FIELD DIARY, PRACTICE

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° y 5°	Date		OCTOBER  21st	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?	At the beginning of the class, they are proposed to play “CONCÉNTRESE” and the children play with joy and willingness. The cards prepared with the instructions and common phrases in the classroom begin to be glued on the board. The meaning and pronunciation of the cards are explained first. For the repetition after me, first, the girls repeat and then the boys The supervising teacher suggests that instead of translating into Spanish the meaning of each phrase or word that best makes the movements or gestures that the word means. Upon reaching the last command: "cover", "discover", the rules of the game are explained. A card is hidden while children cover. Then, upon hearing the "discover" order, they must guess what card is missing and say it in English. Some children in their desire to win and be the first did not cover well, when I realized this, I demanded collaboration to continue the game. Now I tell the children in English that we are going to watch the video of the song "Simon says". But none managed to understand me, so I repeat it in Spanish. They watch the video the first time and when I return it I ask them to imitate the actions seen in the video. Then I ask them to repeat and imitate everything that is said in the song. Most children can pronounce correctly and enjoy this song. Finally, I explain the purpose of the class, which is to learn all the useful phrases and commands in the classroom to use them consciously and constantly not only in English class, but in all classes, if possible. At the next moment of the class, the teacher shows images with text and phrases that explain each command and instruction of the "Classroom language". The teacher pronounces the phrases in English and has the children repeat them as many times as necessary to learn them by heart and, especially, when they hear them, execute the action corresponding to each command. In class work, children work in groups, creatively write several phrases of the classroom language on paper strips and paste them on the wall to create a beautiful collage, which when viewed at all times will help them use this vocabulary of now on and gradually this, consciously and unconsciously, to give meaningful use to everything they learn in the English subject. Writing and repeating many times something is important in learning. English is no exception and for this reason, children transcribe phrases and commands in their English notebooks and then repeat them individually and in groups. The evaluation workshop that was proposed on this occasion was a challenge for children since they are not accustomed to a type of rigorous and systematic evaluation in the English subject. However, in the development of the same workshop some children requested help and were explained in a clear and reliable way what they should do. In the work of qualification and analysis of the results of the evaluation workshop, it should be noted that most of the children obtained good performances and the objective of the same was achieved.
How did you feel? Why?	The job of educating children is very compromising and challenging and during the development of this class I realized that I must be very careful and demanding with myself so that everything I teach them about grammar or about the culture of English speakers be meaningful and striking and thus be able to fulfill my mission well.
What strategies are you going to implement next class to overcome the challenges identified?	The next class I must be more careful in the pronunciation of the words and revise again and again the important vocabulary and concepts so that, when presenting them to the students, they do it competently and generate a more meaningful learning
Where the previous strategies effective? How? Why?	A teacher's emphasis on the "communicative approach" allows him to interact with children so that they also interact with each other. Strive to ensure that more than 50% of the class is conducted entirely in English, this will allow children to familiarize themselves with English pronunciation and other sociolinguistic resources
If you taught the lesson again, what would you do differently?	The results obtained in the evaluation workshop were satisfactory. The ability to "Listening" is strong in most children, followed by the ability to "Writing" and "Reading". It is necessary to work more on the ability to "Speaking" since many children have difficulty pronouncing certain words correctly, maybe because they fear being wrong and prefer not to speak or maybe they did not memorize the correct pronunciation and that is why they are wrong and express erroneously their ideas in English.

