Table of content :
·
Acknowledgement
·
Dedication
·
Introduction
·
The
Observation Phase
·
The
teaching experience
1.
The alternate phase
2.
The full-Time phase
3.
Some encountered pedagogical problems with
experts suggestions
·
Conclusion
·
bibliography
·
Appendices
I would like to
express my profound gratitude to my supervisor Mrs. Bouguebs Radia for her continuous support, guidance, and
encouragement.
I would like
also to convey my special thanks to my training teacher Mrs. Debbache Sabah for her infinite help, assistance and
mentoring.
I would like to dedicate this modest work to:
Memory my
UNFORGETABL ever, my GRANDMOTHER, she prayed for my success from the first day
I entered the school till the last day of her life….
My PARENTS and
their non-lasting encouragement through my whole study path…and All my family.
My older brother
“Saleh” who was all, a father, a
mother, and the whole world to me, he was the reason of what I become ever…
thanks a lot brother…
My best Friend “Zahoua
Ben Hebbadj” for her non-lasting support and encouragement in all my years in
the ENSC…
My friends
Fariza, Lamine, Zaki, Hamza, Walid, Adel Bouchama, Radhouane, for all their
helpful pieces of advice, support, and guidance…
My classmates
Ahlem, Wafaa, Fati, bouchera, Yousra, and Leila…..
My friends who
left the ENSC Zoubeyr, Aissa, Messoud Lagraa, Soufiane, Ahmed, Bilel Churfi,
Amirouche, and Nasro and for all their help.
To all my other
friends: Khaled, Kheiro, Adel Rachrach, Amine, Djalel, Djimi, and Fouzi…..
My sincere
gratitude to my Surpervisor “Mme Bouguebs Radia” and my Training teacher “Mme
Debbache Sabah”…..
My ENSC
teachers; Mme Bouguebs, Mme Ben Yahia, Mme koussa, Mr Nouioua, Mr Djamaa, Mr
Boudarsa, Mr Smiha, Mr Boughrarra, Mr Agabou, Mr ferrani, Ms Benhamlaoui, Mr Azoui, and Mme Touati Wissem...
And All who made
a little difference through my study path……… Thank you All.
Introduction
The ENSC, a specialized educational
institution, attempts to prepare competent teachers through a theoretical
instruction of four to five years and, ultimately, ends with a practical training. This latter is
meant to help the trainees get gradually accustomed to the environment of
teaching and learning. It is an opportunity for ENS' students to put all
their theoretical knowledge about the field of education into practice. Following the instructions that are given
by their tutors and training teachers, the trainees are supposed to go through
a careful process of acquiring the teaching skills effectively. The training
period is made up of three major phases: the Observation, the Alternate, and
the Full-time Training Phases.
The first step we, trainees,
have to undergo is the general observation. The host school is to be visited
for the first time for the sole purpose of gathering information about it.
Unfortunately, some rather unpleasant events happened in the morning of our
first Monday in the school. Mainly, this was because the school was on strike. Despite
the fact that our first impression about the host school was negative, teachers
were happily welcoming us. Nevertheless, we were given some hope to face the
difficulties.
The school we were directed to
was “les Frères Lekhal” secondary school in Zayadia, Constantine that
was inaugurated in 1990.It is composed of one huge block and a small
block. The main block is made up of two floors. It is composed of twenty-four
(24) classrooms, a computing room, six (6) laboratories, and a library.
The small block includes the administration and an amphitheater. However, there is no refectory, and no sport hall. In addition, the
playground is so risky for pupils to play in. (see appendix no 1)
Concerning the staff, the
school has the headmaster, the deputy head, the general supervisor, and all the
administration representatives. There are fifty-one (51) teachers, thirty-four
(34) of whom are women, and four of
them are English teachers. Regarding the number of pupils, there are 715,
470 of whom are girls. During our brief time in the school, we
noticed that discipline is handled with difficulties; the rate of absences
among both students and teachers is medium (see
appendix no 1).
