REPUBLIQUE DU CAMEROUN

REPUBLIC OF CAMEROON
PAIX-TRAVAIL-PATRIE
PEACE-WORK-FATHERLAND
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UNIVERSITE DE BUEA
UNIVERSITY OF BUEA
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ECOLE NORMALE DE
HIGHER TECHNICAL TEACHERS
L’ENSEIGNEMENT TECHNIQUE DE
TRAINING COLLEGE
KUMBA
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DEPARTEMENT OF MECHANICAL
DEPARTEMET DE GENIE
ENGINEERING
MECHANIQUE
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MECHANICAL MANUFACTURING
CONSTRUCTION MECHANIQUE

PEDAGOGIC
INTERNSHIP REPORT
GOVERNMENT TECHNICAL
Done at
TEACHER’S TRAINING
COLLEGE
(GTTTC K U M B A)

By MOFA JACQUES NGOE

HT19P404
MECHANICAL ENGINEERING
DEPARTMENT

Supervised by
Mr. TABALI JELVIS TOUMBUH

MARCH 2021
 DEDICATION

This piece of work is dedicated to my big family

- My loving mother
- My caring father
- To my amazing brothers and sisters and the few special friends I have

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 ACKNOWLEDGEMENT

My distinguished thanks go towards:

- The Almighty God who blessed and protected me from danger throughout my
internship.
- The members of my family who always encourage and help me during my
studies
- HTTTC Kumba that gave me the opportunity to make such teaching practice;
- The entire department of mechanical engineering.
- My HOD Mr. TABALI JELVIS for his multiple efforts for the effectiveness of
his actions and advices though the course of this internship
- Mr. NDONG STEVENSON NGONG for his advices and its courses.
- GTTTC Kumba through its Director, Mr. OTU David Orock for permitting us
to carry out the teaching practice in GTTTC Kumba and also all the teachers
for their help.

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 Table of content

DEDICATION............................................................................................................................i

ACKNOWLEDGEMENT.........................................................................................................ii

Table of content........................................................................................................................iii

CHAPTER 1. INTRODUCTION........................................................................................1

1. 1. BRIEF STATEMENT..........................................................................................2

1.1.1 Definition of Teaching Practice...........................................................................2

1.1.2 Goals and objectives of teaching practice............................................................2
1.2 Teaching Practice Seminar at H.T.T.T.C KUMBA....................................................3
1.3 Posting of students for Teaching Practice...................................................................4
1.4 PRESENTATION OF TEACHING PRACTICE SCHOOL (GTTTC KUMBA)......4
1.4.1 Brief history of the school....................................................................................4
1.5 School enrolment.........................................................................................................5
1.6 Academic staff (number of staff per department/discipline).......................................5
TABLE 2: repartition of the academic staff..........................................................................5

1.7 Academic Staff of my practising department (Industrial Maintenance).....................6

1.8 Facilities available at the school..................................................................................6
CHAPTER 2. PEDAGOGIC ACTIVITIES........................................................................8

2.1 Teaching Practice Seminar held at GTTTC Kumba....................................................8

2.2 First Week of observation by student teacher.............................................................8
2.3 Subjects taught.............................................................................................................9
2.4 Pre-Lesson plans..........................................................................................................9
2.5 Resources that you might have developed................................................................10
2.5.1 Lesson presentation............................................................................................10
2.5.2 Classroom management skills............................................................................10
2.5.3 Time management skills....................................................................................10
2.5.4 Teacher student relationship in class..................................................................10
2.5.5 Evaluation and questioning techniques..............................................................11
2.5.6 Skills on the use of teaching aids and didactic materials...................................11
2.5.7 Socialization skills.............................................................................................11
2.6 Lesson presentation...................................................................................................11

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 2.7 Lesson Analysis and Post Lesson plans....................................................................11
2.8 Evaluation of students...............................................................................................12
2.8.1 THIRD SEQUENCE EVALUATION...............................................................13
CHAPTER 3. EXTRA-CURRICULAR ACTIVITIES.....................................................15

3.1 Brief description of extra-curricular activities that were undertaken by the school
and the role you played.........................................................................................................15
3.2 Description of the youth bilingualism day and week activities.................................15
3.2.1 Minutes Of The National Day Of Bilingualism 2021 At Gttc Kumba On
Friday 5 Febuary 2021....................................................................................................15
3.3 The administrative activities I undertook with Principal, Vice Principal, Chief,
Discipline Masters, HOD or Cooperating Teacher..............................................................16
3.3.1 Staff meetings in the school...............................................................................16
3.3.2 open door day activities in school......................................................................17
3.3.3 filling the report card..........................................................................................17
CHAPTER 4. DIFFICULTIES AND CHALLENGES ENCOUNTERED.......................18

4.1 Financial Difficulties.................................................................................................18