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  26th	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 0 TO 50 ·         In the activity of jumping rope, some children did not know how to jump rope, so it was necessary to teach them how to do it. Those children who had more agility in the jumps reached the jump number 30; the others only counted until the jump 10 or 20. ·         The strategy of taking children out and having them explore different materials inside and outside the classroom allowed the children to make many associations and also use English for something as common as counting and numbering the surrounding objects. ·         The writing of the numbers is something that costs children and many of them just write what they hear without paying attention to whether it is well written or not, this perhaps,  because they are beginning to write in Spanish and only have this language as a reference and they believe,  that writing in English is the same as writing in Spanish.
How did you feel? Why?	I felt comfortable teaching the issue of numbers, since it is one of the topics,  that I handle very well. When correcting the writing or pronunciation of a number I felt the need to be very precise so as not to teach children the mistakes, since they can stay in the mistake and then it will not be so easy to make them understand that any word is misspelled or mispronounced.
What strategies are you going to implement next class to overcome the challenges identified?	For the children to pronounce the words better, I will take great care to pronounce them correctly and I will bring an audio related to the subject so that the children can listen to the two versions about a word, mine and the prerecorded ones. Perhaps this strategy helps the children to analyze and above all to achieve better pronunciation and writing of words in English.
Where the previous strategies effective? How? Why?	I believe that these strategies are appropriate at all times of the class since the more English is used during the lesson this will help the children see it as something very easy and fun. Keep in mind that children learn more when they play, because they like to learn through play. That is why it is important that the theme is striking and presented through games, rhymes, songs that motivate children.
If you taught the lesson again, what would you do differently?	I would devote more time to games and propose more rounds that have to do with numbers since that catches the attention of children and develops listening and speaking skills. For writing and reading skills, more word games such as lotteries and bingos would be appropriate where children have the need to use the vocabulary of numbers and as they play they apply it in this meaningful 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  26th	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?	SIMPLE PRESENT VERB TO BE, AFFIRMATIVE FORM ·         Although most of the children already knew the pronouns and some of the conjugated forms of the verb to be, however it became necessary to introduce the class with a brief review of these topics. ·         The class begins with the song of the verb to be, the first time they heard the song the children could not understand any word, I put the song again and they already managed to capture some vocabulary words that they already knew as "here, there, plant, happy, yellow, blue, red, sad.” The third time they began to hum the song and keep up. Then I began to explain what the song was about and the translation of the lyrics into Spanish so that when they understood it completely they could memorize and sing it. Finally, to close this introduction, they all sang it with the help of the teacher. ·         Then present the copy with the dialogues and images of the Simpson family. Some shouted with enthusiasm that this was the entire Simpson family and we began to remember the name of each of the characters and especially those who did not remember the name. Then we began to read in English the phrases that were there and we began to translate and have them repeat the corresponding pronunciation emphasizing the conjugated forms of the verb to be. ·         In the observation of the scheme on the conjugation of the verb to be affirmative form of the present simple, some children recognized the pronouns at first sight but as they were reading the copy they realized several details that they did not know as for example that WE the same as the pronoun THEY is the same for the masculine as for the feminine. In the inflection forms of the verb, the children noticed at first sight how for all pronouns there are particularities in the conjugation. Each of the forms conjugated with its respective translation into Spanish was explained for better understanding of the information. Then they were taught the correct pronunciation by repeating several times until the children managed to mechanize it. ·         In the exercise of free writing, children put their creativity into play by writing long and short sentences and, although they had some grammatical errors in the socialization of the exercise on the board, everyone was able to clarify their doubts and develop their skills at the time of writing and reading. ·         It is satisfying to see how most of the children performed well in the evaluation workshop. Using colorful images to present information helps children make all kinds of associations to develop their communication skills. Perhaps the most frequent successes were in the translation part from English to Spanish, but also the most presented errors are in the elaboration of sentences in English.
How did you feel? Why?	I felt great confidence while pronouncing the words and verb conjugations. I also realized how children strive to try to imitate the correct actions and forms of pronunciation because they consider how important it is not to be wrong.
What strategies are you going to implement next class to overcome the challenges identified?	I think that songs in the original language are a good strategy for children to be in contact with real and authentic material. At first and without proper guidance, children may feel insecure and frustrated by not understanding anything or a few words, but when they are explained what it is, they realize how easy and fun it is to learn English.
Where the previous strategies effective? How? Why?	The use of songs and real material is very useful at the beginning of the class to create cognitive imbalance between what is already known and the new concepts or words that are presented. The questions that arise help to lead the whole class with the objective of clearing the doubts that are generated at the beginning.
If you taught the lesson again, what would you do differently?	To give this class again, I consider that more writing exercises are needed, since children who create short sentences are very recursive and use the dictionary when they want to express creative and different phrases. therefore, I would propose to use the dictionary more and devote more time to group spelling correction, since this helps children who already know the concepts to apply them and those who do not yet know them, follow the example and overcome all their difficulties.