"All life is an
experiment. The more experiments you make the better."(Ralph Waldo Emerson, Journals of Ralph Waldo Emerson,
with Annotations, 1841-1844)
The Practical Training is one of the
marvelous experiments that the teachers' training school of Constantine offers
us as fifth year students. This report is to shed light on the main three
phases of our training experience. First, the Observation phase is
devoted to the analysis of the observation grid, which includes the warm-up,
classroom management and interaction, and lesson presentation (see appendix no 2).
Moreover, The Alternate phase and the full-time phase are of vital opportunity
for the trainees to engage with the teaching experience and put in practice all
the theoretical knowledge we hold from the previous phase. The last part of this report, however, some
encountered pedagogical problems with their relevant suggestions according to
some experts are to be highlighted.
the Observation Phase
Observation Phase is the first step
in our training. It lasts for about four
weeks.
This phase is made up of two kinds of observation, general observation and
classroom observation. The Observation phase, as trainees, is
just like a warm up that paves the way to become familiar with the real
atmosphere of our future job. To facilitate and guide our observation, we have
been provided with an observation grid (see appendix n :…). This last, covers
all aspects of the classroom: the warm-up, classroom interaction, lesson
presentation and evaluation of the teaching process.
On one hand, the general
observation helps us to
be familiar with the environment into which we will be integrated during the
training period. It consists of observing pupils, teachers, human resources,
and the available educational staff. On the other
hand, the specific Observation allows the trainees to focus their attention
on particular aspects of the teaching/learning process, such as classroom interactions,
learning strategies, different teaching techniques used by the training
teacher, and different evaluation procedures.
1. Analysis of the observation grid:
1.1 Warm-up:
Every lesson starts with warm up. The "Warm up" or
"Breaking the ice" is an activity done by the teacher to
prepare learners psychologically to be fully involved in the lesson and highly
motivated. The time allocated for it is from five to ten minutes. The warm – up
activity takes different forms; it can be a game, a video, a song, or a
picture. In his book How to Teach
English (1998, p.25),
Harmer explained that the teacher should engage
pupils emotionally with the lesson so that to arise their interests, therefore,
warming them up. He added
that different activities and materials can be used to engage students. These
include games, music, discussions, stimulating pictures, dramatic stories, and
amusing anecdotes. A warm up can be also a revision of the previous lesson.
Our
training teacher attracts her pupils’ attention using different ways, such as
greeting them saying "Good morning"
or "Good afternoon," asking them to
take their seats or shouting trying to calm them down. Moreover,
our training teacher warms up her pupils’ usually through a revision or a reminder
of the previous lesson, asking general questions that guide them to
collect enough information about the lesson, and giving real situation examples
that motivate the learners to participate and give their own examples.
1.2 Interaction and motivation
It has been argued that in order for the
lesson to be successful, learners should be motivated. For that, classroom
motivation takes place when the teacher encourages his/her leaners, makes them
ready to participate and to interact by giving them examples they are
acquainted with. Our training teacher presents learners with a newspaper advice
column in which a leaner asks a psychologist for help to solve her problem. As
teenagers, learners like the idea because most of them like to discuss their
problems with someone who does not know them, in order to avoid embarrassment.
Our training teacher gives freedom to all learners to discuss their opinions
about the topic. She deals with negative behaviours in a cold blood and calm, for
example when someone does something wrong she asks him/her to share what he/she
has with the class. Moreover, sometimes she frightens them by giving bad marks.
2. Lesson Presentation:
Lesson Presentation is the
second step in the lesson's progress. A lesson is "a type of organized social event that occurs in virtually all
cultures. A lesson in different places may vary in topic, time, place,
atmosphere, methodology and materials; but they all, essentially, are concerned
with learning as their main objective, involve the participation of learner(s)
and teacher(s), and are limited and pre-scheduled as regards time, place and membership."