4.2 Co-relationship with new faces.................................................................................18
4.3 The challenge of been looked as a teacher and at the same time as student.............18
4.4 The socio-political situations in the country.............................................................19
4.5 Time constraint..........................................................................................................19
4.6 Insufficient workshop spaces....................................................................................20
4.7 Recommendations.....................................................................................................20
CHAPTER 5. CONCLUSION...........................................................................................21

APPENDIX 22

iv
 CHAPTER 1. INTRODUCTION

In the setting of the training of the future teachers that we are, the Higher Technical
Teacher’s Training College (H.T.T.T.C) KUMBA organizes pedagogic training in the third
year of the 1st cycle and the fifth year of the 2nd cycle for a period of 3 months. The pedagogic
training is a practical exercise which student’s teachers undergo in order to acquire pedagogic
knowledge and skills, get used to the theoretical and practical aspect of teaching. It is in this
light that the authorities of HTTTC KUMBA outlined their objectives in such a way that
student teachers should be able to;
- Integrate themselves into the teaching milieu thereby planning theoretical lessons
- Participate in practical work
- Participate in evaluation
- Use instructional strategy to design lesson activities and acquire new elements of
knowledge and skills required for the teaching profession, under the supervision of
experienced teachers.

The training is carried out in two separate interconnected branches, these include; the
theory and practical branches in accordance with the decree of the creation of the school. It is
in line with this Decree that the institution created certain regulations to help students
successfully accomplish their pedagogic internship, these are;
 A one-week observation of the lessons taught by the co-operative teachers,
 Prepare and deliver lessons
 And finally evaluate the students at the end of all the lessons taught.

In this light I carried out my pedagogic internship in GOVERNMENT TECHNICAL HIGH

SCHOOL (SOFATI) KUMBA which started on the 5 th JANUARY and ended on the 26 th
March 2017 under the watchful eyes of Mr. TABALI JELVIS T. teacher of Maintenance
Management in GTTTC KUMBA. That is why I am expected to produce this report in order
to present what was done during that period. The posting of students in their various teaching
practice schools was done by the authorities of HTTTC KUMBA precisely in the office of the
division of orientation and training. Two weeks before the list of available schools was pasted
on the notice board, all level 400 and level 600(II) students were supposed to make three
choices among the list of schools proposed by the authorities of the school (all in the south
west region), and that the office of orientation and training made final decision on which
schools each student shall exercise their practise. For each teaching practice school one

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delegate was assigned to bring the recommendation letter and the list of students posted in
their respective schools to the principals of each school. On the 5 th of January, all level 400
and 600(II) students were supposed to be in their various teaching practice schools to get in
contact with the administrative and teaching staff of their various schools and begin the
teaching practice exercise.

1. 1. BRIEF STATEMENT

1.1.1 Definition of Teaching Practice

Teaching practice is the period of in which students from the higher technical teachers
training college (HTTTC) Kumba (third and fifth year) students are given the opportunity to
put the theoretical lessons learnt in the classroom into practice and adapt the teaching skills in
the classroom situation under the supervision of an experienced teachers by name cooperating
teachers, and finally to experience the reality on the ground. Teaching practice can also be
defined as observation, participation, and the actual teaching done by student teachers
preparing to become teachers under the direction of supervising teachers. HTTTC Kumba
aims at developing effective teachers who will meet the challenges of the growing needs of
the society.
According to MBUA (2003), there are three ways which such capacities are developed;
education, experience and relationship. It was on this that the students were sent to acquire the
capacities of effective teachers. The student teacher in this exercise is expected to put into
practice all the theoretical aspects of the training he or she has acquired in HTTTC Kumba.
During this period, student’s teachers are evaluated by their supervisors, supervisors from
school and the regional pedagogic inspectors.
1.1.2 Goals and objectives of teaching practice
It is hope that the practical training which is an essential step in the student teacher
training will permits the future teachers to:
1. Acquire skills and experiences that will help them in their careers as teachers.
2. Challenges which await them as they graduate from school;
3. Analyse all the educative resources present in their places of internship and how to
make use of them.
4. Face the socio-cultural, economic and educational problems affecting the school
environment which they find themselves.
5. Identify problems which limit the effectiveness of the teacher’s actions and begin
searching for their solutions prior to their graduation
6. Familiarize themselves with ethics of the job so that wherever they are sent, they
will live by the ethics of the noble profession.
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 7. Enhancement of professional capacities by the intern.

