Week 1

I had the opportunity to observe my CT’s teaching and activities. I also initiated an icebreaker
activity for each of her groups. On the first day, I observed most of the CT’s “most difficult”
groups: she told me that these groups were not hard to manage but required patience to keep their
energy stable. During lunchtime, my CT shared some of her methods in teaching each unit: at the
beginning, she would do most of her lessons orally with students to incite participation. Toward
the end, she would wrap up the unit by having them prepare and present orally based on the
chosen theme of the unit.

Since my CT is the representative of the group of teacher specialists at the school, I could attend
the meeting. Specifically, there were issues concerning the budgets raised by teachers from the
Phys. Ed., the Arts, and the English department – disagreements regarding the financial control –
and funds granted for each of the department's school projects, and so on.

Moreover, I have started planning my lessons for all three grade levels (4-5-6) using the activity
book my CT provided. More specifically, I started planning according to the corresponding unit
of each grade level – grade 4 being “Feelings”, grade 5 being “Food”, and grade 6 being
“Inventions”. Using the page numbers that my CT wanted to do with the students following
March break, I planned my lesson around those pages while also including my own teaching
methods such as think-pair-share and visual cues.

Lastly, as for the groups of students I observed, most were well-behaved students: they were
willing to participate in my icebreaker activity and tried speaking in English. However, a few,
who misbehaved regularly and were unable to control their energy level, were pointed out by my
CT. Lastly, I familiarized those struggling with their own academic challenges who are either in
special needs or regular classes.

In short, I have been able to observe my CT's groups and obtained general impressions of each
group. All in all, most of my CT’s groups were eager to participate in class. Although most of
them would be shy speaking in English, many of them were putting in the effort to answer me
back in a few words in English. I cannot wait to start teaching the week after March break!
 Week 2

What happened What I did well How I could improve

I started teaching grade 5 I incorporated lots of Since this is only my second

groups the assigned pages in communication and think- week at school, I went over
the activity book following pair-share for students to time certain activities. Next
suit of the unit “Food”. participate orally and actively time, I should manage the
in class timing more efficiently,
depending on each activity's
difficulty level.

I started teaching grade 4 I incorporated a YouTube Because of time constraints, I

groups the assigned pages in video containing melodies quickly went over the
the activity book following that typically represent a instructions. For future
the suit of the unit “Feelings”. feeling to have students teaching, I should take more
associate with the emotion time giving
vocabulary in question. examples/modeling each
question with the students.

Taking into account my CT’s I asked the student reading to

feedback regarding frequent pause and “confronted” the
pauses to regain students' student if we were supposed
attention, I applied this to laugh when someone was
management technique with reading. The student knew
the following group. When I right away that what they did
asked a student (who is shy) was disrespectful, regardless
to read a passage for me, the of the context they were
other one started giggling. laughing about. Afterward,
while the students were
completing the exercises in
their activity book, my CT
commented that what I did
was right because, as a result,
there were no further
interruptions from the student
in question as well as the
others afterward.

Today, N. informed me that Because I know the lesson Knowing first-hand how
there was a change in the well, I decided to skip the things like this would happen
plan: students would have to “Hook” part and jump straight frequently (i.e., class
go to the gymnasium to attend away to the main activity of interruptions), I need to
the “Méritas” event (i.e., to the lesson (Reading). To get ensure, in future planning, a
give certificates to students involved, I asked plan B, whether it be extra
outstanding students in about each to read a small materials or alternative
 different subjects and other paragraph and the process activities that students can do
remarkable traits). As a result, repeats until the last one. regardless of class time.
the period reduces to a 40-
minute lesson.

Today, in another grade 5 As the first intervention, I This experience helps me see
group, one table was warned the students that if I that it is essential to be clear
disruptive during reading heard them talk again, I with students regarding any
time. would have to separate them disciplinary consequences I
and assign them to another would use if things got out of
table. They understood for a hand. Hence, transparency is
while, but they started talking key!
again and again. As a result, I
separated them: because they
understood the warning
mentioned above, they
listened to my order and
switched places without any
back-and-forth
“negotiations”.

I continually worked with N. I helped her with decorating

to finalize the “English week” the posters with quotes. I also
activities starting next week. helped her organize the
announcement papers that
would be distributed to each
class. Lastly, I contributed my
ideas regarding things
students could say for the
morning message.

