DEDICATION

This piece of work is dedicated to my FAMILY, for all their support and encouragement
during this period of teaching practice, to the students of Government Bilingual Technical
High School (GBTHS) Bamenda and the entire administration of the school for the
collaboration, support and encouragement given to me during this period of teaching Practice.
ACKNOWLEDGEMENT
This present teaching practice report is the accomplishment of a hard work in which the
contribution of many people has been palpable and decisive in one way or another. The
honour returns to me to thank all those who supported me so much morally and financially.
Thus I address my thanks to:

 The Administration of the HTTTC Bambili for putting in place such a lucrative
scheme in its quest to inculcate, train the future teachers.

 To head of department of Mechanical Engineering Dr BAWE Gerard and the

head of option Mechanical Design, Eng YISSA, Mechanical manufacturing Mr.
WOUMO DJAMGA Jean Pierre Automobile Mechanics Mr. BECHING
ROLAND Oru for all theirs supports to the students;

 The administration of GBTHS Bamenda, particularly the principal of the school

Mrs. NGUM ASANA PHEBE ATANGA for their support and collaboration;

 Mr MFOU’OU MOFA, my cooperating teacher for his guidance and support

throughout the period of teaching practice;
 My elder brother Mr. PUWA RAPHAEL who supported me morally and
materially;
 My brothers and my sisters for their love and encouragement during this period of
teaching practice.
 Above all I want to acknowledge GOD Almighty for good health and for his
blessings.
CHAPTER I: INTRODUCTION
To match theory and practice, the HTTTC Bambili of the University of Bamenda puts
student-teachers under the supervision of professionals in the teaching field in schools where
they are expected to put into practice ail the knowledge imparted in them. However,
Education is the process of training and instruction, especially of children and young people
in schools, colleges, which are designed to give knowledge and developed skills, this process
cannot be effectively achieved if teachers are not well trained. It is in this light that level 400
and 600 student’s teachers of HTTTC (Higher Technical Teacher’s Training College Bambili
are sent to practicing schools at their final year for teaching practice.

I.1.1 BRIEF STATEMENT

This part of the report is the introductory part which includes the definition of teaching
practice, stating the goals and objectives of teaching practice as well as the posting of student
teachers to practicing schools.

I.1.2 DEFINITION OF TEACHING PRACTICE III

The process of becoming government certified or professional teachers in Cameroon
begins with the status of a student-teacher in the teacher training college. Teaching practice is
an important component of this process for, it gives the student-teachers experience in the
actual teaching and learning environment. The term practice teaching embraces ail the
learning experiences of student teachers in schools (Ashraf, 1999). The term practice teaching
has three major connotations: the practicing of teaching skills and acquisition of the role of a
teacher; the whole range of experiences that students go through in schools; and the practical
aspects of the course as distinct from theoretical studies (Stones and Morris, 1977).

Teaching practice is an important component of becoming a teacher. It grants student

teachers experience in the actual teaching and learning environment (Ngidi & Sibaya,
2003:18; Marais & Meier, 2004:220; Perry, 2004:2). During teaching practice, a student
teacher is given the opportunity to try the art of teaching before actually getting into the real
world of the teaching profession (Kasanda, 1995).

Marais & Meier (2004:221) assert that the term teaching practice represents the range
of experiences to which student teachers are exposed when they work in classrooms and
schools. Practice teaching is the name of the preparation of student teachers for teaching by
practical training. It is the practical use of teaching methods, teaching strategies, teaching
principles, teaching techniques and practical training and practice / exercise of different
activities of daily school life.

I.1.3 GOALS AND OBJECTIVES OF TEACHING PRACTICE

Goals and objective here refer to what the teaching practice seeks to achieve. it aims at
inducting student- teachers more folly into the professional work of teachers. Considering the
important role it plays in the grooming of student-teachers, its general objective is to
introduce prospective teachers to teaching and its routines under guidance of professionals to
develop skills, attitudes and competencies in the profession. According to Akbar (2002)
Following are the objectives of practice teaching:

1. To provide the prospective teachers with an opportunity of establishing an appropriate

teacher pupil relationship.

2. To provide an opportunity for evaluating the student potential as a teacher and

suitability for the teaching profession.

3. To develop personal relationship with others administrators, teachers, parents and

students.