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		NOVEMBER  5th	Number of hours	2

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 HOUSE ·         Once again a song was used to bring children to a global understanding of the subject. The stanzas so simple and full of rhythm and musicality and the images of the video helped the children to have a creative tour of the parts of the house. Pronunciation is benefited when children hear real and authentic material in English. At the beginning there are difficulties to make the correct articulation of the words but intensive repetition is a great strategy that helps children not only memorize vocabulary but also helps them become familiar with other pragmatic and sociolinguistic resources used in rhymes and songs . ·         Coloring and writing a word several times helps children develop their creative capacity and encourages memory connections for children to engrave a word through direct association with a still image. Cut and paste the rooms of the house in the silhouette was in exercise of care and aesthetics and gave more significance to the exercise of recognition of the parts of the house. ·         Younger children should not be saturated with too many words when addressing a certain vocabulary. The best strategy is to try to integrate few words but that are full of meanings in themselves or that are immersed in rhyming phrases or easy to pronounce and memorize. “The kitchen is the place to prepare food. The bedroom is the place to sleep. In the dining room there is a large table with chairs. ” They are simple phrases but that children learn quickly and easily. ·         In the evaluation workshop the children achieved the expected performances especially in the speech part as a video was recorded that demonstrates the great ability of children to learn and interpret short songs in English. Several essays were made but in the end the voices were integrated with the aim of achieving harmony in the singing.
How did you feel? Why?	I felt very satisfied with the work done because the progress made by children in general is noted. I already feel more confident in addressing children with simple phrases using only English during the sessions because the children are more placed and attentive. Some even ask when they don't understand and use gestures to make themselves understood.
What strategies are you going to implement next class to overcome the challenges identified?	To make vocabulary lists more effective, try using all new words in clear contexts or examples in their entirety so that children see that all words are useful and it is not true that they are copied into a notebook to have them and not use them. .
Where the previous strategies effective? How? Why?	The use of the words of a new vocabulary must be at all times of the class for children to identify all the properties of a word such as writing, pronunciation, reading and proper use in a real communicative situation.
If you taught the lesson again, what would you do differently?	In a future lesson on the same topic, I would focus a little more on the lyrics of the song I used or try to get something that integrates more vocabulary from home, so that children learn the song by heart and write and sing it. This allows you to appropriate vocabulary in a more complete way, which increases vocabulary and at the same time has fun in the art of music.

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		NOVEMBER  5th	Number of hours	2