Objectives for week 2:

1. Incorporate more classroom management techniques like the one described in row 6
into more groups.

2. Have a plan B ready, either written by hand or typed in the long-term plan (LTP).

3. Learn the students’ names, at least for 5/14 groups.

 Week 3

What happened What I did well How I could improve

I started teaching grade 6 Because I introduced a new When it comes to conflicts, it

groups following the pages reading, I incorporated the is best to always be alert
assigned by N.. “modeling” method and when escalation occurs and
instructed students to listen to stay neutral when trying to
my pronunciations before de-escalate the situation.
asking them to read. I saw Also, giving students
major improvements in how strategies to de-escalate
they pronounced new words. before stepping in is a good
Lastly, with N.’s suggestion, I way to let them be informed
showed them two videos and autonomous in solving
relating to the reading (i.e., problems on their own.
Rube Goldberg's inventions).
Also, one table has problems
sitting alongside the other
during the class. I intervened
by giving them strategies of
what not to do (i.e., not
talking to the other pair and
focus working with their own
group). When the situation
escalated, I stepped in and
separated the two pairs (one
sitting at the same table and
the other switching to another
place). When they seemed to
constantly bicker at each
other even at separate places,
I immediately stopped them
midway so they know that
they are not supposed to talk
to each other anymore.

One of last week's objectives I took the initiative in asking I will continue to check my
was to learn students’ names, students to remind their students' list whenever I am
at least for 5/14 groups. names when they either raised free and continually ask them
their hands or when I called to remind their names in class
them to answer my questions. because the latter helps me
associate their faces with their
names, allowing me to
remember them faster.

I started to integrate “plan B” Based on the objective of the I will continue to do so in the
 in my lesson previous week, I wrote down following weeks so that I
extra work for students who would feel even more
finish fast in my LTP; I have prepared when I am solo
teaching.
seen its usefulness when I
taught on my own. For
instance, I allowed students to
continue working on their
end-of-unit project.

I had my first formative I believe I have prepared well One thing I should do and
assessment on Wednesday and my teaching ability has apply is, when checking for
definitely improved over the understanding, I can ask
students to give me a thumps-
course of the week. After
up/down, or a “so-so” hand
hearing the comments from gesture for me to see if
the supervisor, I took down everyone is on board
notes on things that I did well:
good use of the checklist,
good use of classroom
management (scanning,
pausing, etc.), visuals and
support, and comfortable and
relaxed stance

During Ped day, I sat down Luckily, I already prepared

and discussed with N. lessons LPs for grade 5 and 6 in
for each grade level the advance; I only double-
following week checked with N. things I
could adjust to fit the level
and the time period. Then, I
asked what we could do for
grade 4 – N. was kind enough
to let me choose the new unit
to do with them.

Objectives for week 4:

1. Incorporate more classroom management techniques like the one described in row 1
into more groups.
 2. Use the “survey” method to check understanding as per the feedback from the first
formative evaluation.

3. Learn the students’ names, at least for 10/14 groups.

Week 4

What happened What I did well How I could improve

One of the group 5 I taught I remained very calm but firm Because I still tend to want to
was having a lot of classroom on those who misbehaved: I finish what I planned for
management problems warned them about things I them, it is even harder for me
would use that N. would also to manage the classroom.
use, namely two-warnings- Therefore, pausing the class
one-consequence (i.e., after and getting everyone back
the second warning, the before continuing is okay to
student receives a do.
consequence).

I gradually learned the I was able to remember their I will continue to learn
students’ names, for now names with their faces. students’ names because I
around 6/14 groups Sometimes, if I had a bit of find that students always
trouble, I asked them to tell appreciate that I remember
me again. During the class, I their first names; one student
made sure to call them by was happy that I called their
their name when I chose them name correctly!
to answer my questions.

Today, I had my second It went relatively smoothly. I I agree with S. on varying too
formative assessment was able to incorporate many little on how I approach each
classroom managements such activity with the students; it
as “the look”, pausing, and was rather predominantly
warnings. During the class, I teacher-led. If I were to teach
was able to get them on-task lessons like this one, it would
by telling them the remaining be more engaging for
time. students, both emotionally
and academically, to do the Q
& A part in teams, and more
group discussions on the
readings using open-ended
questions that I could prepare
beforehand to lead the
dialogue.
Objectives for week 5:

1. Incorporate more classroom management techniques like the one described in row 6
into more groups.

2. Vary my teaching methods when the content is less interactive and more
comprehension-based.

3. Continue to remember students’ names from all groups.

Week 5

What happened What I did well How I could improve

Today, I took over grade 5 Per the LP, N. and I thought Instead of doing this on the
and grade 6 groups after their that we would take the whole spot, it would be more
oral presentations class for the oral efficient to always have a
presentations. However, that plan B even though, most of
was not the case. As a result, I the time, oral presentations
took the initiative to assign would most likely take the
activity pages to students, whole class.
along with the word search
sheet that N. had prepared for
them.

