First Extended Reflection
Weekly Journal for SIT TESOL Certificate Course
February - May 2026
1. Feelings and Needs and my learning:
What are some feelings I had this week during the course? What needs of mine were met? Which needs were not met? What does this make me think about?
During this weeks course I faced mixed feelings, because we touched topics which are really important to me as a person and as a teacher. Basing myself on the non violent communication and the 4 choices framework. For me this is really important as I care deeply for my students emotions and how I can get to be a better person for them. I think it is really important to always keep a good communication and make them feel in a safe and caring environment. Yudelka, thank you for sharing this so honestly. It’s clear how much you care about your students and the kind of environment you want to create for them.
One needs of mine that was met was the reminder that, as teachers, we often have a lot on our plates. Sometimes we have to repeat ourselves many times to students, which can become stressful, and in those moments we may forget the most appropriate or respectful way to correct them.
One need that was not fully met was the need for more time to make ourselves exposed to real life classroom situations. While the concepts of Non-Violent communication and empathy were very clear and meaningful, I feel that practicing them through more examples or role-playing activities would help me feel more confident when applying them with my students. This makes me think about how important it is for teachers to continuously reflect on their communications and reactions in the classroom. It makes a lot of sense that you would want more opportunities to practice these skills—this awareness is already a strong step in your learning process.
2. My Learning:
What do I most want to remember from this week? What did I Encounter? Clarify? Remember? Internalize? Fluently use? What was an AHA moment from the course this week?
Something I want to remember the most from this week is DAPA. When I was first exposed to it, I felt a bit overwhelmed because it is something completly new to me. However, I would like to continue learning and clarifying the correct way or fluent use DAPA effectively. I love that you wnat to know more about DAPA’s and reflection. These journal entries will be an important part of your learning experience and making DAPA charts will support you in that process.
During this week, I also encountered and clarified important concepts related to communication and teaching. One important AHA moment for me was understanding the specific difference between fluency and accuracy. This helped me better understand how students develop language skills and how teachers should support both aspects. I also internalized the difference between these two terms and how they apply in the classroom. Additionally, I feel that I can fluently use ideas related to Non-Violent Communication and the framework we studied. Amazing learning nuggets this week! I am excited about your journey and how will it impact your learners.
3. Questions: What questions am I thinking about right now?
Some questions I am thinking about right now are how can I effectively apply DAPA in my classroom and how I can develop a natural flow when using it during my lessons. Since this strategy is new to me, I would like to continue learning and practicing it so I can use it with confidence.
I am also thinking about how I can better balance fluency and accuracy when teaching my students. I wonder what strategies can help students improve their fluency while still supporting their accuracy in language learning.
I’m really glad to see these questions coming up for you—they show you’re engaging deeply with the process. As the course continues, you’ll have more opportunities to practice these ideas and see how they connect to your own learning. The DAPA chart will support you in slowing down your thinking, reflecting more intentionally, and developing insights that can guide meaningful action through the lens of ELC.
Title:Language Learning and empathy reflection
I see your tittle reflects the relationship between how learning a language can cross paths with empathy. I am curious to see how this impacts your growth over the weeks.
ESSAY
So far, during this course I had the opportunity to reflect not only on this activity on language learning, but also on myself as both a teacher and a learner. One of the most meaningful activities for me, maybe because of how confusing and overwhelming it was, was the “River talking”. During this activity, we were asked to go outside and speak to ourselves in Spanish (our native language) for a minute, then in English (our second language) for another minute. To be honest, this activity had impacted me the most, because for a few seconds I felt a little confused, and I didn’t really understand why we were asked to do this. But this activity has also allowed me to reflect and become more aware of the difference between speaking in my native language and my second language. It made me point out these differences, as sometimes, as I am already used to speaking my second language, I don’t tend to sit and reflect on these, but it made me notice how natural and comfortable it felt to speak my native language, while I required more concentration and effort for my second one. This activity helped me point out the challenges that students may face when they are learning a new language. It seems like this was a very powerful moment for you and your learning this week. I can see how this realization grew directly from the experience you lived, especially through the struggle you described. That connection makes your reflection feel very authentic. I also notice a strong link to empathy here, as you are beginning to understand more deeply how students may feel in the classroom. Through this activity I could also pinpoint the difference between fluency and accuracy in language learning. This became the AHA moment during the second week of the course. Fluency refers to the ability to communicate ideas confidently and smoothly, while accuracy is when we use language correctly. During the lecture, I could easily remember a few times when I often thought that correcting mistakes immediately was the best approach. However, I understood that allowing students to communicate freely actually helps them develop confidence, which an essential part of language learning. Such a great learning moment for you. I can relate with you because I use to think the same way about correcting students in class. Understanding language learning and my own learning, has helped me greatly to provide better opportunities for others to learn. During this same lesson, I could also reflect on the importance of empathy in the classroom and even though I also have it in mind, I always like to reinforce it, as sometimes in our day-to-day it can get tricky. This experience reminded me that students need patience, encouragement, and a supportive learning environment where they feel safe to try, make mistakes and continue learning. Reflecting on my own learning process helped me become more aware of how my teaching practices can influence students' confidence and motivation. Thank you for such an insightful essay, filled with meaningful moments that show your learning process. It’s truly valuable to witness these realizations with you and to accompany you in this journey, as we are all learning together. |
DAPA 1
Describe What did I see/hear/notice in this slice of the lesson (1-2 minutes)? What exactly were students doing What was the teacher doing? What was the environment like? What was the arrangement of the classroom? What materials were being used? How? During this activity, “River talking” we were asked to go outside and talk to ourselves (individually) first in Spanish (our first language) for a minute. Then we were asked to speak to ourselves in English, for a minute too. Meanwhile the teacher was going around, guiding us and observing. The environmet was relaxad, engaging and reflective, since we where outside and able to focus on our thoughts without any distractions. The purpose of the activity was to reflect on how it felt to communicate in our native language compared to a second activity; we then returned to the classroom and discussed our experiences and feelings. Great, Yudelka. This moment clearly focuses on a specific point in time where something meaningful happened for your learning. I’m wondering if you could add a few more details about your experience as a learner—how you felt, what stood out to you, or if there were any challenges you faced. What were you doing in that moment? These kinds of details help the reader better understand the context of your experience and make it clearer how the moment supported or hindered your learning. They also give you stronger evidence to build your interpretations in the next step. | ||