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 HOUSE ·         Once again a song was used to bring children to a global understanding of the subject. The stanzas so simple and full of rhythm and musicality and the images of the video helped the children to have a creative tour of the parts of the house. Pronunciation is benefited when children hear real and authentic material in English. At the beginning there are difficulties to make the correct articulation of the words but intensive repetition is a great strategy that helps children not only memorize vocabulary but also helps them become familiar with other pragmatic and sociolinguistic resources used in rhymes and songs. ·         Coloring and writing a word several times helps children develop their creative capacity and encourages memory connections for children to engrave a word through direct association with a still image. Cut and paste the rooms of the house in the silhouette was in exercise of care and aesthetics and gave more significance to the exercise of recognition of the parts of the house. ·         Fifth grade children have more memory capacity as they can write and read faster. This allows them to absorb more vocabulary than younger children. On this occasion, they simply remembered the names of the rooms in the house, but focused on the furniture in each room. By associating images with writing, they identified the translation of each word and in the exercise of questions and answers about vocabulary with the pattern WHAT IS THIS? ... THIS IS A ... children used the Words in context to form common phrases that convey or request simple information. ·         In the evaluation workshop the children achieved the expected performances especially in the speech part as a video was recorded that demonstrates the great ability of children to learn and interpret short songs in English. Several essays were made but in the end the voices were integrated with the aim of achieving harmony in the singing.
How did you feel? Why?	I felt very satisfied with the work done because the progress made by children in general is noted. I already feel more confident in addressing children with simple phrases using only English during the sessions because the children are more placed and attentive. Some even ask when they don't understand and use gestures to make themselves understood.
What strategies are you going to implement next class to overcome the challenges identified?	To make vocabulary lists more effective, try using all new words in clear contexts or examples in their entirety so that children see that all words are useful and it is not true that they are copied into a notebook to have them and not use them. .
Where the previous strategies effective? How? Why?	The use of the words of a new vocabulary must be at all times of the class for children to identify all the properties of a word such as writing, pronunciation, reading and proper use in a real communicative situation.
If you taught the lesson again, what would you do differently?	In a future lesson on the same topic, I would focus a little more on the lyrics of the song I used or try to get something that integrates more vocabulary from home, so that children learn the song by heart and write and sing it. This allows you to appropriate vocabulary in a more complete way, which increases vocabulary and at the same time has fun in the art of music.

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		NOVEMBER  13th	Number of hours	2

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?	FOODS,  FRUITS AND VEGETABLES ·         • Activities that involve sharing and teamwork favor the integration of knowledge and experiences. In this lesson, when a food or fruit is shared, children experience welcome and joy for an activity that is so meaningful and experiential that it makes them value their school and friendly relationships. ·          The observation of real images and bright colors on the different foods and drinks, some known and others not, allows children to make that cultural reflection where, despite the fact that things have different names because of the language, however, they represent or mean a unique reality. ·         • In the pronunciation of vocabulary, most children know some common words to refer to food, but it should be borne in mind that they continue to pronounce in Spanish while they see the written word and it represents a pedagogical challenge to try to make children do the correct articulation of words. ·         The exercise of the pattern "DO YOU LIKE ...? And the answer" YES, I DO  "or" NO, I DON'T  "was something very fun for children, since they could express their tastes and preferences towards what they like or do not like It also introduced other responses such as "I love, hate, I like", to delve a little deeper into the issue of food and drinks.. ·         The actions achieved by children demonstrate the efficiency of images as a strategy to develop vocabulary and communication skills. In the dialogues that were recorded, many children expressed their tastes and preferences in a very natural way, as they do in the mother tongue, all this product of an appropriation of vocabulary and ways of saying something in English.
How did you feel? Why?	I really liked the way children share their things with their classmates and also how they express their tastes and preferences in the English language making proper use of everything they are taught and valuing the efforts made to prepare an animated class , pleasant and, above all, useful and meaningful, with good material and technological tools that motivate.
What strategies are you going to implement next class to overcome the challenges identified?	Implementing the appropriate use of vocabulary in a specific context of communication requires collaboration from the other areas of knowledge, which is why I find it very interesting to carry out a collaborative work with the other subjects integrating the use of English either in mathematics, in language, in science, in physical education to encourage the use of patterns and basic vocabulary. This will have better results in the area of ​​English.
Where the previous strategies effective? How? Why?	As already stated, the more opportunities there are to use English and not only in English class, the better results and skills that children will develop will be obtained.
If you taught the lesson again, what would you do differently?	To improve this lesson, it would be useful to increase the time for children to prepare and present a more formal and elaborate dialogue that includes greetings, numbers, farewells and other vocabulary things that children already know using the pattern of tastes and preferences. Gradually, children's vocabulary and repertoire will be increased to develop a simple but fluid and cordial conversation. This is essential to create pragmatic awareness.

