Name: Heidy Catherine Guzmán Carrillo.

Practicum Teacher: Gonzalo Camacho.

My First Lesson in a Real Scenario

Before the lesson, I felt nervous because teaching microteachings in my class, with
my classmates, is totally different from teaching a lesson in a real scenario, at a
school; I did not know for sure if it would really work. Despite the fact that I had had
the possibility to apply two English activities in the class before I taught the lesson, I
had doubts in relation to the activities for the lesson; I did not if the lesson activities
would work successfully as the other ones. However, I felt secured somehow
because I knew that most of the students would understand my English words; since,
the first time, when I started my observations, I talked to them in English and I
realized they understood my speech.

During the class, I was thinking of doing my best, therefore, I was telling to myself:
“be careful with the spelling, with the pronunciation and with the grammar”.
Furthermore, I felt happy because I was doing one of the things that I love most in
life: teaching and helping others. Sometimes, I was so afraid of losing the class’
control because they do not commonly and behaved properly in class, fortunately,
they shown an adequate behavior in the lesson. At the end, I felt so proud of the
students due to the fact that they accomplished the activities as I expected. I also
felt proud of myself, since, it was the best lesson that I have taught so far. Now, I am
thoughtful because planning that kind of classes though which the students can
enjoy and at the same time learn English, and communicate in English is not easy;
it requires time to think about the aspects mentioned earlier. How I will manage that
fact next semester? Will the classes that I will teach next semester be successful, in
comparison to this lesson?

There are many aspects that I have to improve but I want to mention the three chief
ones. Although I was pushing myself to teach a suitable class, I made some mistakes
in regard to my speaking production. I think there are two factors which generate
that inconvenience, namely, lack of practice and lack concentration. Another aspect
to mention is that four students were not working properly, they were not doing the
required activities; unfortunately, I realized it some minutes before the class finished.
I think that it is another foremost aspect to change because I tend to focus only on
the students who are interested in doing the activities and in asking me for the
guidance of their work. How can I change that aspect? Additionally, I spent much
time trying to convince the students to participate in the warm up. Why did not they
want to participate? Was it related to their motivation? If so, I have to look for
strategies which help me to increase the students’ motivation so that they do not feel
afraid to participate.

Regarding to the positive points of my class, it is pertinent to draw three aspects.

Firstly, one outstanding fact to mention is that they could utter the sentences that I
asked them for. I just can say: It was so amazing! Obviously, they did not do so
perfectly but they could; I understand that they, as well as me, have to keep on
working on improving the language skills. Secondly, I can say it was successful
because most of the students got fun through the activities that I applied in the lesson
and also could communicate themselves in English. I think that the lesson worked
well because I analyzed carefully their needs and planned a suitable class for them.
I had read many teachers’ experiences about the importance of students’ needs,
now, I have my own one. Finally, the last but not the less, I also think that my class
was successful due to my gestures, they helped a lot to communicate with them in
English.