Tues 16th Feb

I was very satisfied with today's class for a number of reasons. First, the freewriting went well - "Awkward social situations". I think it's essential that if the teacher wants the students to share a situation they've gotten themselves into, that the teacher also be willing to do so. So I gave two examples - one was ordering "mollejas" instead of "molletes" and the other was saying "con permiso" after having stepped on someone's toe in the subway. Making the sts laugh allowed them to feel better about their silliness and a number shared the situation they'd written about.

We then looked at the Bella situations from the book. This time I got them to discuss their opinions in small groups, rather than as a TC. This worked a lot better too as it was less teacher-centred and everyone got a chance to talk more. They agreed that politely refusing an invitation from family is perhaps one of the most difficult things to do without offending.

They acted out similar situations in pairs, and this time I gave them a few more ideas, and also allowed them to make up one of their own:

• you forgot an important birthday
• your friend got a hair cut and it's awful, and they ask you what you think of it
• someone you don't like much asks you out on a date
• you start talking to somebody you think you know, only to find out you're mistaken
• you ask a female friend when the baby's due ... but she's not pregnant

They all liked these ones and enjoyed acting out and creating dialogues for at least one situation. Some of them took the easy way out and lied, rather than find polite ways to say 'no' or 'I don't like it/you'. One pair created their own situation - your girlfriend is wearing something horrible and asks you what you think of it. I was impressed to see the confidence with which many of them got up and actually acted (as opposed to just saying the words) and did a great job.

We went on to the Wordspot "Take" and rather than listen to the questions (which seem to me redundant because the sts have answered them in other occasions) I gave them an elllo.org conversation which involved the use of two other ways of using 'take'. This was helpful in that they had to listen for specific information, and it also introduced them to the website. Since then, at least one student has visited the site.

We ended by doing a game of 20 questions. I only managed to do the first part where they think of their own famous person. It worked well and they had to use the questions "Is he" "Does she" "Did he" "Has she" etc.

The trainees (E arrived on time today) had been observing various factors of the class. C studied "Classroom Management-Interaction". I think her observations are getting more detailed, but I still hope she'll be able to look for more details as time goes on. Her conclusion was that, especially in SG, position (of the student/chair) creates efficiency - those sitting further away are less likely to participate. This was particularly her observation of the group closest to her, which was probably the least participative as well.

E studied Classroom Power. She observed that there was a program to be followed, but the T decides many things in the class. Constructivist learning taking place by students; Ss self correct by listening to peers; Ss encouraged to participate. Both Ss and T gave meanings for words. I had also hoped she would pick up on the "choice" for some activities such as the creating of your own awkward social situation, but I don't think she did; still, most of the activities were planned by me. Observing "classroom power" is a potentially unnerving type of task especially if the teacher is aware that this is being observed. Suddenly everything the teacher does becomes one step further away from student autonomy, which could easily be criticized.

V observed The Learning Environment - Physical Factors. He made mention of the positive classroom situation and lighting, music during freewriting, all have the book etc., and also that the hour is a little difficult and some students look tired. He observed one student in particular and noticed that she was always involved in the class.

M observed the Giving of Instructions. He noticed that it matches the paradigm given in the book; although I usually give the instructions before putting them into groups/pairs etc. I get the sts to read instructions, which allows sts to concentrate. I check understanding by paraphrasing the instructions and didn't lower my level of English to give the instructions.

All TTs read and prepared their "methodologies" handouts which was good and they were asked to make three copies of their handout so that each one had all the copies.