DIARY

Date 1/05/07
Observer Susana Cardona Parra
Activities - Each student of 9-2 has to stand up and say his
correspondent number for the assistance.
- They listen to the teacher's explanation about
simple present tense.
- They do some exercises in class witht the
explanation previously done.
Goal Apply easily the simple present tense as a English
language structure.
Activities product Work in class
Agreements the teacher and I agree to meet at 3 p.m but he got late
and he sent one of his students to take me into his
class.
Description Today I began my observation in the ninth grade at
Santa Rosa de Lima. The group is 9-2 and there are 44
students.
My purpose is to observe and describe the reaction of
the students teacher meanwhile the class is taking it's
course.
When the session commenced, the students had to
stand up say their respective number in the assistance
list, later, the teacher started to explain the simple-
present by saying a bit of theory and giving examples to
the students, so they could do sentences in their
notebooks. After that, the teacher proceed to check up a
bit their work in class and started to speaking with me
about the characteristics of this group: one of the best
ninth of the hole school, very sociable and nice people,
very easy-going and the teacher loves to teach them,
so, until the class ended.
Analysis the teacher and the students are involved in this class,
and exercising the cognitive and compensation
strategies, just because the teacher is using language
structures and, the students, acquire and ensemble that
 knowledge on their minds so they can produce
something new.

DIARY
Date 9/05/07
Observer Susana Cardona Parra
Activities - Each student of 9-2 has to stand up and say his
correspondent number for the assistance.
- They listen to the teacher's explanation (who
was going to be mine) about simple present
tense.
- They do some exercises in class with the
explanation previously done.
Goal Managed easily the English language structure
according to examples related to the topic simple
present .
Activities product Work in class
Agreements the teacher and I agree to meet at 3 p.m and then, he
told me to do some exercises in the board so the
students can feel more secure about the topic and he
can be in charged of the final grades in the period.
Description Today I entered to the classroom with a different
perspective of my labor there, because i had to do the
class and the teacher was not there to check his
students. At first, it was estrange, but, when I review
them the simple present topic and write down some
exercises in the board, everything started to take it's
course.
The students were asking me all the time about the
sentences, how good or not so good were doing it;
nevertheless, the teacher didn't arrive and, before the
class was over, I searched for him without any sucess,
so, I leave the place.
Analysis the students were using the cognitive and compensation
strategies all the time due the work consist on
 checking if they learn and are capable to produce
anything new according to the learning.

DIARY
Date 17 /05/07
Observer Susana Cardona Parra
Activities - Each student of 9-2 has to stand up and say his
correspondent number for the assistance.
- They listen to the teacher's explanation about
simple past tense.

Goal Acquire the English Language structure through the

implementation of the simple past tense.
Activities product work in class
Agreements The teacher and I agree to meet at 3 p.m, and we did, in
the restaurant.
Description Today, the students began a new topic. Again, the
teacher explain to them the changes of the verbs in
examples (mostly regular verbs) and the students had
to do some sentences in their notebook, but, there was
something different: before the students proceed to do
the exercises, he questionize them about the topic and
the verbs (if the changed, how the do, what do they
mean, where are located) and the students (most of
them) participate and were clear in the class.
Meanwhile that situation took place, some others start
asking to some partner, even, looking for my help to
understand what was going on, I translate to them and,
they say it out loud. The teacher, told me to be very
excited with the result.
Analysis The students were involved in this class because the
teacher was exercising the memoristic and
compensation strategies thorough the questions about
topics seen before and the relation with the new one.
 DIARY
Date 4/09/07
Observer Susana Cardona Parra
Activities - Each student of 9-1 has to stand up and say his
correspondent number for the assistance.
- They listen to the teacher's explanation about
negative sentences.
- They do some exercises in class with the
explanation previously done.
Goal Apply easily the negative sentences in the learning
process
Activities product Work in class
Agreements the teacher and I agree to meet the Tuesday 3 p.m
and we did, in the restaurant
Description Today I began my observation in the ninth grade at
Santa Rosa de Lima. The group is 9-1 and there are 44
students.
My purpose is to observe and describe the reaction of
the students teacher meanwhile the class is taking it's
course.
When the session commenced, the students had to
stand up say their respective number in the assistance
list, later, the teacher started to explain the negative
sentance or negatioons by saying a bit of theory and
giving examples to the students, so they could do
sentences in their notebooks. Nevertheless, this group
spent a lot of time looking at me, what i was doing and
what i was writing, specially the students next to me.
The teacher notice that, so, he checked up a bit their
work in class by calling the numbers of the list (in
order) and the person who responds at that numbers
must stand up and write a negative sentence. At first,
they didn't understand quiet much the dinamic, and, the
people next to me asked me for help which i gave: i
explained to them what they should do and translate to
them or giving them advices so they can write a
 sentence without feeling the pressure of not-knowing if
it was right or wrong.

They were not focussed at first, but, as soon the class

was ending, the board was getting smaller so, they have
to use another that was at the front of the main board,
that, until the class ended.
Analysis The teacher involved in this class, the compensation
strategies, just because his was demanding to produce
something new.