July 26th class

All six principles were evident during the class. First, the team teacher knew the students and approached them using that knowledge to create strategies that would help them improve their performance. For example, the team teacher knew that the students recognized the actor John Cena, so she used a video of him talking about his daily routine to introduce the present simple tense. Additionally, the team teacher is patient with talkative students but also encourages shy students to participate. Second, the team teacher creates favorable conditions for language learning by using strategies to diminish the affective filter as much as possible. Examples include giving students the opportunity to suggest songs to be played during activities, which makes them feel comfortable, and doing pair or group activities to encourage respectful integration among students. Regarding the design of high-quality lessons for language development, activities such as "Who is the Impostor?" were included. In this activity, students had to find a sentence whose structure was different. The team teacher used this activity to transition from the present simple to the present progressive. In addition, students had to talk about their own routine after watching the video about John Cena's routine, which helped them mix listening comprehension of authentic material and speaking production.

In relation to adapting lesson delivery as needed, the team teacher assessed the students' understanding after each activity. For example, she asked the students what the man in the video job was. In the first group, the students easily understood "wrestler" when she mimicked it, but the second group needed an additional explanation and spelling of the word. Also, there was an activity in which the students had to use their cellphones with internet access. She asked how many students had cellphones and organized them accordingly. Furthermore, the team teacher monitored student language development by asking for their answers one by one in certain activities and by creating two Wordwall games in the form of contests to test students' understanding of the present simple tense. Finally, the team teacher engaged and collaborated within a community of practice because she relied on me to help her with some students. She frequently asked me what I had seen in class, if I had noticed anything important, and how things could be improved. In my opinion, she seems to have a good relationship with her colleagues, as far as I have seen in the teachers' lounge.

I don't think there was a principle that I strengthened in the lesson. However, there were two interruptions during the class because two students were older than most of the other students. I thought it was disruptive, but everything else was managed appropriately.