4. To provide the future teacher with practical experience in school to overcome the
problems
of discipline and enable him / her to develop method of control.

5. To provide with an opportunity to put theories into practice and to develop a deeper
understanding of educational principles and their implication for learning.

6. To enable the student teachers effectively to plan and prepare lessons.

7. To develop skill in the use of fundamental procedures, techniques and methods of

teaching.

8. To develop desirable professional interests, attitudes and ideas relative to teaching

profession.

9. To enable student teachers to acquire desirable characteristics / traits of a teacher and

to display appropriate behaviour. To provide student teachers with an opportunity to have
teaching evaluated and to gain from the benefits of constructive criticism.
 10. To provide an opportunity for self-evaluation and to discover own strengths and
weaknesses.

11. To develop skills in future teachers related to teaching like fluent speaking,
meaningful reading, using blackboard and other teaching material.

12. To provide an opportunity to liaise with school environment, its functioning and with
community and its resources.

13. To provide for the exchange of ideas and methods between practicing school and
teacher training institution, by teacher training institutions’ staff and students, perceiving new
ideas material and equipment in use in practicing schools and introducing new ideas, material
and equipment’s into the school.

I.1.4 POSTING OF STUDENTS FOR TEACHING PRACTICE

Here emphasis is laid on how the student-teachers were posted to their various
practicing schools. Before, a list of practicing schools was given to students from which they
were expected to make their choices of teaching-practice schools. Each student was expected
to make three different choices that is first second and third choice whereas the final teaching
practice school where the student-teacher is finally posted was to be make by the school
through the division of training and orientation service for training and internship. After this,
the student-teachers were finally posted to their respective teaching practice schools.

Before student-teachers were sent to their practicing schools, seminar was

held on Friday the 18th December 2020, in amphi 340 to educate student-teachers on lesson
planning strategies, presented by Dr. Mrs. ACHAKENG Rose. Basic functions of a teacher,
organisation of class work and strategies for explicit teaching were also discussed. There was
a presentation by Dr. YAKUM Reneta and Prof. EINSTEIN a nd the seminar was crowned by
a closing remark from the director of HTTTC Bambil Dr. JOSEPH YONG. The
lists of those of students were posted to their respective practicing schools. French speaking
students sent to the selected schools in the west region while english speaking students were
posted in the two Anglophone Regions.
I.2 PRESENTATION OF THE PRACTICING SCHOOL

I.2.1 IDENTIFICATION/DECISION/OPENING AND TRANSFORMATION

NAME OF SCHOOL: GOVERNMENT BILINGUAL TECHNICAL HIGH

SCHOOL(GBTHS) BAMENDA

I.2.2 YEAR OF CREATION AND REFERNCE

Government Bilingual Technical High School (GBTHS) Bamenda was created in 1983 by
transforming the Government Technical College (GTC) Bamenda into a Technical High
School. The High School section functioned together with the first cycle section in GTC
Bamenda as one institution from 1983 to 1990. In 1990 a Ministerial Order No.
B1/3757/MINEDUC/GPET of 27th August 1990 separated Government Technical High
School (GTHS) Bamenda from Government Technical College (GTC) Bamenda, making
them separate institutions. The latest ministerial decree in 2020 change the school to
Government Bilingual Technical High School (GBTHS) Bamenda.

I.2.3 YEAR OF OPENING AND REFERENCE

Although the Ministerial Order separated the two institutions, the Probatoire and
Baccalaureate classes of the high school were allowed to continue in the premises of GTC
Bamenda for the academic years 1990/91 and 1991/92 whereas the High school
administration and the form fives (Seconde technique) started off immediately at the new site
that is the location of the present Government Bilingual Technical High School (GBTHS)
Bamenda. It was in the academic year 1992/93 the entire staff and student body of the High
School section were grouped at the present site to function as one independent entity.

I.2.4 YEAR OF TRANSFORMATION AND REFERENCE

Ministerial Order No. B1/3757/MINEDUC/GPET of 27th August 1990.

