The Spanish 3 classes began by reviewing the subjunctive, focusing on the use of expressing emotion. They were given a worksheet on the subjunctive and were given about 15 minutes to complete it. After going over the front of the worksheet, they watched a video, created by the Realidades textbook publisher. They watched a segment about the subjunctive and I believe it was quite a stupid, yet funny video that helped the students visualize how and when to use the subjunctive. They then watched a segment on the uses of “por” and then took notes after that about the differences of when to use “por” and when to use “para” and how they both mean “for” but are used in different contexts to convey different meanings. She had a document on the projector that explained and listed the differences and several examples and told them to take out a sheet of paper to make a graphic organizer to organize the information. I think it would have been more helpful if she had already had a sheet with POR on one side and PARA on the other so that they could just start writing the examples and fill it out according to how she wanted the information divided. They then did an activity from the textbook with Ms. Pickens and then ended the class period by working with a partner on a worksheet about “por” and “para” and deciding which one to use in each sentence. They also had to explain why they chose the word that they did. One thing that I disagree with in her classroom is how she generally sits at her computer responding to emails when the students are working on an assignment. I feel that she should be walking around to not only monitor the students but to make sure that she is there to answer any of their questions and to help them when they need it. Deciding when to use “por” and “para” is an extremely difficult lesson for students, and one that I even still stumble on, so I feel that this was definitely a day when she could have been more accessible to the students and their questions. After first period, Ms. Pickens told me that this was a perfect example of a lesson plan NOT working and needing adjustments because she could tell that the students left the class not understanding what they were just taught. Second period, she started the class with the subjunctive video and then wrote an example on the board before giving them the subjunctive worksheet to try introducing the material in a different way.

One thing that amazes me is how little students remember, which I predit will be VERY frustrating for me. I feel that students need many examples and explanations to understand a concept and to not give up in frustration. When I walked around and helped them with simple questions, I feel that they seemed to understand more and wanted to keep working on the assignment instead of sitting at their desk frustrated because they don’t understand something. Ms. Pickens got frustrated because the students are having a very difficult time with the lesson but I simply feel that the students need more reiteration because half the time they are not listening or they need to be told something several times in order for the concept to make sense.

Third period, Ms. Pickens was really not feeling well so I taught “por” versus “para” which was somewhat overwhelming to me because I know it is such a difficult lesson and the two classes before really struggled with it. The students also were not in the mood to do schoolwork for some reason; perhaps because it was a very cold and gray Friday. I went over the rules with them on the board and then gave them examples, which was somewhat hard because I can usually decide between the two by simply listening to which one sounds better in the sentence. After I explained the rules, I started them on the worksheet and did the first few with them to get them started. We ran out of time before I could go over the entire worksheet with them.

Ms. Pickens’ AP classes performed some of their skits at the beginning of class and while a few were rather boring, most of them were very entertaining. The students were told to memorize the skits but most of them had to look at a piece of paper to remember their lines. After their skits, they read a passage out of their literature book, Abriendo Paso. They read the story “Casa Tomada” by Julio Cortazar, which I thought was incredible because I read this story last year in one of my 4000 level Spanish literature classes! They were to read the story in a group or with a partner and had a worksheet, with questions written in English, to complete in Spanish. She sat at her computer while the students worked for about thirty minutes and then went over the answers with a document on the projector that contained several bits of additional information about the story that the students wrote down because it would appear on their test. I found it interesting that she never mentioned the author’s background or anything about the text because I know in my college class we spent at least two classes discussing this story and the author’s history because he is such a famous author. After discussing the story, the students were given a worksheet on sequencing and the imperfect subjunctive for homework. She was grading some of their skits and videos and it seems that she does not follow much of a rubric because she just gives them a grade and writes down on a sheet of paper as she watches them and then gives them their grade at the end of the period. I thought the students would surely try to argue their grade if they were simply given a number out loud without any explanation or written comparison, but honestly they never argued them.

During Ms. Pickens’ planning period, I helped her create some practice worksheets and documents to display on the projector because the students definitely need more help with the subjunctive and with choosing between “por” and “para”. She can move so quickly through Microsoft Word! We thought of examples and created about three worksheets together in no time. She also typed up a piece of paper to give them on Monday with all of the differences between “por” and “para” and when each one should be used (i.e. POR-by means of communication or transportation; PARA-intended recipient or destination).

Throughout the day, I noticed so many of the students using their phone and I think this will be such an annoyance to me when I become a teacher next year. Students were checking their phones to look at their progress reports that were sent via email. I will definitely make sure that I have a rule in my classroom about the use of cell phones because class is not a time to be texting or checking email. All of the students have them with them and I think that this will be a challenge for me in the future because Ms. Pickens struggles with this already.

I enjoyed this experience so much and I already feel that I am close with the other Spanish teachers because at the beginning of the day and in between classes, we stand in the hall together and talk. We talk about the classes and about Spanish, but they also tell each other about their days outside of class which I find so interesting. They do not treat me any differently and I really apprecate them acting like I am just another teacher. One of the teachers taught us a new word because she is studying to be a nurse and a medical translator and the word is: otorrinolaringólogo, which is the Spanish word for an ear/nose/throat doctor. I am excited to work with Ms. Pickens next semester because she lets me teach and does not try to chime in while I’m teaching, which is why I think the students respect me and listen to me as well as they do.