1.2 Teaching Practice Seminar at H.T.T.T.C KUMBA

As a tradition in most teacher training colleges, seminars need to be organised before or
during the teaching practice exercise to educate student teachers on what is expected of them
during and after the teaching practice exercise. In this light, a seminar was organised.
In view of preparing student for the teaching practice, the Division of Training and
Orientation organized a one-day seminar on the Thursday, 3rd December 2020. The seminar
held at the Banquet hall campus which was chaired by the director of the H.T.T.T.C KUMBA.
The seminar began at about 10 AM prompt with a welcome speech from the director. The
seminar had a total of five (05) presenters.
The first presenter presented on theories of the foundations of education. She outlined
some of the theories of education and clearly explained how those theories could be used to
support and foster learning. He also presented on “the role of cooperating teachers, student
teachers and university supervisors”. These set of audiences were considered to be the key
players in the teaching practice exercise with different roles to play at different stages of the
exercise.
The second present presented on the “Strategies in Planning a Lesson”. She started by
defining a lesson plan as being the teacher’s road map of what students need to do and how it
will be done. She equally presented on the different components of a lesson plan and
concluded that there is no standard model of lesson preparation so student teachers were
advised to adopt whatever model presented to them by their cooperating teachers.
The third presenter presented on professional disposition and teaching practice
evaluation. The evaluation was structure in a way that the host institution was responsible for
20% of the student teacher’s evaluation while the college does the remaining 80%. He also
emphasized that student teachers should always submit their lessons to their cooperating
teacher for correction before teaching and laid emphasis on the Competency Based approach
(C.B.A) in teaching.
The fourth presenter presented on “the ethical deontological principles and practice while
on teaching practice”. He began by outlining the meanings of deontology and professional
code of ethics for teachers. It was said that, deontology is normative ethical positions that
judge the morality of an action based on the action adhere to a role. He added that, a teacher’s
code of ethics is a statement to student teachers of what may be expected of them as they
carry out their professional role. These roles include fairness, commitment and responsibility.

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 The last presenter presented on the “Composition of the Pedagogic File”. He began by
giving tips on lesson preparation and blackboard management. His presentation ended with
an outline of the composition of the student and teacher’s file on the day of the pedagogic
exams. The separation of the file into two sub-files he said was to ease the work of the student
teacher and also to avoid confusion.

1.3 Posting of students for Teaching Practice

The deployment of students to their various schools was done on Tuesday the 05 th
January 2021. Before this was done, there had been notice pasted just as we started the first
semester for the students due for internship to go to the division of practical and internship
and make their choices according the chosen schools in which they will have to carry out
their teaching practice. When all of these activities were done, there was a seminar chaired
by the Director of HTTTC Kumba, the Director of Studies, the Head of Division for
Practical and Internship all the HODs, lecturers and a host of academic motivational
speakers in which all students were drilled on the conduct of the activity
they are about to be involved into, we were equally advised in advance the how to we
have to handle challenges that we will face during this exercise. After the seminar,
there was a workshop with the various HODs which they still reiterated and laid
emphases on our conduct in our various teaching practice school, it was made to be
understood that, our attitudes will reflect the image of HTTTC Kumba at every instance.
The administration chose most of the schools around the peripherals of Kumba, so that it
would be easy to reach when need be. Schools were chosen in Buea, Kumba, Mutengene,
Tiko, Limbe and Ombe.

1.4 PRESENTATION OF TEACHING PRACTICE SCHOOL (GTTTC KUMBA)

1.4.1 Brief history of the school

The Government Technical Teachers’ Training College (GTTTC) Kumba was created by a
Prime Ministerial Decree No 2012/2904/PM of October 2012. It went operational by a
Ministerial Decision NO 434/13/MINESEC/SEESEN of 13th of August 2013. The first batch
of the school graduated in 2016 followed by the second batch in 2017. The entrance
qualification into the institution begins from CAP, Probatoire and baccalaureate or their
equivalent of GCE Ordinary level and Advance level respectively. The school is divided
into levels that is level one, level two and level three. If a candidate enters the school with a

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CAP or Ordinary Level certificate, he or she will spend three years to acquire the end of
training diploma call CAPIEM, if another enters with a probatoire, he or she will spend two
years and if others come in with BACC or A-level, they will spend one year. The school
is divided into two sections, namely the industrial and the tertiary sections, the table below
describes the various options found in each section.

TABLE 1: the various options present in GTTTC Kumba.

ref Industrial section Tertiary section
1 Building construction and reinforced English language
concrete
2 Wood work Science of education
3 Electricity Physics/chemistry
4 Computer science Sports/ physical education
5 Home economics mathematics
6 Dress making law
7 Office automation Guidance and counselling
8 agriculture Accounting and management
9 Industrial maintenance

1.5 School enrolment

Due to some socio-political issues affecting the region, the school’s enrolment has reduced
drastically as compared to the previous years. The school enrolment this year is 89. But as for
the department, we had only one student in EE2 and those 3 students of EE3 were on teaching
practice

1.6 Academic staff (number of staff per department/discipline)

TABLE 2: repartition of the academic staff

ref Industrial section staff Tertiary section staff
1 Building construction and 4 English language 2
reinforced concrete
2 Wood work 3 Science of education 16
3 Electricity 3 Physics/chemistry 4
4 Computer science 3 Sports/ physical education 1
5 Home economics 1 mathematics 1
6 Dress making 1 law 1

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 7 Office automation 2 Guidance and counselling 3
8 agriculture 3 Accounting and management 8
9 Industrial maintenance 1
1.7 Academic Staff of my practising department (Industrial Maintenance)
In GTTTC Kumba they are many departments in the industrial section including the
department of Industrial Maintenance. This department is composed of 5 lecturers including
(name them if possible) Mr. TABALI JELVIS who is the Head of Department.

