next skill.
If you taught the lesson again, what would you do differently?	If I had to develop this evaluation, it would include more pronunciation activities and listening maybe with a recording or a video. It would make children present a simple dialogue in which they ask each other questions about "what time it is" and are immersed in a real communicative situation. That way I make sure they develop their communication skills.