A Study

On

English Language Teaching Activities Adopted by Student Teachers of Janapriya Multiple Campus, Pokhara

Submitted

to

Janapriya Research Center

Janapriya Multiple Campus, Simalchaur, Pokhara

Nepal

By

Pitri Raj Banstola

Lecturer

Janapriya Multiple Campus, Pokhara

2018

DECLARATION

I, hereby, declare to the best of my knowledge that the study is original, no part of it was earlier

submitted for any purpose to any institution.

January 24, 2018 ………………….

Pitri Raj Banstola

RECOMMENDATION FOR ACCEPTANCE

This is to certify that Mr. Pitri Raj Banstola has carried out this study entitled English Language

Teaching Activities Adopted by Student Teachers of Janapriya Multiple Campus, Pokhara under my

guidance and supervision.

I recommend the study for acceptance.

January 29, 2018 ……..…………………………..

Prof. Dr. Bikas Kumar K.C.

Tribhuvan University, Nepal

Janapriya Multiple Campus

Pokhara

Abstract

The study entitled English Language Teaching Activities Adopted by the Student Teachers of

Janapriya Multiple Campus, Pokhara was carried out to explore the activities adopted by the student

teachers of JMC and to examine the effectiveness of practice teaching. The primary sources of

information collection were the student teachers and supervisors. The student teachers were selected

through the purposive random sampling procedure. Books, research reports and journals were used

as the secondary sources of the information. Observation, questionnaire and focused group

discussion were major tools for the collection of information. After the discussion on the collected

information, I found that the student teachers adopt various ELT activities and these activities make

their practice teaching effective. Therefore, the practice teaching program of JMC is effective.

The study comprises the five chapters. The first chapter deals with the short introduction of the topic

which includes statement of the problem, objectives of the study, research question, significance of

the study, delimitation of the study and definition of the key terms. The second chapter is about the

review of the related literature and conceptual framework. The third chapter is concerned with

methodology and procedure of the study which includes design and methodology, population, tools

for the information collection and information collection procedure. The forth chapter has results

and discussion and the fifth chapter consists of conclusion and recommendation. Lastly, the

references and appendices have been appended to the study.

ACKNOWLEDGEMENTS

First of all, I would like to put forward my few words to express cordial and respectable gratitude to

my supervisor Dr. Bikas Kumar K.C., professor of Tribhuwan University who provided me insight

into basic ideas and techniques essential for carrying out this study. I feel very lucky to have done

this study under his supervision and guidance. Without his effort, this study would not have been in

this shape. In the same way, I express my heartfelt gratitude to Mr. BirenjiGautam, Chief, of

Janapriya Multiple Campus, Pokhara for providing me the opportunity to carry out this study.

Likewise, I am indebted to all the respondents who helped me by responding to the questionnaire

and participating in the focused group discussion. Similarly, I would like to thank JMC family for

the necessary support.

Finally, I offer my regards to all of those who supported me in any respect during this study directly

and indirectly.

January 24, 2018 ……………….

Pitri Raj Banstola

TABLE OF CONTENTS

DECLARATION I

RECOMMENDATION FOR ACCEPTANCE II

ABSTRACT III

ACKNOWLEDGEMENTS IV

TABLE OF CONTENT

CHAPTER ONE: INTRODUCTION 1-7

General Background 1

Statement of the Problem 3

Objectives of the Study 5

Research Questions 6

Significance of the Study 6

Delimitation 6

Definition of the Specific Terms 6

CHAPTER TWO: REVIEW OF THE RELATED LITERATURE AND C ONCEPTUAL

FRAMEWORK 8-12

Review of the Theoretical Literature 8

Conceptual Framework 12

CHAPTER THREE: METHODOLOGY AND PROCEDURES OF THE ST UDY 13-13

Design and Methodology of the Study 13

The Population 13

Tools for Data Collection 13

Data Collection Procedures 13

CHAPTER FOUR: RESULTS AND DISCUSSION 14-29

Classroom Observation 14

The First Class Observation of Banita and Rojina 14

The Second Class Observation of Banita and Rojina 14

The Third Class Observation of Banita and Rojina 15

The First Class Observation of Reena 16

The Second Class Observation of Reena 17

The Third Class Observation of Reena 18

The First Class Observation of Prava 19

The Second Class Observation of Prava 20

The Third Class Observation of Prava 21

The First Class Observation of Gopal 22

The Second Class Observation of Gopal 23

The Third Class Observation of Gopal 23

The First Class Observation of Dura 24

The Second Class Observation of Dura 24

The Third Class Observation of Dura 25

Summary of the Class Observation 26

Mandatory Provision of Dean’s Office 26

Views and the perceptions of the Student Teachers 26

Views and Perceptions of External 28

CHAPTER FIVE: CONCLUSION AND RECOMMENDATION 30-31

Conclusion 30

Recommendations 31

REFERENCES

APPENDICES

CHAPTER ONE

INTRODUCTIPON

General Background

The primary purpose of carrying out the study on English Language Teaching Activities of the

Student Teachers of Janapriya Multiple Campus (JMC) was to explore the English Language

Teaching (ELT) activities adopted by the student teachers in theirclassroom and to examine the

effectiveness of practice teaching of the JMC.

The transformation of knowledge, experience, religion, culture and civilization as a whole takes

place in a certain setting. The setting includes certain key elements like place, transformer,

recipients and topic to study. The process of transformation and the materials used for making

the process effective are other important elements for the successful transformation. The

combination of all these elements makes a classroom where numerous teaching and learning

activities happen. Mainly, the classrooms are found in schools and universities and they, are also

found in corporations and religious and humanitarian organizations where people are trained on

different areas. Therefore, the classroom is a center for teaching and learning.Numerous teaching

learning activities happen in the classroom.

Classroom activities and classroom dynamics are synonymous terms since both refer to the

environment of the classroom, which simply includes teacher, students, classroom management,

teaching and learning activities and materials in the class. In addition to these things, it also

includes student motivation, student-teacher interaction, student-student interaction,

collaboration and co-operation. The class is generally a heterogeneous group of students which

includes different diversities such as gender, culture, socio-economic status, cast, linguistics and

so on. Moreover, the students may differ in proficiency levels, attitudes, nature and level of

motivations.

