Ivanna Soledad Daz

Reflection on my teaching practice to YLs

Scaffolding
During our teaching experience, we did a great job at providing support to kids to help them understand
and learn the language and succeed at the different tasks we proposed. First, we pre-taught the key
vocabulary items they were going to hear during the story and they understood it properly; we did this
pre-teaching through the use of flashcards, pictures, realia, gestures and even facial expressions (e.g. the
pre-teaching of the words `sad, `angry, `show, `laugh, etc). In this way, we made vocabulary
memorable. Then, we retold the story `Petita, the ant by using illustrations that showed the different
events in chronological order. We also used body gestures and facial expressions for learners to
understand better what was happening in the story. Finally, we had selected different tasks for them to
work on the vocabulary they already knew and the new vocabulary they learnt that day. As the activities
were meaningful and appropriate to the learners cognitive development, the kids could successfully
complete them and could have fun at the same time since they had to match, colour, cut and stick pictures,
which are activities that most children enjoy doing.
We also provided support every time we gave instructions for the tasks and while students were doing
them. We made sure that everybody understood the activities assigned. In my case, every time I explained
how to do certain activity, I read the instructions slowly, I explained them with gestures and/or, after my
explanation, I asked one kid to explain what they had to do. Once I was sure they understood, I allowed
them to start working on the task. Then, during this one, I monitored around and encouraged them to do it
properly. Finally, I praised them for their wonderful work and for how well they were working during the
class.
Role of the teacher of YLs
As future teachers of YLs, we exposed the kids to language in real, authentic and meaningful contexts
and motivating tasks for them to properly understand the new language they were learning. For example,
we used a story that involved fantasy and imagination where we used personification through a small ant
called Petita. We also made learners use their creativity to make their own pictures (`crazy ants). We also
made learning fun, since we asked them to `laugh, be `sad or `angry as Petita did and they enjoyed
doing this. We captured their attention with colored pictures that showed Petita in the different events of
the story. Then, we moved quickly from activity to activity, spending about 10 minutes per activity,
except when they had to cut pieces (parts of an ant) to form a crazy ant, this activity took about 20

Ivanna Soledad Daz

minutes and learners showed their creativity and abilities to invent by using their imagination. In addition,
we made learning active by including a variety of tasks that were appealing and aroused learners` interest
and curiosity. We also used realia, like fruits and vegetables, which are the vocabulary students already
knew and practiced before, while and after our retelling of the story. Besides, we used authentic contexts
and situations (e.g. a sad ant because her friends laughed at her) that mirror real life. Last but not least, we
created an English speaking classroom environment by using English as much as possible from the very
beginning when we (my partner and me) introduced ourselves up to the moment we said goodbye.
My learning outcome
I think we did a great job because of many reasons. It implied a lot of effort and we used our
imagination and creativity and what we learnt during the year to prepare the story and the activities and to
tell the story in front of the group.
On the one hand, we were both enthusiastic and passionate about each task, especially when we saw
how actively students were working on the activities. In my case, I really enjoyed our teaching practice
and I am sure learners really enjoyed it, too. Although we were given a very negative and pessimistic
feedback at the end of the class, we truly believe it was a very positive experience and an unforgettable
one too, since we also wore costumes to be Petita the ant, and this was certainly funny for kids.
On the other hand, in my opinion this was my best performance as a future teacher during this year.
Despite the fact I learnt a lot from my other practice at university; this one with kids was very positive,
special and successful, too. I have been teaching children for a couple of years, but thanks to this practice
I could understand better some aspects of the teaching process (like the scaffolding) and improve some
other aspects (like the kind of tasks to make kids understand better the new language I teach).
All in all, it is true that I felt pretty discouraged, disappointed and disillusioned after the feedback I
received, especially because it was the first time in both careers (Translating and Teaching) that I cried
and felt as the worst teacher of all over the world. Of course, it was also a `shocking feedback, since I
did not expect to receive so negative comments about my performance, especially in one of the three last
subjects I need to pass to get my degree. Consequently, after experiencing this bad situation, it took me
some days to overcome it and move forward in this subject, since I love this profession and, this
particular year, apart from all the theory I learnt, I got more confident about my abilities and capacities to
teach English to both children and adults.

Ivanna Soledad Daz