ABANT ZZET BAYSAL UNIVERSITY

2013 2014
FACULTY of EDUCATION
DEPARTMENT of FOREIGN LANGUAGE TEACHING
ENGLISH LANGUAGE TEACHING PROGRAMME
Term I
427 SCHOOL EXPERIENCE
ATTENDANCE SHEET
Full Name

: _______________________

Number

: _________________

Date

Task/s

School Attended : ________________

Class

Topic of the Lesson

Mentors Name and Signature

Week 1

Week II
Week III
Week IV
Week V
Week VI
Week VII
Week VIII
Week IX
Week X

Principal

SCHOOL EXPERIENCE
AIM
To give the students an opportunity to observe authentic teaching and to provide them with the chance to gain
school experience at secondary schools under supervision.
REQUIREMENTS
1. OBSERVATION
The students are required to spend 4 hours per week to observe classes in the school they are assigned
to. This phase starts early October and may continue till December, depending on each student's
assigned schedule.
2. ASSESSED TEACHING
a. Each student will prepare a lesson plan for 15-20 minutes on an assignment to be designated by the
school teacher one or two weeks in advance, and s/he will teach the lesson. This class will be observed
and assessed by both the mentor and the university supervisor. Each student will also produce and mark
a homework assignment as part of this activity.
3. STUDENT FILE
Students are required to keep a file that includes all task sheets, lesson plans and various assignments.
The course instructor will be available for individual consultation on tasks throughout the course, and the final
evaluation will be done, based on the following criteria.
Evaluation Components &
Weight Distribution
Student File (10 Tasks)

50 %

Course Instructors Evaluation

30 %

Mentor Teachers Evaluation

15 %

Attendance

5%

Good luck!

SCHOOL EXPERIENCE FILE

This file should include the following.

Cover page

Timetable (showing the student and his/her mentors work in the school)

Task schedule

Report on each task and materials related to it

Lesson plan/s and any other materials for the lesson taught by the student

Students own evaluation of the lesson/s taught

Class roster and seating plan

Feedback from the mentor/observer (if there is any)

Report on other students teaching (if it is observed)

Report on extra-curricular activities if the student has attended

Official documents/directives related to schools administration, rules/regulations, etc

The mentor and the supervisor may want to examine the file from time to time. The student-teacher
should be able to produce the file neatly organized and updated whenever asked during the term. Finally, the
file is to be submitted before a deadline specified by the supervisor.

COURSE OUTLINE

In School Experience, you will spend time in the school environment to prepare for full teaching
practice. This course aims to give you a structured introduction to teaching and to help you acquire teaching
competencies as well as to develop your teaching skills. Therefore, each day in the school, you will:

work with a class to do the assigned tasks/activities

observe lessons/pupils/teachers/processes
practice teaching skills
teach a 15-20 minute lesson yourself and be observed

Try to get to know about the school, the teaching, the facilities, the staff and the pupils
Cooperate with the mentor, who will closely supervise your work. Should you need any help, feel free
to ask.
Always plan ahead, and inform your mentor of the coming tasks/activities
You may teach something each week. That certainly involves liaising with the teacher of the class so
that you can agree on both what and how you will teach. The teacher may ask you to team-teach with
him or her for some of the lesson/s. However, even if you are not teaching, you must try to be involved
in the lesson preparation.

Roles and responsibilities of the student-teacher

The student-teacher:
is cooperative with the school management and mentor(s)
fulfils work in a planned way and without disrupting the mentors scheduled work and program
obeys the rules of the school
uses teaching aids effectively and takes good care of them
participates in school activities
has a positive attitude towards his profession, and complies with the competencies the teaching profession
requires
sets a good example in his or her personal and professional life
4

 gets the support of the school administration and teachers

follows the developments in his field closely
continues to develop his knowledge and skills
uses time effectively

WEEKLY ACTIVITIES and THEIR CONTENT

WEEK

TASK

STUDENT-TEACHER ACTIVITY

MENTOR ACTIVITY

PEER ACTIVITY

Explaining

Observing

None

None

Observing questioning skills

Observing

None

None

Practising questioning skills

Using questioning skills in class

(10 min.)

Observing

Observing

Explaining

Explaining a topic in class (10

min.)

Observing

Observing

Effective use of textbooks

Observing

None

None

Effective use of textbooks

Using the textbook in a 10 min.

lesson

Observing

Observing

Preparing and using worksheets in

a 10 min. lesson

Observing

Observing

Preparing and using

worksheets
Topic sequencing and lesson
planning

Preparing and using a lesson-plan:

teaching a 10-15 min. lesson.