(Ur, 1996, p.213)
Lesson Presentation, which takes
more time than the warm up, is related to the way the teacher
presents and implements the different tasks and activities related to his/her
lesson. After warming up his learners, the teacher
uses different ways to introduce the new topic. Harmer
(2001) points
that the main role for teachers to perform is that of organizing students to do
a diversity of activities; this often involves giving the students information,
telling them how they are going to do the activity. Accordingly, our training teacher uses a diversity of
activities and enhances learners’ comprehension, explains clearly for her
pupils the instructions, and gives examples related to learners’ interests in
order to engage them more in the activities.
Thus, a teacher is required to establish a good atmosphere or learning
context to present the lesson appropriately by keeping teacher/learner interaction alive. During my
observation, I have noticed that the training teacher moves smoothly and
gradually from what is simple to what is complex and from what is familiar to what
is unfamiliar. This seemed to facilitate learner's understanding of the lesson;
she gives real situation examples to make them understand the lesson easily.
Moreover,
our training teacher always stimulates her pupils to enrich the lesson with different techniques. For instance,
she asks her pupils to read the questions before they answer. She sometimes
helps them, in answering questions, by giving some clues. She also asks them to
give their opinions, such as when she asks, “Is journalism important?”
Dictionary is a compulsory tool for each pupil because pupils are always asked
to look for the difficult words by themselves.
The teacher, while presenting his/her
lesson, makes use of pedagogical materials that are helpful and necessary for
the success of the teaching-learning situation. Concerning our training
teacher, she focuses on the textbook but not blindly, rather she uses extra
sources and brings new tasks, keeping the same objectives; our training teacher
provides the pupils with a printed-paper about a newspaper interview that
serves the lesson objectives. She also makes a good use of the blackboard.
3. Evaluation of the teaching process:
One of the important roles of the teacher
is evaluating the information acquired by learners since learning without
constant assessment would be fruitless. The teacher should assess to what
extent the objectives of the lesson have been achieved. After finishing the
presentation of the lesson, the teacher may use different ways to check pupils’
understanding. This may take the form of feedback where learners’ mistakes are
corrected so that they will be avoided next times. Self-assessment and peer-to-peer
assessment are effective ways that enable pupils to reinforce what is true, and
get rid of what is wrong. When asking questions, our training teacher helps
pupils to evaluate their answers by saying for instance: “are you sure”, “only
this!” In addition, the teacher may direct questions to other pupils saying: “what
do you think…? What about you…?” Moreover, checking from time to time by
saying: have you understood?
To check learners’ assimilation, the training teacher gives them tasks
and different activities. By doing so, she makes sure they have grasped the
lesson taught. She also gives them homework to assess their understanding. In
fact, assessing learners' progress should never be abandoned. This has been
clearly stated by Harmer (2001) that "good teacher managers need to assess how well their students are progressing.
This can be done through a variety of measures including homework assignments,
speaking activities, and frequent small progress tests. Good teachers keep a
record of their students’ achievements to see when teaching and learning has or
has not been successful".(p.22)
To
sum up, the Observation Phase is really a very important and helpful step in
the practical training, through which we discover different secrets of the
teaching-learning process. This phase is useful to introduce and initiate us,
as trainees, to our profession. In addition, it permits us to be in a direct
contact with the classroom atmosphere. Within the classroom atmosphere, we
learn many things and benefit from the experience of the training teacher.
The teaching experience
This section’s aim is not
only testing the information and techniques acquired during the observation
phase but also putting the trainees in a direct contact with a real teaching
context including; the preparation of the pedagogical cards, the arrangement of
the required materials, and finally the organization of the teaching procedure.
I chose these lessons for two simple reasons; first it was my first contact
with real teaching experience after tiring years of study. Moreover, it was
that day I studied for, it was my first step for my future career. The second
one was my final presentation, which was an unforgettable day. Especially when
I finished the lesson, I wished them success and a happy holiday, they applause
for me and wished a good luck to me and to all my colleagues.
