Final reflection of the subject: Practicum III

After finishing the subject, I must confess that at the beginning I was very excited about it. Teaching English at a school was one of my dreams, one of the most important parts of my teaching degree. Therefore, the subject Practicum III has helped me to reaffirm this value and has also given me the opportunity to know better how to teach English in a classroom. Now that I have finished, I can strongly confirm what I first thought: It has been an amazing experience for my personal and academic growth.

I really believe that teachers always need to be studying and improving their knowledge, and during this school placement, as I had supposed before starting, I had learned much more than I expected.

I was completely interested in learning the previous organization that an English teacher must have. Fortunately, I had been able to know how an appropriate lesson has to be planned, and how you need to modify what you had planned, depending on the rhythm of the class and the situation that you find when you start the lesson. I have checked that this is hard work, and that a teacher needs a lot of time to get ready before starting a lesson.

However, I have not been able to see strategies to keep students motivated. I have to say that combining different type of activities is a good way to make them pay attention; but in general, I felt that students did not like the English language. From my personal point of view, it is very sad, and I really think that this students’ perception could have been changed into a better one. If I were the teacher, I would have shown them real situations where they can need the language, because I detected that they didn’t enjoy the lessons because they thought this language was useless. Probably, I would have use English song’s lyrics or English videos of some famous people to create the necessity to understand the language: a real learning situation. Another option would have been to establish CLIL lessons, because in my opinion, teaching a subject through a foreign language has the potential to increase motivation and success for learners.

Regarding on what I brought to the school from my personal experience, I must confess that I did my best on helping the specialist as well as all the other members of the school: I felt surprised when they asked me to design the costumes of carnival of first and second grade, as well as the lesson to create the costumes. I took advantage of what I had learnt during my camp stuff course. What’s more, I also gave to the English specialist some ideas about how to motivate the eldest students with the topic “London”, and I brought some Pounds and some pictures about my travel to the city. In addition, I also helped a teacher to create an online newspaper, by sending her some useful tools that I found. Finally, I also share my knowledge acquired at University: on the one hand, I showed my “English Scrapbook” (done with Theresa Zanatta on the subject Didàctica de la Llengua Anglesa) to all the English specialists, who were very grateful and made copies of it. On the other hand, I explained to the head teacher and other teachers how to use the Symbaloo tool in order to organize the most useful links of the school, and I helped them to create a Symbaloo page for the school.

For all of those reasons, I can be very proud about what I offered to the school, but I have to be very thankful to all the teachers, because from the first day they received me with open arms, and I felt really comfortable to do all those interventions at the school.

Finally, I must confess that I have designed my unit taking into account a lot of useful strategies that Theresa Zanatta and Neus Figueras had taught to me during the first semester. I knew that all I had learnt was going to be really useful, but in fact it has been essential to develop my unit. Furthermore, I have tried to do it in a fun and effective way, using meaningful resources and always bearing in mind the individual needs.

To conclude this final reflection, and according with what I wrote on my letter of intent, I would like to highline the personal interest that I had on seeing a CLIL lesson. Unfortunately, the school didn’t use this methodology, so I was not able to participate or to see it. This fact has made me become even more interested on this methodology. For that reason, now I am thinking on enrolling on a CLIL course for teachers after finishing my degree. Probably, if I had seen a CLIL lesson in my school placement and I hadn’t liked it, this curiosity that I current have would have disappeared.

All in all, this subject has helped me to complete a formation to become an English teacher, and I must recognise that I would have liked to stay a longer period at school: I had the sensation that I was learning something new every day, that’s why I felt so sad when the last day arrived. Anyway, I had had the opportunity to find out how my job is going to be, and I have seen a very nice example of how to be an English teacher.

5 Senses Unit: My 4th intervention

 Lesson 4: The taste museum - Taste sense

Material for the teacher                                                              Material for the students

 Rubric

Description of the lesson and observations:

The same morning, before starting the lesson, I talked to the English teacher in order to explain her that I needed the computer room in order to do the activity. Unfortunately, the room was taken. So this was my first mistake: the day before I should have reserved the room, but I didn’t remember to do it. For that reason, I decided to change the groups: Instead of working in pairs, the first activity was done by the whole group together, using the whiteboard. In fact, I ended up quite happy of this change. I realised that if I had done the activity in the computer room, it may have been a chaos, and I am not sure if we had had enough time to do all the tasks of the lesson. As far as I have seen, changing rooms can produce a disorder and a more difficult management of the class.

