I feel that every teacher expects to be as perfect as possible with respect to their lessons and to classes in general, but the reality at schools is always in movement and has a lot of variables such as behaviours, relationships, moods, personalities, resources, enviroment, etc., that make every teaching environment unique, but it is always very important to do our best to meet our students needs.
In my case, I think that I am good, taking into account my teaching inexperience, because I have had the possibility to observe how other teachers work, and I am not so far from them. The good thing, I think, is that this observation period has allowed me to refine my own style.
Anywise, in relation to the first observation in my professional practice, I could say that when I gave my lesson I was a little scared because my students are very young and they are naturally restless. On my lessons plan I have to consider a lot of time for each activity because they are easily distracted. But I think that it is part of the task of being a teacher, and each course and each school has its own idiosyncrasy, and I suppose this is considered during the observation.
On the other hand, it is important to consider that few weeks ago I was an observer of the classes that my guide teacher was given, and during her classes the students were restless and noisy, but she knows how to deal with them because she has worked in that school for years and she knows them very well, their names, learning styles, etc. Considering my inexperience, I was afraid the first day I gave my classes, but during the lessons, students were kind, they were interested in my class, and the best of all, they learned fluently and fast. That was really heart-warming!
In relation to difficulties prior to the observation, as time goes by I realize that I did not have all the freedom to teach I would have liked, first of all, because I was the practicant teacher and I probably arrived to change the style and the rhythm of the guide teacher. In relation to this, my guide teacher had already presented the units to the school with the contents and activities of the semester, activities that I could not change at all because the guied teacher was always telling me that I had to respect the time and the contents of the unit given.
Every time I planned my lessons I considered some different activities but during classes my guide teacher forced me to use unexpected worksheets with which I lost lots of time setting aside the activities I had planned despite the fact that my guide teacher used to say that I could do anything I wanted and that I sent her the lesson plans on time.
In many classes I was late about the contents because I did not consider working with extra worksheets because in my opinion, the explanation, the workbook and sometimes extra worksheets (regardless the type of activity) would be more than enough. But the guide teacher thinks that worksheets are needed in every single class and I should respect her and the unit contents but without considering funny or different activities because I had to spend a lot of time in every unexpected worksheet (at least 15 minutes each, considering that every class there was more than one). Unfortunately, my complaint was late because the week before the supervision the teacher said that worksheets must be used during the classes to support the content and I had to include them.
Apart from that baffling situation, I think that the students have learned and the supervisor teacher had the opportunity to witness that.
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