The classrooms vary greatly in terms of size, seating arrangement, student number and their

grouping. Regarding the size of the classroom Harmer (2008, p.56) identifies two extremes of

the class-size debate, one to one teaching and large classes.’ Both large and one- to- one learning

classrooms are found in Nepal. The classrooms of schools and universities are usually large,

larger than the informal classrooms out of schools and universities. Normally, one to one

teaching refers to private sessions that can be managed individually as some students prefer to

have private sessions with those self- motivated students or just a student and a teacher. Such

sessions tend to be highly informal, and according to Harmer (2008, p.29) they are often ‘doll

and boring’. The students will be listening only to the voice of a single individual. Therefore, the

classroom will be highly tedious. In such a homogeneous class, there is no interaction between

the two or among the students, therefore no cooperation and collaboration. Better teaching and

learning cannot be expected in such classrooms. So, there should be a moderate number of

students so that different activities can be conducted easily in the classroom.

Harmer (2008, p. 122) says, ‘A large class might be the classroom of 20, 40, 60 or 80 students’.

But in Nepal, some classes are surprisingly very large, consisting of more than 100 students in

some public schools and university classrooms. However, some private schools, language

institutions and even some public schools, nowadays, have very few number of students (i.e.

somewhere around 10 and sometimes below this). Though, there is no uniformity in classroom

size, it variably influences classroom activities.Handling the ‘range of variables’ (Harmer 2008)

which includes classroom space, students grouping, instructing to students and seating

arrangement comes under classroom management. Furthermore, the appearance of teachers to

students, the use of teachers’ voice, the role of student and teacher, use of mother tongue and

dealing with difficult situations are some other key elements of classroom management. Hence,

number of students in the classroom influence the activities.

The historical development of English language in Nepal is connected with Jung Bahadur Rana

who became the Prime Minister and a defector ruler in 1846 A.D. visited England in 1850 to

strengthen the ties of friendship with the powerful British government as that was the power of

the time. He realized the importance of the English language in Nepal. Consequently, he invited

English Scholars to teach his sons the English language in his palace. In order to educate the

Rana children, in English medium, he established Durbar High School in 1853 AD, which is

known as Bhanubjakta M.V. at Rani Pokhari today.

Nepal needs English for academic activities, to established diplomatic relation with the foreign

countries, to run trade, business and industries and for the development of science and

technology. So, English has become almost the language of survival in Nepal. It is used as a

foreign language. English is mandatory from pre-school level to graduate level and there is

provision of specializing English from secondary to different levels of university. In addition, a

number of English medium schools have been established at private sector, which are known as

English Boarding Schools under the supervision, guidance and control of the Ministry of

Education. English is the medium of teaching in these schools, except Nepali.The classroom

dynamism determines the future of the students. Therefore, there must be the meaningful

activities in the classroom and the classroom activities are influenced by the size of the class,

setting of the furniture, quality of teacher, teaching materials and level of students.It is believed

that the ELT classroom activities in Nepal are being more student centered and function

focused. Therefore, I wanted to observe the ELT activities performed by the student teachers to

find out the effectiveness of teaching practice of JMC.

Statement of the Problem

The global trend of the domination of student- centered teaching over the teacher-centered

teaching learning has not influenced the trend of classroom teaching much in Nepal.The current

practice of classroom teaching in Nepal is developed from Gurukul Education System which

began in the Vedic age. The word Gurukul is formed with the combination of two Sanskrit words

‘Guru’ that means teacher or master and ‘Kula’ which means family or home. The Sanskrit term

Gurukula or Gurukul means a type of residential schooling system in ancient India with Shishyas

living near or with the Guru in the same place or house. In Gurukul educational system students

and teacher live together and students learn from Guru and they help the Guru in his everyday

works including carrying out household chores. Generally, the Guru does not accept any fee

from the shishyas (his students) but at the end before they leave they offer some amount as ‘Guru

Dakshina’ which is known as traditional gesture of acknowledgement, respect, and thanks. Not

only in Hinduism, but also in Jainism,Buddhism and Sikhism, such Guru-shishya relationship

appears. Jespersen’s (2007, p. 252) words that religions have had no small influence on English

language provethe religious influence in language learning. Therefore, not only language, but all

classroom learning can be influenced by the religious faiths.

The ShastrijiMaharajDharmajivandasji Swami is the pioneer of Modern Vedic Gurulkul

education system. The beginning of the colonial era brought a steep decline to this system in

India.The classrooms of Gurukul educational system were open. Gurukul was a comprehensive

learning center which was supported by public donation. According to Upanishads, the Shishays

should remain unmarried to complete, with hardly any boundaries of walls, usually under a tree.

Even in the open place, the seating place for the Guru was higher and better than that of

Shishays. The way of teaching was Guru - centered and Guru – fronted which is called teacher-

centered approach now. The class was highly controlled by the Guru. The role of the classroom

teacher was as Law &Eckes (2010) criticize, “The traditional roles of the classroom teacher and

the language teacher- the former teaching content and the later teaching language are rigid,

artificial, inefficient and inexcusable.” (p.77) This was a one way teaching system. There did not

used to be teacher- student interaction in the class and student-student interaction. The classes

used to be homogeneous. The modernized Gurukul educational system is still in existence in

Nepal with the name of Sanskrit schools. Brown (2000, P:116) writes, ‘Foreign language

contexts are those in which students do not have readymade context for communication beyond

their classroom.’ This idea clarifies thestatus of English as a foreign language in Nepal as they

do not hear English spoken in the community.

