Journal Writing
Trainee’s name: Clara Auguste
Practicum Level: Kindergarten
Group: K5
Date: 13/05/15
Lesson Number: 1 - ‘9...
Trainee’s name: Clara Auguste
Practicum Level: Kindergarten
Group: K5
Date: 14/05/15
Lesson Number: 2 - ‘30
As regards my ...
Trainee’s name: Clara Auguste
Practicum Level: Kindergarten
Group: K5
Date: 15/05/15
Lesson Number: 3 - ‘30
After my last ...
of 3

Kindergarten practicum

Journal Writing
Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - Kindergarten practicum

  • 1. Journal Writing Trainee’s name: Clara Auguste Practicum Level: Kindergarten Group: K5 Date: 13/05/15 Lesson Number: 1 - ‘90 After my first lesson at Aberdare College Kindergarten, I can firmly say that it was quite an enriching and pleasing experience. The planning and the lesson were based on the Communicative approach. The focus was put on communication. I was able to create a comfortable atmosphere where children could feel secure and with confidence. They were very eager to participate throughout the whole lesson. As it was organized and performed following the Presentation-Practice-Production procedure, children were able to identify and use the new vocabulary, incorporate new structures as well as experimenting and playing through games and songs. As it was expected, the group was full of energy and eager to learn and share the afternoon. It was quite a challenge to calm the children down and create a good atmosphere every time they returned from the playground. I waited for them outside the classroom, greeted them at the door, and gently asked them, one by one, to enter the room and sit down on the floor. Once they were all inside, some of the kids started fooling around or were distracted by some school objects. I had to implement a very short game so as to call the children’s attention and acquire the correct climate so as to start with the following task. Nevertheless, their behaviour was more than remarkable. I didn’t need to ask for silence repeatedly. Just a few times I had to remark some students to sit down properly. Overall, students reacted very enthusiastically to all of the activities and materials. When I showed them the cover of the story they couldn’t hide their excitement. And finally, when they were asked to taste the fruits and later make their own fruit brochettes, it all turned even better. One of the students told me that she would like to have everyday lessons with me. I have to admit that I was thrilled and touched by her comment. I am pretty sure that we all had a great afternoon. We were learning and having fun at the same time. And I think that that is the main objective of Kindergarten. Kids should be educated, but nothing nicer and greater than learning while sharing an enjoyable moment. I am looking forward to seeing them again tomorrow.
  • 2. Trainee’s name: Clara Auguste Practicum Level: Kindergarten Group: K5 Date: 14/05/15 Lesson Number: 2 - ‘30 As regards my second lesson given at Aberdare College I must start by saying that it was quite different from the first day. To start with, the lesson was based again on the Communicative approach but in particular, it involved activities which were focused mainly on speaking only. As far as timing is concerned, the class was planned to start at 1:30pm. The children arrived from the playground ten minutes later, so I had to shorten the class because at 2:00 o’clock the music teacher was coming. So, I had to go over the activities a bit faster. All the children, in general, were more confident and restless in comparison with the first lesson. They were very enthusiastic and participative, but their concentration period was quite short which required a change on the activities and tasks quite often. Making them sit on the floor for the entire hour was not a good choice. Even though they were asked to move around a bit, and even though they were all eager to participate, I could realize that they needed a change of action. For example, all the children were supposed to participate of the ‘missing game’; but I had to change onto the next activity beforehand because some children started moving around the class or bothering other classmates. Nevertheless, this did not modify my schedule because I had to shorten the lesson. In order to regain the climax before presenting the next activity, I had to change my voice, actually whisper, so as to make them lower their voice and recreate a concentrating and proper atmosphere. Regardless the difficulty it could have become, children reacted positively and with joy to all of the activities. When they first saw the ‘tea table’ all set up with toast, cookies, milk, etc, they looked astonished. When the time to dramatize arrived, two children were not confident enough to pass to the front until the rest of their friends did the activity; but they finally did before the class was over. Finally, overall, I think it was another successful lesson but because it had to be shorten. If I had needed to add or change the activities I would have played again the song that they heard the day before which they really enjoyed.
  • 3. Trainee’s name: Clara Auguste Practicum Level: Kindergarten Group: K5 Date: 15/05/15 Lesson Number: 3 - ‘30 After my last lesson at Aberdare College kindergarten, I can assure that I had a very enchanting and constructive experience. The planning as well as the lesson were based on the Communicative approach.Children as usual were very confident, talkative and eager to share their knowledge and enthusiasm. Basing the three lessons on communication was very effective in particular with this group of kids. As the first lesson, it was also organized and performed following the Presentation-Practice-Production procedure. Children already knew some of the items, vocabulary and structures used, so it was easier for them to incorporate the new ones and follow the lesson successfully. As regards classroom management and the development of the lesson, I did not need to interrupt the course of action at anytime. At first, one student did not feel like participating at all. I gave her my hand and sat her right next to me while I continued with the lesson. After ten seconds she was involved and engaged as the rest of the class. As far as the materials and items used, I think that it was a very good idea to mix unreal objects with actually real food. They really called children's attention. Moreover, asking them about their likes and dislikes was very interesting. They all wanted to share their tastes and preferences. The idea of giving them a ‘food folder’ at the end of the lesson was quite successful as well. When I told the children that they were going to take the folders home, they got anxious and wanted to take them right away. I had to explain that their teacher would give them out once the day was over. Finally, I would like to say that I felt very comfortable and confident during the whole practicum period. The children responded in an excellent way and in reference to the rest of the teachers and authorities, they treated me like another regular teacher making me feel secure and supported.