How To Write A Reflection In English Class

This class was developed in Leonardo Da Vinci High School, a bilingual school located in Manta. It was a reading class directed to 5th grade students of 9 years old.

Initially, I felt really excited and happy because from the very first moment I went into the classroom I saw students were comfortably communicating in English. I enjoyed also about the classroom environment, there were visuals and posters in English all around, it made me feel enthusiastic and curious.

Students were in the middle of a reading lesson. They were working on a story called “The half chicken”. The teacher selected a student to read aloud while the rest of the class followed the story in silent. Then, after each paragraph, the teacher asked students questions about the actions that

She gave each group a worksheet where they had to write the characteristics of the main character. The worksheet contained the silhouette of a chicken. Students were really excited about the task and so did I seeing their interactions. The teacher gave them only five minutes to complete the task and students worked collaboratively. They used English and sometimes some Spanish to communicate and to help each other. I could see them negotiating meaning, explaining, searching evidence in the book and using the language in an evident sociolinguist level of competence. I was delighted about their group work because in my previous experience I had not seen those interactions among English learners of that age. The task was no focus on form but on the function of the language so the CLT principle were clearly well executed in this section of the class as Renandya and Jacobs (2005) declare “ideally, students read on their own without the need for teachers to monitor their reading… monitoring should be seen as a way of displaying student progress and motivating students, rather than as a way for the teacher to assess