English is taught in different contexts in Nepal. Since it is only the language of classroom

instruction and the language to communicate to the foreign people while travelling, the purpose

of learning English is to communicate to the foreigners as Harmer (2008) says, ‘It has been

suggested that students of English as a Foreign Language (EFL) tend to be learning so that they

can use English while travelling or to communicate to other people from whatever country, who

also speak English.’ (p-12)

The classroom contexts of Nepal are also different. Public schools are usually called Nepali

medium schools where the medium of instruction is Nepali except in English class. Slowly and

gradually they are shifting to English medium. It is very hard for the teachers to teach new

English courses for the crowded students in highly heterogeneous classrooms. The private

schools are called English medium schools where except Nepali all the courses are presented in

English. And there are some Sanskrit schools where English, Nepali and Sanskrit languages are

in practice. Such schools are the continuities of the Gurukul Education System in Nepal where it

is supposed that comparatively more teacher-centric pedagogy is followed than other two types

of schools. Jones (2007) claims that a student – centered approach helps students to develop a

‘can-do’ attitude (p-2). Lynch (2010, p.10) says that the classroom discussions may end with a

‘negotiation’. As Mohanty (2009) suggests, “Multilingual Education is not just about building a

bridge or many bridges: it is about developing a mindset to overcome the barriers between

monolingual stupidity and multilingual promise barriers between legislated and contrived unity

and naturally flourishing diversity. It is about building a better world, a world of diversity’.(p-

16). The concept of multi lingual education has arisen in Nepal like other countries of the world.

In addition to this, Education in mother tongue is seen as a debatable issue in Nepal since there

are one hundred and twenty-three languages in existence. And in this age of technology, the

students of 21st – century must be using the technology for the advantages like

interconnectedness, immediacy, interactivity, communications and community (Solomon and

Schrum 2007) in their classroom learning. Therefore, the medium of classroom instruction and

use of technology influence the activities in the classroom.

Faculty of Education, Tribhuvan University, Nepal trains in service and pre-service teachers and

it is mandatory for all the constituent and affiliated campuses to send their students to different

schoolsfor a month to practise teaching at the end of their graduate and post graduate levels

courses. School head teacher, general, internal supervisors who are appointed by the concerned

campuses,supervise their activities frequently and provide them feedback. Finally, external

supervisor, who is appointed by the Office of the Dean, evaluates them. Obviously, the products

of these institutions have been performing well at home and abroad. However, sometimes, not

only the practice teaching programmes of the campuses but also the Office of the Dean is widely

criticized for running the teaching practice only for formality. Consequently, the faith and belief

towards the programme is deteriorating every day. Therefore, the studywas carried out to

examine the effectiveness of the practice teaching by observing the classes of the student

teachers of JMC.

Objectives of the Study

The objectives of the study were as follows:

� To explore the activities adopted by the JMC student teachers of

� To examine the effectiveness of practice teaching.

Research Questions

The study aimed at answering the following questions:

What are the activities adopted by the JMCstudent teachers?

Are the activities appropriate?

Is the practice teaching effective?

Significance of the study

The classroom is a world for students in itself as Holliday (2010, p. 28) says, ‘the classroom is a

part of a complex interrelated and overlapping cultures of different dimensions within the host

educational environment’. The students view the real world from the classroom from different

perspectives. They make themselves ready to face the challenges and grab the opportunities in

their future.The classroom management, roles and enactments of teacher and student, and

classroom dynamic as a whole not only determines the future of students but also the future of

the concerned country and the future of the world as a whole. Hence, the findings of the study

will be beneficial for the students, student teachers, teacher educators, material writers, syllabus

designers, campus administration and policy makers.

Delimitations

Only fifteen classes of five student teachers, of JMC, three classes each, were observed.

Definition of the Specific Terms

Some specific terms which are used in this study are defines as follows:

External supervisor: Supervisor, who is appointed by the Dean’s Office

Internal supervisor: Supervisor, who is appointed by the concerned campus

Lesson plan: Daily lesson plan which is prepared by student teacher

Micro-teaching: Scaled down teaching for two weeks before sending STs to the schools for real

teaching

School: School wherethe student teachers perform their practice teaching

Students: The children whom student teachers teach

Student teacher: The students of the campus perform the practice teaching at schools

CHAPTER TWO

REVIEW OF THE RELATED LITERATURE

AND CONCEPTUAL FRAMEWORK

This chapter comprises the review of theoretical literature and the conceptual framework.

Review of Theoretical Literature

Classrooms are diverse in terms of knowledge level, power, gender, cast, culture, linguistics and

age. Some students in the classroom are active and extroverted and some are introverted and

remain passive. This concept of microcosm becomes more meaningful if it is seen in a context of

cultures. Lutz (1981, p. 60 as cited in Holliday) explains:

….. that a classroom may be observed as cultural system, the school observed as a cultural

system, and the school district and the large society may each be served as cultural systems- all

within a signal national culture. As we move from each cultural system to the broader system, the

actors in each system often hold alternative roles across the arbitrary cultural boundaries.

Moreover, the language of communication and the negotiation of meaning is deeply influenced

by the culture of the communicators. In this regard, Corbett (2003, p. 40) claims:

The ‘intercultural’ or in Rishager’s terms, ‘transcultural’ learner is one who is linguistically

adept, who has skills which enable him or her to identify cultural norms and values that are often

implicit in the language and behavior of the groups he or she meets, and who can articulate and

negotiate a position with respect those norms and values.

The present status of ELT is obviously the output of the development and use of various

approaches and methods that are developed for foreign and second language teaching. Amongst

the methods, Grammar Translation Method (GTM), Direct Method (DM), Audio-lingual Method

(ALM) and Community Language Learning (CLL) are practised in Nepalese ELT. Among the

approaches the Communicative Language Teaching /Communicative Approach (CLT/ CA),

Total Physical Response (TPR), Content Based Language Teaching (CBLT), Task Based

Language Teaching (TBLT) and Participatory Approach (PA) are highly practised. In addition to

these methods and approaches, goals of language teaching, views towards language, use of

learners’ mother tongue, the role of teacher and students, teaching learning process, dealing with

errors, focused language areas and evaluation are major elements of classroom teaching.

The use of different approaches and methods have made the ELT activities more advanced,

practical and livelier. Though the two terms ‘approach’ and ‘method’ are synonymously used,

they differ from each other. An approach is a theory about the nature of language and how

languages are learnt whichis based on philosophy and psychology. Therefore, it is a general view

towards language and language learning. On the other hand, a method is an overall plan for the

orderly presentation of language materials which makes use of different classroom activities. As

Richards and Rodgers (2001:245) mention, ‘A method contains detailed specification of context,

roles of teachers and learners and teaching procedures and techniques’. But none of the

approaches leads to a specific set of prescription and techniques to be used in teaching a

language. When we speak of language teaching, there comes a list of methods in our brain.

