Initial Reflections on Classroom Practice

The SIT TESOL Certificate Course

Please answer these prompts and questions for each lesson you teach during the course.
Write your responses the first 10 minutes of the feedback session. These reflections are meant
to help prepare you for the discussion and to support you during the discussion. These are
your notes and can be hand-written. Please attach your initial reflections to each lesson plan
and keep them with trainer written feedback in your portfolio.
Name Walter Alvarenga Level of Class Low
beginners
ECRIF Speaking
Grammar
PDP Listening
Reading
Writing Culture
Date May 12th Number of Students
4

My initial feelings on the lesson Ive just taught.
I was nervous right after finishing my lesson because I had just taught a piece of my beautiful
little country. This time I chose to teach culture because I have always had problems to
consciously include culture in my lessons. I began the class with energy expecting to connect
my students with it, but I got myself struggling with students connection with the class in
some points. Maybe it was only my perspective, but I could not help feeling a little bit
anxious to see my students more engaged in the activities. I think I felt that way because I was
sharing my culture; I was dressed somehow to represent my country. I knew I was going to
dance and was not unsure because of that. Though by nature I am not a good dancer, I was
proud of teaching some steps to make my students dance with me. So, the moment of sharing
the Knowing How to my students was wonderful for me because they did dance with me.
Now, I feel happy and proud of my job because my purpose was not to make people like to
dance or my country. I wanted to share a piece of me and let students know their oneself by
being in contact with Salvadoran culture.
KEY MOMENTS
What I planned to do. What actually happened.
(What the students did/said,
what I did/said)
What I was feeling and
thinking at the time.
I planned to take my students
to the carnival of San Miguel
by means of a PDP reading
lesson. I planned to include
all the kowings about culture
in my lesson to give my
students the chance to feel
Students were passive most
of the time. They had the
time to TPS, but there was
some quiet space in there.
There was some problem to
make them speak today.
However, the PDP reading
I began feeling anxious
because I felt like struggling
to make my students be part
of my lesson. It was mostly at
the beginning of the class (in
the Pre stage) because I felt
my pronunciation activities
part of my culture in some
moment of the class. I had
planned a very interactive
class in which students were
going to provide ideas based
on what they read. I always
expected active participation
from them (TPS) to see how
much they were interacting
with the text.
lesson was effective. And at
the end, students could be
part of Salvadoran culture by
dancing El Carnaval de San
Miguel with me. It was an
unforgettable moment. The
objective of the lesson was
accomplished despite the
lack of energy.
were not as effective and
funny as the previous classes.
I felt students were quiet
because of the new student
we had this day. Although I
felt anxious in some point of
the lesson, I felt pleased
when my students danced
with me.
What did the students learn and how did they show me they learned it?
They learned new vocabulary, and they showed me that when they were using it throughout the lesson.
Besides, students learned some information about Salvadoran culture because they were able to
understand the reading used in the lesson and they demonstrated it when solving the tasks.
What were the objectives of the lesson?
How well did the students achieve them?
The objective was: SWBAT demonstrate comprehension of the text Xuc in San Miguel by answering 3
questions in a TPS activity so that they can perform the steps of this Salvadoran folklore dance. This
objective was completely accomplished as students could answer the questions by discussing with a
partner after reading. Besides, they did take active participation in my short dance class.
Things that I think effectively served students learning in this lesson:
Something that helped students learning was the way I scaffolded my activities. I was always
trying to follow my lesson plan because I was the most likely to accomplish my objective by
developing the activities set there. However, students learning was benefitted by on-going
changes that took place when giving the class. Besides, I strongly believe that my clothing
helped students understanding of my culture in a better way.
Things that are puzzling me from this lesson:
My biggest puzzle is regarding the students mood this day. I was a little anxious as I felt
struggling to get them on track in my lesson. I think having a new student kind of created a
sense of shyness in the students in general.
What Ive learned from this lesson about facilitating learning:
Students learn when the activities are well-scaffolded. I was not comfortable with their mood
but noticed how learning took place when they were asked to solve tasks from the reading.
Besides, they became part of my dance class.
Questions / Issues/ puzzles I would like to get feedback on and/or to discuss and/or think more
about
What should be my reaction when students do not show a good mood in the class?
How can I make a students who does not like to read enjoy a reading class to some extend?