As the introduction of this report provides some information about the

environment of the school, this part is an attempt to analyze the information that had

been recorded on the observation grid in terms of classroom activities. This grid is

divided into three parts: warm up and classroom interaction, lesson presentation, and

evaluation of the teaching process. The analysis of the grid involves the observation

of those three parts which are sets of questions to be answered and commented on the

basis of the theoretical knowledge we have learned at ENSC for five years.

A- Warm up and classroom interaction

Part one is wholly about warm up and classroom interaction. In fact, they are

very crucial steps in the teaching process in which the teacher psychologically

prepares learners to get involved in the learning process. Both warm up and classroom

interaction provide the suitable environment for teachers to be closely in touch with

their learners. As far as the training teacher is concerned, she receives her pupils in a

friendly way in the sense that she greets them using certain expressions, such as "good

morning!", "how are you?", and "how was your holiday?" This helps the teacher to

have and develop an intimate relationship with pupils. In addition, she sometimes

adopts a sense of humor whenever learners respond with strange or funny answers.

However, when the pupils do not pay attention to what she says, the training teacher

will speak up more or give a verbal warning as "keep quiet!" or "listen!" More

interestingly, before starting the lesson, the training teacher has the ability to attract

pupils' attention. She starts looking at them and knocking on the desk, from time to

time, to get some silence.

Generally, as a warm up, the training teacher asks the pupils questions usually

related to what has been done in the previous session in order to introduce what is the
next and ensure a strong link between the different lessons, or she tries to refresh the

pupils' minds about where they stopped, then she links this task with some other

activities. Indeed, the warm up is done in terms of a brief revision of what had been

said last time. Since it is a very crucial element in the teaching/learning process,

learners' motivation is highly valued by the training teacher. She strives to insure the

presence of learners' motivation in the sense that whenever she feels that learners are

not motivated, she reminds them that they have to work harder to succeed. In an

attempt to encourage the pupils to be active and participate during the lesson, the

training teacher gives the opportunity to all of them to participate by saying "yes. . ."

urging them all to answer the question and interact during the lesson. Moreover, to

enhance the classroom interaction, the training teacher effectively encourages pupils

to one another questions, to answer these questions and evaluate one another's

answers without her help. This typically involves learning by doing, which means that

should be given the opportunity to learn by themselves, to be active in the learning

process, and not to be passive recipients.

Indeed, whenever they answer correctly, the training teacher rewards her pupils in

various ways. She gives a verbal reward for the one who provides the correct answer

using expressions as: "excellent!", "very good!" In addition, she, sometimes, adds

additional marks for the pupil who provides a correct answer. Besides, she gives a

great importance to learners' answers and ideas during the construction of the lesson.

In fact, she encourages her students to express themselves and not to fear when giving

the answer. Be it right or wrong, the pupil's answer is taken into consideration as a

precious attempt because he/she seems really interested and willing to express his/her

thought. However, whenever a student behaves in a bad way, the training teacher tries

to solve the problem using various methods, except for violence. She often gives

advice to that pupil, a verbal warning, punishes him by ordering him to stand up in the
corner for the rest of the session, but she never hits trouble makers. Certainly, teachers

are not allowed to hit their pupils.

B- Lesson Presentation:

Lesson presentation, in fact, is the backbone of the session. It is very important in

the sense that it represents the essence of the whole time allocated for the session.

Highlighting the importance of such a step, Puchler and Field (2002:50) state: "The

presentation phase should include the teaching and learning vocabulary, phases and

structures." The training teacher, when presenting her lesson, uses the "learning

through practice strategy". It is clearly seen through her way of presenting the lesson.

As a matter of fact, the teacher moves smoothly from what is simple to what is

complex. Accordingly, she provides the pupils with the necessary information which

help them to provide their own examples. Indeed, she highly values practice as she

gives a considerable amount of time for the pupils to practise for a better

understanding of what she has been presenting. Practice, the golden bridge towards

the lesson full grasping, is clearly seen in a variety of tasks to be done by the pupils.