Therefore, language teaching collocates with methods as Freeman (2009) defines, ‘the term

language and teaching method to mean a coherent set of links between actions and thoughts in

language teaching.’ It means that methods link thoughts and actions. Since there are different

methods, teachers become aware of their own fundamental assumptions, values and beliefs by

choosing the appropriate methods.

Harmer (2007:63) says,’ Before the nineteenth century many formal language learners were

scholars who studied the rules of grammar and consulted lists of foreign words in dictionaries’.

Definitely Harmer’s saying proves that the migrants and the traders used to make self-study on

grammar rules and lists of foreign language words since there was no system of foreign language

teaching. In nineteenth century foreign language was brought into the school curriculum and this

event gave rise to GTM and then series of methods. Since GTM was the first method in practice,

definitely there were limitations in it which brought direct method as a reaction.

G T M, DM, ALD,CLT, CLL and TPR are the major methods and approaches used for teaching

English as a second and foreign language. Suggestopedia and The Silent Way are losing their

popularity. In some cases, the CLT and TPR also are dealt as approaches but they are likely to be

methods because they give students opportunity to begin practices with functions and rather than

focusing on content they focus more on process as Content - based Approach, Task-based

Approach and Participatory Approach do. In the approaches, rather than learning to use English,

students use English to learn. Therefore, except Suggestopedia and The Silent way, the others

are more or less practiced in the EFL classes of Nepal.

When we look at communicative language teaching, interaction, negotiation, interpretation,

intended meanings and misunderstandings are highly influenced by their variables. In this regard

Brown (2009, P.115) states, ‘Correctness and appropriateness, registers and styles, acceptable

speech varieties in community, regional and national standards of language, national language

policy and international varieties of English are some of the social and political issues that

influence the classroom discussion.’ In the same way Tollefson (1995) says, ‘Many language

teachers and others applied linguists lack an understanding of how language learning theory and

common teaching practices are linked with broader socio- political forces.’ The classroom

dynamics is influenced by the use of modern technology. The term ‘global education’ (Peters

2009) was coined in 1069 by Pulitzer Prize recipient Rene Dubos and which became more

widespread along with the terms like ‘international education’, ‘world studies’, and’ peace

education’ which states that today’s educators must work with students to understand what it is

to live in a multicultural society and to develop a sense of a global citizen. According to Peters

during the 1980s and 1910s a number of developments raised the visibility of global education

the United States. A coalition of business groups and education leaders formed the Partnership

for 12st – Century skills to advocate on state and national level for infusion of 12st – century

skills into the curriculum and that included global awareness, civic and business literacy,

collaborative skills and problem- solving skills. As part of tide, information technology and

media literacy skills were also tagged as critical.

In addition to these theoretical studies, Lamsal (2004) carrying out a research on The

Effectiveness of Micro-teaching in Practice Teaching to find out the effectiveness of micro-

teaching and it was found that micro –teaching was helpful for student teachers. In the same way,

G.T.(2011) carried out a study on Effectiveness of Teaching Practice to find out the effectiveness

of teaching practice of the student teachers of grade twelve and she found that the teaching

practice was effective. Likewise, Devkota (2011a) carried out a study on ‘Punishment in English

Language Class in Second of Foreign Language Context’ to extent of punishment in English

language classes. And he found that the students from so called Dalit background are punished

more than the students from Brahmin, Chhetri, and Indigenous background. Student punishment

is one the several elements of the classroom dynamics, however, I do not agree with his. He has

not strong proof to support his finding. It could be only the coincident. In the same way, Devkota

(2012a) conducted another research on ‘Classroom Dynamics: Study on English Language

Classroom in Nepalese Context’ to identify the nature of classroom dynamics at secondary level

in Nepalese public schools, to find out the extent that teachers organize and manage learning

activities in their English Language Classroom, to explore the extent of teacher knowledge in the

related lessons to teach in English Language classroom and so on. After his study, he found that

the teachers were very less serious in explaining the learning objectives, students were not

treated in equitable manner, teachers were found not talking with individual students and higher

levels of critical thinking viz. analyzing, synthesizing, judging and arguing and applying the

learnt knowledge are found very less emphasized in the language classroom. Since, this study

was a very small scale study the findings of this study can’t be generalized. Moreover, Devkota,

K. (2012 B) carried out another study ‘Experienced Teachers Interact with the Problems that

Novice Teachers See in EFL Classrooms?’ His major objective was to find out the most

problematic areas that the Novice teachers experience in The EFL classrooms. After the study he

found that the Novice teachers are facing so many problems while teaching in Nepalese context

in comparison to experienced ones They want workshops to discuss in the problematic areas.

After going all these studies, I came to be clear that none of these studies is concerned with the

classroom activities of the student teachers of B.Ed. in Nepal. Therefore, I decided to proceed the

study ahead.

Conceptual Framework

The following diagram demonstrates the conceptual framework of the study.

Figure 1

Effectiveness of the practice teaching was judged by discussions on the activities adopted by the STs on the basis of the three established ELT principles such as language learning is more effective with fun, the teacher acts as a facilitator and an advisor during the activities and learning to communicate by communicating.

Language learning is more

effective with fun.

The teacher acts as a

facilitator and an advisor

during the activities.

Learning to communicate

by communicating.

Effective Language

Teaching

Games,

Role plays,

Group works,

Pair works,

Q&A, etc.

Student teachers

Students

CHAPTER THREE

METHODOLOGY AND PROCEDURES OF THE STUDY

This chapterdeals with the methodology and the procedure of the study which includes design and

methodology, population and sample, data collection tools and procedures.

Design and Methodology of the Study

The study followed qualitative technique, e.g. observation, interview, document review and

focused group discussion for collecting information and it also followed the qualitative data

analysis procedures.

The Population

The population of the study was five student teachers and their external supervisor.I applied

purposeful random sampling procedure for the selection ofthe student teachers.

