TAILAN

Content
1. Introduction ………………………………………………………………….2
• When
• Where
• Aim
• Objectives
2. Action plans …………………………………………………………………3
3. Extra-curricular activities ……………………………………………………. 4
4. Insights gained from the practicum ………………………………………….. 5
5. Difficulties and problems / ways to overcome…………………………………6
6. Conclusion …………………………………………………………………...7
• Further suggestions

Introduction
We did our teaching practice in Food Technology College and it started on 19th of September and finished on 12th of October. Our cooperating teacher was Sukhee.Ya,Dagiimaa.S,Bolormaa and also my supervisor was O. Irina and Batjargal.D teachers from the University of the Humanities. During the teaching practice we taught 12 hour lessons for the 1st year students. In addition, in my opinion, we could improve my teaching knowledge and ability.
Aim of teaching practicum:
• To develop practical teaching skills through the observation and analysis of lessons
• To teach understandable and efficient lessons for students.
Objectives of teaching practicum:
 Describe stages of lesson planning, implementation and evaluation
 Use a variety of skills and methods to teach a lesson more understandable and efficiently
 Improve teaching practice well and speak English during the class
 Observe senior teachers experience and learn their good teaching abilities
 Develop theoretical knowledge and skill
 Communicate with students and coworkers politely and respect for each student’s opinion
Action plan
1 1st week (19-23 of September)  First, we met our cooperating teachers Sukhee, Dagiimaa, Bolormaa and they introduced our lesson timetable.
 We observed their lessons one by one for a week.
 Our cooperating teacher gave us some placement tests and we checked all. These tests purpose was to observe students levels and teach lesson by their learning needs.
 During this week we helped teacher to translate some texts related to professional classes.
2 2nd week (26-30 of September)  On Monday we taught our new lesson called “It looks like a hat”. The first class was Cook 1g.
 During this week we taught over 5 classes for this lesson
 We gave revision class for weak students which are the Cook 1b and consultation continued 1 hour.
 During this week we did peer-observation of student teacher’s lesson who has taught №15 secondary school.
3 3rd week (03-08 of September)  We taught a new lesson called “Things are changing”. This lesson was related to present continuous tense.
 During this week we did peer observation of student teacher’s lesson again in Technology institute
4 4th week (10-14 of October)  The last week’s new lesson was “Adventure sports”.
 Our 2 partners and I organized “Golden bell” competition for all 1st year students.
 During the “Golden bell” competition all classes made wall posters related to their profession which was called “My profession is the best”
 Our cooperating teacher and we gave consulting for hotel and catering class