As far as grammar is concerned, the training teacher provides a sentence and writes it

on the board to be considered by the pupils. The task of pupils is to understand the

grammatical point expressed in the sentence in order to have a gap filling exercise or

constructing their own sentences on the light of the example that the teacher provided.

In addition, the training teacher stimulates learners to enrich the lesson with example

in a very successful way. Indeed, she successfully creates a context wherein learners

effectively provide examples related to the lesson. Despite the fact that some pupils

fail to provide their own examples correctly right from the first time, they succeed in

the second time thanks to the context the teacher creates. Such a context, as a matter

of fact, represents the stimulus which urges the pupils to participate in the lesson by
giving their examples. More importantly, the context that my training teacher creates

is always related to real life situations and events.

The training teacher is very traditional as she supports the lesson with a great

variety of activities. Such traditionalism is clearly seen in the way she uses the

material and the exercises provided by the textbook. Indeed, she adapts the exercises

and the activities of the text, without any observable change. In addition, she makes

use of the appropriate pedagogical materials effectively. Such effectiveness is clearly

noticed in the way she uses the pictures, adverts, the newspapers and all the materials

provided by the textbook .Thanks to her intelligence in using it, I discovered that the

textbook is the very effective tool a teacher can use to effectively teach his/her lesson.

Similarly, learners follow their teacher in using the materials and obey their teacher’s

instructions concerning a given material as commenting a picture she presents/uses

during her lecture/exercise.

The training teacher manages time inside the classroom in a very successful way. In

fact, when assigning learners to do a task; she limits the time allocated for response.

In addition, she uses certain verbal expressions to encourage learners to finish as soon

as possible:" quickly! ", "it’s time to answer ", etc. Besides, she checks their progress

in doing the task, and then she asks learners to answer as it is time to do so. More

importantly, she has very effective techniques to present the lesson.

First of all, she classifies the objective behind each task. In fact, this enables learners

to get involved in the process and, to some extent, feel motivated to do the task they

are assigned to do. Second, the training teacher tolerates the use of the mother tongue

by learners in case they do not have the answer in English. It does not matter that the

answer is given in the Arabic language, what really matters is that the learners feel at

ease during the lesson and express their thoughts. For me, the teacher should not
block the pupils, the precious thing that should be considered is that the pupils are

really involved in the lesson and, at least, they are trying to enrich it.

C - Evaluation of the teaching process

In its essence, evaluation is highly considered as an ongoing and an everlasting

process that allows the teacher to make change at the level of the lesson. Thanks to

the continuous evaluation, the teacher may decide to adopt the appropriate technique

which best suits his lesson. Within this respect, Pachler and Field (2002:57)

mentioned: "Assessment should not be seen as the end of the learning process, but as

an integrated part, it should be therefore be continuous and summative" Since it is

continuous in nature, the training teacher clearly uses evaluation during and after the

lesson. She always asks her learners questions in order to have a clear idea about the

achievement of the objective. For example, she asks the learners: "Is it clear?" or

"have you understood?" Besides, she, from time to time, asks questions about the

lesson itself; she says "who can summarize what we have seen in our lesson?" She

works with only those who show interest in the lesson. In other words, she never asks

learners who prefer not to interact during the lesson. More interestingly, whenever a

learner answers incorrectly, the training teacher says: "what is missing in this

answer?" or "who can correct your friend?" In this way, the training teacher keeps her

learners awake and her lesson alive. In addition, she rarely asks her learners' personal

question and if ever she asks, she does it for the sake of having her learners’ point of

view about a given issue. For instance, she asks them: "In your opinion, what are the

reasons of pollution?" Such a question seems to imply a personal answer, but still in

.accordance to the lesson

In a case of an incomplete answer, the training teacher asks the

responding learner to rethink about the answer or asks another learner to complete his

friend’s answer. Indeed, she always adopts a peer-assisted learning wherein learners

correct each other’s mistakes. It is rarely when the training teacher interfere to provide

the correct answer. This is the typical teacher under the assumption of the competency

based approach where he/she is just a guide in the learning process. In addition, she

successfully extracts as many varied answers as possible. In this context, the training

teacher never limits the learners. By contrary, she encourages them to express their

thought about the topic of the lesson. Despite the fact that they answer randomly,

learners may have correct answer to the teacher’s question. Moreover, she checks

learners’ assimilation. By the end of the lesson, the training teacher asks pupils to give

a summary of what she presented and she gives comments and feedback on pupils'

answers. In fact, feedback is a very effective method in the process of evaluation.