Tools for Data Collection

Observation was major tool for the collection of information. In addition, I reviewed their lesson

plans andconductedFGD at the end. I also used two sets of questionnaires, one for student

teachers and the other for the external supervisor for the triangulation of the information.

Data Collection Procedure

After selecting five student teachers, I clarified the purpose of classroom observation. Co -

incidentally, I was their internal supervisor. I observed every individual for three times and noted

down their every classroom activity. I conducted FGD at the end of their practice. I also

administered a questionnaire to the student teachers and mailed it to the external supervisor.

Finally, I reviewed all the documents such as lesson plans, reports, case study and teaching

materials to collect theinformation. Except the names given to the respondents, every

information is real.

CHAPTER FOUR

RESULTS AND DISCUSSION

This chapter comprises results and discussion.

Classroom Observation

Classroom observation was the key tool for the collection of information. A short conclusion is drawn after the discussion on the basis of the information of individual student teacher.

The First Class Observation of Banita and Rojina

Banita and Rojina were teaching in pair for grade nine at Nava Pravat Secondary School,

Pokhara in the morning shift in the third period for thirty minutes every day.

Firstly, Banita and Rojina were observed on July 27, 2017 when they were presenting on

Criticizing and Expressing Degree of Probability.They were found with incomplete lesson plan

because, as they said, they were in confusion about modality of teaching: single or in pair. While

Rojina was talking on the topic, Banita was writing on the board. When Banita presented

meaning of a list of English words the students were communicating in the Nepali which is

mother tongue for many of the students. Banita was talking to student who did not bring exercise

book. They asked the student to read the meanings of the words one by one and also asked if

they had any problems or confusions. The teachers were helping their students by translating the

English words in Nepali. Girls were found more active than boys.They ended their class

providing their students with homework.I suggested to read the lesson thoroughly before

planning it, to specify the objectives and to strengthen presentation and practice section.

The Second Class Observation of Banita and Rojina

The second observation of Banita and Rojina was on August 16 when they were presenting on

Making Offers and Responding Them. They entered into the class greeting their students. They

also said ‘How are you?’ They were cheerful. They cleaned the board. Yesterday was holiday

Banita said. She also asked, “How was your holiday?” Communicating to them, Banita wrote the

topic on the board. Showing Oxford Mini Dictionary and The Essential English-Nepali

dictionary, ‘there are many dictionaries’, Rojina said. Banita told them to see the picture on page

no. 72 in their coursebook. “We can find the meanings of the words in the dictionaries and today

we are going to learn how to use dictionary”, Rojina said. Rojina asked one of the students to

stand and read the dictionary entry on page number 73. After that she wrote ‘sth’-something

‘nth’-nothing on the board. She also wrote the entries of guru, mastery and thirsty. They did not

talk about the differences between British and American pronunciation, though, it was in the

lesson. They asked the students to find the synonyms of the words such as command, guru and

hungry.

Some students used the dictionary of their mobile. A boy requested the student teachers to show

the dictionary to them too when the student teachers were showing it only to the girls.They asked

the students to search the meaning of the word “guru”. One of the boys said “leader or teacher”.

Thanking the boy for the right answer, they taught alphabetical order of English alphabets.

Banita wrote the word and meaning such as command- order, hungry- desire for food, guru-

teacher or leader and guide-person who shows the way on the board.Finally, they gave the home

assignments to search the meaning of the words such as intelligent, clever, expert, invite and

divide. Finally, Rojina added ‘n’ stands for noun,‘v’ stands for verb, ‘adv.’ Stands for adverb and

‘adj.’ stands for adjective.

The Third Class Observation of Banita and Rojina

Finally, they were observed by internal and external supervisors on September 12. Their

objective was to enable the students to answer the questions ofthe lesson. They used picture of

dove and peepal tree as the teaching material for the lesson. Hanging the chart over the board,

they tried to engage the students to subject matter. Banita read the passage and asked the

questions in the middle. Using teaching materials, they presented the lesson confidently. By

asking the questions such as who lived in the tall peepal tree? why was the dove upset? And who

lived in the deep whole? They met the objectives. Finally, they assigned work to read the passage

at home.

Hence, asstudent teachers teaching for the grade nine shows their confidence and the belief of

school administration towards them. They improved a lotafter their first supervision. They used

teaching materials such as mobile, dictionaries, pictures, flash cards, pen, stapler and paper.

However, they did not usedifferent materials for different lessons. Asking questions from

previous lesson and checking homeworkwere the ways of student motivation. But they did not

conduct any other novel and creative activities as Banita accepted, actually, I wanted to conduct

many activities such as quiz contest to promote student’s level of English.Unfortunately I

couldn’t do so. Due to the lack of time.They demonstratedregularity, sincerity, familiarity,

dedication and maturity in practice teaching.Nonetheless, as she claimed ‘Practice of 45 days

remained one of their unforgettable moments in my student life’ (Appendix ‘A’),. Therefore, her

teaching was effective.

The First Class Observation of Reena

Reena was teaching English for grade Six ‘B’ atJanapriya Secondary School, Pokhara in the first

period of forty-five minutes every day.

Firstly, Reena was observed on August 1 when she was teaching aboutThe Earth. Reena invited

one of the students to answer her question, doother living things share the world with us? What

are they? The boy tries to answer the question but the answer was not clear. Thanking the boy,

she invited roll no. 25 and asked all the students to write the answer of question “a, b and c” in

theirexercise books. Even roll no. 25 couldn’t write the answer. After that she said, “listen to

me.” ‘Start writing’, she asked them if they were ready to write unfamiliar words. She also told

them to close the books and went on dictating the words such as, damage, lives, farms, wild

animals, dome, rubbish, creatures and expensive. Moreover, she also dictated leopard, expect,

decreasing, harm, chop, store, instead, protect, disturbingand destroy.

She asked them to take out a sheet of paper while dictating the words, they were making noise

and they were requesting the teacher to repeat the words many times though she was repeating

each word more than three times. Many confused in plural forms. Many confused ‘instead’ with

‘street’ and some confused ‘instead’ with ‘stick’.After collecting all the sheets, she invited roll

no. 20 to write the meaning of destroy on the board. The student wrote the correct answer that

was ‘damaged badly’. The students were very much excited to be invited to write the meaning of

the words on the board. Some were using English but many of them were speaking Nepali,

however, the student teacher was using English all the time.

