In the name of Allah the Most Merciful, the Most Compassionate

School: MOULAY BAAMRAN High School Level: the common core and the first year baccalaureate
Teacher: Abdelouahed OULGOUT
ELT Annual Report (2008-2009)
This report aims to evaluate my first year in teaching and check up the points of strength as well as
the areas that need improvement. This report is based on my students’ remarks and feedback.
Before embarking on displaying its findings and outcomes, I shall say that the survey I distributed
among my students consists of more than twenty open questions tackling a variety of areas relevant
to ELT practices:

Voice projection
Classroom activities variability

Voice pace
Time management

Language clarity
Punctuality

The use of the mother tongue
Extra exercises and documents

Teacher’s movement inside the
Continuous Control
classroom
Teacher-students rapport

Teacher’s handwriting
Parallel activities

Blackboard organization
Students’ intellectual benefits

Transitions
Students’ technical , strategic, and

The presentation of new vocabulary methodological benefits
items
Students’ moral and discipline-related

Homework assignment benefits

Mini-projects
Teacher’s commitment
…
1. Classroom practices findings:
findings:
The target area Students’ feedback
I am very happy and satisfied as far as this point is concerned; nearly all
students wrote that my voice is quiet audible. I also expected this result
Voice projection because I was aware of it, and I often intended to speak loudly, for I believe
that the audibility of my voice is surely a part of my authority as a young
teacher.
About 60% of the surveyed students admitted that my voice was a bit fast;
the remaining 30% say that it was sometimes fast and sometimes normal.
One of them specified that my voice was particularly fast during listening
sections. These remarks fit my expectations: I was aware, too, that my voice
Voice pace was often and particularly fast when it comes to classes with fliers and high
learning abilities. I also remember that one of my fellow teachers observed
this, and so did one of my students when she complained about the high
speed of my voice, suggesting lowering my pace a little so that she can catch
up with the lessons.
As far as the clarity of my language is concerned, about 6% of my students
said that it is not clear, 4.5% of them said that it depends on whether I resort
Language clarity and to translation, speak in a low pace, and use appropriate presentational
appropriateness techniques (in these cases my language as well as the target items seem
quiet clear for them). About 19% said it is sometimes clear and sometimes
not, and about 41% said it’s often clear. 29.5% said it is averagely clear.
About 60% said that I rarely use it; about 30% said I often use it; about five
The use of the mother
students didn’t supply their opinion. One remarkable point here is that most
tongue
of the students advocated the use of L1 (Arabic) over L2.
Teacher’s movement About 92.5% said that it is fast, active, organized, appropriate, and
 In the name of Allah the Most Merciful, the Most Compassionate
School: MOULAY BAAMRAN High School Level: the common core and the first year baccalaureate
Teacher: Abdelouahed OULGOUT
inside the classroom purposeful, in harmony with the lessons, and it helps them understand the
lessons. About 6% said it is inappropriate, random, and incomprehensible.
Two students didn’t supply their answer. These results fit my expectations; I
usually kept moving and acting either to achieve an objective relevant to the
lesson, or to manage and control the class and maintain the classroom
discipline.
77% said that it is small and not clear enough. About 23% said it is quiet clear.
handwriting
I admit that it is a little bit small though beautiful as some of them said.
38% said that the blackboard is not well organized; 31% said it’s averagely
Blackboard
organized; about 29.5% said it is well organized; two students didn’t supply
organization
an answer to this point.
About 76% said it is very good, appropriate and organized; about 19. 5% said it is
Transitions
random and inappropriate; about 4.5% said it is normal and ordinary.
The presentation of 62% said it is very good and appropriate; about 13% said it is difficult and vague;
new vocabulary items about 25% said it is lower than average (most of these said it is because I don’t use
the other tongue-that is, translation).
Homework 44%said that that I assign them enough homework; about 44% said I sometimes do
assignment and sometimes not; three students didn’t provide their view.
Mini-projects 65% said the project were appropriate, beneficial and good; 17% said they were not
good enough, time and effort demanding; 12% didn’t provide their opinions and
some of them didn’t grasp the question.
Classroom activities 69% said they are quiet varied; about 9% said they aren’t varied; about 10% said
variability they are averagely varied; about 13% didn’t provide heir views.
Time management 77.6% said it is well controlled; 22% said it is sometimes controlled and sometimes
out of control. Two students didn’t provide their view about this point.
Punctuality 100% said the teacher is punctual and never missed a class.
Extra exercises and 70% said the teacher always provide extra exercises; 24% said he averagely do that;
documents 4.5% didn’t provide their view.
Continuous Control 59% said the tests were appropriate and fit students’ level; 25% said they were not
appropriate enough for they were sometimes difficult, farfetched, and not clear.
