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Assessing English Language Teaching Student

Teachers on Teaching Practice
Dhanapati Subedi

Abstract

The implementation of teaching practice in ELT is an effective way in improving practices of our student
teachers. This study therefore focuses on assessment of teaching practice conducted by the School of
Education, Kathmandu University for M.Ed ELT student teachers. A total of 16 student teachers, 100
students, 16 co- teachers and 16 principals of higher educational institutions involved in the study.
The study reveals that there has been an improvement in teaching practice particularly on classroom
dynamics. However enough training on lesson plan preparation, presentation, class management,
communication skills, evaluation and project work is necessary to our student teachers in order to
improve English language teaching. The study is expected to be useful to academic planners, ELT
planners, curriculum designers, textbook writers, teachers and practitioners.
Key words: Teaching practice, reflection, student-teachers, lesson plan

Introduction Opportunities to practice teaching behaviors are

Kathmandu University, School of Education probably amongst the most valuable training
(KUSOED) started its Master of Education (M. experiences afforded to prospective teachers
Ed.) in English Language Teaching (ELT) program However, many teacher education programs fail to
in 2003 with the aim of preparing competent and fully exploit and utilize the full potential of practical
transformative teachers, teacher trainers, material teaching experiences for their student teachers and
developers and researchers who could contribute many programs also fail to maximize opportunities
for the development of education in the country. to forge stronger connections between theory and
Brian (2005) says that professionals and students practice.
in the helping professions consider internships, Cohen, Manion, & Morrison (2008) say, ‘the current
practicums and field placements among the most situation in schools is one of the permanent flux,
influential experiences of their careers. Similarly with many innovations and developments designed
Sharma points out that “teaching practice is an to boost learning, raise standards and achievement,
essential aspect of ELT program. It integrates energize learning and meet the diverse needs and
classroom theory with practical work experience in conditions of learners’(p.4). Many school authorities
the public sector or in a private setting. It is based in Nepal do not accept student teachers to practice
on the premise that learning in the work world can at their schools. There are several reasons like less
enhance the learning in the classroom. It is geared qualified, short time teaching, students take their
towards preparation of new teacher into the teaching lessons lightly, irregularity and so on. However,
profession’ (2009:1). Highlighting the importance there are certain innovations that the student
of practice teaching, Afolabi (1999) advocates: teachers can bring. In this situation, just observing
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student teachers and giving marks does not change class. In the second stage of practice teaching, the
the way the school authorities think. There has to be student and the cooperating teacher planned and
an in-depth study of the effectiveness of the teaching delivered lesson together. They also discussed the
practice in English language teaching. lesson after the class. In the third stage of practice
teaching, the student planned the lesson and the
Therefore, this study is an attempt to investigate
co-operating teacher went through it and suggested
the effectiveness of teaching practice program in
any necessary modification. The co-operating
English language teaching. The study would provide
teacher observed the student’s class and gave
useful information as regards the assessment
feedback after the class. Internal supervisor from
of the student teachers’ practice and assist in
the school of education observed student teachers’
improving teaching practice program in the School
classes and video recorded their classroom teaching
of Education. It would also put the school authority
throughout the session. After two months of their
in a better position to explore ways of improving the
practice teaching, they were evaluated using the
supervisory skills of supervisors and consequently
evaluative guidelines developed by the school of
the efficiency of teaching practice program.
education. I conducted open ended interview to 100
Objectives of the study students of the sixteen schools, sixteen co- teachers
and sixteen principals to obtain feedback of the
The main objective of this study was to find out
student teachers’ performance. Video recording,
the effectiveness of teaching practice program
lesson plans, peer observation forms, logbooks and
conducted by the School of Education, Kathmandu
reflective diaries of each of the student teachers were
University. However the study had the following
observed. Field data were recorded and tabulated on
specific objectives:
the basis of themes. Data were reality based because
• To assess the lesson delivery of the student they were collected from the real field where the
teachers in their practical settings student teachers involved in the teaching practice.
• To obtain students’ feedback on student They were legitimated because student teachers,
teachers’ performance principals, co-teachers and students involved in
the process and reflected their ideas. The data were
• To obtain co- teachers’ and principals’ feedback
representative because 100 students were selected
on student teachers’ performance
using systematic random sampling procedure. The
• To document reflections of teaching practice by
researcher transcribed the information generated
student teachers
from the field. A separate school report was prepared.
Methodology Field level data were checked and verified again
and again to ensure reliability. Common findings,
The study is geared up with phenomenological stand
observations and information were combined
point as it is depicting the reality. The participants in
together. Similarly, Specific and contrast findings
this study were M. Ed in English language teaching
were recorded separately. Likewise, reflective diaries
student teachers who were in the third semester of
of the student teachers’ were collected, processed
their degree. Sixteen student teachers of the School
and documented. Following this, the researcher
of Education Kathmandu University were sent
prepared the consolidated report.
to sixteen higher secondary schools (eight public
and eight private) of Kathmandu Valley for the
Findings and Discussions
teaching practice. The schools were selected based
Based on the information generated from the field
on the access and student- teachers’ convenience.
and interview with key stakeholders of the teaching
In the first stage of practice teaching, the students
practice program of the School of Education, the
observed the lessons by the co-operating teacher.
summary findings are organized under major
The two discussed the lesson before and after the
themes. The major themes the findings were