When she completed exercise 3, she moved to exercise 4 which was to fill in the blanks. She

invited the students one after another to fill the gaps. She tried to make it inclusive, though, not

perfectly because instead of names, she was calling roll numbers, however she was confident.

Students were responding to their friends’ saying answer “yes” or“no” and they also were

showing interest to participate saying their roll no. such as 6, 10, 11, 20, etc. Assigning exercise

3, 4 and 5 to the students as homework, she concluded her class. Finally, I suggested her to make

sure that all of her objectives were evaluated,to follow the given format of lesson plan and to

construct and use teaching materials.

The Second Class Observation of Reena

Secondly, she was observed on September 31, when she was teachingabout Have Your Say. Her

class started with birthday celebration of Aakriti, one of the student of her class. Let’s say Happy

Birthday to her was written on the board. When Aakriti distributed chocolates to all the friends

and teacher, Reena took attendance and asked them to open the books writing Hangman game on

the board, “Do you know the Hangman Game?” she asked.

Table 1

Gsroup A Group B

O_ _ a_ _ _ _ _ A_ _ _ _ n_ _ _ _

Instructing about the rules of the game, she divided the whole class into two groups: Group ‘A’

and Group ‘B’. One student from group ‘A’ gave group ‘B’some blanks with some alphabets as

clue to fill as shown on the table 1. When students from ‘B’ couldn’t guess the right alphabets,

she gave (angry icon) under ‘B’ on the board. Then one of the students from ‘B’ gave group ‘A’

O _ _ a_ _ _ _ _ and group ‘A’ guessed the right alphabets and she gave happy icon under A.

The students were excited during the game. All the students were using English. The teacher was

standing at the right corner of the room. She was just creating the situation. This a game is

played to develop student’s word power. She used it to warm up the class.After the completion

of the game, she asked to open page no. 61 of the book. There was the topic “Have Your Say”, a

conversation.She invited a boy and a girl to the front of the class to read the conversation and

asked the students to underline the sentences that express surprise and wonder in the

conversation. The large class with fifty- eight students was crowded and noisy. Therefore, she

was saying “Keep silent” frequently. At last, there was a short conversation as,

T – Did you finish underlining the sentences?

S – Yes.

T –Roll no.30, Can you read it out?

S – Sorry miss.

T – Roll no. 20?

S – Sorry miss.

T – Roll no. 10?

S – Oh dear! My god! I have never seen such a big creature! Oh no!

T – Thank you very much. Time is over. Read the poem, “My Pets” at home.

The Third Classroom Observation of Reena

Reena demonstrated her third presentation on Fewa Lake in presence of her external and internal

supervisors on September 10 to enable the students to write about the Fewa Lake in about 150

words and to write the meaning of the words such as estimate, spouse, crystal, hired, irrigation

and reptiles. In addition to her daily used materials she had flash cards and picture of Fewa Lake

as teaching material. She motivated her class conducting a language game “Hangman”. After

motivation, hanging the picture of Fewa Lake on the front wall, she asked questions:Have you

ever been to Fewa lake?She asked the students to read the passage. While they were reading, she

managed flash card for teaching vocabulary. There was a word on the one side and meaning on

the another side. She discussed about the lake. She also drilled the words with their meaning

many times. To evaluate, she asked to write about Fewa lake in about 150 words and to read the

text again and find new words with similar meaning of current, kind, rent, solidification, beach

and plentiful.The homework was to solve question no. 2, 3, 4 from the text book, page no. 79 to

80.

To conclude, after the first observation Reena improved. She used meaning cards, flash cards,

dictionaries, charts, pictures, dairy and question paper as teaching materials.She also used

calculator, mobile and internet in her teaching. In addition to introducing each other, asking

questions from previous lessons, checking homework, she asked some tricky questions, cracked

jokes and conducted language games to motivate her students. She used drill techniques a

lot.Large number of students in a small size class was problem as she said, It was English

medium class of 63 students. Classroom was narrow. I couldn’t conduct group and pair

works.(Appendix A)Really, taking attendance as a class teacher, checking homework and

classwork of all the students was a tough job for a single student teacher; however, she tried her

best.She was so friendly towards students. She tried to promote co-operation, collaboration and

competition as well. She followed student-centeredness.

The First Class Observation of Prava

Prava was teaching English for grade Nine at Janpriya Secondary School, Pokara in the eighth

period of forty -five minutes every day.

Firstly, Prava’s presentation on A Computer and Its Parts was observed on August 1. Her first

objective was to enable the students to familiarize with the use of computer hardware such as

mouse, hard drive, key board, optical drive, monitor and CPU and her second objective was to

define the computer terms such as process, storage, input, output and display, she used glossary

and dictionary as the additional teaching material. In addition to the discussion on the answers of

the questions that were assigned as homework, she conducted a game “Run to the Board” to

motivate her students. Dividing the whole class into three groups such as Group ‘A’, Group ‘B’

and Group ‘C’, she invited all the members of the groups to write the names of the computer on

the board as shown in the following table:

Table 2

Group A Group B Group C

Mouse

Keyboard

……………

CPU

CD

………………

Monitor

…………………..

She had provided the marker to many of students in the groups so that many of them could write

at a time. After few minutes, she declared Group A and Group B as the winner groups since

each of the group wrote name of the ten parts of the computer.

After presenting the lesson, she involved the students in Question and Answer (QA). Mainly, the

discussion focused on the function of the computer parts and the meaning of the computer terms

such as process, storage, input, output and display. She invited one of the students to write three

storage devices and the boy wrote hard drive, pen drive and memory card. In the same way, she

asked a question, what can you do with a keyboard? To the mass and the answer from the mass

was ‘type’. Her another question to the mass was, can you tell me the use of hard drive? The

mass answer was ‘input’. By asking the meaning of process, storage, input, output and display,

she evaluated the second objective. In the same way, by asking what is mouse used for? What

does hard disk do? And what are the tasks of keyboard? She evaluated the second objective too.

She assigned a work to write on the uses of computer in about 80 words.