1.8 Facilities available at the school

GTTTC Kumba because of political issues has not yet joined their real infrastructure situated
at MABANDA. In the temporary infrastructures situated at NEW QUARTER (Kumba town)
GTTTC Kumba has those facilities stated below:
1. A store for building construction

2. A computer lab for office automation

3. An area for building construction practical

4. About 12 classrooms

5. One big room for meetings

6. About 5 offices for administrators

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1.1.1. Organigram of the school

DIRECTOR

SECRETARY

ASSISTANT
DIRECTOR

CHIEF OF SERVICE
CHIEF OF SERVICE
CHIEF ADMINISTRATION AND
DISCILPLINE
SERVICE FINANCE

CHIEF OF BUREAU CHIEF OF CHIEF OF BUREAU

CHIEF OF BUREAU CHIEF OF BUREAU
TRAINIG BUREAU BUDGET/
DOCUMENTATION ADMINISTRATION
INTERNSHIP DISPLINE MATERIALS

HEADS OF DEPERTMENT/PEDAGOGIC ANIMATORS

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 CHAPTER 2. PEDAGOGIC ACTIVITIES

2.1 Teaching Practice Seminar held at GTTTC Kumba

The teaching practice seminar at GTTTC Kumba which was mostly a welcome ceremony
was held this year on Tuesday the 5 th of January 2021 and on Friday 8 th of January 2021 at
the conference hall of the school. In my department, it was coordinated by Mr. Boris TIDO.
It held on the 09th of December 2019 at transport office. It started at about 3pm and was
attended by students of levels 400 and 600 II of the department of Electrical and power
engineering. He explained to us how the board should be used, how explanations should be
done. He equally advised us on how to behave with our cooperating teachers as well as other
colleagues in our cooperating schools. He concluded by giving us tips on how to have a
successful teaching practice. Mr. Boris enumerated the following points;

 Attend all meetings called by cooperating school authorities.

 Show respect for cooperating teacher.
 Do not teach a lesson without prior verification of the cooperating teacher.
 Submit lesson plans to the cooperating teacher. This should be done in school and a day
before the lesson.
 Always rehearse instructional material.
 Keep an open mind and be ready to learn and also don’t get into argument with the
cooperating teacher.
 Take part in other school activities.
 Report to the HOD in case of any problems.

2.2 First Week of observation by student teacher

The observation phase starts really on Thursday 13 th January 2021 after having a meeting,
being welcomed and present to our different HOD’s from which we had to submit and collect
our timetables during the first two weeks of the internship. During this week of observation
phase, we went at GTTTC Kumba as early as our Head Of Department was I school and left
after the last class presented by him.
During the daytime we were setting behind the class observing the lectures of teachers in
our department building construction and reinforced concrete. We have learned more from the
teacher. Especially me because since I did my previous studies in French, I was to improve
my spelling of some word and even my vocabulary.

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In the course observing them we have learned practically:
1. Classroom management
2. To make the lecture being lively by sometimes saying something funny.
3. To use positive and negative reinforcement (rewards and punishments).
I have improved my vocabulary by taking note of some words and phrase frequently used by
the teacher (are you there? Take down note, any questions so far?).
This also permitted me to better know the different students that I have to handle (their
personality, their level of participation, their level of maturity and so on…) so as to be able to
handle them effectively.
In one word, this first was very instructive.
2.3 Subjects taught
During our departmental meeting at GTTTC Kumba, our supervisor attributed to each of
us different subject to teach. The various subjects were distributed in such a way that we
should not go back with the same knowledge that we get in with. To that effect, our HOD Mr
TABALI JELVIS instructed me to give the maintenance Management and the Practical
courses for level two IM students as from the following week. The level three student were to
go on internship so we had to continue with level two student. Every Thursdays, I had a
Maintenance Management (MM) class with level two IM as from 4:00pm to 5:30pm, then on
Fridays, I was to take the level two IM student on Practical from 2:00pm to 5:00pm
2.4 Pre-Lesson plans
Before presenting a lesson, we must pass through pre lesson plan. The pre lesson plan during
my teaching practice was effectively guided by my supervisors. Since I had the scheme of
work, the procedure was as follow:
1. I read and understand the general objective of the course
2. I pick one title in the scheme of work from the first to the last
3. I read and understand the intermediary objectives related to the title selected
4. I use four or five text books from which collect necessary information and organize
to form my lesson content.
5. I present the lesson content that I have made to my supervisors, they correct and
explain to me where necessary.
6. I go back make the corrections if necessary and from now I make the pedagogic
statement sheet, the lesson working statement sheet and the implementation
form
7. I now present all those sheets stated above to my supervisors and they appreciate
them
8. I make corrections if necessary and I am ready to present.

