Journal Colombo

On my second Saturday, both classes had new students who hadn't attended the first session. In the A1 kids' class, the teacher welcomed them warmly, asked for their names, and integrated them quickly into the group. She began by checking homework and then introduced the topic of animals. Most students were participative, though some had trouble understanding instructions and expressed their doubts. I took the initiative to stand up and help clarify some of their questions. At the end of the lesson, there was a parents’ meeting to explain the semester’s dynamics. In the A2 teens' class, the dynamic was similar with the arrival of new students. The topic was items of clothing, and the teacher led a variety of activities, including some games. I also helped answer students’ questions during the lesson. This class also ended with a parents’ meeting.

On my first day at the Centro Colombo Americano, I observed two classes. The first was with kids at an A1 English level. The environment was fun and energetic; the teacher introduced herself, explained the class rules, and led some engaging activities. She asked for each student’s name and began learning them. The second class was with teenagers at an A2 level. They were quieter but eager to learn. The teacher followed a similar approach—setting expectations, doing introductory activities, and getting to know the students. It was interesting to see the differences in classroom dynamics and how the teacher adapted to each group.