1. The Alternate Phase:
The second stage of the
practical training is the Alternate Phase. It aims at embarking the trainees in the field of teaching.
This phase helps the trainees to get rid of fear, hesitation, and shyness by
gradually involving them in the learning tasks before reaching the full-time
phase. Hence, the trainees prepare teaching cards and present lessons under the
supervision of the training teacher and sometimes the tutor.
Our teaching experience begins
with that phase. Unfortunately, we, trainees, were not lucky because of the
strike, and each one of us presents just once in that phase. However, it was a
good start for us to get rid from hesitation and stress.
My first and only lesson in the
Alternate phase was with first year literature class, which is a very noisy and
lazy class. Yet, on that day, they came just nine girls. Even the lesson was
not that difficult, which was about teaching listening and speaking skills (see the appendix no3), learners
were sleepy, and there was no participation. I felt myself talking Chinese with
the exception of two or three pupils who were participating and following the
lesson enjoyably. Thus, I lose my motivation mainly because I did not succeed
to make them all participate that was due to time management problem. The
lesson was about tests and exams stress. For the warm up I showed them pictures
in order to anticipate what the lesson would be about. At first, they found
some difficulties but later they recognized what the topic was about. To
realize that, I helped them by asking some questions and giving some clues,
such as “what you don’t like most in study”, “why do you get bad marks in the
exams”...etc.
I started my lesson
presentation by reading an advice column from the textbook (see appendix no4), in which a student asks a
psychologist to help her better her marks and avoid this stress and fear before
having any test or exam. Trainees and I together discussed the difficult words
together, and explained the content of this advice column. Thereafter, I wrote
the first activity on the board. I provided them with four comprehension
questions. When they answered, their answers were right in term of content and
wrong in term of grammar.
The second task was a fill in
the gaps activity. I chose a passage from the text and took out the words that
had relation with the lesson. I read once, and then I gave them the task
papers. After that they were asked to listen carefully again and then complete
with the missing words. The task was better than the first one; they were
motivated to do the activity. The rest of the lesson was continued by my
colleague, and was about teaching reading and writing skills.
My teaching experience in the
alternate phase was an opportunity for me to get more familiar with my future
job and to remedy the deficiencies I expected to display; even it was just one
lesson. On one hand, it was shocking because of the strike that ruins our
chance to benefit the maximum from this phase. I was not motivated because just
nine of thirty learners come who were not interested at all. On the other hand,
it helps us to know how to make my own lesson plans, how to manage time inside
the classroom and above all how to interact with learners. My experience during
this phase paved the way for the next step, which is the full-time training
phase.
2. The Full Time Phase:
The full
time phase is the final stage in the practical training. After being part of
the teaching environment in the alternate phase, the trainees take full
responsibility of the teaching/learning situation in the full time phase. The
latter, lasts for two weeks (15 days), during which the trainees act as real
teachers who are responsible for a group of pupils with different levels and
perceptions. The role of the training teacher is just to observe what we do and
highlights the positive and negative points of our presentations. At this
stage, the trainees entirely hold the teaching situation, making use of their
previous theoretical knowledge and the one acquired in the two preceding phases
of the training. They teach different types of lessons with different levels
and classes.
My fifteen
days were halted by an unfortunate event, in which I felt sick for all the
second week of my training. However, my own experience during the full-time
phase was a good and an effective one in terms of progression and development.
Because when I came back, my supervisor and my training teacher gave me an
opportunity to make up some lessons that I lost. Thus, I added two other
interesting presentations to the previous ones.
My first
experience was not that successful because I lacked more chances to engage with
learners in the previous phase. However, after that I started to get more
acquainted with the process of teaching by observing my colleagues and taking
the teacher’s critics and notes about our presentations into consideration.