Teacher-students 91% said the teacher was quite respectful and nice to his students; 10.30% said the
rapport teacher was racist in the sense that he prefers some students and classes over
others.
Parallel activities 53% said they were good and important; 23.5% said they were rare, lower than
average and inappropriate; 25% didn’t express their opinions.
N.B.: It seems to me that most of the students didn’t understand what Parallel
Activities exactly mean, so their feedbacks are somewhat out of the point.
Students’ intellectual 62% said they have benefited a lot; 31% said their benefits were not enough; 9%
benefits didn’t express their views.
Students’ technical , 50% said their benefits were so good and many; 20% said they were rare and not
strategic, and enough; 15% didn’t express their views.
methodological
benefits
Students’ moral and 90% said the teacher was great and respectful as far as ethics are concerned; 7.35%
discipline-related said their moral benefits are rare; two students didn’t express their opinions about
benefits this point.
Teacher’s 72% said has fully kept all that he promised; 5% said that the teacher’s commitment
commitment is lower than average and not enough; 22% didn’t write anything about this point.
In addition to this, students were allowed to express their views about a) the most important
teaching behavior(s) they didn’t bear, b) the most important behavior(s) they appreciated, c) their
 In the name of Allah the Most Merciful, the Most Compassionate
School: MOULAY BAAMRAN High School Level: the common core and the first year baccalaureate
Teacher: Abdelouahed OULGOUT
suggestions for the teacher’s performance to improve, and d) their general impression about the
teacher’s way of teaching.
2. The most
most important teaching behaviors students didn’
didn’t
like:
like:
 speaking in a high pace
 Rare use of L1
 Small and hard-to-spot handwriting
 inappropriate explanation of new concepts
 Cruel and too demanding home tasks
 Focusing on particular students or classes and overlooking others
 Giving much importance to particular students (discrimination)
 Giving no occasion for students to read the texts
 Not tolerating students’ mistakes
 Mocking
 Using a camera in the classroom
 Discrimination in assessment (devising different tests regarding the level of each class or
student)
 Pronunciation(mainly when sounds are produced in a fast pace)
 Devising “difficult” tests
 The lack of the blackboard organization
 Bringing personal problems into the class
 Shifting out of the lesson and being boastful of one’s mentalist tendency
 Dress
 Checking up absenteeism at the very beginning of the session
 The way of dealing with riot and disruption
 Pointing sometimes at students who don’t raise their hand to answer a given question
 Not checking whether students do their homework or not.
3. the most important behavior(s)
behavior(s) they appreciated:
appreciated:
 Understanding
 Classroom participation
 Respecting students
 Tolerance
 Commitment
 Honesty
 Dialogue
 modesty
 Good use and speaking of English as well as other subjects (Arabic)
 Bringing a laptop into the classroom
 Fair treatment to students
 Openness
 Religious commitment
 Preaching and advising students from time to time
 Good performance of the lessons
 Punctuality
 Time control
 Varying classroom activities
 Activeness and vitality in the classroom
 In the name of Allah the Most Merciful, the Most Compassionate
School: MOULAY BAAMRAN High School Level: the common core and the first year baccalaureate
Teacher: Abdelouahed OULGOUT
 Smiling
 Giving the opportunity to any students to speak and participate
 Working in groups
 Parallel activities
 Insisting the organization of the copybook and portfolios.
 Giving each student the occasion to speak his/her mind
 Using real examples
 Bringing extra documents
 Participating in the School Cultural Activities
 Using simple and easy-to-understand English
 Devising an English class magazine
 Helping students learn
 Easy and good way of selecting the lessons to be taught
 Respecting each one’s opinion
 Devoting some time from time to time for relaxation( poetry, story telling, advising, and
open discussion with students in Arabic)
 Acting and drawing to help student understand
 Raising students’ awareness towards international the present issues and events
 Reviewing the lessons before embarking on new ones
 Asking questions before initiating a new lesson
 Assigning good project to be performed outside the class
4. Students’ suggestions for the teacher’s performance to
improve:
improve:
 Slowing down my pace while talking
 Writing larger and clearer(improving handwriting)
 Using L1 from time to time and when explaining new vocabulary items
 Organizing the board
 Equating between students
 Getting close to students to know their learning problems
 Considering students’ cognitive level.
 Overexercising
 Avoiding nervousness
 Enhancing teacher-student communication
 Keeping one’s intellectual tendency outside the classroom
 Giving enough time for students to answer( wait time) or copy the lessons
 Using coloured chalks and writing the titles on the board
 Collaborating with students
 Rewarding those who take care of their homework
 Assigning home tests
 Devising easy tests
5. Student’s
Student’s general impression about
about the teacher’s way of
teaching:
87% said that way of teaching was very good, new, and beautiful; about 9% said it isn’t satisfying
enough; about 6% didn’t express their point of view.

Abdelouahed OULGOUT
Saturday, August 01, 2009