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Recommended: Overview of classroom management

Practicum Reflection (SANTIAGO)
For my teaching practicum experience, my placement was set in E.E.T N° 3 school, which is located in San Isidro district. I observed and taught a 24-student-group from 4th year at secondary school throughout a 6-week-period for a total of twelve hours.
The time that was spent with these students was rewarding but difficult at the very same time. Firstly, this experience has proven to be the one with the most amount of planning I have ever put towards a lesson, but also I learned that over planning is never the way to go or you will stress yourself out to no end.
I have prepared a lot of activities including listening comprehension using audio and videos, reading comprehension, writing, grammar and vocabulary exercises, and speaking. Students were not used to applying all the skills in the lesson and it took a while before they could actually perform or do. So as to encourage them, many posters were prepared and I used realia to make them feel involved in the lesson. Even though it was a bit risky, I let them touch and manage the tools I brought.
Students were not easy to manage, at all. During the observation period, I spotted out potential hazards, inappropriate behaviour and inattention. There were some cases of bullying as well and it was confirmed by the former teacher. When I started teaching, those negative connotations of high schoolers suddenly washed away. Little by little, they were becoming more active, engaging and polite. It was far from being the ideal class, but it was gratifying to experience the change when I treated them as people and care about them. I gained a lot of confidence from those students when the time came to teach the next lesson, I was more self-assured than I used ...

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... side of the classroom. According to the teacher, this was told to the authorities and they were not doing much to sort it out.
As regards work, few students complied and worked steadily, the rest was restless and disrupted the class. They could not come to terms with the fact that they had to behave and work. Most of them were not interested in the lesson and the materials, and were playing computer games or listening to music aloud. Furthermore, they lacked the necessary materials to study: pencil case, student’s book, folder, copies, etc.
The teacher worked only with strong students and if they were not working, she scolded them. Once the strong students have finished, they were to help the weak ones. The teacher did not help them understand instructions or do the activities. Due to the technique that was applied, more than 30 minutes were given for simple tasks.

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