Analyze (Interpret) What explanations can I offer? What guesses can I make about this? Why do I think this is important? How might this have help or hinder student learning? | Analyze (Generalize) Based on what I already know about ___________, I think … Based on what I observed, I think students generally…. I believe that ________ can help/hinder student learning because… | Plan Action So in the future, I will… In future lessons I will… The next time I teach this lesson, I will… |
I think we did this activity to help us notice the difference between speaking in our first language and a second language. Speaking in our native language felt natural and comfortable; meanwhile, speaking in our second language required more effort and concentration. Your interpretation makes sense and connects to the activity, especially in noticing the difference between your first and second language. To deepen it, you might include one specific detail from your experience (for example, a moment where you struggled or hesitated) to make the connection even clearer. | Based on what I already know about language learning, I think students feel more confident when they can communicate in a language they are familiar with. The generalization is a good starting point, but I notice it becomes a bit general and moves away from your specific experience. I invite you to connect it more directly to what you lived—for example, what did you notice about confidence in that moment? | In the future, I will try to be more empathetic and patient with students when they try to communicate in a second language Your action plan is meaningful, but it shifts into your role as a teacher. Since this reflection is focused on you as a learner, I encourage you to rethink it from that perspective. For example, what could you do as a learner when you feel that effort or difficulty again? |
This activity helped me understand how language learners may feel when they try to communicate in a new or second language. Students might know what they want to say, but they can struggle to communicate it. Again, a well connected interpretation to your activity, however it needs more grounding from your description. | Based on what I observed, I think students tend to need time to feel comfortable speaking a new language. This generalization follows your interpretation, which connects to the same idea you expressed. I need you to go back to your description and add some detials about how you felt with time during the activity and that would connect to this directly. | In future lesson I will create more opportunities for students to practice speaking in a supportive environment. Please rewrite the action plans from your perspective as a learner. |
The activity was meant to help us (as teachers) to develop empathy or understanding towards our students when they are facing a new language. Experiencing this challenge helps us understand how frustration can affect our students. What helped you or hindered your learning? | I believe that creating a supportive environment helps a student learn because students feel confident to participate and express their ideas. | . The next time I teach a learning a new language lesson I will encourage students to express their ideas freely without interrupting them to correct every mistake. |
This also shows how important it is for teachers to create a supportive and safe learning environment, where students feel comfortable practicing and reflecting on the language without fear of making mistakes. | Based on what I already know about learning a new language, I think students learn better when teachers show patience and understanding during their learning process. | In the future, I will remind myself that learning a second language can be challenging and that students need encouragement, confidence and practice to improve their fluency and accuracy. |
Summarizing paragraph:
Reflecting on myself as a learner during this week, I can see how it helped me see language learning from a different perspective. It reminded me that learning a language can be challenging and rewarding, and that empathy plays an important role in teaching. This reflection helped me become more aware of my role as a teacher and reminded me of my students' needs, how my actions can support my students’ learning and confidence. In conclusion, this activity encouraged me to continue reflecting on my teaching to always create a supportive and effective learning environment for my students.
Thank you, Yudelka. This is a thoughtful closing reflection that shows how much you are connecting your experience to meaningful ideas about learning and empathy. I can see how this week has helped you become more aware of the learning process and the role emotions play in it, which is a very important realization.
As you continue to strengthening your skills to use DAPA charts, I invite you to keep your focus on yourself as a learner for this first extended reflection. You are already making valuable connections, and the next step is to deepen them by including more specific details from your experiences and ensuring that your interpretations, generalizations, and action plans stay grounded in those moments. This will help make your reflections even more clear and connected.
In the following journal entries, you will have the opportunity to shift more into your role as a teacher, so for now, this learner focus will help build a strong foundation for that next step.
Corrections
Dapa 1
Describe What did I see/hear/notice in this slice of the lesson (1-2 minutes)? What exactly were students doing? What was the teacher doing? What was the environment like? What was the arrangement of the classroom? What materials were being used? How? During this activity, “River talking” we were asked to go outside and talk to ourselves (individually) first in Spanish (our first language) for a minute. Then we were asked to speak to ourselves in English, for a minute too. Meanwhile the teacher was going around, guiding us and observing. The environmet was relaxad, engaging and reflective, since we where outside and able to focus on our thoughts without any distractions. The purpose of the activity was to reflect on how it felt to communicate in our native language compared to a second activity; we then returned to the classroom and discussed our experiences and feelings. |
Describe What did I see/hear/notice in this slice of the lesson (1-2 minutes)? What exactly were students doing? What was the teacher doing? What was the environment like? What was the arrangement of the classroom? What materials were being used? How? During this activity, “River talking” we were asked to go outside and talk to ourselves (individually) first in Spanish (our first language) for a minute. Then we were asked to speak to ourselves in English, for a minute too. Meanwhile the teacher was going around, guiding us and observing. The environmet was relaxad, engaging and reflective, since we where outside and able to focus on our thoughts without any distractions. The purpose of the activity was to reflect on how it felt to communicate in our native language compared to a second activity; we then returned to the classroom and discussed our experiences and feelings. | ||
Analyze (Interpret) What explanations can I offer? What guesses can I make about this? Why do I think this is important? How might this have help or hinder student learning? | Analyze (Generalize) Based on what I already know about ___________, I think … Based on what I observed, I think students generally…. I believe that ________ can help/hinder student learning because… | Plan Action So in the future, I will… In future lessons I will… The next time I teach this lesson, I will… |