REGION: NORTH WEST

DEVISION: MEZAM

SUBDIVISION: BAMENDA III

NUMBER OF DIVISIONS: 03

NUBER OF SECTIONS: 02
NUMBER OF SPECISLITIES: 17

ENROLMENT: 1853

NUMBER OF WORKSHOPS: 11

NUMBER OF CLASSROOMS: 22

NUMBER OF SPECIALIZED ROOMS: 03

PTA LEVY: 17,500 FCFA Old Students and 30,000 FCFA New students

COMPUTER ROOM: YES

MULTIMEDIA CENTER: YES

COMPUTER LEVY: YES

 Figure 1: Location of GBTHS Bamenda

I.2.5 SPECIALIZATIONS AVAILABLE IN LYCEE GBTHS BAMENDA

GBTHS Bamenda is a second- cycle educational institution that trains students for a period of
three years to qualify as middle level technicians who work closely with managers and
engineers the school offers a total of 19 different specializations in two sections as follows:

The Industrial Section

It is the larger of the two with fiftheen (15) trades (specialties), which include:
No. SPECIALITY ABBREVIATION
1. Electronics ELN(F2)
2. Electro-Technology EPS(F3)
3. Civil Engineering (Building and Construction) CE-BC(F4-BA)
4. Civil Engineering (Architectural Draftsmanship) CE-AD(F4-BE)
5. Civil Engineering (Public Works) CE-PW(F4-TP)
6. Air Conditioning and Ventilation HVAC(F5)
7. Automobile Construction and Maintenance AM-LV(MA)
8. Maintenance and installation of Electronic Systems IMES(MISE)
9. Electro- Mechanical Equipment Maintenance MEME(MEM)
10. Metal Works and Industrial Piping MWIP(MF-CM)
11. Surveys (Topography) SURV(GTTO)
12. Wood cabinet making WCM(MEB)
13. Clothing Industry (Dress Making) CLIN(IH)
14. Petro chemistry and bio products PCEP(CI)
15. Plumbing and Hydraulic Installation Systems PHIS(IRSH)

The Tertiary Science and Technologies Section

Made up of four departments namely

No. SPECIALITY ABBREVIATION

1. Secretarial Administration and Communication SAC(ACA)
2. Accounting and Management ACC(CG)
3. Marketing MKT(ACC)
4. Home Economics HECO(ESF)

CONNECTIONS

DESIGNATION OBSERVATION
WATER YES
ELECTRICITY YES
TELEPHONE YES

I.2.6 ACADEMIC ORGANISATION

GBTHS Bamenda has a number of personnel and teachers who are structured and organized
to ensure smooth functioning of the institution

The administration of the institution comprises of the Principal, Vice Principal Industrial,Vice
Principal Commercial, Head of Departments, Discipline Masters.

The personage scheme is presented in table 1.2

Table 1: Personage of GBTHS Bamenda

S/n Post Number of personage

1 Principal 1

2 Vice Principals 3

3 Dean of Study 1

4 Heads of Departments (HOD) 19

7 Secretary General (SG) 4

8 Financial Secretary (FS) 1

9 Treasurer 1

10 Chief of Works 6

STAFF OF THE MECHANICAL DESIGN DEPARTMENT

Table 2: Staff of the Mechanical Design Department for 2020/2021 academic year

LECTURING STAFF

S/N SUBJECTS TEACHERS

ENGINEERING DRAWING, APPLIED

01 ORU BENSON (HOD)
MECHANICS

ENGINEERING DRAWING, APPLIED

02 MFOU’OU MOFA
MECHANICS

ENGINEERING DRAWING, APPLIED

03 FIDELIS
MECHANICS

TOTAL 03

I.2.7- ORGANIZATIONAL HIERARCHIC CHART

Chart 1. Hierarchy in GBTHS Bamenda

SCHOOL ORGANIZATIONAL CHART

All students are called upon to endeavour to know and respect the hierarchical structure of the
school as presented in the organizational chart below:
ORGANIGRAMME
CHAPTER II: PEDAGOGIC ACTIVITIES

II.1 SUBJECTS OBSERVED/TAUGHT

During my teaching practice exercise I taught the subjects offered by the mechanical Design
department of GBTHS Bamenda which are; Engineering drawing and Applied mechanics in
MA5, 6 and 7 classes.