Nevertheless, I got the opportunity to guard during the exams and correct the
exam papers later.
My excitement began when I get back my full health state. In that day, I
presented with two different classes. The first presentation was with the ASL1 (literature stream) class (see appendix n°3) I made a kind of
revision about the ‘if’ conditional type two, in which I provided the learners
with two different tasks that were not included in the textbook. First I warmed up them by asking questions that
follow the rule of the ‘if’ conditional type two, such as “what would you do if
you were a boy?” for girls, and “what would you do if you were a girl?” for
boys. Girls were more motivated than boys, and they gave good examples, as
Aicha said: “if I were a boy, I would travel to many countries.”Then, I asked
them to write some examples on the white board in order to correct them
together. After that, some learners deduce the rule and we wrote it together on
the board.
Second,
before providing the learners with the first task, I asked them to give their
own example using the rule to help them construct structured and correct
sentences. Yet some wrote wrong sentences and some wrote correct ones. When
they finish writing the rule and the examples on their copybooks, I gave them
the activity number one (see appendix no 4). Most of them were
motivated and they gave a good atmosphere to the classroom. At last, I gave
them a “say it in writing” task, in which I asked, “What would you do if you
become a millionaire?”
The second
lesson was with the first year scientific stream (ASS1), in which I presented the ‘if’ conditional type
two in the sequence “stop and consider,”
“reminder” in “back to nature,” unit five (5) p.153 in the textbook “At
the crossroads” . As with the literary stream class, I started my lesson by
asking learners the same question, yet the reaction was better than the first
one. Learners of the scientific stream were quickly engaged in the lesson and
helped me a lot to follow my lesson plan easily (see appendix no3).
Therefore, I felt that the lesson would be much better because almost all the
learners were participating. After, I asked “Malak” to write the date, I wrote the title and number of the
unit, the sequence and the title of the lesson that was anticipated by
learners. Then, I asked “Selma,”
“Noufel,” “Rania,” and “Lina” to write their examples on the
white board in order to deduce the rule of ‘if” conditional type two. “Malak” was the first to deduce the
rule, yet I gave her mates the chance to participate and share their answers,
and check their understanding.
The first activity was the same of the literary stream (see appendix no 5).
Learners were highly interested and motivated to answer; I gave them ten (10) minutes for that. The ten
minutes finished, almost all the learners wanted to write their answers on the
white board. Indeed, they had the opportunity to share their answers with their
peers but just five answers were written and then revised from mistakes.
Finally, I asked them to write the answers on their copybooks in order to move
quickly to the last task.
The second
task was “Say it in writing” from
the textbook p.153 (see appendix no5).
Learners were instructed to write full sentences from the given cues putting in
mind the ‘if’ conditional type two. To ease the task for them, they were asked
to imagine themselves in a higher position-prime minister- in order to make
decisions that preserve the environment clean and healthy. After they finished,
they were asked to read them to their classmates. The task was really a
successful one; learner were interacting and discussing their answers in a good
way.
When the
lesson finished, I was greatly satisfied with my work. I felt that I did something good and
completely different from the previous time. If the same lesson is to be
presented to different classes, it would be better not to use the same plan;
but rather change some or all the elements according to the learners level, interests,
likes and dislikes. Thus, I waited until
all the pupils left the room, and then I looked at my training teacher’s eyes
searching for a sign of satisfaction. Although, she knew that I was waiting for
her comments she kept talking to my colleagues and suddenly looked at me with a
smiling face full of satisfaction. After that, she said that the lesson was
better than the previous one and that there was an obvious progression in my
performance. In fact, her words were too motivating and inspired me to do my
best in my future career. I was so happy to hear her compliments. However,
there were also some critics, such as when I did not check some spelling
mistakes on the white board. Moreover, I did not manage well the literary
stream class unlike the scientific stream one. All in All, I was so satisfied
and glade to have such an exciting experience.