I think we did this activity to help us notice the difference between speaking in our first language and a second language. Speaking in our native language felt natural and comfortable; meanwhile, speaking in our second language required more effort and concentration. For example, during the activity, there were moments when I hesitated before answering because I was trying to organize my ideas and choose the correct words in English. This made me realize how challenging it can be for language learners to communicate in a second language, even when they know what they want to say. | Based on what I already know about language learning, I think students feel more confident when they can communicate in a language they are familiar with. During the activity, I noticed that when I was speaking in my first language, I answered more quickly and naturally without overthinking. However, when I had to speak in English, I felt less confident because I was paying more attention to my pronunciation and the words I wanted to use. This helped me understand how confidence can change depending on the language we are using and reminded me of the importance of creating a supportive environment for language learners. | In the future, when I feel that same difficulty or pressure while speaking in a second language, I will try to be more patient with myself and give myself time to think before answering. I also want to continue practicing without being afraid of making mistakes, because this activity reminded me that effort and hesitation are a natural part of language learning. This experience helped me realize that confidence develops little by little through practice and support. |
This activity helped me understand how language learners may feel when communicating in a second language. During the activity, I noticed that even when I knew what I wanted to say, I hesitated because I was thinking about the correct words and pronunciation. This made me realize how challenging communication can feel for language learners. | Based on what I observed, I think students need time to feel comfortable speaking a new language. During the activity, I noticed that I took longer to answer in English because I was thinking carefully about the words I wanted to use. This made me realize that confidence and fluency develop with time and practice. | In future situations, I will give myself more opportunities to practice speaking in English, even if I make mistakes. I also want to remind myself that learning a language takes time and that confidence grows through practice. |
This activity helped me understand how language learners may feel when communicating in a new or second language. During the activity, I noticed that I needed more time to think before speaking in English, even when I already knew what I wanted to say. This made me realize how difficult it can be to communicate in another language. | Based on what I observed, I think students need time to feel comfortable speaking a new language. During the activity, I noticed that I paused more before answering in English because I needed time to think about the correct words. This helped me understand that feeling comfortable speaking another language takes practice and patience. | In future situations, I will continue practicing speaking in English without being afraid of making mistakes. I also want to give myself time to think and respond calmly, because this activity showed me that learning a language requires patience and practice. |
This also showed me how important a supportive and safe environment is for language learning. During the activity, I felt more comfortable participating when I knew I could make mistakes without feeling embarrassed, which helped me feel more confident using English. | Based on what I already know about learning a new language, I think students learn better when they feel supported and understood during the learning process. During the activity, I noticed that I felt more comfortable participating when I had time to think and did not feel pressured to speak perfectly. | In the future, I will remind myself that learning a second language takes time and practice. During the activity, I noticed that I felt more confident when I stayed calm and gave myself time to think before speaking. |
Summarizing paragraph:
Reflecting on myself as a learner during this week, I can see how it helped me see language learning from a different perspective. It reminded me that learning a language can be challenging and rewarding, and that empathy plays an important role in teaching. This reflection helped me become more aware of my role as a teacher and reminded me of my students' needs, how my actions can support my students’ learning and confidence. In conclusion, this activity encouraged me to continue reflecting on my teaching to always create a supportive and effective learning environment for my students.
Second Extended Reflection
1. Feelings and Needs and my learning:
What are some feelings I had this week during the course? What needs of mine were met? Which needs were not met? What does this make me think about?
This week I experienced a mix of feelings during the course. At the beginning, when I don’t fully understand a concept, I tend to feel confused and a bit overwhelmed. However, once I start to understand, I experience “aha moments.” This week I had like three of them, which I really enjoy. For me, these moments feel like when the sun comes out after clouds; suddenly, everything becomes clearer. These are always meaningful moments in my learning process. Hi Yudelka, thank you for your honest reflection about your emotions during the course. I appreciated how you described moving from confusion and feeling overwhelmed to experiencing meaningful “aha moments.” Your metaphor of the sun coming out after clouds was powerful and showed strong self-awareness. It is important to recognize that confusion can be a natural part of the learning process and often leads to deeper understanding.
One of the needs that was met this week was gaining a better understanding of the difference between Internalize and Fluency stages in a lesson. I had been struggling with this distinction, and although I now understand it better, there are still moments when I need to pause and reflect carefully to identify the difference.
This experience makes me think that I need to deepen my own reading and investigation. I realize that studying independently and reviewing the concepts on my own will help strengthen my understanding and confidence when planning lessons. Great, Yudelka. You are reflecting on what you need to do next to continue improving.You recognized that independent reading, deeper investigation, and continued practice with lesson planning can strengthen your confidence. This demonstrates responsibility for your own professional growth.
2. My Learning:
What do I most want to remember from this week? What did I...Encounter? Clarify? Remember? Internalize? Fluently use? What was an AHA moment from the course this week?
One of the most important things I want to remember from this week is my aha moment about the purpose of the ECRIF framework. I realized that ECRIF helps teachers guide students from accuracy toward fluency, allowing them to gradually become more independent in their language use.
During the week, I encountered and clarified several concepts related to the different stages of ECRIF. Before, I understood the stages in theory, but I was still confused about how to clearly distinguish between Internalize and Fluency activities. Through the discussions, examples, practice tasks in class, planning, teaching and feedback (on Tuesday) I was able to better understand how Internalize activities help students practice language in a more controlled way, while Fluency activities give students the opportunity to use the language more freely and communicate more independently. (in real life and a specific context). I noticed strong progress in the way you explained the difference between Internalize and Fluency. You clearly identified that Internalize activities provide more controlled practice, while Fluency activities allow freer and more independent communication in real-life contexts. This shows growing clarity and a stronger ability to connect theory with classroom practice.
This realization was an important moment for me because it helped me see how lesson activities should gradually support students as they move from practicing language accurately to using it confidently and naturally.
This week I feel that I clarified and began to internalize these ideas, and I hope to continue practicing them so I can use them more fluently when planning my own lessons. This reflection shows meaningful progress, curiosity, and increasing confidence. You are engaging seriously with the course ideas and using reflection as a valuable tool for growth. Keep trusting the process, because those moments of confusion followed by clarity often lead to the strongest learning.