Apart from that, the lesson was, in my opinion, completely successful. I made the students listen, read, write and speak: First of all, they listened to a video which explained how we perceive the taste and the different buds that we have in our tongue. Then, they have to read the text that they have in the worksheet and filling the gaps by writing words that appeared on the video. Finally, the last activity was done in groups and it was corrected orally, so they had the opportunity to speak and to say these new words and the different tastes. So I felt satisfied about the lesson, but, once more, I was not able to complete my rubric during the lesson: I didn’t have time. Students required all my attention, even when they were working in little groups.

I would like to add that I beard in mind to accomplish the students during the whole lesson, by congratulating them with words like “Well done! Good job! Exellent!” because I had realised (during the English lessons with the teacher) that they are more motivated if they receive this kind of accomplishments.

CLIL - Would it be possible at la Sínia?

During a CLIL lesson, a foreign language is used as a tool in the learning of a non-language subject in which both language and the subject have a join role and are integrated.
Teaching subjects through a foreign language has the potential to increase motivation and success for learners, lead teachers to collaborate and take charge of these developments in order to enhance their own teaching and professional interests by generating their own theories of classroom practice. But, apart from that, there are much more reasons to believe in CLIL: Theoretical bases for CLIL

Apart from that, CLIL instruction has some requirements. After reading "The integrated nature of CLIL: A sociocultural perspective" and "Developing CLIL: towards a theory of practice" I am going to comment the most important requirements which are necessary to develop a CLIL lesson, in order to analyse if it would be possible to do CLIL at La Sínia:

- Active participation of the learner
As La Sínia works by projects, students are always asked to participate, they are constantly the centre of the activities and it makes them to get involved in everything. So they are actively learning in almost of the activities.

-  The learners need the language to assist their thinking and develop their higher order thinking skills
The English lessons of la Sínia are very dynamic, but students are not used to talk in English. They use words, but they don't ask or answer questions in English. As it was commented in one of the lessons, students feel shy or they don't want to do mistakes while they speak, so they prefer to speak in Catalan.

 - A CLIL classroom demands a level of talking, of interaction and dialogue activity which is different to the traditional content or language classroom
As I have commented before, the interaction and the dialogue is constant, because normally the student is the centre of the activity; but the problem is that this interaction is never done in English: the teacher speaks in English, but students don't try to follow her. 

- The teacher should have the chance to teach in bilingual/language specialist schools using CLIL methods, apart from practising CLIL teaching in methodology seminars and workshops.
The specialists of the school have a very high level of English, so they are completely able to arrange a CLIL lesson. Apart from that, they have both assist to CLIL courses, to improve their teaching skills and to know a bit more about this methodology.


- Teachers are authoritative mediators
As long as I have seen at their lessons, both specialists manage their lessons as mediators of the students' learning, but keeping their authoritative position, because if they didn't do it, it would be completely difficult to manage the lessons.



After analysing this aspects, I strongly believe that CLIL can be developed in any area if teachers are able to benefit from more cooperation between teacher education institutions and local schools. But it is true that some schools have more difficulties to develop CLIL than others. However, in this case, I think that La Sínia works with a methodology which completely fits with the CLIL requirements. But it has to be said that some aspects should change if it is wanted to achieve a successful CLIL lesson. And the main aspect is, in my opinion, the dialogue between teachers and students in English. Teachers must work on motivating the pupils to speak English at class. It does not matter if they are wrong. The most important is to talk and to try in order to improve their level. This has to be transmitted to the students, and teachers should give talking opportunities to allow students to get used to it before developing a CLIL lesson.


Here there is a page of an interesting teacher and researcher about CLIL, Erwin M.Gierlinger. He has a lot of information about CLIL, some news, projects, models and so on. Have a look at it!
Clilingmesoftly

Symbaloo - Sharing knowledge

The head teacher of the school asked me if I could explain to her and to the rest of the teachers how to create a symbaloo page, because she had listened that it was a very useful tool but nobody had explained how to create it, and neither to the rest of the teachers. I completely accepted and I considered it was an opportunity to share my knowledge and to contribute in the evolution of the school. The last day, almost all the teachers came to the computer room to listen to my explanation. I was quite nervous, but I had prepared at home how to explain it properly, so I think I did a clear explanation. Then, I showed my personal symbaloo page to make the understanding easier. Finally, I answered some questions that they had and I started to create a symbaloo page for the school. I did it in a very dynamic way, asking them to add a tile, to edit the page, as well as asking questions to make sure that they had understood how this tool worked. It was a very nice experience.

