I also perceived that it had certain incredulity in the professional evaluated for the little age, only 25 years, I tried to prove that I had ability therefore I was there. In the first week I was a little apreensivo, did not feel me comfortable at the moment of to enter in classroom, to face the group, and to know that I age the professor. In the second week, the plans of lesson, to be worked contents, the time to give to all the lessons, correction of summaries, at last in such a way work for little time. Also it was of my responsibility the orientation for works of course conclusion. Between 11 groups, 10% enter in conflict, the biggest difficulty are in imposing limits, not confusing the opened relations, to show it difference to they between freedom and libertinism.

The pupils must understand that the professor has the commitment to fulfill with the summary and on the other hand, they have that to make the part of them so that the things flow. The professor always helps the pupil in the measure where the same he wants to be helped, carelessness will be had, is sincere and I do not think two times, I ask for so that they leave of the classroom in a good one. Another great difficulty that I found was to leave clearly, and to prove to the pupils the crime on plagiarism, to remember them that the professors know to differentiate the works developed for the pupil and that one that was plagiarized. majority of my pupils is young, but they are very responsible. 5? Which the methodology most used for you? why? R? when I perceived that they did not like to read in classroom, I requested fichamento of texts, therefore thus they would compel themselves to read in house and I confirmed the task at the moment of the correction, therefore they could not make a fichamento without having read the text.