Elt Annual Report/2009
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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 Voice pace Language clarity The use of the mother tongue Teacher’s movement inside the classroom Teacher’s handwriting Blackboard organization Transitions The presentation of new vocabulary items Homework assignment Mini-projects
Classroom activities variability Time management Punctuality Extra exercises and documents Continuous Control Teacher-students rapport Parallel activities Students’ intellectual benefits Students’ technical , strategic, and methodological benefits Students’ moral and discipline-related benefits 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
handwriting Blackboard organization Transitions The presentation of new vocabulary items Homework assignment Mini-projects Classroom activities variability Time management Punctuality Extra exercises and documents Continuous Control Teacher-students rapport Parallel activities
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. 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 organized; about 29.5% said it is well organized; two students didn’t supply an answer to this point. About 76% said it is very good, appropriate and organized; about 19. 5% said it is random and inappropriate; about 4.5% said it is normal and ordinary. 62% said it is very good and appropriate; about 13% said it is difficult and vague; 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). 44%said that that I assign them enough homework; about 44% said I sometimes do and sometimes not; three students didn’t provide their view. 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. 69% said they are quiet varied; about 9% said they aren’t varied; about 10% said they are averagely varied; about 13% didn’t provide heir views. 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. 100% said the teacher is punctual and never missed a class. 70% said the teacher always provide extra exercises; 24% said he averagely do that; 4.5% didn’t provide their view. 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. 91% said the teacher was quite respectful and nice to his students; 10.30% said the teacher was racist in the sense that he prefers some students and classes over others. 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. 62% said they have benefited a lot; 31% said their benefits were not enough; 9% didn’t express their views. 50% said their benefits were so good and many; 20% said they were rare and not enough; 15% didn’t express their views.
Students’ intellectual benefits Students’ technical , strategic, and methodological benefits 90% said the teacher was great and respectful as far as ethics are concerned; 7.35% Students’ moral and said their moral benefits are rare; two students didn’t express their opinions about discipline-related this point. benefits 72% said has fully kept all that he promised; 5% said that the teacher’s commitment Teacher’s is lower than average and not enough; 22% didn’t write anything about this point. commitment 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
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 Voice pace Language clarity The use of the mother tongue Teacher’s movement inside the classroom Teacher’s handwriting Blackboard organization Transitions The presentation of new vocabulary items Homework assignment Mini-projects
Classroom activities variability Time management Punctuality Extra exercises and documents Continuous Control Teacher-students rapport Parallel activities Students’ intellectual benefits Students’ technical , strategic, and methodological benefits Students’ moral and discipline-related benefits 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
handwriting Blackboard organization Transitions The presentation of new vocabulary items Homework assignment Mini-projects Classroom activities variability Time management Punctuality Extra exercises and documents Continuous Control Teacher-students rapport Parallel activities
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. 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 organized; about 29.5% said it is well organized; two students didn’t supply an answer to this point. About 76% said it is very good, appropriate and organized; about 19. 5% said it is random and inappropriate; about 4.5% said it is normal and ordinary. 62% said it is very good and appropriate; about 13% said it is difficult and vague; 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). 44%said that that I assign them enough homework; about 44% said I sometimes do and sometimes not; three students didn’t provide their view. 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. 69% said they are quiet varied; about 9% said they aren’t varied; about 10% said they are averagely varied; about 13% didn’t provide heir views. 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. 100% said the teacher is punctual and never missed a class. 70% said the teacher always provide extra exercises; 24% said he averagely do that; 4.5% didn’t provide their view. 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. 91% said the teacher was quite respectful and nice to his students; 10.30% said the teacher was racist in the sense that he prefers some students and classes over others. 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. 62% said they have benefited a lot; 31% said their benefits were not enough; 9% didn’t express their views. 50% said their benefits were so good and many; 20% said they were rare and not enough; 15% didn’t express their views.
Students’ intellectual benefits Students’ technical , strategic, and methodological benefits 90% said the teacher was great and respectful as far as ethics are concerned; 7.35% Students’ moral and said their moral benefits are rare; two students didn’t express their opinions about discipline-related this point. benefits 72% said has fully kept all that he promised; 5% said that the teacher’s commitment Teacher’s is lower than average and not enough; 22% didn’t write anything about this point. commitment 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
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