3. Questions: What questions am I thinking about right now?
Right now I really think this is the main question am focued on: How to design activities that effectively help students move from accuracy to independence? I want to better understand how to scaffold activities so that students feel supported at the beginning but gradually becoming more comfortable using the language on their own. Your question about how to design activities that move students from accuracy to independence is an excellent one. It shows that you are thinking deeply about how learning happens, not only about definitions. As you continue planning lessons, try to focus on how each stage gives learners support and then gradually removes it so they can work more independently.
Title: From Understanding to Expressing Ideas I see your title clearly reflects the journey from comprehension to production, which connects well to the main focus of your reflection. It also captures an important aspect of language learning in a clear and engaging way.
Essay has been corrected.
ESSAY
During this week, one of the most important learnings I had was understanding the relationship between form, meaning, and use in language learning. I was able to reflect on how I focus more on vocabulary or grammar as separate elements. However, through these three activities we did in class, I realized that learners need to understand not only the structure of language but also what it means and how it is used in different contexts (exercise 3). This is an strong point in your reflection you clearly explained the relationship between form, meaning, and use and recognized that learners need to understand language structure, what language means, and how it changes depending on context. This is an important insight because it reflects a more complete and learner-centered view of language teaching. The first activity helped me reflect on form. In this activity we were given a mixed-up sentence, and we had to rearrange the order of the sentence for it to make sense. This activity helped me notice how important grammar patterns are when constructing sentences (capital letter, correct use of possessive pronouns…) The second activity focused on meaning and use. Here we had to draw a story, and our partner had to look at the drawings (without numbers or symbols) and try to understand and explain what we tried to communicate. This activity required us to communicate ideas clearly and interpret visual information to understand the story. This helped me point out that language learning is not only about grammar but also about expressing ideas and understanding meaning. In this paragraph, you reflected well on meaning and use through the drawing activity. You explained clearly how communication can happen beyond words and how learners must interpret ideas to understand a message. I especially liked your conclusion that language learning is not only about grammar, but also about expressing and understanding meaning. For the last activity, we had to come up with different conversations based on different social situations, such as interaction between 4-year-old kids, boss, meeting a long-time friend… This activity helped me reflect on the importance of language use, because I could point out how the way we speak changes depending on who we are talking to and the relationship we have with that person. It made me realize that learners need opportunities to practice language in realistic situations so they can understand how communication works in real life. Reflecting on these three activities helped me understand both my own learning and the needs of my students. I realized that effective language learning happens when students have opportunities to focus on form, meaning and use together and well developed. Grammar activities are needed to help students with work structure but communicative activities are also important as it help students express ideas and interact with others. I appreciated how you recognized that grammar activities help students with structure, while communicative activities help them express ideas and interact with others. This shows a balanced understanding of teaching and learning. As a next step, you can continue thinking about how to combine form, meaning, and use naturally within one lesson sequence. Thank you Yudelka. This was a strong reflection that shows thoughtful analysis, meaningful learning, and growing confidence in applying course concepts. You are demonstrating the kind of reflective thinking that supports strong teaching practice. |
DAPA 1
Describe What did I see/hear/notice in this slice of the lesson (1-2 minutes)? What exactly were students doing What was the teacher doing? What was the environment like? What was the arrangement of the classroom? What materials were being used? How? During this moment of the lesson, I was working on a drawing activity individually, I created a short story using only drawings, without words or symbols, and then I had to exchange my paper with my partner. I looked carefully at my partner's drawing and tried to explain the story out loud based only on the images. At some points, I pointed at specific parts of the drawing while speaking. I noticed that I used simple language to describe what I thought was happening, and I paused at times while trying to find the right words. The teacher was walking around the classroom, observing us and listening to our explanations without interrupting. The classroom environment was interactive and focused. We were seated in pairs, facing each other, which made it easier to communicate. The materials used were paper and pencils, which I used to create my drawing and then to support my explanation during the activity. Hi Yudelka, you gave clear and specific details about what happened during the activity. You explained what you were doing, what your partner was doing, the teacher’s role, the classroom arrangement, and the materials used. This helps create a clear picture of the learning moment. I also liked that you included your own learner behaviors, such as pausing to find words and pointing at the drawings while speaking. As a next step, continue focusing on objective details like this before moving into interpretation. You could also add one small detail about how your partner responded, since that would give an even fuller picture of the interaction. Overall, this was a detailed and objective description that shows strong observation skills and growing ability to notice important elements of classroom interaction. | ||
Analyze (Interpret) What explanations can I offer? What guesses can I make about this? Why do I think this is important? How might this have help or hinder student learning? | Analyze (Generalize) Based on what I already know about ___________, I think … Based on what I observed, I think students generally…. I believe that ________ can help/hinder student learning because… | Plan Action So in the future, I will… In future lessons I will… The next time I teach this lesson, I will… |
While I was explaining my partner's drawing, I noticed that I paused several times because I was not sure how to express my ideas clearly in English. Even though I understood the story, I struggled to find the right words, which made me feel less confident while speaking.Your interpretation is well developed, you explained why the pauses happened, not only what happened. You recognized that the challenge was expressing ideas clearly in English, not understanding the story. This shows thoughtful reflection and clear interpretation of the learning moment. | Based on what I experienced I noticed that even though I knew what I wanted to say I struggled to express myself in a second language. | In the future, I will try to continue speaking even if I am not sure about the exact words by using simpler language or rephrasing my ideas. This action plan is practical and well connected to your reflection. You identified realistic strategies such as using simpler language and rephrasing ideas to maintain communication. This shows a positive focus on fluency and confidence rather than waiting for perfect language. |
While I was explaining the drawing, I pointed at different parts of the image to help me communicate my ideas. I noticed that I depended on the drawing to support my explanation when I could not fully express myself with words. | Based on this, I saw that having visual support helped me communicate as in that moment my language was limited. This showed me that communication is not only verbal but also supported by other strategies. Your generalization is well developed, but I notice it becomes a bit broad and moves away from your specific experience. I invite you to connect it more directly to what you lived, for example, what did you notice about how the visual support helped you communicate or feel more confident in that moment? | In the future, I will try to use both verbal and non-verbal strategies, but I will also focus on improving my vocabulary so I can rely more on language when speaking. What specific activities could you use to build vocabulary and use verbal and non-verbal strategies more confidently when speaking, and how might this support your own learning? |