I found her well prepared like a professional teacher even in the first observation. She

encouraged the students every time and followed student-centeredness. She used glossary and

dictionary as teaching materials. Moreover, the use of either a picture or drawing of the parts of

the computer, could have made her teaching more effective. Instead of naming the students, she

said ‘you’ pointing at them. Students do not like their teacher using finger to point at as Harmer

(2008, p.26) says, ‘Students want teachers to know their names rather than, say, just pointing at

them’. However, it can be difficult for the student teachers who teach only thirty hours. She

usually asked questions to the students who were about to lose motivation during her

presentation. Hence, such an impressive presentation even in the last period of the day

demonstrates her efficiency in teaching.Finally, I suggested her to use the given format of lesson

plan.

The Second Class Observation of Prava

Prava was observed on August 31 for the second time while she was presenting on Direct and

Reported Speech to familiarize the students with direct and reported speech and to enable them

to change direct speech into reported speech by using flash cards, chart of rules and mobile as

teaching materials and conducted different activities in her classroom. She did not ask any tricky

question as she had mentioned in the warm up section of her lesson plan. Introducing the direct

and reported speech, she wrote some examples on the board. After explaining the process of

changing direct speech into indirect speech, she demonstrated the examples on the charts pasting

them on the board and she also focused on the change of the person, tense and the other parts of

speech. She invited some students in pairs and asked them to make some sentences about their

friends using indirect speech and she corrected their errors. Asking the students to change two

direct sentences into indirect, she met the second objective and remained the first objective

remained untested. She concluded her class providing homework.

The Third Class Observation of Prava

While she was presenting on Time for Grammar on September 10, to familiarize the students

with the types of conditional sentences and to enable them to use suchsentences, Prava was

observed for the third time by the internal and the external supervisors. Managing flash cards,

sentences chart, scissors and masking tape as teaching materials, she conducted a language game

‘Password’ to motivate the students. Before asking the questions, what are conditional

sentences? She gave some examples. After collecting the answer from the students, she talked

about the types and the nature of the conditional sentences. Pasting the chart of the conditional

sentences on the wall, she encouraged the students to differentiate between and among the

different types. Testing both the objectives she gave homework and concluded the class.

Hence,Prava was found as a professional teacher in her classroom teaching. She had full control

over her class. She followed every suggestion given by the internal supervisor.She used glossary,

dictionary, chart, chart paper, mobile. scissors, picture and masking tape as teaching material.

However, she regrets for not being regular in micro teaching because of her personal reasons as a

result she could not set SEE model and she also regrets for not being able to conduct more

communicative activities due to lack of appropriate furniture as she said, the left, right and front

sides were not open, only there was gap in between two rows. So, I couldn’t pay attention

towards the students of the corners(Appendix ‘A’). In addition, she wanted to use projector but

couldn’t do so because there was not electric wiring in the classroom. In the same way she

wrote,I couldn’t conduct games like ‘Catch a Ball’ and Run to the Board’ because of congested

classroom(Appendix A).Unlikely to other STs, she warmed her students up by asking different

tricky questions, telling short moral stories and jokes, singing and dancing. Moreover, she

conducted many language games such as Password, Run to The Board, Hanging Man, Hide The

Words, Crazy Claps, Word Chain, Seven Up, ThrowThe Ball, Chicken and Fox and Teacher

Says. Her teaching was student-centric. She was more confident than other STs.

The First Class Observation of Gopal

Gopal was teaching English for grade nine at Shreekrishna Secondary School, Pokara in the

fourth period of forty -five minutes every day.

I observed Gopal when he was teaching the lesson Think and Act on August 1, to enable the

students to write about important events. Have you done your homework? she asked. Yes, sir.

Students replied. Hanging a drawing on the board, he asked,where is a school? Where is a

cinema hall? Where is a hospital? andWhat is done in a school/hospital?

T – What has been done at school?

S1 – A big library has been made.

S2 – A new building has been constructed.

He went on asking differentquestions as,

T – What has been done at cinema hall?

S1 – New film has been released.

T – What has been done at hospital?

S1 – A new ambulance has been bought.

S2 – New beds have been set.

S3 – A new canteen has been constructed.

Appropriate use of attractive material made the classroom teaching effective. His gentle

movements around the class, appropriate use of gesture sustained motivation of students.

T – Is it clear?

Ss – No, sir.

Revising the lesson, he invited the students to look at him and asked who the publisher of the

Globe was? Kabita was supporting him by supplying the materials and controlling the students.

Hanging a chart with incomplete information on the wall, he encouraged them to complete

itscanning the information from their books. Giving some more historical information, he

encouraged them to read Nepali history. However, he mispronounced the word ‘massacre’ while

talking about the history of Narayanhiti Palace. The use of translation technique was situational.

For example:

Sambidhan Sava ko chunav kaile vayo?

Finally, he pasted the chart of complete information. Asking to write a paragraph on ‘Rana

Regime’ as homework, he concluded his class. Then, I suggested him to read the lesson

thoroughly before planning it,to follow the given format of lesson plan, to specify the objectives

and to make sure that all of the objectives were tested.

The Second Class Observation of Gopal

Gopal was observed for the second there on August 20 when he was teaching the lesson

Expressing Condolence and Sympathy. He tried to set two objectives but the objectives were not

clear and specific. He did not use additional teaching materials either. He motivated students

with some jokes and asked them to read the text and underline the expressions which show

condolence and sympathy. He asked the students to write a paragraph expressing the condolence.

At the end,he asked the students to tell some expressions in the lesson. But neither the question

was grammatical nor it tasted the objectives. However, he concluded the lesson, by providing

some homework.Since, he did not apply the suggestions given by the internal supervisor after the

first supervision, there was not any improvement. Therefore, I strongly suggested him to follow

the suggestions give after the first observation.

The Third Class Observation of Gopal

Gopal was observed on September 12 finallywhen he was teaching A Debate. The objectives of

the lesson were to enable the students to answer the question and to express the views upon the

satisfaction and progress. However, he missed the verb ‘express’ while setting the second

objective. He used the five minutes’ activities, pictures of debate word meanings and chart as

teaching materials. He asked some very short questions from the previous lesson to motivate the

students. Revising the previous lesson in brief, he encouraged the students to read the text. When

they read it, he conducted a short debate. He tried to evaluate only the second objective. He

concluded the lesson providing some homework.

