Traine: Cabrera, Julieta.
Trainer: Canitano, Mariela.
Course: 4
th
10
th
. EEM N 3 J.M. Salustio
Reflection on my 5th class
1. As regards this first point, did not reali!e that pro"ided the ans#er$
had thought of %o&paring the un'no#n #ord (fro!en) #ith one that #as
&ore fa&iliar to the students, li'e (free!er) so that the* %ould infer the
&eaning of the for&er. Ma*be, should ha"e as'ed the& if the* %ould
relate it to a #ord the* alread* 'ne# instead of pro"iding it &*self.
+. As regards the assess&ent of "o%abular*, the students, attitude is the
sa&e as #hat ha"e pre"iousl* des%ribed, so de%ided the students #ill
ta'e a #ritten test of all the ite&s seen so far.
3. did not 'no# that %arr*ing out an a%ti"it* su%h as the one on "o%abular*
anal*sis prior to reading as #hole %lass #as anti%ipating, and if it is not
benefi%ial for #ea' students, #ill definitel* %hange it.
4. usuall* %he%' %o&prehension of instru%tions before the beginning of an
a%ti"it*, but ha"e to re%ognise that #as "er* ner"ous and it &ight ha"e
been the reason #h* did not do it #hen started.
-. #as a#are that silent reading ended up not being so, and %larified it on
the spot, but it see&s that did not do so %learl* and deter&inedl*
enough. t is rather diffi%ult to &onitor all the students. Ma*be should
&odif* sitting arrange&ent for one %lass and see ho# it #or's.
.. and /. a& glad that %ould %orre%t the proble& of dealing #ith
instru%tions #ithin the sa&e s%ope of ti&e.
0. 1he suggestion of %hanging students fro& groups and &a'ing the& sit
so&e#here else, pro"ed to be "er* effe%ti"e, but during the se%ond period
there #as a student #ho refused to do so. had told her and the group that
she belongs to that if the* didn,t stop tal'ing, #ould separate the&. 1his
parti%ular student #as espe%iall* #arned on t#o o%%asions and as she
%ontinued tal'ing, as'ed her to sit so&e#here else. She first refused on the
basis that she did not #ant to sit #ith the person had told her to.
%ontinued gi"ing her the order of %hanging her pla%e, and she %ontinued
sa*ing (No.) said that #as not gi"ing her an option, that #anted her to sit
so&e#here else, and that if she did not #ant to sit #ith that parti%ular
partner, she %ould ha"e a sit ne2t to her tea%her. She refused again, and the
tea%her inter"ened as'ing her to go to the 'ios' to bu* soðing for her,
after #hi%h both tea%her and student left the %lassroo&. &ust %larif* that at
no ti&e did shout at the student, and neither did she shout at &e.
3hen the tea%her and the student #ent ba%' into the %lassroo&, the latter
#ent to her usual pla%e. 1he %lass #ent on nor&all* until one of the students
sitting opposite her noti%ed that this student #as %r*ing$ the tea%her stood up
and #ent to tal' to her. So&e &o&ents later, another student #as as'ed to
go out of the %lassroo& b* the tea%her on the ground that she #as bothering
her partners. n the &eanti&e, e2plained the students the i&portan%e of
pa*ing attention in %lass and being silent #hen the* are as'ed to in order to
being able to sol"e the tas's and pass the&$ also told the& that the #a*
the* beha"e and respond to #hat tell the& influen%es &* pra%ti%e, and
therefore the opportunit* to pass the sub4e%t 5 do not 'no# if this #as the
&ost appropriate thing to do, but it #as #hat felt at the &o&ent6.
After this, di%tated the note as regards the testing of "o%abular* and
as'ed the tea%her to sign it #ith &e, but she refused to do so. 3hile #as
going around the %lassroo& signing the notes, she read the se%ond ter&
&ar's. 7inall*, the %lass finished.
As #as tid*ing up &* things, the tea%her approa%hed &e and told &e 5in a
lo# "oi%e, so that students #ould not hear her6 that she did not #ant another
situation li'e the one des%ribed abo"e 5the student being as'ed to %hange
fro& pla%e, and then %r*ing6 to ta'e pla%e during her lessons. She said that
had lost %ontrol of the %lass, and that tried to regain it b* s%olding a good
student instead of her ben%h&ate que seguramente habla mucho ms que
ella, and she also said that did not s%old another student #ho #as also
tal'ing, be%ause that student #as li'el* to ans#er ba%' or patotearte, in
her o#n #ords. replied that had pre"iousl* #arned the student about
tal'ing, and that #arnings should be%o&e a%tions so that students %ould
understand #hat the li&it #as. #ill trans%ribe #hat said and #hat she
ans#ered in Spanish8
Julieta: () Lo que pasa es que yo ya se lo haba advertido dos
veces, y no hizo caso, y si las advertencias se quedan solo en
advertencias, los chicos me toman el tiempo.
!ro"esora: #$ual ya te lo tomaron.
After ha"ing said this, the tea%her turned around, and #al'ed a#a*. felt so
upset and hu&iliated that left the %lassroo& #ithout e"en ha"ing the
%han%e of tal'ing to the student to understand #h* she had %ried.
9n the #hole, this is a Monda* to be forgotten, or better, to be refle%ted on
to see #h* e"er*thing #ent the #a* it did.