When I looked at my partner´s drawing, I understood the story quickly, but I found it difficult to explain it clearly. This made me notice that understanding something is easier than expressing it in a second language. This is a strong Analyze (Interpret) reflection, you identified the difference between receptive skills (understanding) and productive skills (expressing ideas). You clearly recognized an important challenge language learners face. How might this understanding influence the way you support students when they struggle to speak? | Based on what I already know, I proved that eventhough I had a good comprehension I faced challenges when I needed to produce language. I belive that productive skills requiere more efforet that receptive skills. | In the future, I will practice speaking more often to improve my ability to express ideas, not only understand them.This is a clear and relevant action, it focuses on developing speaking through regular practice. You recognized the importance of moving from understanding ideas to expressing them more confidently, which is an important step in language learning. |
While speaking, I hesitated and sometimes stopped to think before continuing. This made me feel a bit insecure because I wanted my explanation to be clear, but I was not fully confident in my language use. | Based on this, I saw that hesitation can affect how confidently I communicate. When I was unsure, it slowed down my interaction and made communication less effective. Your generalization is connected to your interpetation, you built on your experience of hesitation and linked it to confidence in communication. You clearly recognized how uncertainty can affect fluency and interaction. What helped you continue communicating despite the hesitation? | In the future, I will try to build my confidence by practicing speaking in low-pressure situations and reminding myself that mistakes is part of learning. |
Describe What did I see/hear/notice in this slice of the lesson (1-2 minutes)? What exactly were students doing What was the teacher doing? What was the environment like? What was the arrangement of the classroom? What materials were being used? How? In this part of the lesson, students were working in pairs and small groups to talk about sports. After I gave instructions and modeled the activity using examples, students were given the opportunity to choose what they wanted to talk about within the topic. They were asked to talk to three classmates about sports and then share their ideas with the class. During the activity, students interacted with different classmates, asking and answering questions about sports. The example provided was “Maria likes volleyball. She uses a ball and a net,” which helped guide students in using the target language. Students were encouraged to use similar structures while speaking. The classroom environment was interactive, with students moving around and communicating with each other. Great Job, Yudelka. You provided clear and specific details about what students were doing, your role as the teacher, and the classroom environment. You explained that students worked in pairs and groups, moved around, and interacted with classmates, which creates a clear picture of an active learning moment. I also liked that you mentioned giving instructions, modeling the activity, and providing an example to guide language use. This shows awareness of how teacher support can help students participate successfully. As a next step, you could include one specific student response or behavior to make the description even richer. | ||
Analyze (Interpret) What explanations can I offer? What guesses can I make about this? Why do I think this is important? How might this have help or hinder student learning? i think it helped something that helped my learning something that hindered my learning | Analyze (Generalize) Based on what I already know about ___________, I think … Based on what I observed, I think students generally…. I believe that ________ can help/hinder student learning because… based on what i observed i think that ss learn better by | Plan Action So in the future, I will… In future lessons I will… The next time I teach this lesson, I will… |
I noticed that even though students were given some choice, I was still controlling many aspects of the activity by providing specific instructions and models. Your interpretation is thoughtful, and well developed, you moved beyond describing the activity and reflected on your teaching choices. You clearly recognized that, although students had some choice, you were still controlling many parts of the task through instructions and modeling. This shows strong awareness of teacher support and learner autonomy. | Based on what I already know about language learning, I think that students need opportunities to use language freely in order to develop fluency and confidence. What did you notice in this specific activity about how students responded when they had opportunities to use language more freely? | In the future, I will reduce the amount of control in my activities and allow students more freedom to choose what they want to talk about. |
I think that this level of control may have limited students’ ability to express their own ideas more freely. How could you maintain the support students need while giving them more freedom to express their own ideas during the activity? | Based on what I observed, I think students generally participate more when they have choice and feel ownership over what they say. | In future lessons, I will provide models but avoid over-structuring the task so students can create their own sentences. This action plan is well structured, it responds directly to your interpretation. You recognized the value of providing models while also allowing more space for students to create their own sentences. This shows a thoughtful balance between teacher support and learner independence. |
I also realized that students were relying on the example provided instead of creating their own sentences, which may have affected their fluency. | I believe that too much teacher control can limit students’ independence because they may depend on models instead of creating their own language. How could you gradually reduce support so students feel confident creating their own language? | The next time I teach, I will focus more on encouraging communication rather than constant guidance. What specific strategies could you use to support students while still giving them space to communicate independently? |
This might have hindered student learning because they were more focused on following the structure than on communicating meaning naturally. Good interpretation, you clearly identified that students relied too much on the provided example, which may have limited their fluency. To improve, try being more specific about what “structure” or “example” refers to and briefly mention how this affected their performance. | I believe that giving students more freedom can help student learning because it encourages risk-taking, creativity, and more authentic communication. Your generalization is well constructed, you connected the lesson experience to a broader principle about learning. You recognized that giving students more freedom can encourage risk-taking, creativity, and more authentic communication. What strategies could you use to give students more freedom while still providing enough support for success? | I will also remind students to use the target language, but in a more flexible way that supports fluency instead of limiting their expression. What specific changes will you make in your activities or instructions to help students use the target language more flexibly and focus on meaning rather than structure? |
Summarizing paragraph:
The first experience helped me become aware of my own process as a language learner. I noticed that even when I understood the message, expressing my ideas clearly was more challenging, which affected my confidence while speaking. At the same time, I realized that communication does not depend only on perfect language, but also on using strategies such as visuals, rephrasing, and continuing to speak despite uncertainty. This reflection showed me that developing productive skills requires practice, patience, and a willingness to take risks. Overall, it helped me understand the importance of building confidence and using different strategies to communicate more effectively in a second language.