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		NOVEMBER  13th	Number of hours	2

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?	FOODS,  FRUITS AND VEGETABLES ·         Activities that involve sharing and teamwork favor the integration of knowledge and experiences. In this lesson, when a food or fruit is shared, children experience welcome and joy for an activity that is so meaningful and experiential that it makes them value their school and friendly relationships. ·          The observation of real images and bright colors on the different foods and drinks, some known and others not, allows children to make that cultural reflection where, despite the fact that things have different names because of the language, however, they represent or mean a unique reality. ·         In the pronunciation of vocabulary, most children know some common words to refer to food, but it should be borne in mind that they continue to pronounce in Spanish while they see the written word and it represents a pedagogical challenge to try to make children do the correct articulation of words. ·         The exercise of the pattern "DO YOU LIKE ...? And the answer" YES, I DO  "or" NO, I DON'T  "was something very fun for children, since they could express their tastes and preferences towards what they like or do not like It also introduced other responses such as "I love, hate, I like", to delve a little deeper into the issue of food and drinks.. ·         The actions achieved by children demonstrate the efficiency of images as a strategy to develop vocabulary and communication skills. In the dialogues that were recorded, many children expressed their tastes and preferences in a very natural way, as they do in the mother tongue, all this product of an appropriation of vocabulary and ways of saying something in English.
How did you feel? Why?	I really liked the way children share their things with their classmates and also how they express their tastes and preferences in the English language making proper use of everything they are taught and valuing the efforts made to prepare an animated class , pleasant and, above all, useful and meaningful, with good material and technological tools that motivate.
What strategies are you going to implement next class to overcome the challenges identified?	Implementing the appropriate use of vocabulary in a specific context of communication requires collaboration from the other areas of knowledge, which is why I find it very interesting to carry out a collaborative work with the other subjects integrating the use of English either in mathematics, in language, in science, in physical education to encourage the use of patterns and basic vocabulary. This will have better results in the area of ​​English.
Where the previous strategies effective? How? Why?	As already stated, the more opportunities there are to use English and not only in English class, the better results and skills that children will develop will be obtained.
If you taught the lesson again, what would you do differently?	To improve this lesson, it would be useful to increase the time for children to prepare and present a more formal and elaborate dialogue that includes greetings, numbers, farewells and other vocabulary things that children already know using the pattern of tastes and preferences. Gradually, children's vocabulary and repertoire will be increased to develop a simple but fluid and cordial conversation. This is essential to create pragmatic awareness.

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		NOVEMBER  20th	Number of hours	2

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?	CLOTHES   In this lesson, we work on the clothes that children wear as authentic and real material. They can describe their clothes according to the color and type of clothing. It is interesting to see how children in general do not know the appropriate names of clothing. Some call an object that others know by another name. Recognizing vocabulary in English again emphasizes not only the knowledge of the word but also the correct way of using that term in a real context of communication. For this the pattern "What are you wearing today?" Was used. And his respective answer: "I am wearing ...". Once again it is proved that an image can lead children to memorize vocabulary better, because if it is associated with words, images become real and not just abstract.
How did you feel? Why?	At this point in pedagogical practice, I feel satisfied with what the children have achieved. Many already have another appreciation of English. They find it easier and more fun than at the beginning and that fills me with satisfaction and desire to continue preparing myself better and better to be an excellent professional in teaching English.
What strategies are you going to implement next class to overcome the challenges identified?	The personal description activity of how you are dressed is very relevant. This shows that children are more likely to use what is more concrete for their academic work, than those concepts that are too abstract or simply have no practical application. It is important to emphasize concrete and not-so-abstract concepts so that children are motivated and learn significantly.
Where the previous strategies effective? How? Why?	The use of descriptions and practical conversation exercises should be a fundamental part of an English class. They can be done at the beginning of the class so that it becomes a challenge to overcome during the development of the class. Or they can also be implemented at the end, to fully assess student performance.
If you taught the lesson again, what would you do differently?	If I had to give this class again I would use more writing and conversation techniques so that children feel more motivated to use English to say what kind of clothes they like and what kind of clothes they don't like. It also serves to strengthen the grammar with phrases and short paragraphs, but that children will have as their own descriptive creations of something or someone.