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2.5 Resources that you might have developed
The teaching practice is very important for a student teacher thanks to the fact that it expose
them to the real school and classroom situation in order to help them develop their skills in the
act of teaching. During my teaching practice, I developed many skills classified as follow:

2.5.1 Lesson presentation

During the TP exercise I gained a lot of skills in preparing lessons before going to the class.
Some of the skills include;
1. Clearly stating both general and specific objectives of a lesson using action
words.
2. Identifying and planning all learning activities for the lesson; teacher’s
activities and students’ activities that will lead to a successful lesson.
3. Preparing all relevant documents and materials like textbooks and other
didactic materials that will be used in a lesson.
4. Preparing methods that are likely to meet the stated objectives.

2.5.2 Classroom management skills

As I taught more and more classes during the TP, I realized that my classroom
management technique improved. I acquired Classroom management techniques such as:
1. Making and enforcing rules that are reasonable and realistic in the
classroom and giving soft reprimands such as kneeling down to those who
violate the rules.
2. Maintaining my dignity as the teacher; avoiding unnecessary arguments
and confrontations with the students which may cause the students to take me
for granted.
3. Changing the sitting positions of students who are disturbing in the
class.
2.5.3 Time management skills
I noticed that time is a very essential factor for a successful lesson and so from time to
time; I gained experience in time management by:

1. Avoiding too long Lesson,

2. Indicating the time to be used in all the activities and stages of the
lesson and using exactly the time scheduled,
3. Avoiding unnecessary discussions in class that can disturb the lesson.

2.5.4 Teacher student relationship in class

I also learned that a good relationship between teacher and student is very important. I
obtained skills in providing a favourable classroom environment for the students by:
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 1. Always giving room for the students to express themselves, raising their
problems for solutions.
2. I avoided being very harsh and unfriendly to the students
3. Provided extra time out of the class to discuss problems that do not relate with
mathematics
4. I also learned to create and permit laughter in class but avoided prolonged
laughter
2.5.5 Evaluation and questioning techniques
During the TP exercise, I gained more skills on how to evaluate my students; the type of
questions asked and when to ask, how to react when students answer a question. This
knowledge helped me in preparing the third sequence evaluation for the student.

2.5.6 Skills on the use of teaching aids and didactic materials

I also gained skills on how and when to use teaching aids such as Cardboard papers. I also
became used to didactic materials like the chalkboard; dividing it into small workable units.

2.5.7 Socialization skills

The teaching practice exercise has helped me a lot in socialization aspects. The meetings I
attended with my co-trainees, cooperating teacher and administration went a long way in
improving my socialization behaviour.

2.6 Lesson presentation

Lesson presentation is one of the crucial steps in the teaching process. During my
teaching practice exercise, after planning the lessons I had to present them to my supervisor
for approval before delivering it to students. Since I had already made the lesson working
statement sheet and implementation forms during planning, I just had to follow what I had
done on the paper. During presentation I encountered some difficulties (like classroom
management and explaining using concrete example) form which I had gained experiences
and skills, then struggled hard on improving myself to become better every day.

2.7 Lesson Analysis and Post Lesson plans

After lesson presentation I was analysing the lesson presentation to solve and avoid some
errors due to the lack of experience from my part. I also evaluate the level of comprehension
of my student to know if additional explanations are required to really understand the subject
taught. This part is very important because it help us to make some changes where necessary
in order to plan and present the other lesson better than the one presenting and also to change
the teaching methods (illustrative, lecture, roll play,) used in the lecture to another one more
explicit.

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2.8 Evaluation of students
Evaluation is a crucial step in teaching because it helps to know whether the stated objectives
and goals have been attained. During my teaching practice, I evaluated my student of IM-2 on
Maintenance Management. Before the evaluation proper, I first of all set the test, in process of
setting the test I was well guided by my supervisor who highlighted some important point as:
- Evaluation is done on what you have taught
- Marks are allocate following the importance and the time necessary to answer questions
- Most of the time the overall duration of the test should be equal to the time that the
teacher can take to answer all the questions multiply by 2.5, and so on.
In the course of evaluation, I ensured that students don’t have opportunity to cheat during
the test by making them leaving their bags in front of the class, controlling them during the
test and circulating throughout the class. After evaluation I went back with their copies,
marked the copies, recorded the various marks then brought them back to school and gave
back the copies to the student after correction of the test.