Meanwhile, when reflection on my second DAPA, made me realize that I was still holding too much control during the activity. I noticed that even though I wanted students to communicate freely, my instructions and guidance were limiting their opportunities to develop fluency and independence. This helped me understand the importance of balancing guidance with freedom, so students can take risks and express their own ideas. It also showed me that learning becomes more meaningful when students are actively involved and feel ownership over their language use.
Yudelka, thank you for this reflection. You show clear progress in connecting your experience as a learner with your teaching practice, particularly in relation to confidence, communication strategies, and student autonomy. This ability to link personal learning experience with classroom practice is an important step in developing reflective teaching practice.
To further strengthen your work within the DAPA framework, it would be helpful to make each stage more clearly identifiable and developed within your writing. In your generalizations, you are starting to draw important conclusions about learning, such as the role of confidence and communication strategies, but these ideas would benefit from being stated more explicitly as broader learning principles that come directly from your experience. In your interpretation, you are beginning to explain why certain challenges occurred, such as students focusing on structure rather than meaning, and this is a strong start. To develop this further, try to connect your explanations more directly to specific moments you observed or experienced, so the reasoning becomes more grounded.
Your plan of action is a positive step forward, particularly when you mention adjusting the balance between guidance and fluency. To make this even stronger, continue to focus on being very concrete about what you will do differently in your classroom practice. Finally, ensure that the flow between each DAPA stage is clearly shown in your writing, so the progression of your thinking is easy for the reader to follow.
Overall, this is a thoughtful and developing reflection that shows good awareness of teaching and learning. With more clarity in how each DAPA stage is expressed and more specific action steps, your reflections will become even more focused and impactful.
Corrections
DAPA 1
Describe What did I see/hear/notice in this slice of the lesson (1-2 minutes)? What exactly were students doing? What was the teacher doing? What was the environment like? What was the arrangement of the classroom? What materials were being used? How? During this moment of the lesson, I was working on a drawing activity individually. I created a short story using only drawings, without words or symbols, and then I exchanged my paper with my partner. I looked carefully at my partner’s drawing and tried to explain the story out loud based only on the images. At some points, I pointed at specific parts of the drawing while speaking. I noticed that I used simple language to describe what I thought was happening, and I paused at times while trying to find the right words. My partner listened carefully and sometimes smiled or nodded while I was explaining, which made the interaction feel more comfortable. The teacher was walking around the classroom, observing us and listening to our explanations without interrupting. The classroom environment was interactive and focused. We were seated in pairs, facing each other, which made it easier to communicate. The materials used were paper and pencils, which I used to create my drawing and then to support my explanation during the activity. | ||
Analyze (Interpret) What explanations can I offer? What guesses can I make about this? Why do I think this is important? How might this have help or hinder student learning? | Analyze (Generalize) Based on what I already know about ___________, I think … Based on what I observed, I think students generally…. I believe that ________ can help/hinder student learning because… | Plan Action So in the future, I will… In future lessons I will… The next time I teach this lesson, I will… |
While I was explaining my partner’s drawing, I noticed that I paused several times because I was not sure how to express my ideas clearly in English. Even though I understood the story, I struggled to find the right words, which made me feel less confident while speaking. This helped me realize that the challenge was not understanding the activity, but expressing my ideas clearly in a second language. | Based on what I experienced I noticed that even though I knew what I wanted to say I struggled to express myself in a second language. | In the future, I will try to continue speaking even if I am not sure about the exact words by using simpler language or rephrasing my ideas. This can help me communicate more confidently instead of waiting to speak perfectly. |
While I was explaining the drawing, I pointed at different parts of the image to help me communicate my ideas. I noticed that I depended on the drawing to support my explanation when I could not fully express myself with words. | Based on this, I noticed that having visual support helped me communicate when my language was limited. During the activity, pointing at the drawings helped me explain my ideas more easily and made me feel more confident while speaking in English. | In the future, I will try to use both verbal and non-verbal strategies, and I also want to improve my vocabulary by practicing speaking activities more often. I think activities like role plays, conversations, and picture descriptions could help me communicate more confidently in English. |
When I looked at my partner’s drawing, I understood the story quickly, but I found it difficult to explain it clearly. This made me notice that understanding something is easier than expressing it in a second language. This experience helped me realize that language learners may understand more than they can express when speaking. | Based on what I already know, I proved that even though I had a good comprehension I faced challenges when I needed to produce language. I believe that productive skills require more effort that receptive skills. | In the future, I will try to continue speaking even if I am not sure about the exact words by using simpler language or rephrasing my ideas. |
While I was explaining my partner's drawing, I noticed that I paused several times because I was not sure how to express my ideas clearly in English. Even though I understood the story, I struggled to find the right words, which made me feel less confident while speaking. Your interpretation is well developed, you explained why the pauses happened, not only what happened. You recognized that the challenge was expressing ideas clearly in English, not understanding the story. This shows thoughtful reflection and clear interpretation of the learning moment. | Based on what I already know, I proved that even though I had a good comprehension I faced challenges when I needed to produce language. I believe that productive skills require more effort that receptive skills. I | In the future, I will practice speaking more often to improve my ability to express ideas, not only understand them |
DAPA 2
Describe What did I see/hear/notice in this slice of the lesson (1-2 minutes)? What exactly were students doing What was the teacher doing? What was the environment like? What was the arrangement of the classroom? What materials were being used? How? In this part of the lesson, students were working in pairs and small groups to talk about sports. After I gave instructions and modeled the activity using examples, students were given the opportunity to choose what they wanted to talk about within the topic. They were asked to talk to three classmates about sports and then share their ideas with the class. During the activity, students interacted with different classmates, asking and answering questions about sports. The example provided was “Maria likes volleyball. She uses a ball and a net,” which helped guide students in using the target language. Students were encouraged to use similar structures while speaking. The classroom environment was interactive, with students moving around and communicating with each other. | ||
