description of drat 3

2. Each teacher can recount
numerous highs and lows in their
teaching career. Personally, July
experienced many great
moments while teaching. These
were days when she ended so
happy and enthusiastic that she
knew she had selected the right
profession.

4. During the time that July was at
the university she could learn
many things about how to teach
English, but it was mainly
theory, now what she needed to
learn was the practical part,
because she needed to face with
this reality in order to get
experience.

6.  First July started teaching, she was
passionate and loved her subject area,
but she was clueless when it came to
classroom management. Her teacher
preparation program gave her no specific
strategies, so she went into the
classroom thinking that if she had a well-
planned lesson, classroom management
would take care of itself. Besides, she did
not have the opportunity to observe
classes to have an idea about what can
she does when she have to face with
problems like this.

8.  Also, she was afraid; for
example, that students seemed
uninterested, too talkative, or
even worse a blow up occurred
and nothing got accomplished.
That is why; she tried to find a
variety of resources that help
her in her classes, using a
variety of materials.

10.  Her first experience was with the English
Semilleros Program through it she
learned lot of about teaching and dealing
with students. Besides; in this experience
she found lot of materials and activities
to show in class in order to get better
understanding of the topics and at the
same time motivate the students, because
through the use of these materials the
students can see real life situations,
places, activities, and things in order to
have a better understanding and a
meaningful learning.

12. For example; she got visual
materials like videos, images,
flashcards, short stories; auditory
such as conversations, dialogues.
She though that these materials
helped students to learn and with
this they had different
opportunities to acquire the
language and the most important for
her at that moment was to motivate
them.

14. The first day in which July had
to teach teachers was very
afraid because she thought that
those teachers had lot of
experience teaching because
they had specializations, master
degrees, etc and July only was a
student who was learning how to
teach.

16. Besides; she felt like if those
teachers looked at her weird
because she had not experience
teaching and they had lot of. She
mentioned that day was really hard
and she was very nervous that you
could notice in her voice even she
said that she began shaking and she
was sure that the teachers realized
that she was scare.

18. Actually; some of them told and ask
questions to her like why are you
scared? And July just laughs.
However; the second class was
different and July was confident
about the things she knew, so she
realized that those teachers did not
know anything about English and she
did; that was the way in which she
got relax.

20. July had good memories
teaching not only teacher but
also teaching teenager in the
semillero. But one of her
favorites was one day she had to
teach adverbs of frequency to
the teachers.

22. She though that a good
alternative to do that was
through the use of a recipe in
which the students had to say
the steps to prepare
sandwiches and at the same time
they had to prepare it. The
students brought the
ingredients and they prepared
each sandwiched for them.

24. She thought that that was a
good strategy to teach that
topic because some of those
teachers were cooking teachers;
so, that maybe was a meaningful
learning for them. Finally, that
day was memorable for July but
also for the students who never
forget that day.