Methodology aspects to highline of the English Lessons (3)

• Maple Leaf Learning: This is the work of a Japanese teacher. He creates his own videos and songs to teach English, and he uploads them to Youtube. The videos allow the teacher to create a very nice learning enviroment, where students enjoy, they are motivated and the lesson is really interactive. What's more, when using this kind of videos, the level of participation is really high.

• Theatre plays: The company "Blue Mango" is coming to the school to performance different theatre plays (The Lockness Monster for 3rd and 4th grade and Sherlock Holmes for 5th and 6th grade). The teacher has a CD with songs and some worksheets to work before the company comes to the school. Students are motivated because they know that they are going to enjoy during the theatre play, and for that reason they keep attention, they work very well and they are interested in the topic. They know that this learning will be useful to understand and follow the theatre play.

• Timeline: Creating a personal timeline allows the eldest students of the school to revise the grammar tenses that they have been learning during the primary education: Past Simple, Present Simple and Future. Apart from that, it is a child-centered activity, because they include on their work what they want related with their experiences and their lifes. Apart from that, they are allowed to present as they want: PPT, cardboard... 

• Being close to the students: The last day, as I knew that students of 6th grade were working the city of London (related with the theatre play Sherlock Holmes) I asked the teacher if I could bring some real pounds and some pictures about my travel to London. The teacher agreed and it was a really successful class: I showed them the most important monuments and places of London (Big Ben, Buckingham Palace, Picadilly Circus, London Eye, London Underground, Camden Town, Notting Hill, Tower Bridge...). They were very excited watching at my pictures and asking me questions. Then, they also liked the coins, because most of them had never seen Pounds. I have learnt that sometimes it can be a useful strategy to show your real life to the students, in order to teach them something interesting: they will be much more motivated.

Teaching meeting 2

Following the same topic that was commented on the last meeting, in this case all the teachers had to create a  table. They were organized in groups of 8 to 10. Then, they had a list with possible activities, methodologies and strategies and they have to decide in which part of the process those activities were more appropriate. It was very interesting to discuss with the rest of the teachers, to give reasons to defend your ideas, and to share opinions. It was a very meaningful meeting, and the picture shows the result of what it was decided. This kind of activities also help to establish a good environment at the school, where teachers know each others and are used to talk and discuss with them. If teachers work in that way, the results are always much better.
I have comproved that the communication is essential everywhere!

Home-school connection at la Sínia - The morning of the fruit

At this school, teachers and all the staff members are very conscious of the importance of the parents in the education of the kids, as well as the advantages that has a good relationship between teachers and parents. That's why they establish some moments to keep parents at the school, helping at the library, sewing, doing some expositions to the students, helping to create the customes on carnival, and so on. 

But today I have taken part of an original way to encourage the Home-school connection. It is called "the morning of the fruit"

During all the week, students of kindergarten are bringing some fruit: apples, bananas, strawberries, kiwis, pears... Then, on Thursday morning from 9 to 10, some parents come to the dinning room and start to peel all the fruit and to cut it in small pieces. They fill big bowls with pieces of fruit, in order to create a macedonia. This macedonia will be the breakfast of the kindergarten children.

Today, I have taken part of it. It has been amazing to see how mothers and fathers speak between them, comment some things that have happened recently at school (for example, today they have talked about carnival). They also have the opportunity to talk with some teachers that are helping to peel the fruits.

Apart from that, and focusing on the children, this activity promotes the good alimentary habits, because eating fruit is basic for their physical development and they have to get used to eat it.

This idea to promote the home-school connection was firstly used at L'escola Martinet, a public school of Ripollet which support and work with free education theories.

Carnival week (4th) - English games

This week has been amazing. Everyday students and teachers were wearing some compliments (which had been decided by the students of first and second grade). What's more, every afternoon from Monday to Thursday, the students of 3rd and 4th grade were performing their theatre plays to the rest of the school. Obviously, it was quite difficult to continue with the ordinary lessons during this week, so me and the English teacher were using some materials (that we had prepared the week before). We had created two types of games:

Snap game: This game is normally used to play with the whole group. It is normally composed by cards, and each pupil has one of them. In one of the cards it is writen: I am twenty. Take three away from me. The student has to read it out, and then the person who, in this case, has the number 17, has to read the card: I am 17. Add five to me. Then, the student who has the 22 has to read. The teacher can cronometre the time that they spend on it.

Advantages: This game offers the possibility to play a game with the whole group and to keep the attention of all the students.All of them are responsibles of completing the game.

