Planning process of my T.U

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I have to say that during the planning, I felt very nervous and a little bit lost, as I did not know where to hold on and where to start from. Plus,  finding the good leading question for the project is more difficult than it seems!! 

 

Finally, during the peer feedbacking session, my brain clicked and I came up with the idea that I could build a unit related to the group of the “som coaching esportius”, as they hadn’t done anything in class related to this topic and at the same time, I could build very dynamic activities and it allowed me to work on content such as: body, muscles, English expressions to motivate and give instructions...

 

Thanks to my peer's help and my UAB tutor's feedback during the seminars, I was able to keep up with my work and plan step by step my unit. 

 

Implementation process

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When the important day arrived (first lesson, january), even though I was feeling shy and insecure, I tried my best to make a good start-off of my lesson: I made them stand up, clear the tables and dance with me and stretch the body. I risked it all and tried to put my biggest effort to hide my insecurity and went for all.

 

The best surprise? I didn't expect that the kids would react so positively and after few seconds later, I realised they were starting to dance and participate happily, in my very first activity of the unit!

 

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Another thing I was worried about was whether the kids would be able to understand me while taking in English, as the last thing I wanted was to get my kids frustrated and unmotivated because they wouldn’t know what I was telling them. However and fortunately, it wasn’t that way at all! They could understand me and get the general idea of they had to do and how.

 

As I wanted my kids to also ask me things in English and use at least some English, I created some routine phrases flashcards to hang around the class so they could look up and remember how they should address to me.

 

For instance, I told them that if they needed help, they should instead of calling all the time “Durga”, they had to say “ I need help, teacher”, “Please, can you help me teacher?". Other simple expressions such as “Thank you” “ Good morning” “ I’m fine thank you” or “I don’t understand, can you repeat please?” were also introduced to them to encourage them to express in English.

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Even though all these expressions may seem simple and basic, I realised that  they hadn’t internalised them, so it was not bad to introduce them, to put the English mindset in them.

 

Plus, I felt very happy to hear how students while working in groups, they were using some random words in English, for example “No, perque per exemple escalfes els knees i despres, el heads and shoulders” and the other member in the  group replying with“ Okay, of course”.  

 

At least, they were in the mood and had the idea that English in my lessons was important and by having talked all the time in English, the input they got, then they used it to express themselves, no matter if they were just 2 or 3 words. I'm sure that If they carried out more lessons in English, they would be able to express with wider sentences!!

 

In order to finish my teaching unit and accomplish m teaching objectives, I had to ask my school mentor If I could have 1 extra session for my teaching intervention.

The extra session helped the students as they had more time to plan their final products but it also helped me, as it gave me time to practice the english expressions they needed to use and do the final rehearsals...with less pressure! 

 

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Last session: FINAL PRODUCT PERFORMANCE!

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The idea was to perform the final coaching lessons the students had been preparing to the rest of the class, in the playground or in the gym, in order to have more space and the music equipment.

 

However, that day the teacher was very windy and cold and also, it turned out that the music equipment and the school wifi was not working its best, so you can imagine the situation! The kids waiting, playing and talking around the playground while I was trying to set the music and thinking to come out for solutions. My kids were telling me “why don’t we go to the classroom and we do it there, as its cold and windy”. I listened to my students.

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I realized that even though the final product wasn’t as I expected, I wish they had memorised or interiorised the English sentences more, I cannot complain about the overall work they had done: they had been searching, reading, writing and expressing in English their project work.

 

Considering that they are not used to do any subject content in English and during English lessons, the teacher barely speaks to them in English, they all made huge effort to work and do their best.

 

Plus, there were some groups that they did quite a good job, they were encouraging the classroom by saying motivational sentences and giving instructions quite well in English. Even there were some students who wanted to say all the time everything they could in English, and were asking me how to say some of the words while he was teaching some football techniques to his mates.

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Overall, I feel quite happy with my teaching unit planning, intervention and its results, even though there had been things I did not count on it and I have still a lot to learn!!

 

Finally, what made me more happy about is that the students performed a dancin lesson giving instructions in English during the final Project Presentaton to the families, so at least the families and the school director could also see some bits of my own work! 

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This makes me feel even more encouraged to try harder to become a better teacher!