II.1.1 FIRST THREE DAYS OF OBSERVATION

Wednesday, 6th January 2021 was my first day observation, I observed my cooperating
teacher administer a lesson on Screwed Fasteners in MA5, from 10:00am to 2:40pm.
Thursday 7th January 2021 was my second day of observation, an introductory lesson on
kinematics was taught in MA6 from 10:00am to 12:30pm. After these classes, i followed my
cooperating teacher to the office where he asked us to give our observations on how he
conducted his lessons. Thereafter, he gave some hints on what he did in class including some
aspects we did not notice. At the end we took note of the following.

 Brief review of the previous knowledge through questions before introduction

of the new lesson;

 Use of questioning throughout the lesson.

 Use of both positive and negative reinforcement to encourage or discourage a

student behaviour;

 Evaluate students during and at the end of the class, making sure that
objectives are met and correcting misconceptions;

 Record information in the daily record of work;

 The classroom management was not easy especially with the Automobile
students and the supervisor made us to understand that that is exactly the way students behave
in secondary technical colleges.

 He also made us understand that the lesson plan has to be drawn from the
lesson objectives

 The language used by teacher depends on the level of the students and the class
involved.
II.1.2 CLASSES AND SUBJECTS TAUGHT

I was given three classes to teach by my cooperating teacher. They were Automobile
Mechanics (MA) 5, 6, AND 7. Consequently, I taught for three days a week that is on
Wednesday, Thursday and Friday in MA5, 6 and & respectively.

II.1.3 AN OVERVIEW OF MY TIMETABLE

Day Subject Class Time

WEDNESDAY ENGINEERING DRAWING MA5 10:00am – 2:40pm
THURSDAY APPLIED MECHANICS MA6 11-1pm
FRIDAY APPLIED MECHANICS MA7 10:00am – 2:40pm

11.2 PRE LESSON PLANS

This deals with the introductory part of the lesson, the questioning techniques and the
method of teaching used. The pre lesson plan helped me to better present the lessons in class.
It was a difficult task filling these forms at the beginning; for the preparation of lessons, I
used the pedagogic forms such as the lesson preparation form; the Lesson statement-
working sheet; the Implantation form as well as the plan.

II.3 RESOURCES THAT YOU MIGHT HAVE DEVELOPED

During my teaching my teaching practice exercise in GBTHS Bamenda I developed

Personal relationship with my students and the cooperating teacher and learnt how I will
subsequently cope with the student- teacher relation in the my actual teaching life as a
professional teacher.. Concerning the subjects I taught, I learnt how to master the subject
matter and also develop a good vocabulary in teaching. I also developed a spirit of research as
I was engaged in lesson preparation.

II.4 LESSON PRESENTATION

When presenting any lesson, the first thing was that I did ensure that the students have
knowledge on the previous lesson especially if it had a connection with the lesson of the day
then gave the objectives of the lesson. This is to make the students aware of the task awaiting
them during the course of the lesson. With the aid of the plan, each lesson I prepared had three
different parts that is the introduction body (presentation) and the conclusion including
consolidation exercises. Answers to consolidation exercises were provided to help me during
the correction phase. At the end of each lesson, I evaluated students in order to appreciate
their level of understanding. The first lesson I presented was on Mechanical Linkages in
MA5

The following methods were used when presenting my lesson.

 Divide the board into three columns and followed the procedure of proper board
management including the section for the plan, working zone and the vocabulary
section

 Test the entery behaviour of the students using questions;

 Introduce the lesson of the day by asking questions or telling a short anecdote which
relates to the topic;

 Dictate notes, going round the class to ensure that every student was copying in their
note books;

 At the end of each lesson summative evaluation was done using questions framed in
such a way to make sure that lesson objectives are achieved;

II.5 WEEKLY ACTIVITIES

After the week of observation from Tuesday 5 th to Friday 8th January, I proceeded with
effective teaching as from Wednesday, 13th January to Friday, 11th march 2021. The teaching
practice pedagogic examination took place on Tuesday 15 th March 2021. The teaching
practice exercise finally ended on Friday 26th of march as stipulated by the administration of
HTTTC Bambili.

