After been teaching for two months, I have realized the importance of believing in our student´s potential. Indeed I think that as teachers we cannot imagine the effect we should have on our students and students can surprise us with their abilities and performance. Sometimes those students who seldom participate or are accustomed to cause disruption show attitudes that surprise the teacher.

Usually students don’t receive the attention they need at home and as Susan Eva Porter in her book “Relating to Adolescents” claims: teenagers have affective necessities that are strongly affected by the social environment. In this experience teaching Junior High School I had a student who always was accustomed to coming to class late, didn´t like to work in class and never filled in his book, In fact he was not accustomed to bringing his book. He tended to be talking in class and bothering his classmates. Honestly he was getting in my nerves but then I started asking myself why he was behaving in that way. So one day I decided to ask him to pass to the board and he said that he was not able to do the exercise. Immediately I told him that I was going to help him. Other students were eager to pass and asking me if they could but I answered “No, I want your classmate to help us. I know he can do it”. Then the student passed to the front and developed the activity successfully. After that I realized that he had strong capacities. The next class I asked him for his books and told me that he was going to bring them next class and in fact he did it. After talking with my tutor she said that the student was accustomed to misbehave in her classed but not in mine, also that he was only bringing his books in my classes.

Then I realized that students are more likely to feel motivated when their teachers believe on them and in this process communication is crucial but we need to be careful at the time of speaking with our students keeping in mind that we have to friendly but not their friends. Something really important is avoiding physical contact when we talk with teenagers. It is better talking only with them rather than making them feel ashamed in front of a group and make them be aware of their responsibilities. As the ultimate proof of teacher effectiveness is student results, as teacher we must find the way in which we can communicate and create a positive experience during the learning process. To do this we must plan our lessons based on students needs and they will perceive that we care in their learning.

The book “Qualities of effective teachers” has helped me to understand certain aspects regarding teaching one of those are that as a teacher I must have knowledge of the content I am supposed to teach and a pedagogical training in order to think in student´s needs rather than in my own necessities. I have also learned the importance of the environment in which the class is developed that is, organizing space and creating a positive atmosphere understanding that each student is unique and has different abilities. One important aspect is that I have realized that a teacher never cease to learn everyday he learn new ways to meet his students needs and how to communicate in a positive atmosphere, in other words teaching is a lifelong pursuit.

DAPA
DESCRIPTION
7:00	The students and the teacher pray.
7:03	The teacher and students greet each other.
7:05	The teacher checks homework.
7:10	The teacher takes some flashcards.
7:11	Students says the meaning of the words in the flashcards
7:12	The teacher checks if the meaning is correct.
7:17	The teacher gives the flashcards and a chart.
7:18	The students post the flashcard in a blank.
7:25	The students pass to the front to present the words they have linked.
7:25	The teacher checks their work.
7:30	The teacher asks students to take out their grammar book.
7:30	The teacher posts some pictures on the board.
7:30	The students brainstorm ideas about the pictures.
7:35	The teacher uses the pictures to explain the lesson.
7:37	Students ask questions.
7:40	The teacher answers the questions.
7:40	The teacher asks them to complete the activity A on their books.
7:42	Students complete the activity.
7:50	The teacher assigns homework in the spelling book.
ANALYSING
When I started the class I ask students what they did the day before and according to what I know it is important to build rapport with students.
I couldn´t develop a warm-up because of my tutor´s instruction and according to what I know a warm up helps to motivate students and to make them feel relaxed.
Students were only using a book and according to what I know that creates bookish language and cause boredom.
The teacher forgets some of the student´s names and according to what I know calling students by their name builds rapport.
Students were talking a lot and according to what I know desk arrangement has a big influence on that.
PLAN OF ACTION
1. I would arrange the desks in a semicircle way because in that way students can see each other and the teacher can keep eye contact with the students. Also that builds the feeling of team group.
2. In order to memorize student´s name the teacher can give them a piece of paper in which the students will write their name. After that they post it on their chest. In that way the teacher will be able to see their names and learn them easily.
3. The teacher should look for other ways of teaching that fulfill his student´s needs instead of only filling in a book.

HOMEWORK AND ASSESSMENT

Every teacher faces the complex task of monitoring and assessing student´s learning and it is common to hear some words that cause frustration in teachers; “I did not do the homework” “I forgot it” “I didn’t have enough time.” Based on that some teacher should think that homework is not necessary but if we consider that necessity of become an independent learner, homework a great tool for helping student s become autonomous.

In order to provide experience, check progress and use a variety of tools teacher should start using homework assignment to prepare students to be successful. For that reason some experts consider homework as an extension of the classroom in which students practice what they have learned (Reinforcement), prepare themselves making a deep analysis of their class and explore materials to better their skills.

Assessment is crucial for succeeding in the classroom because it helps us to reflect the results of our job and through assessment teacher can determine if re-teaching a topic is needed by providing specific explanations. But assessment is not only checking if homework was done or if the student has just filled in the blanks in a book. Assessment goes beyond and by using a variety of input to monitor students progress we can help them to learn how to critically examine their own work.

To optimize the use of homework in our classrooms we must clarify the purpose, amout, expectation, time and the needs that will be covered through homework. We also have to understand that in this process students have responsibilities as well as parents and teachers.

Purposes of Homework

· Practice: Homework may be given to help students practice the skills learned in class. Direct application through repeated practice helps a child retain what's been learned. Class time is often inadequate to learn skills that take practice. For example, math facts and formulas need to be applied several times before they are understood and internalized. Homework gives kids the chance to practice what they learned in class.

· Thinking: Homework gets kids thinking about what they learned when they're outside of school. This gives the brain a chance to continue learning in a different environment.

· Preparation: Homework may be given to help prepare students for testing, or to use new information in a particular situation.

· Extension: Homework may extend learning by adding new information to what was discussed in class.

DAPA
DEVELOPMENT
7:00 am	1. Karla greeted the class.
7:01 am	2. She brainstormed ideas about tennis.
7:01 am	3. Then Victor Hugo shared his experiences about tennis with the class
7:02 am	4. After that Karla gave instructions to her students.
7:03 am	5. She asked the class to from two groups one of men and the other of woman.
7:04 am	6. Then she gave pieces of paper and markers to each group.
7:05 am	7. Each group scrambles the words that were written on the papers.
7:07 am	8. The groups showed each other the papers.
7:07 am	9. Each group had ten seconds to guess the word.
7:08 am	10. The teacher was writing the point on the board.
7:10 am	11. The teacher said who the winner was.
ANALYSING
1. When Karla started the activity she built rapport by asking students what they knew about tennis and according to what I know activating schemata is fundamental to achieve the purposes of the activity.
2. Her instructions were clear and according to what I know clear instructions help teachers to manage the class.
3. She provided the materials that were needed and according to what I know by providing those material we prevent class disruption.
4. Dividing groups in men and woman motivated the class to compete one another and according to what I know motivated students learn better.
5. When boys and girls started arguing she calm down each group and according to what I know teachers must create a respectful atmosphere.
PLAN OF ACTION
In the near future if I use this warm-up I will CCQ students to make sure they have understood my guidelines. Also I will work with mixed groups to avoid sexism in the classroom and prevent discrimination because new curriculums try to promote collaborative learning. I would like to make a sentence with each word in order to give students the use of the word in context.