My third experience in the classroom with advanced students

Describe On February 16th, I was in my third teaching practice with Advanced II English students in UNICAES. Students were around 23 in total that day.  My tutor was sitting at one side in classroom, and the students were sitting in a horse shoe way. It was 8:15 a.m. when I was around to developing the last activity with the class, some students started to behave impatient because of the time, I asked them to create a quote that they applied to their lives; meanwhile I was monitoring them, and I saw that some students were not doing what I asked them to do. There were some that were writing their quotes and there were some that had been put their notebooks on their bag packs, so I asked to the teacher if there was time for them going out, and she told me “no the class is not about to finish”, and I tried to continue with the class, but I saw that even the teacher said what she told me, some students were doing nothing. I felt bad, and I told them “ok I am going to finish here.” I made a sendoff for the group and finished a class even I had not finished the activities that had been planning.
(Analyze)		Plan Action
Interpret	Generalize
I noticed that students were impatient because of the time.	Based on what I observed, I think that probably they were accustomed to go out early.	The next time I teach this lesson, I will recommend to the tutor to not give me the last hour of class.
I observed that there were some students that were doing what it was asked them to do and some others that did not do what they had to.	It is necessary to use a technique in order to make students do what the teacher wants them to do.	I won´t pay too much attention to students’ behavior toward the time and I will finish my activities with the time that has been set.

My second Experience in the classroom with Advanced Students

Describe On February 9th, I was in my second teaching practice with Advanced II English students in UNICAES. Students were around 22 in total that day. It was around 7:20 a.m. when I was developing a debate activity with students. My tutor was sitting at one side in classroom, and students were sitting face to face (first group in one side and the second group in the other side.) I began the debate activity by explaining them what they had to do and I gave them some hands of paper which they had to use in order to ask for participation in the debate. The topic of the discussion was Friendship. I started by asking some questions to one group in order to elicit students’ participation and they started to do so, but I could notice that not all the students were participating, so I had to ask some to participate in the activity and they did not show interest about the discussion. Thus In order to make those students to participate, I had to ask them specific points about the topic of discussion, and they did it but just because it was asked.
(Analyze)		Plan Action
Interpret	Generalize
I noticed that not all the students were participating during the activity.	Based on what I observed, I think that probably those kinds of activities are no so good in large groups.	The next time I teach this lesson, I will change of the activity taking into account the quantity of students that I have in order to have for each student the same opportunity of participation.
I observed that there were some students that did not show too much interest to the discussion.	It is necessary when using a discussion activity to let students choose a topic which they like or being pretty sure that the topic that has been chosen is going to be according to what is expected for students.	I will show to student a list of topic that they would like to have in a discussion activity.

My first experience in the classroom with English Advanced students

Describe It was around 7:20 a.m., It was my first time as English teacher of Advanced Students. Students were around 23. My tutor was sitting in my right side in the classroom. I was in the practice’s stage of the class’ agenda specifically in the controlled practice. I gave to each student a worksheet which they were going to work on. The classroom sitting arrangement was in a semicircle form. Students were passing the worksheet that contains some exercises about adjective clauses while I asked one student that already had the page to read the directions of the exercise A of the worksheet; he read the directions aloud, and then, I explained what they had to do, so I asked one student to explain on which the activity consisted according to herself. Thus the student explained aloud what it was asked,  I could notice that they understood which the activity consist on; so then, I asked students to work on the activity correctly as fast as they could because of the time. During the time that students were solving the exercise, I was monitoring them. When most of the students had finished, I asked them to check their answers together. Consequently, I was asking some students one by one randomly to share their answer with the class, subsequently students were participating and I asked to the wrong answers what did they think about? In order that they could make the corrections by themselves and they did it when it was needed.
(Analyze)		Plan Action
Interpret	Generalize
Students understood at first time what they had to do after explaining the directions. Students made their classmates´ correction correctly	Based on what I already know about giving directions I think that it is important to break them down and give them clear and precise. Based on what I observed, I think that students are able to make their classmates’ correction when working  together	So, in the future, I will always put on practice to make the directions easy to understand because it helps students to work as they are supposed to work in a specific activity. In future lessons I will always let students to correct themselves by their classmates, and of course I will be just guide them and help them.