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organized and presented are: preparation, transition the education system has been cultivating exam
of the lesson, instruction, evaluation, management oriented teaching culture rather than knowledge
feedback and reflection. oriented teaching. The student teachers used
different materials like whiteboard, cardboard,
Preparation flashcards etc. but the letters on cardboard and
pictures they prepared were not readable. During
There was not uniformity in writing / preparing
the internal and external evaluation periods, many
lesson plans: some were in detail, some were in a
students hired multimedia to deliver their sessions
short form, and some were found exact downloaded effectively. This shows that they have been failure
lesson plans from the internet. The commonality to promote locally available materials and their
found in their lesson planning was that they usage while teaching English language and the
wrote up terminal performance objectives (TPO), rigorous mentoring is necessary to prepare the
activities to be performed by the student teachers teaching materials. They encouraged questions and
and instructional materials clearly. The approaches students’ participation using appropriate methods
of English language teaching were overlooked in and techniques. They were found competent over
the preparation of their lesson plans. This gives a English language and they focused more on activities
direction to the English language teacher to focus on rather than lecturing. Many student teachers forgot
to summarize and evaluate the students to find out
approaches while teaching to their students.
whether the objectives have been achieved or not.
Transition of the Lesson
Evaluation
Student teachers were found tactful to bridge the
They used variety of evaluation tools-- written, oral,
gap between previous lesson and the subsequent
observation and group activities but one innovation
lesson. This shows that they have developed a in their evaluation found was that they did not
required knowledge and skills to co-ordinate the provide immediate feedback. They tried to correct
transition of lessons. The common aspect observed the mistakes committed by the students. They were
in their class initiation was that they initiated either found to correct the assignments submitted by the
with warming up activities or with brain storming students and provided home assignments. This
activities. English language teaching in the public proves the fact that they applied theories of testing
schools found quite difficult because of the large and evaluation to their classroom teaching.
number of students, lack of teaching materials and
poor English language proficiency of the students. Management
One of our student teachers tried to warm the They were successful to manage classroom activities.
students up using a joke from the foreign context They maximized students’ time on task ensuring
for grade eleven students. As she finished her joke, their level of understanding and assisting to develop
productive work habits. Sitting arrangements were
I observed nobody laughed at all except her. This
poor in the public schools as compared to private
proves that the instructional pedagogy has to be
schools. However, student teachers were able to
contextualized. They could have laughed if she had
maintain discipline among students.
said a joke Dolma and Jamuna from the Nepali
context. This gives a direction to the textbook Feedback
writers and ELT teachers to write content of the
Students were found very interested in the student
local context rather than copying and collecting the teachers’ performance. They emphasized the
texts from the foreign context. practicality of the student teachers’ teaching. They
Instruction specified saying student teachers’ style of teaching
is quite interesting. They prepare lesson plan, bring
Student teachers tried to motivate their a lot of materials and display. They sometimes tell a
students saying ‘This lesson is very important for joke. They often ask the questions which encourage
the examination.’ This shows that in our practice me to read the lesson. They always end their lesson