Observing

Observing

8
9

Marking pupils work

Writing and marking a homework

Checking

None

Working in groups

A 10 min. group work activity

Observing

Observing

2
3
4
5
6

10

School Practice Lesson Evaluation

Student Teachers Name: _____________________________________________ Date: ______________
Class : _____________ Level: __________________ Size : _____________ Time: ______________
School: ______________________________________
STUDENT TEACHER

Grade

Appearance (clothing, grooming, posture, etc)

Personality (attitude, patience, conduct, cooperation, etc)
Audibility; ability to establish rapport and to project
15%

LANGUAGE COMMAND

Classroom language
Pronunciation, stress, intonation
Vocabulary, register, level, grammar
Body language
Fluency
25%

TEACHING

Lesson Plan and its implementation

(objectives, aids, stages, procedure, examples, contingency, etc)

Awareness of stages / moving from one stage to another

(warm-up, presentation, focus on target, controlled practice, production)

Employment of appropriate techniques

(pair work, group work, SS centred activities, drama, etc)

Questioning and correction of pupils errors/mistakes

Teacher/Student Talk ratio
Language aspects focused on
( vocabulary, pronunciation, , grammar, language skills, etc)

Use of language materials

(board, OHP, flashcards, realia, handouts, etc)

Achievement of objectives
40%

CLASSROOM MANAGEMENT

Notes / Remarks

Entering / leaving the classroom

Control of class (lenient, firm, bossy, etc.)
Ability to involve all and to promote interest
Ability to handle unusual situations that crop up
20%

Ps. Please mark each criterion out of 5 points.

Total:

/100

Remarks on overall assessment

Observer: ___________________________________________
Signature:

TASK 1
EXPLAINING

AIM: To observe a class to identify the essential parts of a good explanation by listening to and analyzing
explanations given by experienced teachers.
SUMMARY: Explaining a new topic is an essential teaching skill; it enables the teacher to facilitate learners
understanding of the new material, and thus promotes further learning. You could ask yourself what things you
should consider to deliver an effective presentation.
PROCEDURES:
1. Observe two or three lessons during the day. Concentrate on the parts of the lesson where the teacher is
talking to the class, explaining a topic.
2. Complete the observation schedule below in the meantime.
3. After the lesson, discuss your observations with the teacher, and let him or her see what you have remarked
on the schedule.

OBSERVATION GUIDELINES for EXPLAINING

Tick the appropriate box below and specify HOW when necessary in the space provided below each question.

YES
Teachers introduction to the explanation stage
Did the teacher

make learners alert?

7

NO

attract their attention on himself/herself and/or the material to be learnt?

make an introduction of adequate length?

Main Ideas (within the explanation)

Was the organization of ideas in a logical and coherent sequence?

Were the main ideas within the explanation clear and easy to follow?

Were there links between the main ideas?

Did the teacher give a summary at the end?

Within the explanation

Was the language clear and fluent?

Were the new words explained?

Were the choice of words and language level appropriate to the students
age, interests, ablility?

Was the teacher observant and sensitive when their attention wandered?

Did the teacher encourage the students participation?

Did the teacher use other materials to make points?

Examples
Did the teacher give

good and clear examples to explain the topic?

examples that were familiar to the learners own lives and experiences?

Perception

Could the teacher project his/her voice to be audible enough?

Has s/he repeated enough in order to give more opportunities for

comprehension?

Did the teacher get any feedback from the class to check their
8

comprehension of the subject material?

Was the pace of explanation OK for the class?

Repetition
Did the teacher

repeat or paraphrase the information being taught?

re-present the information in different techniques?

Feedback
Did the teacher

use questions and other forms of feedback to find out if the class was
following?

Short-term memory

Did the teacher take the learners attention span into consideration?
Did the teacher present the material in a colorful, dramatic, unusual way?

Did the teacher fulfill the demand of learners with different learning styles
such as visual, aural and kinesthetic input?

Attention

Did the teacher maintain students full attention?

COMMENT on the use of the following points:

1. Voice/Speaking

Volume:

Speed:

Varied in pitch (high/low):

Word stress:

Pauses:

2. Others

Gestures:

Stance:

Movement:
9

Eye contact:

4. Summarize the basic skills of giving a clear explanation.

10