The video shows the implementation of two different sessions of the project. In the following text we will analyze the performance of the teacher, according to what it can be appreciated in the video. 

First of all, to contextualize you must know that the first video makes reference to the first activity of the project that was carried out in which the main idea of the project was presented. I chose that activity to record myself because it was the first time that I was teaching in English. Honestly, I consider that I felt confident with myself even though I realizes that I committed some mistakes and there are  aspects in which I could improve. The second video was recorded in the sixth session when we were doing a recap activity. 

So, in the following analysis I will refer to the weaknesses and strengths that I could observe in the implementation from an objective point of view. 

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Asking questions to involve the students

One of my objective was to share my passion for the project with the students, so I wanted that the students were motivated. For that reason I tried not to give a speech and just have them listening. To do so, I asked them several questions to engage them in the activity. For instance, in the minute 0.15 I ask them if they have seen the poster before, so it is not just me the one that is expressing what happened.  

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Scaffolding and correcting mistakes

As it has been explained before in the section Classroom language, scaffolding is what occurs in an expected learning situation in which the teacher guides the student. In that case, in the minute 0.27 the student did not know how to formulate the sentence in the past simple form, so as the teacher I helped her to say it and correct the mistakes she did. 

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Explanation step by step

As it was the first activity of the project, I did my best to explain it step by step so that the students comprehend it better. Moreover, going step by step allows the teacher to explain it better if there is any point that does not make sense for them.

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Checking previous knowledge

The minute 1.06 shows how the teacher is asking for concepts that have already been introduced in the session 0. The reason why the teacher asks for "thief" is because is one of the key words involved in the project, so she must be sure that the students understand its meaning.

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Checking understanding

Moreover, in the minute 1.47 the technique that the teacher uses for checking understanding is making the students questions to see if they understand it. In that case, the teacher asks if Rose Mary is the thief in order to see if the students have got the idea or not. 

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Involving different students

Sometimes a teacher does not realize and she asks always the same students. However, as I believe that all the students must be provided with the same opportunities, I tried to involve them all in the activity. That fact can be appreciated in the minute 3.19. 

Another example of involving students occurs in the minute 4.19 when the teacher takes advantage of the situation and ask them to spell the link of the website. So, indirectly (because the purpose of the activity was not spelling) they are practising this skill.  

In fact, in the minute 7.41 the teacher involves one of the students that never participates in the activity so that she knows that she is not left behind. The reason why I do that is because I observed that as she has difficulties in the English class she is left apart and never participates, so it's like if she didn't exist. As I do not want that to happen in my class, I encourage her to participate, so that she knows that she is also part of the project. 

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Exemplifying

The minute 5.11 shows another strategy that the teacher uses to make sure that the students understand the task. To do so she makes an example of how the activity is carried out.

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Promoting help among peers

In order to enrich their learning, the teacher tries to promote cooperative interactions among them. By asking the students to help their partners when they do not know the aspect that has been asked. 

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Diversifing the resources provide

Through the video we could appreciate that the teacher uses visual support but also body movement. I consider that a good teacher must know when each support is required. But the important thing is that the teacher makes a correct use of the strategy or resource in order to help understanding.

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However the video also shows some weaknesses in which I should improve. The first one which I am one hundred percent aware that I should avoid is switching to Catalan. In the minute 2.32 you can appreciate that I change to Catalan. In fact, I hate the sentence "English off, Catalan on" because I consider that English must be always on. However, as my mentor used that strategy a lot, at that moment as I wanted them to understand it I switched languages. Honestly, I must say that when I realized I promise myself not to do it again because I do not think it is beneficial for the students. In addition, I committed some grammar mistakes. As a teacher, you are a role model, that means you should try to avoid those mistakes. On the other hand, everybody commits mistakes so it's just that I should be aware of that. 

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