Extra- curricular activity
We organized golden bell competition with wall posters, it was held on 7th of October. Therefore five students from each group participated in this activity and their entire success depended on their cognitive knowledge.
Student’s team spirit and cognitive knowledge improved because we prepared a lot of cognitive questions and posters to do this competition as well as spent their free time perfectly in our competition because they paid attention to their appearances and answered the questions. On other hand, we have faced some difficulties such as too many students participate and field was as much as necessary to us so it was really hard to organize orderly but our competition was very funny and these problems unknown all for us.
However our winner was first place cook 1a class’s student Erdenetsetseg, second place hotel management class’s student Duurimaa and third place cook 1b’s student Altansukh participated successfully.
Finally, we gave to cash and certificates for our winners who has a cognitive knowledge and tried to study hard.
Insights gained from the practicum
During this practice we have developed our skills and gained a lot of experience. For instance:
 Firstly, our classroom management skill was improved, because during the lesson we usually divided students into groups or pairs.
 Secondly, classroom environment was comfortable and convenient for teaching needs such as: LCD television, tape recorder, computers and visual aids.
 When one class studied English lesson, students were divided into 2 groups. It was easier for teachers to teach their lesson more understandable and efficient that way.
 Thirdly, using visual aids and extra materials were interesting for students, because whole class participated in our lesson more actively than when using a student book. In addition, we learned to interact with students more closely, as well as, we usually encouraged our students to use emoticons (picture which was “Smile”)
 Furthermore, college support and teacher’s ethic was excellent, because coworkers and study board always supported us in what we were doing. Cooperating teachers always communicated with us extremely politely and honestly.
 Finally, the biggest difference and advantage was that our teaching methods were more communicative than cooperating teacher’s method. Our cooperating teachers used Grammar- translation method all the time, but we tried to match our lessons to student’s learning needs. For instance: in the warmer stage we started our lesson more actively by playing an interesting game and during the presentation or practice stageswe used mime or different kinds of posters, worksheets, flashcards and pictures.
Difficulties and problems
During the teaching practice we have faced with many difficulties. For instances:
 Firstly, sometimes students couldn’t understand our speech because we tried to speak English during the lesson. But, unfortunately they did not understand what we have said. This was one of the big problems for us.
 Secondly, when students were not active for our lesson, we were really disappointed because, we thought that lesson was uninteresting or not fruitful.
 Thirdly, time division was extremely confused, because in college, one lesson was taught for 80 minutes. For this reason, the first lesson, we could not cover all the stages according to lesson plan. The stages were going too slow or too fast. For this reason, it was one of the difficult obstacles for us.
 In addition, some students said “Yes, teacher we understand this lesson perfectly” and then next week, while we checked their homework, they didn’t do their homework correctly which meant that they did not understand the lesson well enough. One common mistake for the most students was sentence order. They usually did sentence order exercises wrong. Furthermore, students could not answer teacher’s questions. For this reason, we think their speaking (productive) skill didn’t improve enough.
 Our teaching method and skill were different from cooperating teacher’s method. As a result, we were confused which method is better and which method we should choose.
 Finally, the most difficult issue was this college’s books didn’t match students learning needs. As a result, some students had low interest to learn English and students’ level were not same in the class. For instance: when we have taught present continuous tense’s changing situation, most students did not understand my lesson. Because, most students didn’t understand present continuous tense’s beginning usage which is something is happening at the moment.

How we solved these difficulties?
When we have met some difficulties, we tried to overcome them.
 When our students didn’t understand our speech, we usually used mime and sometimes explained the instructions in Mongolian language. Also, when we taught a new lesson, we usually used visual materials, because in our opinion, that it was much more understandable than writing on the board.
 When students didn’t understand our lesson, we tried to combine real situations and usually asked questions related to this lesson. Also, we used a variety of skills and strategies to teach a lesson in their field of practice.
 We solved time management problem when we became experienced better. Cooperating teacher gave us advice all the time after we taught our lesson.
 In warmer stage we usually linked the lesson with the previous lesson. And also, we were flexible when correcting student’s mistake.
 University teacher gave us advice on which method was good for students learning needs when we were confused.
 We usually used extra visual aids during the lesson and sometimes gave away extra worksheets focused on student’s level.
 We always motivated students when checked their exercises or homework. Students were satisfied with our teaching methods and distributed materials.

Conclusion
We are satisfied with teaching practice, because we have learnt a lot of new ideas and abilities from each other. Furthermore, we understand teaching profession is harder than other majors as well as have a lot of responsibilities and duties. Students’ positive tendency towards us affected us in a way that we started to respect our own selves and gained more self confidence. For this reason, we are proud of our profession.
In addition, after teaching our lessons or giving consultation, we always filled self evaluation sheets and journals. This writing helped us to conduct our lessons fruitfully and efficiently meeting students’ needs. When we have taught a lesson, we prepared lots of materials, such as: worksheets, types of flashcards, pictures etc.
Further suggestions:
 When cooperating teacher’s experience is not enough, students face difficulties, as result student teachers are confused or the lesson plans will not be orderly.
 Teaching practice’s time was too short to practice, so future student teacher’s should pay attention this problem more closely.
 Cooperating teacher and university teacher’s relationship is low. For this reason, 2 schools lesson timetable was overlapped and sometimes, we couldn’t approve our lesson plans on time.
 Future teachers should check students’ homework or exercises on time.
 When teacher will correct students’ mistake, he/she should be flexible and try to teach the lesson or activity again.
 Give the clear instruction to explain lessons or activities and use the blackboard drawing more clearly and in a more understandable way.
 When student teachers have a teaching practice, they should encourage students all the time, because students will participate in the lesson more actively.