Topic: Welcome to the classroom
Teachers: Luis and Gloria
Vocabulary: Bag, book, pen, pencil, ruler,
eraser.
Grammar: There is and there are.
As part of the review: The numbers (from
1-20), the alphabet, 9 colors (red, blue, yellow, green, pink, orange, brown,
white, black).
Class Observation
This first class was the first to my case of study, she felt so shy, she rarely participate in all the tasks during the class.
The first activity: Introducing yourself
The first activity: Introducing yourself
In this activity, Nicole did not show any enthusiasm, probably, because this is the first time she face this situation with the rest of her classmates.
In here, I could notice what experts say about the connectiveness between the her feeling of security and safety. She did not feel any connection with her environment. She feel that this is not the place in which she belongs.
The second activity: Introducing Vocabulary Items.
After having the introductory part, students were presented the vocabulary by showing the images on the board, by then, she practiced color and numbers.
The third activity: Spelling time.
Finally, they practiced the names of the classroom items by matching the word with the picture. They, in groups, practiced the spelling of the words. At this time, Nicole rarely participate in the activities. Her tone of voice is low and thereby she did not reach the high level of the participatory task goal.
Fourth activity: Drawing on their backs.
Although this activity was changed in the moment, the goal was reached by many of the students. They could identify what letter was asked to be mentioned. They were identifying the letters of the alphabet while they were in groups. Nicole did not participate as much as the others because of her shyness. This activity could work with her if she had had the opportunity to listen to one of her classmates before being asked, specifically, because she is shy. Her mind was blocked because she knew that this environment is not frequent in her world.
One thing was observed during this task, not all of the students wanted to be volunteers. One proposal for this could be, "the choral repetion" for all of them first. This activity took time but finally, students recognize the letters even if they do not participate.
In the case of Nicole, when we came back home, I asked the letters we were finding during the path and she could name most of the letters; although, her problem is in pronouncing the letter "g" and "j" correctly. I insisted in correcting the pronounciation by encouraging to say more than three times.
In here, I could notice what experts say about the connectiveness between the her feeling of security and safety. She did not feel any connection with her environment. She feel that this is not the place in which she belongs.
After having the introductory part, students were presented the vocabulary by showing the images on the board, by then, she practiced color and numbers.
The third activity: Spelling time.
Finally, they practiced the names of the classroom items by matching the word with the picture. They, in groups, practiced the spelling of the words. At this time, Nicole rarely participate in the activities. Her tone of voice is low and thereby she did not reach the high level of the participatory task goal.
Although this activity was changed in the moment, the goal was reached by many of the students. They could identify what letter was asked to be mentioned. They were identifying the letters of the alphabet while they were in groups. Nicole did not participate as much as the others because of her shyness. This activity could work with her if she had had the opportunity to listen to one of her classmates before being asked, specifically, because she is shy. Her mind was blocked because she knew that this environment is not frequent in her world.One thing was observed during this task, not all of the students wanted to be volunteers. One proposal for this could be, "the choral repetion" for all of them first. This activity took time but finally, students recognize the letters even if they do not participate.
In the case of Nicole, when we came back home, I asked the letters we were finding during the path and she could name most of the letters; although, her problem is in pronouncing the letter "g" and "j" correctly. I insisted in correcting the pronounciation by encouraging to say more than three times.
At the end of the class, they had a fun time in sharing each others.
Hello, Monica! I would like to share the same experienced that you had with Nicole when you asked her the letters of the alphabet. I did the same as you, I asked Imelda some of the things they saw in the class and she told me pencil, pen, ruler and book. Even thought these two little girls are shy, they could then demonstrate what they had remember in the class. It is interesting to discover that they elicit the vocabulary but in the class they act very shy! I also like when you mentioned that Gloria in the activity number four, they had to write in the back, well I also agree that Gloria was so smart and adapt it quickly for the students, so the activity could move on. This awareness is so important and it is part of being familiar with the planning that you create. Otherwise, she could not have reacted like that. What do you think?
ReplyDelete:D
Regards,