FIRST WEEK (Tuesday 5th to Friday 8th January 2021):

A meeting was held with the school administration of GBTHS Bamenda on Tuesday 5 th
January in the multi media hall of the school. We were enlightened by the Principal of the
school and other administrators on the need for good conduct in scholl and need for
professionalism. We were also acquainted with the school premises and facilities. On
Wednesday 6th, from 8:00 am, we had meetings with our various HODs and Teaching staff,
and were assigned to our various cooperating teachers, and our Timetables were drafted out. I
observed mi Cooperating teacher from Wednesday, 6th January to Thursday 7th January 2021.
After these classes, I followed my cooperating teacher to the office where I gave our various
observations on how he carried out the lesson later he gave us some tips.
SECOND WEEK (Tuesday 12th to Friday 15th January 2021):

On Monday 11th January I presented my lessons to my cooperating teacher which were

corrected. I also filled the lesson statement sheet, implantation form and lesson preparatory
form for teaching module from the corrected lessons. This was the routine throughout my
teaching practice exercise. On Wednesday 13th I taught a lesson on Mechanical Linkages in
MA5, On Thursday I began with Translational Motion and its related equations and
applications, on Friday I taught Instantaneous center of Rotation Method in MA7. My
cooperating teacher stayed in class through out to observe me teach and gave necessary
remarks

THIRD WEEK (Tuesday 19th to Friday 22nd January 2021):

On Wednesday 20th I taught a lesson on Sections and Sectional view in MA5, on Thursday I
completed the lesson Translational Motion and its related equations and applications in
MA6, on Friday I taught Speed composition at a point, which was the last subtopic under
General plane motion of solid in MA7. At this level I was fully in charge of all the classes
entrusted to me and I was able to teach effectively, from the guidance given to me by my
cooperating teacher.

FOURTH WEEK (Tuesday 26th to Friday 29th January 2021):

On Wednesday 27th I completed the lesson on Sections and Sectional view in MA5, on
Thursday I taught Rotational motion around a fixed axis in MA6, on Friday I started with
work power and energy (energetics) in MA7.

FIFTH WEEK (Tuesday 2nd to Friday 5th February 2021):

This was the national week of Bilingualism which was celebreated on Friday 5 th February.
This year’s theme was bilingualism: a tool for a resilient, qualitative and inclusive education

On Wednesday 3rd I taught functional dimensioning in MA5, on Thursday I taught General

plane motion of solid; Equiprojectivity of velocities; Double equiprojectivity in MA6.

SIXTH WEEK (Tuesday 9th to Friday 12th February 2021):

 This was the week for first formative evaluation of student teachers by cooperating
teachers. As I administered lessons in my respective classes that is Engineering Drawing in
MA5, Applied Mechanics in MA6 and 7, I was evaluated on lesson Preparation, Development
of Learning objectives, Instructional Materials, Classroom management and professional
Abilities and Conduct.

EIGHTH WEEK (Tuesday 16th to Friday 19th February 2021):

This was the week of first evaluation of students for the second term. As I administered
Engineering Drawing test 1 in MA5, Applied Mechanics test 1in MA6. On Friday I completed
the chapter on (energetics) in MA7. I did not administer a test in MA7 because we had to
complete the chapter on energetics and do a revision before the test

NINETH WEEK (Tuesday 23rd to Friday 26th February 2021):

On Wednesday 24th I corrected the Drawing test 1 in MA5 and handed over corrected scripts
to students. We also revised topics were students did not perform well in during the test. On
Thursday I corrected the Applied Mechanics test 1 administered in the previous week in
MA6, on Friday I administered Applied Mechanics test 1in MA7.

TENTH WEEK (Tuesday 2nd to Friday 5th March 2021):

Wednesday 3rd was open door day in bambili. Thus we had to go represent HTTTC Bambili
with our various innovative projects which included the mechanised hand washing machine
and chicken feather removal machine.

On Thursday 4th March I presented my corrected lessons meant to be taught during the
pedagogic examination to my cooperating teacher for final correction and I did teach lessons
as a form of rehearsals for the teaching Practice examination in MA6. This was to give us the
opportunity to master the subject matter and also develop a form of confidence before our
audience. After the class, I went with my cooperating to his office where he pointed out our
various lapses. He then made necessary corrections and gave some tips on how we should
present our lessons not only during the TP pedagogic examination but also during our
professional life as teachers.

I corrected the test I administered in MA7 and did revision in preparation for their upcoming
mock.