The
full-time training was an experience from which we, future teachers, benefited
a lot. Personally, I enjoyed being part of the teaching environment and playing
the role of a real teacher for the 1st time in my career. I
performed all the tasks of a real teacher. I prepared and presented lessons,
interacted with the pupils, managed the time and observed my colleagues when
they presented their lessons. Despite the fact that my presentations were not all
a success, I learnt many things during this experience. I learnt to be active,
to resist the pressure, and to cope with any new or unexpected teaching
situation. More importantly, I learnt to overcome my fear, shyness and to
believe in myself.
3.
Encountered
Pedagogical Problems and Suggested Solutions according to some experts:
Through
our journey to “les frerres Lekhal” school, I, as a trainee teacher, observed
two noticeable pedagogical shortcomings. The first factor that got my attention
was discipline. The classes and all the school are always in a messy and
chaotic atmosphere. Learners respect neither to their teachers nor to the
administrative staff. Unfortunately, sometime I felt I am in stadium supporting
a football team. The second factor was that of the overcrowded classes and
class management. Our training teacher was not just a teacher, but also a
fighter. Forty (40) learners, in very small classes, it was a difficult task
for the teacher to control them all and keep order and management even she was
a strict teacher.
These
two factors hindered me to adapt easily with the atmosphere of that school.
Especially, when my colleagues and I witnessed some bad behaviours, as when a
learner threw a cigarette on his classmate’s jacket. Another shocking behaviour
was that of a girl who broke down the white board and so on so forth.
To
confine these pedagogical shortcomings, experts have suggested some solutions.
Managing the learning environment is both a major responsibility and an
on-going concern for every teacher, even those with years of experience (Good
& Brophy, 2002). Viewed broadly, Bothmer
(2003) and Nations & Boyett
(2002) pointed that Whatever the arrangement a teacher choose, it should
help learners to focus on learning tasks as much as possible and minimize the
chances of distractions. Beyond these basic principles, however, the “best”
arrangement depends on what your students need and on the kind of teaching that
you prefer and feel able to provide.
Some
room arrangements depend significantly on the grade level or subject area of
the class. If you teach in elementary school, for example, you may need to
think about where students can keep their daily belongings, such as coats and
lunches. In some schools, these can be kept outside the classroom—but not in
all schools. Some subjects and grade levels, furthermore, lend themselves
especially well to small group interaction, in which case you might prefer not
to seat students in rows, but around several small-group tables or work areas.
The latter arrangement is sometimes preferred by elementary teachers, but is
also useful in high schools wherever students need lots of counter space, as in
some shops courses, or wherever they need to interact, as in English as a
Second Language courses (McCafferty,
Jacobs, & Iddings, 2006).
Discipline
is another major factor that should be controlled by novice teachers. In this
respect, According to Morrish (2011)
the teacher needs to plan how they want their students to behave and directly
teach them how to behave. Rather than administering punishments have the
student repeat the behavior until they have done it correctly. Moreover, the
teacher should use consequences that are designed to help students learn, such
as improvement plans.
To
conclude, teachers need to control any unexpected behaviour of learners.
Learners need to be taught how to behave inside the classroom. Nevertheless,
novice teachers should move students toward greater independence and offer them
more choices as they show they are capable of handling them. Finally, during
this phase, teachers train their students to accept adult authority and comply
with it automatically Morrish (2011, p
82).
Through
our journey to “les frerres Lekhal”
school, I, as a trainee teacher, observed two noticeable pedagogical
shortcomings. The first factor that got my attention was discipline. The
classes and all the school are always in a messy and chaotic atmosphere.
Learners respect neither to their teachers nor to the administrative staff.
Unfortunately, sometime I felt I am in stadium supporting a football team. The
second factor was that of the overcrowded classes and class management. Our
training teacher was not just a teacher, but also a fighter. Forty (40)
learners, in very small classes, it was a difficult task for the teacher to
control and keep order and management even she was a strict teacher.