Disadvantages: If any student is not concentrated or does not know the word, number or picture that has to say (because he/she has some difficulties) the rest of the students can realize it, and they can put pressure on him/her.

Example:

Show, say & write board: This game is normally used to play in pairs. Each student creates his/her own board, decorating it and writing the name of the game. Then, some cards are given and the student has to show one card (using the board) to the partner, who has to say the name (one point) and to write it (two points)

Advantages: It is a motivating game. They are concentrated and they are practising at the same time how to say a word and how to write it. Apart from that, the material that it is used (board) is personalized.

Disadvantages: There are some pupils who do not accept to loose or to achieve less points than the partner. However, after putting it into practice, I have seen that it is a dynamic and enjoyable activity. 
Example:

5 Senses Unit: My 3rd Intervention

Lesson 3: Mystery smells - The smell sense

Material for the teacher:                                          Material for the student:

                                                          

Mystery smell boxes:

Rubric:

Description of the lesson and observations:

As I had planned before, first of all I wrote in the blackboard "the smell sense". I asked them what they knew about it. They had worked some aspects of this sense with the tutor, so it was easy to get their knowledge about the topic. However, I was speaking in English so I tried to make them speak in English as well. When we had introduced the topic, I gave them the worksheet and I explained the activity. I had prepared 8 boxes with 8 different smells. They had to work in pairs and guess what was inside by using their smell sense. The activity was very nice and they enjoyed a lot. However, I realised that I should had prepared more boxes, because there were some pairs that had to wait a long time to get one of the boxes, and if they didn't had anything to do they got nervous. But with this same aspect, I could realise at the same time that they were motivated and they were really enjoying the activity, because they felt anxious to get one of the boxes.

When all of them were finished, I corrected it. I drew some boxes on the blackboard and they had to come and to write the names. Then, when we finished, I realised that there were 5 minutes more of class. It was time to improvise! And I thought that I should make them speak. So that, I wrote in the blackboard: "My favourite smell is _______ " And I said the sentence with one of the smells of the boxes. Then, it was turn to the students. They were able to say it really well, as well as they were listening to their partners to know what had been their favourite smells. It was a nice closing.

5 Senses Unit: My 2nd Intervention

Lesson 2: What's that sound? - The hearing sense

Material for the teacher:                                          Material for the student:

Rubric:

Description of the lesson and observations:

The first part of the activity was as I have planned previously. Firstly, I showed the picture on the digital board, and I started to explain them some logical aspects to understand the name of the parts of the ear: outer (I asked: "What's out?"), inner (I asked: "What's in?"), middle ear (I asked: "What's middle?"), ear canal ("How is a canal? Long or short?"). This kind of questions helped me to connect with them and to make the first part of the lesson more dynamic, interacting with them and listening to what they knew; what's more, I tried them to speak in English while they were answering my questions. Then, I switched off the white board and, helped by their table partners (groups of five) they complete the picture of the worksheet. When I corrected it, all of them had done it properly.

The second part of the activity was focused on using this hearing sense. First of all, I presented the "Sound Level Meter" (this was not contemplated on my previous planning, but I felt the necessity of doing it because I wanted to make them know what was it and how to use it). I asked if they knew these three words "Sound Level Meter". They started to talk about it and, by their own, they guessed the use of this gadget. So that, I explained the activity: They had to write the Decibels in the tables, as well as writing what they heard (voices, music, silence, computers...). They felt really exited. However, there were only two sound level meters at school, and there were five groups. The two first groups went to measure the Decibels of two parts of the school, and while they were out, I stayed with the rest of the group. I drew a table at the blackboard to include the Decibels of each group. When the two groups came back, I wrote down their notes on the blackboard. When all the groups had finished, we commented some of the results of the blackboard, and they also had time to complete their own tables with the notes of the rest of the groups. 

When the lesson finished, I felt really happy. I had the sensation that it had been a very meaningful lesson.

Some pictures:

5 Senses Unit: My 1st Intervention

     Lesson 1: Introduction of the five senses

     Material for the teacher:                                Material for the students:

Rubric: 

Description of the lesson and observations:

     I started the lesson with the power point, but first of all we said that we were going to talk about the five senses and if they knew something about it. They started to explain me some ideas that they had. Then, I started to ask questions of the power point: "What do we use our eyes for? What do you like seeing?". The first time I asked, I had to put some examples to make them know the meaning of the question. But when they got it, they were able to understand and answer the rest of the questions. Sometimes they answered with English words, and in the case that they didn't do it, I translated it into English. When we finished, I gave them the worksheet and I realised that they needed some glue and scissors. Unfortunately, the glues of the class where dry and I had to go to another classroom to ask for more. I should had prepared it before! On the other hand, I got surprised because they were working in pairs very well, helping each other and with an appropriate attitude. Finally, we corrected it all together. I started to ask them the names of the things that appear in the pictures. I wrote the words in the blackboard. We also corrected the short sentences: I can see with my.....