ELEVENTH WEEK (Tuesday 9th to Friday 12th March 2021):

This was the week of second formative Evaluation of Student teachers by cooperating
teachers.

On Wednesday 10th of March, a meeting was held with the Head of Division of Training and
Orientation; Dr. YAKUM Reneta. In the meeting we were informed that the Teaching
Practice examination was going to take place the next week. We were informed of the
modalities and were oriented on how to ensure the examination went smoothly.

The north West Regional Mock commenced on Thursday 11th to Thursday 15th march 2021.
Thus Examination classes (MA5 and 7 inclusive) were writing thesir exams during this
period. On Thursday and Friday, we served as invigilators.

TWELVETH WEEK (Tuesday 15th to Friday 19th March 2021):

This was the week of Teaching Practice Pedagogic Examination. this week was reserved for
the teaching practice pedagogic evaluation. I was evaluated on Tuesday 15th of March 2021. I
was evaluated by Mr. DONGO DONGO Jean national pedagogic inspector for Mechanical
Design. The members of jury were Mr. Noubissie Loic, Mr. Fidelis and Mr. Mfou’ou Mofa.
During the evaluation, we presented major (Engineering Drawing) or minor (Applied
Mecahanics) lessons for 15 minutes. After the presentation, we were given general
observations then later individual observations where we were given our individual lapses.
This exercise marked the end of the TP pedagogic examination.

THIRTEEN WEEK (Tuesday 23rd to Friday 26th March 2021):

This was the final week of Teaching Practice and it marked the end of Teaching Practice.

II.6 LESSON ANALYSIS AND POST LESSON PLAN

Lessons must have three parts: introduction, presentation and conclusion. Each stage
had objectives at the end of which I make sure those objectives are attained. After each
lesson, I discussed with my Cooperating teacher about my lapses and how to correct the next
lesson. After my lesson was corrected, I filled the pedagogic forms, teacher’s and student’s
activities, methods of Evaluation, references and didactic materials

II.7 EVALUATION OF STUDENTS

Apart from the formative and summative evaluation done in the course of the evaluation, i
effectively evaluated students of MA5, 6 and 7 and marked the scripts. As I administered
Engineering Drawing test 1 in MA5, Applied Mechanics test 1in MA6 and 7. Concerning the
students of MA5, their test on Engineering Drawing can be considered satisfactory. For MA6
and 7 students, the general observation is that their performance in the Applied Mechanics test
administered is low, most of the students in these classes scored below average.
CHAPTER III: EXTRA-CURRICULAR ACTIVITIES

We were opportuned to take part in some extra-curricular activities that took place in GBTHS
Bamenda during the period of Teaching practise. They included;

youth week activities: These activities was supposed to take place from 5 th to 11th of
February 2021, but due to COVID 19 barrier restrictions, unfortunately they were not
exercised.

bilingualism day celebration: It was celebrated on Friday 5th February under the theme;
Bilingualism: A tool for a resilient, qualitative and inclusive education.

We kicked off with an opening prayer by a student, followed by the Anthem and a welcome
song by the choir of the school. The Principal gave a welcome and opening speech with more
emphasis on qualitative education for all especially those with special needs and a resilient
force for languages in the educational setup. Her speech was bilingual in nature. There after
we listened to the Minister of Secondary education's nation wide speech to the students in
both languages. We had animations and sketches that portray a need for trust, leadership,
directives and fright in times like ours . The Regional Delegate gave his speech and urged all
to speak both languages even with errors, for this is the only way to learn the languages. He
also gave the importance and advantages of being bilingual. The election of the Mrs and Mr
Bilingualism was also done through a question and answer session. The participants of the
events were handed gift and the Principal gave a closing remark with one wish, for to return
home safely under the banner of the Almighty God.

International day of the mother tongue: was celebrated on Sunday 21st of February.

III.1 ADMINISTRATIVE ACTIVITIES CARRIED OUT WITH SCHOOL OFFICIALS

Concerning the various administrative activities carried out by the school, there was basically
little I had to do. However, I assisted my department and cooperating teacher to fill forms and
other documents concerning personal information of students in all the levels of the
department. I also help input students marks of Second term test 1 administered in the school
database.
CHAPTER IV: DIFFICULTIES AND CHALLENGES ENCOUNTERED

IV.1 DIFFICULTIES ENCOUNTERED

The following are the difficulties I encountered during the teaching practice exercise

 The problem of the insecurity in the city of Bamenda, especially in Below foncha
street where GBTHS is located. Thus, we had to be vigilant all the time.

