My second expierence with Basic English students Second period

Describe On March 29th, I was in my second teaching practice from the second period. I was with Basic English students in UNICAES. Students were around 24 this time. It was around 8:35. My tutor was sitting at the end of the classroom. I was starting the class by developing a warm-up activity. The classroom sitting arrangement was in a normal way. The classroom was too small and students were too many for that classroom. I told students that we were going to develop an activity, and I asked   to stand up and make two lines in the classroom. It was too difficult to them because the size of the classroom and the sitting arrangement of the desks. All students were kind of tired. I think that it was probably because of the holy week and It was difficult for me to make them being active. I was punished them through some jokes and compliments. They form the two lines despite of their mood. I explained them what the activity consisted on, and in order to make them understand, I modeled what they had to do, and they got it. So, we started the activity and students were participating through the activity. They were trying to write what it was needed. At the end of the activity, we review together and I pointed to those who made a mistake in order to point out the mistake that was made but some of those students were not willing to show that they did it.
(Analyze)		Plan Action
Interpret	Generalize
I noticed that all the students were kind of tired.	Based on what I observed, it is important to not give up to the purpose of the activity even if students do not show any interest toward to that.	The next time I face this situation, I will not give up pushing my students to participate and to develop an activity through things that make them feel motivated.
I observed that some students that did the mistake were kind of ashamed because of my behavior.	It is necessary when checking an activity to not point out who made the mistake but what the mistake is.	I will never point my students directly when they make a mistake. I will just be focus on the mistake that was made, and to demonstrate why it is not correct and how it is correct form.