ELT Annual Report/2009

8/14/2019 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 projectionVoice paceLanguage clarityThe use of the mother tongueTeachers movement inside the

classroom

Teachers handwritingBlackboard organizationTransitionsThe presentation of new vocabulary

items

Homework assignmentMini-projects

Classroom activities variabilityTime managementPunctualityExtra exercises and documentsContinuous ControlTeacher-students rapportParallel activitiesStudents intellectual benefitsStudents technical , strategic, and

methodological benefitsStudents moral and discipline-related

benefits

Teachers commitment1111....CCCClassroomlassroomlassroomlassroom practicespracticespracticespractices findingsfindingsfindingsfindings::::The target area Students feedback

Voice projection

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

because I was aware of it, and I often intended to speak loudly, for I believethat the audibility of my voice is surely a part of my authority as a young

teacher.

Voice pace

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

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 catchup with the lessons.

Language clarity and

appropriateness

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

to translation, speak in a low pace, and use appropriate presentational

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 its often clear. 29.5% said it is averagely clear.

The use of the mother

tongue

About 60% said that I rarely use it; about 30% said I often use it; about five

students didnt supply their opinion. One remarkable point here is that most

of the students advocated the use of L1 (Arabic) over L2.Teachers movement About 92.5% said that it is fast, active, organized, appropriate, and


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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 didnt 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.

handwriting 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.

Blackboard

organization

38% said that the blackboard is not well organized; 31% said its averagely

organized; about 29.5% said it is well organized; two students didnt supply

an answer to this point.

TransitionsAbout 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.

The presentation of

new vocabulary items

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 dont use

the other tongue-that is, translation).

Homeworkassignment

44%said that that I assign them enough homework; about 44% said I sometimes doand sometimes not; three students didnt provide their view.

Mini-projects 65% said the project were appropriate, beneficial and good; 17% said they were notgood enough, time and effort demanding; 12% didnt provide their opinions and

some of them didnt grasp the question.

Classroom activities

variability

69% said they are quiet varied; about 9% said they arent varied; about 10% said

they are averagely varied; about 13% didnt provide heir views.

Time management 77.6% said it is well controlled; 22% said it is sometimes controlled and sometimesout of control. Two students didnt provide their view about this point.

Punctuality 100% said the teacher is punctual and never missed a class.

Extra exercises and

documents

70% said the teacher always provide extra exercises; 24% said he averagely do that;

4.5% didnt provide their view.

Continuous Control 59% said the tests were appropriate and fit students level; 25% said they were notappropriate enough for they were sometimes difficult, farfetched, and not clear.

Teacher-students

rapport

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.

Parallel activities 53% said they were good and important; 23.5% said they were rare, lower thanaverage and inappropriate; 25% didnt express their opinions.

N.B.: It seems to me that most of the students didnt understand what Parallel

Activities exactly mean, so their feedbacks are somewhat out of the point.

Students intellectualbenefits

62% said they have benefited a lot; 31% said their benefits were not enough; 9%

didnt express their views.

Students technical ,

strategic, and

methodological

benefits

50% said their benefits were so good and many; 20% said they were rare and not

enough; 15% didnt express their views.

Students moral and

discipline-related

benefits

90% said the teacher was great and respectful as far as ethics are concerned; 7.35%

said their moral benefits are rare; two students didnt express their opinions about

this point.

Teachers

commitment

72% said has fully kept all that he promised; 5% said that the teachers commitment

is lower than average and not enough; 22% didnt 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 didnt bear, b) the most important behavior(s) they appreciated, c) their


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suggestions for the teachers performance to improve, and d) their general impression about the

teachers way of teaching.

2222....The mThe mThe mThe most important teaching behaviorsost important teaching behaviorsost important teaching behaviorsost important teaching behaviors studentsstudentsstudentsstudents didndidndidndidnttttlikelikelikelike::::

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 orstudent)

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 ones 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 dont raise their hand to answer a given question Not checking whether students do their homework or not.

3333....thethethethe most importantmost importantmost importantmost important behaviorbehaviorbehaviorbehavior(s) they appreciated(s) they appreciated(s) they appreciated(s) they 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


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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 ones 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

4444....StudentsStudentsStudentsStudents suggestions for the teachers performance tosuggestions for the teachers performance tosuggestions for the teachers performance tosuggestions for the teachers performance toimproveimproveimproveimprove::::

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 ones 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

5555....StudentStudentStudentStudents general impression abous general impression abous general impression abous general impression about the teachers way oft the teachers way oft the teachers way oft the teachers way ofteaching:teaching:teaching:teaching:

87% said that way of teaching was very good, new, and beautiful; about 9% said it isnt satisfying

enough; about 6% didnt express their point of view.

Abdelouahed OULGOUT

Saturday, August 01, 2009

Documents

ELT Annual Report/2009