Below is the third sequence evaluation test I administered to my student in class IM-2

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 2.8.1 THIRD SEQUENCE EVALUATION
G. T. T. T. C KUMBA

MAINTENANCE MANAGEMENT (MM)

Instructions: Answer all questions clearly Time Allowed: I Hour

SECTION A (7mks)
1. Why is standardization in maintenance useful?
a) In order to break rules and laws
b) to facilitate communication between professionals and, in particular, to clarify
the contractual relationships
c) for the production of parts and items
d) because dependability includes availability, safety, security, durability,
economics and their influencing factors.
2. A standard is a document approved by a recognized standardization institute. Which
standardization institute is the most widely used for international standard?
a) ISO
b) AEC
c) SAE
d) VDA
3. The following are importance of maintenance management except one, point out the
exception.
a) to ensure the availability of the item to function as required, at optimum costs
b) to consider any impact on the environment
c) to facilitate communication between professionals and, in particular, to clarify
the contractual relationships
d) to uphold the durability of the item and/or the quality of the product or service
provided considering costs.
4. Which of the following best describes a maintenance activity?
a) It is a combination of all technical, administrative and managerial actions
during the life cycle of an item intended to retain it in, or restore it to, a state in
which it can perform the required function.
b) It is the ability to perform as and when required.
c) it is a combination of all technical, administrative and managerial actions,
other than maintenance actions, that results in the item being in use.
d) It is the ability of a maintenance organization to have the correct maintenance
support at the necessary place to perform the required maintenance activity
when required
5. The following terms could be used to describe an item except?
a) component
b) part
c) required function
d) sub-system
6. The 3 basic types of maintenance include the following combination.
a) Preventive, corrective and management
b) Predetermined, preventive and corrective
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 c) Planned, unplanned and brief
d) Corrective, preventive and modification
7. An item intended to replace a corresponding item in order to retain or maintain the
original required function of the item is
a) Insurance part
b) Spare part
c) Clean part
d) Man part

SECTION B (13 marks)

1. Define the following terms with clearly stated examples: (8 mks)

a) maintenance
b) maintenance strategy
c) item
d) repairable item
2. State the three basic types of maintenance (3mks)

3. Give the purpose of any two of the above maintenance types (2mks)

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 CHAPTER 3. EXTRA-CURRICULAR ACTIVITIES

3.1 Brief description of extra-curricular activities that were undertaken by the school
and the role you played.
When we arrived GTTTC Kumba, I saw that the socialization among the teachers of the
school was one of its kind, the sport department organised football games with the students of
the school and teachers of the neighbouring Government Bilingual Teachers Training College
(GBTTC) Kumba some Wednesdays, I attained two sessions and saw the fun that was there,
and in this kind of outing including both to the students and the teachers, this was with the
aim to increase the rate of interaction and coexistence between the teachers of the school and
their neighbours likewise the students.

3.2 Description of the youth bilingualism day and week activities.

3.2.1 Minutes Of The National Day Of Bilingualism 2021 At Gttc Kumba On Friday
5 Febuary 2021.
The meeting started at 12:30 pm with students and staff (list attached) attendances. On arrival,
the Principal gave some remarks. In his address to the staff and students, the principal Mr.
Orock, welcomed the students and staff present and outlined some crucial issues to be
discussed. He called for open mindedness and pragmatism in the discussion.
Then here comes the refrain of the national anthem in French.
After the national anthem, the principal took the floor and read the theme of the 2021 national
bilingualism day. In English as; “BILINGUALISM A TOOL FOR RESILENT,
QUANTITATIVE AND INCLUSIVE EDUCATION” in French as; “BILINGUISME
OUTIL POUR UNE EDUCATION RESILIENT ET DE QUALITE”
He reminded the students and staff on the importance of bilingualism in our nation by
defining each word on the theme. While talking he focused on national integration, education
by saying 'education is the only tool that can make Cameroon a better place’. That the future
relies on the youth, so they should focus on their education.
He continued by saying that, the bilingualism day celebration is a tradition which helps
Cameroonians to know their official languages both written and talking which will facilitate
their adaptation in any region where they may find themselves within the national triangle i.e.,
no matter where they came from any part of the country is home.
He argued that the students should take the message of living together to their families and to
the society as a whole. He added that there are problems in every family, so Cameroonians
should solve their problems within themselves as one.
The celebration continued as students, were recitation poems and sending positive messages
about being bilingual as a Cameroonian.
Madame FEZE took the floor, for a speech. She started by defining each word on the
theme, she continued by listing out the positive impact that bilingualism have on students’
academics. She talked about integration problems faced by populations which have being
displaced during the Anglophone crisis related to the fact that they were not bilingual. After
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madame Feze made her closing remark in French the special representative of the Mme
Divisional Delegate For Secondary Education was given the floor.
He started by saying that Cameroonians should stop identifying themselves as Anglophones
or Francophones, that together we shall achieve whatever we want nor matter our ,gender,
background or religion.
He continued by reading his speech in French which went as follows;
C’est un grand plaisir d'être devant la famille éducative de L'ENIET de Kumba pour La
Journée National Du Bilinguisme qui a pour thème ; "bilinguisme outil pour une éducation
résiliente, inclusive et de qualité" and in English as, "bilingualism a tool for a resilent,
quantitative and inclusive education". In regard to the national integrations program, he
called upon the students to put more efforts on language in order to be more bilingual, hence
flexible.
He continued by telling students some of the efforts put in place by the Cameroon government
to foster and promote bilingualism, he cited;
-The launching in 2009 of a competitive exam for teachers to teach in other languages for the
last 10 minutes of their teaching period. He emphasized on the fact that it was a good catalyst
towards students being more efficient and effective.
-The creation of linguistic centers around the country for Cameroonians to polish their
language,
-The National Commission of bilingualism newly created by the President of the Republic,
After exhausting all the items on the agenda, the principal thanked the student teachers, staff
members and students for the time they used to follow up the progress of the meeting
He ended by saying “living together remains forever and we shall always remain one and
indivisible Cameroon”.