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with a summary and innovative project works. One they are employees of a school which was a reality
student said: for them. They said teaching practice is the exciting
but challenging task of assimilating a variety of
I am very interested to learn at her class. In other
contexts. As one of the co- workers said:
classes, 45 minutes is a kind of punishment like but
in her class, how the time passes on I don’t know. As I am M.A English. I don’t know methodologies but
she says, this is all about today’s session I wish she have been teaching for 15 years. Now I have realized
had more time allocated for leaching us. that there is a generation gap between us (elder
teachers and younger teachers). They can deliver
Principals were positive towards the efforts of
what they really want in English. But we take a
student teachers and practice teaching program as a
help of Nepali language. We speak more in Nepali
whole. For them, teaching practice is crucial because
language than English.
it promotes quality of teaching. They welcomed the
student teachers’ placement at their schools. They The above text reveals that the importance of
thought that student teachers with this kind of methodology has been realized by a teacher after
practice can develop professionalism and will be 15 years of his teaching which is equally important
successful to make a kind of linkage with educational for those who are having their degree in M.A. The
organizations. One principal said: text also reflects that there is a realization of the
generation gap. Younger teachers as reported by a
We are very happy that KUSOED posted such an
co teacher found comfortable to deliver the session
energetic, innovative and qualified student teacher
in the classroom which is a sign of improvement in
to teach at our school. She has been teaching very
English language teaching in Nepal.
effectively. I often walk around and observe her way
of teaching which is admirable. I wish if we had such
Reflection from the Student Teachers
innovative and practical ideas to teach.
The concluding sentences of reflections on
The above text suggests that principals have a teaching practice by some student teachers form
positive attitude towards KUSOED. They have their journals below prove that teaching practice
confidence over KUSOED’s product. The school had is an indispensible component which provides
a system of supervising class room teaching and opportunity to prospective teachers to implement
KUSOED has a big reputation in the educational the theories, instructional techniques and share
settings in Nepal. the experiences for developing confidence, teaching
Co- teachers found to have a very positive feedback attitudes and skills under the supervision and
towards KUSOED’s student teachers’ teaching. guidance of the expert educators.
They said that practice teaching is an integral Rishav Dev Khanal: Every day there was something
part of education which has heightened the value new that I realized I did not know before. If for no
of the trained teachers in the market. For them, other reason than that, I’m glad I did an internship.
just lecturing for an hour does not give a worth
effective results in teaching. Teaching students with Ranjit Rai : I’ve learned more in this experience than
getting them involved into different interesting I have in any of my classes.
and innovative activities produces worth effective Vimlal Shrestha : I am very happy to be one of the
results. They focused on how aspect of teaching interns in the practice teaching program. Now, I
rather than what aspect. For them, students were can teach the students using different methods and
very intelligent and skill- oriented to deliver and techniques.
manage the class. They also expressed a negative
Deepak Dulal : I have developed a confident over
view on teaching practice stating that the student
teaching which I had not before. Practice teaching
teachers teach nicely during the practice teaching
purifies our ways of teaching.
but the same way of teaching does not remain when

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Anil Bhusal : Practice makes a man skillful and motivation/warm up, revision of the previous lesson,
erudite . Now I have realized the importance introduction, initiation of the lesson, presentation,
of teaching practice. In the very first day, I was evaluation, rounding up and homework. However
nervous but now I think I can teach to the students there has to a focus on pre-classroom activities like
confidently. fluency, command over subject matter, appropriate
approaches, methods and techniques and suitable
Usha Bhusal: In the initial phase of the posting at
teaching aids.
this school, I was scared with a large class having
60 students. They asked irrelevant questions: Miss
Pedagogical Implications
you look like a student of this class. Can you really
teach us? As the time went on, they started to give a From the whole study, the following pedagogical
complement on my teaching saying: Miss your class implications can be drawn to improve our practices
is very interesting so we never miss your class. of English language teaching.

Udhab Bhattarai: Teaching in the actual classroom Teaching practice gives high priority to school
setting is something different than what we learn in placements which is an  integral part of teacher
our classroom theoretically. education. An introduction to the realities of the
situation is an essential part of effective professional
Conclusion and Recommendation training. This process also allows the student
teacher an opportunity to determine whether the
The practice teaching program conducted at sixteen
appropriate choice has been made.
higher secondary schools of Kathmandu valley from
the School of Education, Kathmandu University The aims of the teaching practice experience are
completed successfully. It became effective for to provide opportunities for student teachers
all the stakeholders. Principals, co-teachers and to integrate theory and practice and work
students of the schools co-operated the student collaboratively with and learn from the teachers.
teachers throughout their posting period. The
Student teachers observe subject teachers at work
program exposed the student teachers to different
so as to learn about teachers’ skills, strategies and
processes of learning through preparing work plan,
classroom achievements. They also evaluate their
linkage with the institutions, work performance,
own teaching experiences through conferencing with
professional relationships and personal role.
teachers and lecturers and, through self-reflection,
The program offered the student teachers ample
implement a variety of approaches, strategies and
opportunities to contribute and reflect their own
skills with a view to bring about meaningful learning.
experiences, perceptions and opinions. The student
teachers developed self-confidence as well. Teaching In this way student teachers gain experience in
practice is an essential part of educational program managing and evaluating class work; in maintaining
at the School of Education. It prepares student discipline and good order in the classroom; find
teachers for future challenges through acquisition of their own teaching style and personality and
relevant skills. It is therefore important to focus on become acquainted with school organization and
approaches of English language teaching, by English administration.
language teachers of the KUSOED. They should
Dhanpati Subedi is an Assistant Professor at the School of
impart knowledge rather than skill enhancing Education, Kathmandu University. He has a background
strategies, discourage exam oriented culture of in teaching pragmatics and discourse analysis, computer
assisted language learning (CALL), action research, study skills
teaching and mentor student teachers to prepare and academic writing. He has an M.Phil Degree in Educational
locally available materials for English language Leadership and a Master’s degree in English Education. He is
a life member of NELTA and has published an article entitled
teaching. The trend in English language teaching ‘Rosetta Stone Software for Language Skills Improvement in
in Nepal from Kathmandu University is confined the EFL Classroom: An Action Research Report’ in the Journal
of the IATEFL SIG.
to classroom activities focusing on greeting,