Analyze (Interpret) What explanations can I offer? What guesses can I make about this? Why do I think this is important? How might this have help or hinder student learning? | Analyze (Generalize) Based on what I already know about ___________, I think … Based on what I observed, I think students generally…. I believe that ________ can help/hinder student learning because… | Plan Action So in the future, I will… In future lessons I will… The next time I teach this lesson, I will… |
I noticed that even though students were given some choice, I was still controlling many aspects of the activity by providing specific instructions and models | Based on what I already know about language learning, I think students need opportunities to use language freely in order to develop fluency and confidence. During this activity, I noticed that I felt more comfortable speaking when I could explain the drawing in my own way without worrying too much about being perfect. | In the future, I will reduce the amount of control in my activities and allow students more freedom to choose what they want to talk about. |
I think that this level of control may have limited students’ ability to express their own ideas more freely. During activities like this, I think students can feel more supported if they are given guidance but also enough freedom to explain ideas in their own way and use language without fear of making mistakes. | Based on what I observed, I think students generally participate more when they have choice and feel ownership over what they say. | In future lessons, I will try to use examples or models to guide me, but I also want to practice creating my own sentences more independently so I can express my ideas with more confidence. |
I also realized that students were relying on the example provided instead of creating their own sentences, which may have affected their fluency. | I believe that too much teacher control can limit students’ independence because they may depend on models instead of creating their own language. I think students can become more confident if support is reduced little by little, giving them more opportunities to express ideas on their own during activities. | The next time I teach, I will focus more on encouraging communication rather than giving constant guidance. I think strategies like giving students thinking time, asking open-ended questions, and allowing them to use simple language can help them communicate more independently. |
This might have hindered student learning because students were more focused on following the sentence model provided by the teacher than on communicating their own ideas naturally. During the activity, this seemed to limit fluency because students paid more attention to repeating the structure correctly instead of expressing themselves more freely. | I believe that giving students more freedom can help learning because it encourages risk-taking, creativity, and more authentic communication. I think teachers can support this by giving guidance or examples at the beginning, while also allowing students to express their ideas in their own way during the activity. | I will also remind students to use the target language in a more flexible way that supports fluency instead of limiting their expression. For example, I can give open-ended speaking activities where students can choose their own words and ideas instead of following only one sentence structure. |
Third Extended Reflection
1. Feelings and Needs and my learning:
What are some feelings I had this week during the course? What needs of mine were met? Which needs were not met? What does this make me think about?
During this week of the course, I felt interested, challenged, and sometimes overwhelmed because many of the phonology concepts were new to me. At the same time, I also felt motivated and supported while working with my classmates during the group activities. One of my needs that was met was the need for collaboration and guidance, since discussing ideas with others helped me understand the concepts more clearly. However, I also realized that I needed more time and practice to fully feel confident with the new vocabulary and concepts. This made me think about how students may feel when they are learning unfamiliar topics or a second language and why patience and support are so important in the learning process.
2. My Learning:
What do I most want to remember from this week? What did I...Encounter? Clarify? Remember? Internalize? Fluently use? What was an AHA moment from the course this week?
One thing I most want to remember from this week is that language learning involves more than memorizing rules; it also involves confidence, practice, and interaction with others. During the activities, I encountered many new phonology terms such as “allophone,” “elision,” and “minimal pairs,” and at first they felt confusing. However, through discussion and collaboration, I was able to clarify and better understand their meanings. My AHA moment this week was realizing that students can learn more effectively when they feel comfortable participating and making mistakes without fear.
3. Questions: What questions am I thinking about right now?
One question I am thinking about is how I can become more confident when learning difficult or unfamiliar language concepts. I also wonder how I can improve my understanding and remember new vocabulary more effectively without feeling overwhelmed.
Title: Understanding Language Learning Through New Experiences
ESSAY
During this week of the course, I had the opportunity to reflect more deeply on myself as a language learner. One of the most meaningful activities for me was the phonology matching activity we did in groups. We had different phonology terms and definitions placed around the classroom, and we had to work together to match them correctly. At first, I felt overwhelmed because most of the concepts and words were completely new to me. However, as we discussed the meanings with my classmates and later reviewed the answers as a whole group, I slowly started to understand the concepts better. This experience reminded me that learning a language can sometimes feel confusing, especially when learners are exposed to unfamiliar vocabulary and ideas. One of the most striking ideas for me during this activity was realizing that language learning is not only about memorizing information, but also about having the confidence to participate even when we are unsure. While working on the activity, I noticed that collaboration and discussion helped me feel less nervous and more comfortable asking questions. This made me reflect on how important support and patience are during the learning process. Even though I felt confused at first, I realized that making mistakes and asking questions were part of helping me understand the material better. Through this experience, I learned that language learning requires patience, practice, and confidence. I also learned that difficult concepts can become clearer when learners have opportunities to work together and reflect on their understanding. As a learner, I noticed that I sometimes put pressure on myself to understand everything immediately, but this activity reminded me that learning takes time. I also became more aware of how emotions such as frustration or insecurity can affect participation and confidence during language learning. This activity also made me think more deeply about my own learning process. I started wondering how I can become more confident communicating in a second language without being afraid of making mistakes. I also began reflecting on what strategies help me learn difficult concepts more effectively and how collaboration can support my understanding. Overall, this experience helped me recognize that meaningful language learning happens when learners feel supported, encouraged, and comfortable participating in the process. |
DAPA 1
Describe What did I see/hear/notice in this slice of the lesson (1-2 minutes)? What exactly were students doing What was the teacher doing? What was the environment like? What was the arrangement of the classroom? What materials were being used? How?