Each time, the training teacher provides feedback on learners’ answers such as:

"good!", "yes…” and "exactly" More interestingly, questions are the pillars of the

process of evaluation for the training teacher. Indeed, she very often asks questions to

be answered by learners, thus, it is a kind of checking learners’ understanding of the

lesson. Indeed, asking question represents the core of evaluating learners’ grasping of

.the lesson and making sure she achieved the stated objective/s
 The Alternate phase is the second phase of the practical training in which the

trainees go once a week to the training institution for about four weeks. This phase

has the primary aim of preparing them for the final phase which is the full-time period

through getting the necessary information, preparing the lessons, the activities, and

teaching cards. During this phase, trainees are asked to prepare lessons alternatively.

Thus, the alternate phase allows the trainees to begin gradually to participate in the

various teaching tasks like presenting either the beginning or the end of the course or

presenting a whole course depending on the distribution made by the training teacher.

I presented three lessons during this period. However, the very memorable

presentation was the second one. It was about introducing the unit "Keep Cool!" with

the third year of the scientific stream. This class is really lovely; they are mentally

mature and less noisy than the other classes I had. Originally, this class contains few

pupils, the fact which made me a bit worried whether there would be a high teacher-

pupils interaction or not. With pupils' participation, however, this presentation turned

to be the most successful, vivid, and the one which I liked most.

On Sunday, February 24th 2013, I prepared my lesson very carefully to be

presented in the next day. From the deep of my heart, I wanted to avoid committing

mistakes during the lesson and, thus, to present it in a good way. As I learned before

that any lesson should start with a warm up, I started the warm up of my lesson by

sticking a designed collection of funny pictures on the board to have the pupils

comment on it. In fact, I intentionally designed this collection to give the pupils a hint

about what the new unit is about. Thanks to it, the lesson started very successfully as

my colleagues told me. After that, I asked the pupils to open their books on page 165

to do another picture comment task. However, I was really disappointed when I knew

that only one pupil brought her book with her. Here, I had no choice but to cope with

such a situation. Thus, I opened my book, I showed the pictures to the class, and I
asked the pupils to say what each picture represents. Fortunately, they answered my

question and made me satisfied to a large extent. Gradually, I forgot my

disappointment about the fact that they did not bring their books. Then, I informed the

pupils about all what they are going to learn in this unit and I advised them to benefit

from it as much as they can. Moving to the lesson presentation, it was still another

picture comment task. Indeed, like the previous task, I showed the picture to the

whole class again to answer some questions. As soon as they saw Beyouna and Saleh

OUGROUT, the two famous Algerian comedians, the pupils started to answer the first

question by naming them. They were enthusiastic for answering the rest of the

question. Indeed, I was really happy because there was a high interaction between me

and my learners.

To evaluate their answers to the previous task, I asked the pupils to listen to me

reading an interview and order the statements according to the interview and to check

some answers to the previous task. I wrote the assignment on the board, as I was

supposed to do, and I draw a table as well to have learners order the statements of this

task in it. Besides, when I started reading, the pupils prepared themselves for taking

notes in order to use them in the table. After I finished the first reading, I asked the

pupils whether they had written something. Some said: "yes" and others said: "no"

which made me aware of the necessity to re-read the interview for the pupils in order

to make them able to answer and check their answers. After I finished reading, I

discovered that the majority of learners did the task. They raised their hands to give

the order of the statements. One by one, they gave the answer and wrote it on the

board. Moreover, both the training teacher and the supervisor liked my

.presentation,which was an incentive for me to improve in the following presentations