      When we had everything corrected, I realised that there were five minutes left. For that reason,although I hadn't planned anything more, I collected all the worksheets and I started to ask individually to complete the sentences orally:

      I can see with my....
      I can smell with my...
      I can hear with my...
      I can touch with my...
      I can taste with my...

I 

5 Senses Unit: Objectives and Lesson Plan

The students of 4th grade had started a project about the five senses with the tutor. For that reason, the English teacher suggested me to design an English unit about this same topic, to refresh some ideas that the pupils had and to introduce some vocabulary and grammar structures in English. That's why I had designed an English unit with these objectives:

• To help students talk about the five senses and name the parts of the body which are involved
• To give some useful information about how our senses work
• To expand students’ vocabulary
• To offer the possibility to discover the properties of some objects by using the five senses
• To develop students’ speaking and listening skills
• To make students consider English a useful language to learn about a topic

Then, I had divided the activities into seven lessons. The first one is an introductory activity. Then, the five next activities are development activities. Finally, the last one, which is a lesson of corners, it is considered a consolidation activity.

Introductory activity:

•        Lesson 1: Introduction of the five senses

Development activities:

•        Lesson 2: What’s that sound? – The hearing sense
•        Lesson 3: Mystery smells – The smell sense
•        Lesson 4: Welcome to the taste museum – The taste sense
•        Lesson 5: Feeling some objects - The touch sense
•        Lesson 6: The sight sense

Consolidation activity:

•        Lesson 7: All senses together

Methodology aspects to highline of the English Lessons (2)

•      Who is who game: The English teacher and the Arts and Crafts teacher are working together to guide a very nice activity with the 3^rd grade students. They are creating a “who is who game”, which is completed with pictures of the partners of the class. Each one of the students is dressing up some different complements in the pictures. The aim of this activity is to practice questions and answers, such as: “Is he wearing a red hat? Yes, he is”, “Is she wearing glasses? No, she isn’t”

•        The Catalan cap: The English teacher who works with 1^st and 2^nd grade is always talking in English. However, when he feels the necessity to speak in Catalan or Spanish, he puts his cap on. This offers the possibility to make the students understand that it is not the language that must be spoken at class, but this means just a moment, to clarify or to explain something difficult that can’t be done in English.

•          Webquest: The teacher has created a webquest for the students of 6^th grade. There, she has included a lot of questions that she wanted to revise with the students. They have two weeks to do it, and then they will comment it at class. Most of the pupils are quite happy with the idea of doing this webquest, because it is a different activity and they seem to be motivated.
  Here you can access to the webquest that the teacher has created: WebQuest
• 
  
•      http://learnenglishkids.britishcouncil.org: Sometimes, the teacher uses this webpage to compliment her lessons or to revise something that has been studied. The webpage is amazing: from games to readings, it offers a wide variety of resources that can be very useful in order to organize your lessons, as well as to work with the TIC with the students.

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Students' Perception

During these two weeks, I have been helping the teacher to record the expositions of 6th grade: "All about me presentations". We were regarding at three general aspects: Pronunciation, Fluency and Presentation. When we finished, we decided to show some examples at class and to discuss about the exposition. Almost all the students agreed that a properly practise at home was needed to achieve a great result, and they always commented about the importance of the fluency in order to keep listeners' attention. It was very nice to see how students were able to be critical with themselves, commenting their own work and saying some strategies to improve it.

But with this blog entry I want to explain a nice experience that we had with this 6th grade students after regarding their own videos and commenting them. 

The teacher asked them if they had any suggestion or they wanted to say their opinions about the project "All about me". The students said that they have enjoyed both parts of the project (poster and oral presentation). All of them agreed that they loved doing hands-on projects. Some of them told that they felt shy when presenting their posters, as well as they didn't want to do mistakes so they got nervous. The teacher answered that doing mistakes while speaking in a foreign language was completely normal, and she added that she was not giving importance to this mistakes. 