3.3 The administrative activities I undertook with Principal, Vice Principal, Chief,
Discipline Masters, HOD or Cooperating Teacher
3.3.1 Staff meetings in the school
During my 03 months in GTTTC Kumba, I attended four staff meetings, the first one
was on the first day I got to the school which was purposely to welcome us (the student
teachers), introduce us to the administration of the school, our supervisors and share the
timetable. The third meeting was around the start of February and it aimed at assessing the
level of implementation of the pedagogic objectives for the second term, assess the level of
preparation for the above-mentioned visit, discipline issues were also raised in the meeting as
well as the issue of non-payment of school fees, the director of the institution chaired the
meeting. Before the end of the meeting, they also talked about money, saying that permanent
teachers had to pay for the teacher association issues and the director also encourage us to
continue working as we were working for our own good as teachers to be and for the
prosperity of school.

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3.3.2 open door day activities in school
Open door day is a day set aside by the ministry of secondary education for technical
school students to showcase their talents and skills. During the edition of the 2021 year, I was
opportune to participate not as a student of a secondary school it used to be, but this time, I
was around as a teacher who had to draw models and supervise its realization by the students.
A month before the day, my supervisor gave me as an assignment to design one model from
which they had to chose the one to be constructed, I proposed a raised hollow block floor.
Unfortunately, my model was not chosen but we finally adopted the model named
“HYDRAULIC SHOVEL” to be realized by the IM-2 student.

The teachers of the department did some design like the monument. On the open-door day,
the guest of honour was the Divisional Delegate of Kumba II. After the launching and
exchange of speeches, the D.O visited all the various departments to see what they had to
showcase, it was an interesting event. You could see the creativity of students and their
enthusiastic presentations.

3.3.3 filling the report card

According to pedagogy, the teaching process does not only end at evaluating the student,
measurement and evaluation has to be done in other to ascertain that what has been evaluated
has been measured in other to make decisions and judgments based on the report. It is to this
effect that my supervisor and the administration of the school at large emphasized that all the
student teachers had to fill the marks of the tests they had administered to the students inside
the report card. My supervisors guided me on filling the report card and I filled all the subject
I taught, that is Maintenance Management and Practicals. It was an exciting experience
because it was the first time, I had the opportunity to fill a report card booklet, the dean of
studies actually drilled us the new comers on how to go about the exercise.

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CHAPTER 4. DIFFICULTIES AND CHALLENGES ENCOUNTERED

The process of the teaching practice was not a bed of roses for us as the following
challenges were met during the process.
4.1 Financial Difficulties
The process was not easy on me as far as finances were concern because I had print lesson
note before sending for corrections, printing handout for the students, reprinting the corrected
notes, transportation to the school and internet connection for research. All these expenditures
combined really made the teaching practise not easy.

4.2 Co-relationship with new faces

Co-relating with new faces as far as the staff is concerned was not an easy task because the
staff were very much welcoming and took us like colleagues whereas we were still
student as demanded by the teaching practice requirements, so I did not know how to
address or interact with them on the social platform.

4.3 The challenge of been looked as a teacher and at the same time as student
I was regarded as a teacher before my students although some of them were my classmates
in the secondary school, I knew that my supervisor was the owner of the class I was
teaching, so when he asked me to set a test for the class, I did so and encrypted his name on
the test paper but upon presenting it to him, he asked me to change it and put my name there
which made me confused if I was his colleague or his student.

- Also, the student teacher has an aim to achieve which is that to submit lesson notes to
cooperative teachers for correction before teaching.

- Motivation of the cooperative teacher was one of our goals in order to lead them for
good attention.

- The mastering and transmission of the lesson taught by the students. As a teacher we
have to master our lesson note in such a way that each question asked by a student will
not be an obstacle, teachers also have a right to find different methods to guide or to
lead student for understanding.