 The beginning of our teaching practice was not quite easy. Drawing lesson plan was a
difficult task, in addition to time constraint and classroom management.

 Teaching with the new syllabuses that have been drafted for the Anglophone sub-
system was not easy, since it was difficult to get teaching material due to lack of refernce
textbooks. The materials one could search online were not chronological and were vague.

 I was faced with financial constraints especially as I was to prepare lessons print and
take for correction before printing the final copy.

 Students were very disorganised and difficult to control as they deliberately absented
from their classes, came late to school, some were unwilling to write in class, others had the
habit of always talking while the teacher was in class.

3.2 SOME STRATEGIES I USED TO SOLVE THE CHALLENGES

 I made sure in every lesson I respected the time and tried to finish the lesson prepared
for the day.
 I gave formative evaluation to the students to ensure lessons were understood.
 I always tried to keep the students busy while I was in class with examples to solve or
questions to answer.
 I always did my best to be early for all my lessons and also to master the lesson
content so as to be fluent before the students and not to give room for side comments.
 I usually goes round the class while teaching to look into the students’ books and even
to mark examples, and this helped greatly to make the student s always copy their
notes in class.
CHAPTER V: RECOMMENDATIONS

V.1 RECOMMENDATIONS TO THE ATTENTION OF THE HEAD OF

DEPARTMENT FOR MECHANICAL ENGINEERING

 The head of department should make sure the practising schools are well equipped
with workshops and teaching aids to help teachers administer their theory and practical
lessons.

 The school department should educate the cooperating teacher to respect the student-
teachers mostly in front of the students.

V.2 RECOMMENDATION TO THE HTTTC -BAMBILI

 HTTTC- Bambili should work in collaboration with the ministry of secondary

education to plan the teaching practice calendar;

 HTTTC Bambili should always inform student teachers and the department of
each school of their day of pedagogic exam. This is in view of the fact that the TP
pedagogic exams were postponed for certain departments.

 The courses taught in class in HTTTC Bambili have to have a relationship with
those taught in secondary technical schools according to the scheme of work set by
the Ministry.

 The Minister of secondary education through HTTTC Bambili should precise the
objective of teaching practice, especially about what the Cooperative teacher has
to do. This is because most of them abandoned the student -teachers with the bulk
of work.
 The Ministry of secondary education through the HTTTC-Bambili should provide
allowance to student teachers to motivate them not to be like beggars in schools
and take the teaching practice seriously. This allowance will go a long way to
assist the student-teachers carry out their research during this period.
CHAPTER VI: ONCLUSION

The teaching practice exercise which started on Friday 18 th of December with a seminar on
Teaching Practise, organised by administration of HTTTC Bambili and ended on Friday 26th
of march 2021. Soon after the meeting, there was publication of decision posting student
teachers to practising schools. On Tuesday 5th January, Student teachers were received in
GBTHS Bamenda, thereafter, student teachers of the department of mechanical Design held a
meeting with the Head of department and cooperating teachers were assigned, and individual
timetables were drafted out. Teaching Practice, as we have seen above, is therefore seen as an
indispensable part of the teacher- training program. Students of MA5, 6 and 7 that I handled
were not very easy to get along with but we got acquainted with time. My cooperating teacher
was very assiduous and punctual. He sacrificed his time to give me the proper correction and
necessary correction I needed.

In a note shell I cannot end without mentioning the few difficulties I encountered as
already seen above. However, these challenges were overcome with the help of my
Cooperating teacher and other mates.
REFERENCES
1- MARAIS P. and MEIER C., (2004), “Hear our voices: student teacher's experience
during practical teaching ’. Africa Education Review, 1:220-23 3.

2- PERRY R. , (2004), Teaching practice for early childhood. A guide for student s.
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APPENDIX
 Individual time table
 PEDAGOGIC STATEMENT SHEETS OF THE PEDAGOGIC EXAM
 SAMPLE OF PEDAGOGIC STATEMENT SHEETS I TAUGHT