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 143
References Cohen, L., Manion, L. & Morrison, K. (2008). A guide to
teaching practice. London: Falmer Press.
Afolabi, S.O. (1999). The philosophy of supervision in
education. Journal of Kwara State College of Cohen, L., Manion, L. & Morrison, K. (1994). Research
Education, 1, 39-48. methods in education. New York: Routledge.

Baird, N.B. (2005). The internship practicum and field Sharma, T.N. (2009). Internship handbook. Balkumari:
placement handbook. USA: Pearson Prentice Hall. Kathmandu University, School of Education.

APPENDIX A:
Evaluative Guideline
School:
Teacher’s name:
Time: Class:
Topic : Period:
Date:
Minute: Activities(Please write the major activities)
1-5

6-15

16-25

26-45

APPENDIX B:
Video Recorded Files
S.N Student Files
1 S1 1
2 S2 2

3 S3 3
4 S4 4
5 S5 5
6 S6 6
7 S7 7
…
S= Student

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APPENDIX C
Reflective Diary
Date: 16th Sep, 2009

We, the M. Ed. in ELT students of Kathmandu University were assigned to find a college and teach the
college students preparing a lesson plan for each lesson. We, Uddab Bhattarai and Rishav Dev Khanal were
also given a letter for the concerned principal requesting to provide teaching ground to us. As a student
teacher, we visited many colleges in Kathmandu. After a long walk, we found a school; Ratna Rajya Higher
Secondary school at Baneshwor. Uddhab and I talked together and decided to work there if we were provided
the chance. At the beginning, we met the subject teacher Mr. K.B. Gurung who was an experienced and was
very helpful. He was suggested us to meet the principal. We met the Principal, Mrs. Geeta Kharel. She was
also very helpful. She welcomed us and allowed us to b a part of her teaching team. She immediately called
the subject teacher and asked him to manage a class for us.

The First Day Experience

As we had confidence in us that we would face any type of challenge that could come in front of us, we
decided to lead the lesson turn wise. On he very first day, the subject teacher, K.B. sir introduced us to the
class and allowed us to teach

We were prepared with a lesson ‘Introduction’. Uddab and I presented the lesson cooperating each other.

It was quite different experience to have collaborative teaching, but we enjoyed a lot. . At the end of the class,
the teacher provided us some positive feedback. He praised our teaching style and the language we used. He
also requested us to use Nepali language some times to make the students understand he subject matter, we
denied it and convinced him telling that we would use examples, gestures and use only English language in
the class. He relied on us and accepted our proposal.

How we led the lesson

We continued our lesson, the more familiar the students became the easier we felt to teach them. We focused
on the communicative approach as the students were mostly from the government schools and had weak
base in English. But very interesting thing we found was that, all the students were eager to speak although
they had problem with vocabulary and structure. We encouraged them to take part in discussion and they
did as much they could. After a week, we started to teach link English and the magic of words.

What the reflection of the students was

As we had found the needs of the students and led the lesson practically, involving them in speaking and
writing, they were happy to learn with us. Every day they were found to be more interested in taking part
in discussion. They used to perform the work in the class properly, and were ready to revise as given by the
teachers. At the end of the month we had asked for the feed back in the written form, and they have provided
it with their own hand writings. However, it was a short term teaching, and we couldn’t continue we are
confident that the students are most benefited and we got ample opportunity to gain experience to teach in
the college. Now, we are confident that we can teach the college students of Intermediate and even bachelor
level.

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APPENDIX D
Interview Guideline (students’, co-teachers’ and principals’ statements are video recorded)

How do you evaluate student teacher and his/her way of teaching?

…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………….

Are you satisfied with his/ her teaching?

…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………..……
………………………………………………………………………………………

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