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4.4 The socio-political situations in the country
The instability in the country was a major challenge to us during the process because
school was not functioning normally as elsewhere in the country, this caused the classes of
the school not to be populated as it had to be, some students were scared to come to school
making me to even go to school some days and meeting only no student. I felt the greatest
part of this scenario one day when I was in class teaching Maintenance Management and all
the students began running away just because one of them received an SMS from an
unknown source asking everybody to go back home, the whole town was in a run due to the
fear of the unknown, the school had to close this very day prematurely. And so many
instances and a series of ghost town days where no one moves around town.

- The number of students per class was really a difficult issue where we had classes of one
(01) student and other classes of two (02) students. Some days you get to class, you find
new students, sometimes you don’t meet the ones who attended your previous class, and
you have to get back to what you have already taught in order for the learners to
understand your lesson. This is a hell lot of work to do and was one big problem for me
throughout this teaching practise exercise.

- Lack of electricity observed in the town of Kumba due to constant power failures was a
difficulty both at home for preparations of lessons and in class rooms, making it difficult
to use machines to simulate sample designs.

- The weaknesses of the students in mastering their lesson note. They are active in class and
participate well but they perform poorly in their evaluations.

4.5 Time constraint

Time constraints was another challenge, this is because I was new in the profession and
could not well schedule my time to study, do research, make lesson notes and send for
correction before time, set test make and correct it. Even the time allocated for the actual
teaching process wasn’t really well managed during the first sessions of my teaching practise
process, but then I worked hard on improving myself. We were also given our project topics
for the defense to be working on during this process, so it was not easy to manage all of
these things at the same time and still make out time for extracurricular activities. I
became addicted to book work all through this period for there was no time.

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4.6 Insufficient workshop spaces
Since the school is not in its permanent site, it was not easy for use to work in the
workshop since it was in an open air, the conditions for the students to work under the sun
or under the rain was not very easy for them to perform as if they were in a closed and
sheltered environment.

4.7 Recommendations
- I recommend that in the case of the open air workshops the school administration
could make provision for temporal shelter for the students in other for them to
perform to their maximum efficiency.
- I will recommend that those problems which cannot be solved by the school
administration should be channeled to the appropriate quarters like the lack of
infrastructure and services in the school.

- The student teachers should be given some motivations and subventions as they go on
teaching practise and other internships in order to cover expenditures such as transport
fare, internet researches and money used for other documentation purposes.

- The cooperating teachers should be motivated to avoid laxity when supervising the
student teachers.

- Attendance of students should be taken seriously and the attire students put to class
should be controlled at the gate due to the insecurity around town.

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 CHAPTER 5. CONCLUSION

The process of teaching practice has as objective to impact the professional

teaching skills to us the student teachers. And as such I acquired a lot of skills on how to
manage the student, how to prepare lesson notes, how to deliver the lesson, how to fill
report card booklets and how to interact with colleague in the in the profession.
Thanks to this internship, I learned

1-Ability to prepare and teach even without the supervisor

It so happened on some occasions during my internship, my supervisor was on a mission
or absent due to some issues, and asked me to prepare and teach a lesson (I usually prepare
and teach a lesson under his supervision). I felt as if it’s a heavy task; initially it wasn’t easy
but immediately I standardized my environment in preparing the lesson, I felt as if I was in
the field for years. So, I prepared the lesson and dished it out to the students perfectly, and
they understood even as they were able to solve all the questions on the available past
questions related to the topic of the lesson.

2- Application of pedagogic rules to maintain order in my class

One of the qualities of a good teacher is the ability to maintain peace in his class. By the
help of the psychology and pedagogic lessons I received here in E.N.S.E.T., I was able to
maintain order in my classes. For instance, when looking at a student, and psychologically I
know that he can disturb, therefore I apply the adequate pedagogic rule on him to avoid the
unwanted expectations from him.

Notwithstanding, the main objectives for this Pedagogic teaching practice was to achieve
Pedagogic Training experiences and integrate the professional cycle. The question here is;
were these objectives attained? The response to this question can only be given by our
collaborating teachers, as they fill our summative evaluation forms and by ourselves as we fill
in the self-appreciation form of the student teacher. We can then say that though much is still
to be done, we have accomplished a great part of our theoretical and practical part of our
professional training. Nevertheless, during this period I discovered that the school
administration was ready to help us. They always provided the necessary didactic materials
like; chalk, papers, dusters, rulers. Unlike other institutions where student teachers are
supposed to look for their didactic materials, they also help us through advices and direction
in case of any difficulty. The teachers were always at our disposal. All these aspects
encouraged us to carry on our teaching practice to a successful end as seen in this report.

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 APPENDIX

Time table

Attestation of effective teaching practise

Pedagogic statement sheets

Formative Evaluation of Student Teachers Forms

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