PROFESSIONAL PRACTICE DIARY

Hello, there. This time I would like to share with you this drawing that I made which represents Benjamin Bloom's taxonomy with a flower. I think this taxonomy is very important because it helps us to determine our educational objectives realistically and be more precise when planning a class. As a teacher, especially in the beginning, I felt a little bit lost because I did not know where to start and how to set limits regarding the activities I had planned for my students. However, Bloom's work was an anchor for me because writing a clear class objective from the beginning set a starting point that I would keep in mind before taking any decision or including any activity on my planning and, following this as a guide, I realized it was much easier to develop and embody the further stages and sessions in my lesson plan. I represented Bloom's work as a flower because it symbolizes growth, which I think in education is what both educators and learners are seeking to achieve...

In my limited experience, I've learned that being a teacher is way more than only planning and showing up to teach a class. It requires patience, involvement, and nerve, especially when correcting student's mistakes, which sometimes can be a touch-and-go situation. That is why, in this entry, I am enlisting the ten commandments of feedback that have helped me maintain a good rapport with my students while providing them with comments and observations without perishing in the effort: 1. Don't overcorrect:  Try to keep it short and simple, otherwise, students may feel unmotivated. 2. Vary the assessment type:  Let students receive feedback from each other once in a while. 3. Don't expose your students:   Try to not point out a specific student when a mistake emerges. Instead, address the whole class and ask for their help to solve the problem. 4. Balance positive and negative feedback: Comment about the student's areas of opportunity, but ...

"What should I do?". Every teacher at one point in their career has experienced a situation where they don't know what to do or how to react to a specific situation while being consistent with their moral values and their school expectations. I have been there. It was not a matter of life and death as I have less than a year of working experience, but it was still one of the first situations when I genuinely didn't know what to do after I had promised myself since way before I started my major that if I ever got the chance to be a teacher, I would be the fairest, coolest, most understanding of all. Well, it isn't as easy as I thought.  This starts about a year ago in a private college where I started to work as a substitute. I had been there for a few months and the period was about to end. I was in charge of one small group, which I would say was not the most gifted in regards to English, but they did nicely most of the times. Despite the difficulties, I ...