But, in the middle of this conversation, one of the students suddenly commented: "A mi m'agradaria saber i practicar més l'anglès. M'he adonat que és molt important". This sentence surprised me, and suddenly I realised that this was going to be a very useful situation in order to know what they think about English. We ended up talking about the importance of English, how to practise English at home and why they didn't speak English at class. An interesting conversation emerged. 

Firstly, the students talked about why learning English was important. These are two examples:

- "Jo vull viatjar per Europa quan sigui gran, i si aprengués anglès em seria més fàcil"

- "Quan sento música en anglès, no entenc què diuen. Quina ràbia!"

 

Then, some students explained how they practised English at home. These are two examples:

- "Quan he vist una pel·lícula moltes vegades, la poso en anglès perquè ja sé que diuen. Així aprenc"

- "M'agrada molt escoltar música al Youtube, i quan les cançons són en Anglès poso els subtítols en Anglès per poder cantar-la millor"

- "Quan jugo a la play surten coses en Anglès i ja me les sé de memòria!"

Finally, they said why they didn't try to speak English at class:

- "Tinc por d'equivocar-me i que riguin de mi"

- "Si ningú parla, no ho faré jo"

After that, the teacher talked seriously with them, saying that it is normal to do mistakes, but they have to try to speak in English if they want to improve. And nobody must laugh when others are speaking English; instead of that everyone must consider the effort that this person is doing.

But the most interesting moment was when the teacher and me asked them to think about what they think they can do to work harder with English and to learn it better. All of the students were listening carefully to the others and saying their own strategies. I realised that they really wanted to improve their English level. These are some strategies that they suggested. I took notes and I commented all of them with the teacher after the class. We agreed that some of them were completely practicable.

- To do a theatre play in English
- To use a web page
- To publish things in English in their class-blog
- To watch films in English
- To sing in English during the music lessons
- To have a poster at class with some useful sentences

When this lesson finished, I went out of the class thinking about everything, and realising how important is to ask the students about how they feel. It's essential to kow what they think, and you can become very surprised about what they answer to you. And suddenly, I felt the necessity to come back to the class and congratulate the students, not only because of their job, but also because their attitude towards English and their desire to learn. I recommended them not to lose it!

Finally, I would like to end this post recommending to visit an English blog of a school in Granada. This is only an example of how students can work at home and the teacher can be connected with them, offering new and engaging possibilities to make them learn English.

http://englishcpvvamesia.blogspot.com.es/

A different way to give marks

In la Sínia, students only recieve a formal report with marks at the end of the year. However, during the rest of the year, parents are also informed of their sons' evolution, but in a different way. 

They recieve three letters at the end of each one of the terms. 

This letter, which normally is adressed to the student and not to the parents, is a personalized comment that the tutor does for each student. But this comments are always related with a self-assessment that the students do previously. This means that students have a self-assessment which regards a wide variety of aspects:

- Comments about projects

- Personal habits

- Attitudes

- Opinions

- Purpose of improvement

Then, the teacher writes a personalized letter commenting what the student has said in the self-assessment. The teacher can write to the student in a positive way, for example: "As you have said, you've done a big effort to improve your handwriting, you must continue in that way!". Sometimes, the teacher has to be critical and make the student think about his/her self-assessment: "You have said that your attitude during the Five Senses project was fantastic, but I can remember that you were annoying your partners during the sight and the smell activities. It does not mean that you were in a right attitude, and I'm sure you know it." 

When I noticed about this way to inform parents, I instantly realized that it was amazing. On the one hand, the students can do a self-assessment and they can get a feedback of it, which is not normally done in other schools: the self-assessments are normally done by the students, but they can't see the use of it. In this case, teachers answer to the self-assessment of the students in order to comment the most relevant aspects.

On the other hand, parents are informed more specifically, because they can see their sons' self-assessment as well as the teachers' comments. I think this is a good way to let parents know better the way that the children are learning, and what teachers think of them. 

Finally, I also have considered that this kind of assessment promotes sincerity and honesty. Students know that they are going to recieve a feedback, so they prefere to be sincere with theirselves in their self-assessments. This causes the students' real reflection about their learning process: they are really self-assessing their attitudes, their acts and their relations with others. 

That's why I became amazed when the head teacher explained me this assessment strategy. She also told me that it requires a really hard work for teachers: analize the self-assessment of all the students three times a year and write a personalized letter and, apart from that, they also have to do a final report at the end of the year. 

Anyway, I think that this kind of assessment is more useful and has more value. The teachers' work is admirable, and the real reflection that students do about their learning process is also completely amazing!