These
two factors hindered me to adapt easily with the atmosphere of that school.
Especially, when my colleagues and I witnessed some bad behaviour, as when a
learner threw a cigarette on his classmate’s jacket. Another shocking behaviour
was that of a girl who broke down the white board and so on so forth.
To
confine these pedagogical shortcomings, experts have suggested some solutions.
Managing the learning environment is both a major responsibility and an
on-going concern for every teacher, even those with years of experience (Good
& Brophy, 2002). Viewed broadly, Bothmer
(2003) and Nations & Boyett
(2002) pointed that Whatever the arrangement a teacher choose, it should
help learners to focus on learning tasks as much as possible and minimize the
chances of distractions. Beyond these basic principles, however, the “best”
arrangement depends on what your students need and on the kind of teaching that
you prefer and feel able to provide.
Some
room arrangements depend significantly on the grade level or subject area of
the class. If you teach in elementary school, for example, you may need to
think about where students can keep their daily belongings, such as coats and
lunches. In some schools, these can be kept outside the classroom—but not in
all schools. Some subjects and grade levels, furthermore, lend themselves
especially well to small group interaction, in which case you might prefer not
to seat students in rows, but around several small-group tables or work areas.
The latter arrangement is sometimes preferred by elementary teachers, but is
also useful in high schools wherever students need lots of counter space, as in
some shops courses, or wherever they need to interact, as in English as a
Second Language courses (McCafferty,
Jacobs, & Iddings, 2006).
Discipline
is another major factor that should be controlled by novice teachers. In this
respect, According to Morrish (2011)
the teacher needs to plan how they want their students to behave and directly
teach them how to behave. Rather than administering punishments have the
student repeat the behavior until they have done it correctly. Moreover, the
teacher should use consequences that are designed to help students learn, such
as improvement plans.
To
conclude, teachers need to control any unexpected behaviour of learners.
Learners need to be taught how to behave inside the classroom. Nevertheless,
novice teachers should move students toward greater independence and offer them
more choices as they show they are capable of handling them. Finally, during
this phase, teachers train their students to accept adult authority and comply
with it automatically Morrish (2011, p
82).
Conclusion
During the three phases of the
practical training, my colleagues and I had a great opportunity to put into
practice all the theoretical knowledge we have acquired before. We planned
lessons, prepared teaching cards, designed teaching/testing materials, and took
in charge all the administrative duties. Most importantly, the training
permitted us to face real situations and deal with them. This will help us get
a clear insight into the potential intricacies of our future career. We
examined carefully learners’ different behaviours, and we were successful, to
some extent, to deal with them. This was due to the beneficial instructions and
pieces of advice given by the training teacher and the supervisor.
Finally, the practical training that the Teacher’s
Training School provides was of a great importance. Besides, our training
teacher helped us a lot with her experience in teaching. Nevertheless, the more
enticing was our supervisor’s kind advice and objective feedback, rather than
criticism.
I myself benefited
a lot of many things in this training, such as adapting to any unexpected
situation I may encounter in my future career, and I learnt how to manage time
and classroom interaction. These all was because of the sincerely guidance of
my supervisor Mrs. Bouguebs and my
training teacher Mrs. Debbache.
Bibliography :
Bothmer, S. (2003). Creating the peaceable classroom. Tuscon, AZ: Zephyr Press.
Good, T. L., & Brophy, J. E. (2002). Looking in
classrooms (9th ed.). Boston: Allyn and Bacon.
McCafferty, S., Jacobs, G.,
& Iddings, S. (Eds.). (2006). Cooperative learning and second language teaching. New York: Cambridge University Press.
Nations, S. & Boyett, S.
(2002). So much stuff, so little space: Creating and managing
the learner-centered classroom. Gainesville,
FL: Maupin House.
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