The alternate phase was an opportunity for us to get more familiar with the field

of teaching and learning. Making our own lesson plans and taking partial control of
the learning situation enhanced our readiness to hold full responsibility for the

teaching/learning process that is required in the next step, which is the full-time

training. Personally, I’ve got much benefit from that experience, thanks to the

constructive remarks that the training teacher and the supervisor gave me so that to

.improve my performance in the final step

The third, last and most important phase of the practical training session is the

full-time phase. It aims at consolidating the basis of the trainee's professional

experience and at putting into practice the knowledge acquired during the academic

training at ENSC. Two weeks are allocated to the full-time from April 7 th, 2013 to

18th, 2013. The full-time training is really a precious chance wherein trainees take in

charge different lessons and activities to evaluate them in classrooms through teacher/

.learner interaction

My own experience during the full-time phase was a good and beneficial one, in

terms of performance, as well as the different lessons my colleagues and I drew

concerning the appropriate teaching techniques and pedagogical behaviours to be

followed while being in full charge of the learners. Important parameters such as time

management and the choice of the suitable way of presenting the lesson, as well as the

appropriate activities that go with, became more and more manageable, thanks to the

different remarks made by the training teacher, and which served us to avoid the

mistakes we had done before and to deal more professionally with the different

problems we may encounter while carrying out our job.

Personally, I felt quite easy while presenting my lessons during that phase, certainly

because I got more accustomed to the teaching/learning atmosphere, in addition to the

benefit I drew from my colleagues’ presentations. I could, to a large extent, attract the

pupils’ attention right from the beginning of the lesson, interact with them in a smooth

manner, and make them understand the point I wanted to convey, in a more

systematic way. The pupils were most of the time responsive and showed willingness

.to work, especially in pairs

The most interesting lesson, I consider, I presented during that phase was about

writing about inventors using cues and pictures with first year scientific stream. As

they were very interested in inventors and their contribution to facilitate our life, the
pupils were extremely involved in the lesson. Indeed, it was observable through their

endless participation and their high sense of competition to express their thought. My

main objective of the lesson was to make the pupils able to write a short biography

about one of the inventors they had seen in the previous tasks, and so I started my

lesson by refreshing the pupils' minds about the theme of the unit, moving smoothly

to have them to start doing the activities. The first activity was about matching each

inventor with the box which contains his name, his date of birth, his date of death, the

invention he made and the date of the invention. Then, I moved to the next ones

which were about matching the inventor with his contribution/invention using the

adequate verb and playing the game of "tell me..." wherein learners ask each other

about the person who invented the penicillin, for example. In return, the peer answers

his pair using the information of the previous tasks. To evaluate the accomplishment

of my objective, I asked the pupils to write a short biography about one of those

inventors using their own words. In fact, the objective of my lesson was achieved as

every pupil wrote a biography about the inventor he/she selected.

Concerning the problems met during that phase, I can say that the major one remained

that of discipline. Although the majority of pupils showed a respectful attitude

towards the teacher and each other, there were still some trouble-makers, especially

those of the literary stream who always sought opportunities to talk during the session

and usually cause disturbance to the teacher and to their classmates. I reacted to such

negative behaviours by asking the pupil to stop talking, which was not always

effective, or simply by staring at him/her in a firm way.

The full-time phase was a step in which I felt more involved in the field of teaching

and learning, and thanks to which I got more ready to start my future career as a

teacher. The phase was carried out in a convenient, academic atmosphere, under the

constant supervision of the training teacher, who always provided us with constructive
feedback concerning our performances and the most appropriate solutions for the

different problems we may encounter in our future profession. With the full-time

phase fulfilled, we can say that our real teaching experience is on its way, and that we

.are about to leave the status of a student, to finally adopt the one of a teacher
The practical training, with its three phases, was an unforgettable experience,

during which we developed deep understanding of the true nature of the teaching

profession. Through our direct contact with the learners, we have become aware of

the different skills required from a teacher, the different problems and unexpected

situations that may arise in the classroom, as well as the keys towards an effective

teaching. With the precious help of our training teacher and our supervisor, we could

fulfil this transitional step in our professional life, with the hope for a successful

career in the future. In this context, my personal conclusion is: "teaching is all about

".acting