During this part of the lesson, I worked in a group of three students on a matching activity related to phonology terms and their meanings. We read different terms and tried to connect them with the correct definitions. While working, I noticed that several students paused, discussed possible answers, and asked questions to their group members because many of the terms were unfamiliar. The teacher walked around the classroom observing the groups and later guided a whole-class discussion to review the answers and make corrections when necessary. I heard students sharing ideas, correcting each other, and explaining why they chose certain answers. The classroom environment was collaborative and focused, even though some students seemed unsure at the beginning of the activity. Students were seated in small groups to encourage discussion and teamwork. The materials used were the activity sheet with the phonology terms and definitions, which we used to complete the matching task and later compare answers as a class. | ||
Analyze (Interpret) What explanations can I offer? What guesses can I make about this? Why do I think this is important? How might this have help or hinder student learning? | Analyze (Generalize) Based on what I already know about ___________, I think … Based on what I observed, I think students generally…. I believe that ________ can help/hinder student learning because… | Plan Action So in the future, I will… In future lessons I will… The next time I teach this lesson, I will… |
While working in groups to match phonology terms with their meanings, I felt more comfortable asking questions and sharing ideas. Listening to my classmates’ explanations helped me understand concepts that were confusing at first. This activity helped my learning because collaboration made difficult information feel less overwhelming. | Based on what I experienced, I noticed that discussing ideas with others helped me feel more confident and understand concepts more clearly. When I heard different explanations, it became easier for me to connect the information to my own learning. | In the future, I will continue asking questions and participating in group discussions when I feel confused because sharing ideas helps me learn with more confidence |
I noticed that I felt more confident when my group members explained some of the terms and shared their ideas with me. At first, many of the concepts were confusing, and I felt overwhelmed because I was not familiar with the vocabulary. However, listening to others and discussing the meanings together helped me participate more actively and understand the activity better. | Based on this experience, I realized that collaboration and discussion can help learners feel more confident when learning difficult concepts. Working with others reduced some of the pressure I felt and made the learning process less intimidating. | In the future, I will try to participate more actively in group discussions. I will also remind myself that learning difficult concepts takes time and that asking for support can help me feel more confident. |
I felt overwhelmed because many of the terms were unfamiliar to me. I hesitated several times before participating because I was afraid of misunderstanding the concepts or giving the wrong answer. This made it harder for me to feel confident during the activity. | Based on what I experienced, I noticed that unfamiliar vocabulary and fear of making mistakes can slow down participation and affect confidence during learning activities. | In the future, I will try to review key vocabulary before class activities and remind myself that confusion is a normal part of the learning process. |
I noticed that I became confused when trying to remember the meanings of several terms at the same time. Because many of the concepts were new to me, I sometimes mixed them up and needed extra time to understand the differences between them. This made me feel less confident while participating in the activity. | Based on this experience, I realized that learning too many unfamiliar concepts at once can make it difficult to process and remember information clearly. | In the future, I will try to review new concepts little by little and take notes that help me organize the information more clearly. I will also give myself time to practice unfamiliar vocabulary so I can feel more confident during activities. |
DAPA 2
Describe What did I see/hear/notice in this slice of the lesson (1-2 minutes)? What exactly were students doing What was the teacher doing? What was the environment like? What was the arrangement of the classroom? What materials were being used? How?
During this part of the lesson, we worked in pairs on a pronunciation battleship activity. Each pair received a worksheet with a grid that included words with similar pronunciation, such as “sheep” and “ship” or “boat” and “bought.” We had to secretly draw three ships on the grid, and then take turns guessing our partner’s coordinates by pronouncing one word from the row and one from the column. The objective was to correctly pronounce the words in order to find and “explode” the other person’s ships.
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Analyze (Interpret) What explanations can I offer? What guesses can I make about this? Why do I think this is important? How might this have help or hinder student learning? | Analyze (Generalize) Based on what I already know about ___________, I think … Based on what I observed, I think students generally…. I believe that ________ can help/hinder student learning because… | Plan Action So in the future, I will… In future lessons I will… The next time I teach this lesson, I will… |
During the battleship activity, I noticed that repeating the words several times helped me pay more attention to pronunciation differences between similar sounds. Listening carefully to my partner’s pronunciation also helped me recognize sounds more clearly and improve my understanding during the activity. | Based on what I experienced, I realized that repetition and active listening can help learners become more aware of pronunciation differences and improve communication in a second language. | In the future, I will continue practicing pronunciation through repetition and listening activities because they help me feel more confident when speaking English |
Working with a partner made the activity feel less stressful and more enjoyable. Even when I made pronunciation mistakes, I felt comfortable continuing the game because the environment was interactive and supportive. This helped me participate more actively during the lesson. | Based on this experience, I noticed that collaborative activities can help learners feel more relaxed and confident when practicing speaking skills. | In the future, I will try to participate more actively in pair and group activities because practicing with others helps me improve my confidence and communication skills. |
During the activity, I sometimes confused the pronunciation of similar words, especially when the vowel sounds were very close. There were moments when I hesitated before speaking because I was unsure if I was pronouncing the word correctly. This made me feel less confident during some parts of the activity. | Based on this experience, I realized that similar sounds in English can be difficult and affect fluency and confidence while speaking. | In the future, I will practice minimal pairs more often and listen carefully to pronunciation differences so I can improve my confidence with similar sounds |
At some moments during the activity, I focused so much on pronouncing the words correctly that I became nervous about making mistakes. Because of this, I sometimes took longer to respond or overthought the pronunciation before speaking. | Based on what I experienced, I noticed that fear of making mistakes can sometimes slow down communication and make learners feel less comfortable participating. | In the future, I will remind myself that making mistakes is part of the learning process and focus more on communicating clearly instead of trying to pronounce every word perfectly. |
Summarizing paragraph:
Reflecting on myself as a learner during these activities helped me become more aware of the challenges and emotions that can appear while learning a second language. Through the phonology and pronunciation activities, I noticed that even when I understood the concepts or knew what I wanted to say, I sometimes hesitated because I was unsure about my pronunciation or afraid of making mistakes. At the same time, working with classmates, repeating words, and participating in interactive activities helped me feel more comfortable and confident little by little.
These experiences helped me realize that language learning is not only about understanding rules or vocabulary, but also about developing confidence through practice, communication, and support. I became more aware of how pronunciation, hesitation, and unfamiliar vocabulary can affect participation and fluency during learning activities. I also noticed that collaborative and engaging activities helped reduce some of the pressure I felt as a learner.
Overall, this reflection allowed me to connect more deeply with my own learning process and recognize the importance of patience and continuous practice. It reminded me that making mistakes is a natural part of learning a language and that confidence can grow when learners feel supported and continue participating even when communication feels difficult.