Today, we had the interim After the meeting, things that There are two things I should
report meeting I have been doing well so far do more until the end of FE4:
is: 1. Staying firmer than N.
1. I have been able to is ok to do, as long as
stay calm and I do not take any
confident when student’s behavioral
teaching students, problems personally.
especially groups that 2. Facilitate more
have more behavioral speaking opportunities
problems. for students in class,
2. My way of utilizing especially when they
technology has been only see me once a
engaging for students. week.
I will continue to do
so with other lessons.
3. I have been able to
stay on-task with
things required for
 FE4, such as weekly
check-ins and LTPs. I
have also attended
N.’s meetings and
noted things down
with her in case she
needs extra
information.

During the time I do not When I have free periods, I sit I tend to overwork myself and
teach, I always look for things down to plan future lessons forget to take a break. It is
to do. and also adjust things I could good to remind myself that
do better for this week’s plan. taking breaks is as important
To remind myself of what to because I would have a fresh
do, I either put a reminder or mind to continue
write a few pointers in my incorporating innovative ideas
agenda. in my teaching.

Throughout this week, I have For one group, I used At times, I still tend to want
found myself being able to translanguaging more often to translate everything to
adjust my teaching methods because students’ English French because of a few
from one group to another proficiency level was lower. students. I could improve on
during reading time However, in another period, I this aspect by reminding
utilized “ask, don’t tell” myself that they can still
method because students were catch on the meaning if either
more proficient in English. the questions or the cues are
repeated often in English

Objectives for week 6:

1. Incorporate more speaking opportunities in my lessons.

2. Continue adjusting my teaching methods to each group, now that I am familiar with
students’ levels in each group.

Week 6

What happened What I did well How I could improve

As discussed in last week’s For grade 6, we started off I have to make sure that,
objectives, I implemented with the unit on teamwork. when discussing, I have to
more speaking activities in 1/3 was dedicated to the write what we are talking on
each grade level’s lesson exercises, the remaining 2/3 the board so those with lower
 was oral discussions. For levels can follow along.
grade 5, I dedicated the last
15 minutes for students to do
the oral jigsaw activity where
they asked their classmates
about their likes/dislikes in
relation to the unit on sports.
For grade 4, the activity 1 and
3 were oral-based, in which
we discussed the prepositions
in relation to the types of
room and the furniture’s
placment in each room. As a
result, I saw great class
engagement among students,
especially quieter ones.

As I was teaching more and For one group that was more I still need to work on my
more, I adjusted constantly advanced in communicative timing management, not
my teaching method from one competence in English, I because I do not have enough
group to another facilitated the discussion with time for my students, but
more complex questions rather I go too fast. I need to
asking for their opinions remind myself to slow down
regarding the unit’s theme and give extra time for
about teamwork. For the other students to do the activities
group who was more or less
advanced, I led the discussion
with more guiding questions.
I also utilized repetition and
modeling to help students
understand and answer in full
sentences. Because of
repetition, students
automatically responded back
to me in full sentences, which
I found was necessary for
them to grasp

Objectives for week 7:

1. Work on timing issue for the groups next week

Week 7
 What happened What I did well How I could improve

Today, I applied the feedback For grade 5, when I explained In teaching, it is always
of slowing down from my how students should be aware highly recommended to take
supervisor in grade 5 and of the order of sports into consideration
grade 6 classes equipments to say first when weaker+shy students more
discussing with their partner because of the concept of
(e.g., In tennis, you hit the inclusion. With that said,
ball with a tennis racket), slowing down the lesson and
some weaker students did not not finish what you planned is
understand my intention. entirely ok, as long as the
Therefore, I took some time aforementioned students
to model the sentences with follow with the rest of the
the student in question – there class.
was one who did not
understand my instructions; I
then asked them to give me a
sport and 2 equipments. Then,
I asked them to repeat after
the prompt sentence I had
written on the board using the
information above. Once they
saw what I meant by saying
the equipment in the right
order (i.e., I was explaining
step-by-step with them
through modeling), they
understood it right away.

To end my field placement on For grade 6 students, I created Using my supervisor’s

a good note with the students, an interactive and student-led feedback regarding more
I created a fun activity with Scavenger Hunt activity in student-led activities, I then
small gifts to them which students answered each had the idea to create a
question with many accurate scavenger hunt activity where
answers as possible. Students students would practice their
had lots of fun and worked C2 while working together as
well as a team (which was the a team and especially to have
theme of the unit they were fun learning. In future
working on – teamwork), and teaching, I would definitely
the winning team and the use this resource again, seeing
runner-up one received a now its positive results from
small gift which was pins for my students.
backpacks and pencil cases