Hence, by asking IQ questions, questions from previous lessonsand historical questions, he

motivated his students. He also used brain storming techniques. He was found highly confident

and proactive. As he was the leader of the group, he had to work as a bridge between his friends

and administration. Likely to other STs, he used pictures, word cards, five minute’ activities and

newspapers as teaching materials only in some lessons but unlikely, he did not use any materials

in many lessons. He also was suggested to reach in the depth of subject matter by his subject

teacher. Sometimes, his active involvement in the activities inside and outside school made him

irregular in class which he accepted himself in FGD (Appendix ‘A’). Consequently, he couldn’t

follow the given format of the lesson plan, did not make answer key and he was complained for

not discussing the subject matter in depth.

The First Class Observation of Dura

Dura was teaching English for grade eight at Shreekrishna Secondary School, Pokhara in the

second period of forty-five minutes every day.

Dugra was observed when she was teaching Relative Clause on August 1 to enable the students

to use relative clause. She encouraged her students towards lesson but she did not have any

specific way of motivating the students. Providing some text basedwords and phrases, she asked

the students to analyze them. Writing some sentences on the board, she asked to combine them

using relative clauses. Most of the time she talked in Nepali. She went through the deductive

way: rules, examples and practice. She used drill and translationtechniques a lot. She was

friendly. She interacted and encouraged students to interact a lot but in Nepali not in English.

She did not use any teaching materials. Providing some homework, she concluded her lesson

without tasting the objective properly. Therefore,I suggested to maximize the use of English, to

read the lesson thoroughly before planning it, to construct and use teaching materials, to make

sure that all of her objectives had been tested and to follow the given format of lesson plan.

The Second Class Observation of Dura

Dura was observedfor the second time when she was teaching the lesson Speaking on August 20

to enable the students to ask permission for and to make conversation each other. She used Meta

cards as teaching materials. She motivated the students with some jokes. Enlisting some words

such as doctor, dentist, tailor and plumber, she formed some pair and asked them to construct a

dialogue.She wrote the following dialogue on the board.

Sanjay: I have a cracked tooth. Could you take it out?

Doctor: Of course yes, why not?

Sanjay: Thanks doctor. I cracked my tooth this morning. I have severe pain now.

Again, by giving some clues, she asked students to construct dialogue to evaluate her both the

objectives. She invited roll no. 3 and roll no. 1 to play the role of Sanjay and doctor respectively.

Moreover, providing the situations such as ‘I need a new suit’ and ‘the sole has come off my

shoes’ she asked to prepare a dialogue in pairs. She welcomed one of the pairs to write their

dialogue on the board and to read it out. They wrote:

Girl: Hello sir, can you please show me some suits? I need a new suit.

Boy: Oh, sure.

Girl: Thank you! I need it for my husband.

She concluded the class providing students with homework.

The Third Class Observation of Dura

Dura was observed by internal and external supervisor while she was teaching the lesson

Reading Comprehension on September 11 to enable them to find the date of birth of Neil

Armstrong and to find his contributions by using his picture and word cards as teaching

materials. After reading the passage as a model, she asked the students to read it one by one and

she also suggested them to underline unfamiliar words, if they had any. Finally, she tried to

evaluate her students, however, the second objective was not tested properly. She concluded her

lesson by assigning them homework.

To conclude, unlike other STs, she translated every bit of English into Nepali however she

reducedtranslations after her first observation. She used charts, pocket cards, pictures, answer

key, meta cards and word list as teaching materials. Cracking jokes, summarizing and reading

previous lessons, sharing experiences and encouraging students were her techniques to motivate

the students. She was friendly to her students.

Summary of the Class Observation

To sum up, all the student teachers were found regular, punctual, responsible and dedicated.

They normally carried out their practice teaching. Their appearance was normal. They were

familiar to the students. They always tried to make their teaching student- centric. They made

their teaching communicative by the frequent use of language games and techniques such as

group work, pair work, dictation, translation, drill, brain storming, Q&A, five minute’s activity

and summary making.They always motivated the student to learn and encourage them to speak

English. Many of them used English from the very beginning and a few of them reduced the use

of Nepali after their first internal supervision.

Mandatory Provision of Dean’s Office

Tribhuwan University, Faculty of Dean’s Office has mandatory provision for all the student

teachers to teach at least 30 lessons in their practice teaching in one and half month. During this

period, they have to set one model of SEE question, fifty objective question including all types

five short and five long answer questions. Moreover, they carry out one case study,writeschool

report and extracurricular report and fill a log book. They observe three class of three peers and

keep record of their activities systematically.

Views and Perception of Student Teachers

To elicit their experience after the completion of practice teaching, I administered a

questionnaire to the student teachers. A brief conclusion has been drawn after going through

their experiences and reactions.

You have just completed teaching practice after the completion of three years B.Ed. would

you mention the English Language Teaching activities in brief that you conducted during

your practice?

Banita: Teaching practice of 45 days remained one of the unforgettable moments in my student

life. I tried my best to achieve specific objectives in my classroom teaching conducting different

activities. Yes, of course, I conducted many teaching learning activities to make the students able

to achieve specific objectives. I using Student- centered method, picturization, flash cards,

display materials, I conducted word games, pair work, group works, debate, dictation, etc.

Gopal:I feel proud to be the students of ELT and it play the vital role in my teaching. Basically,

teaching method, techniques and effective presentation and practice, I applied in teaching

practice from ELT. In my perspective, ELT is the main source of my best performance. ELT

helps me and support student for not making an error and a mistake. ELT supports me with great

confidence and happiness while teaching.

Dura:Yes, the English language Teaching activities that I conducted during my practices are

English Grammar activities, word games, communicative activities, reading and writing

activities. My holistic techniques prioritize the ability to use these English skills in real-world

situations. Student learn better when they are having fun. They relax and lose some of the

anxiety that often comes with learning a new language. I mostly used Role play, group work,

pair work, competition and so on. Play word Association to conduct the teaching learning

activities attractively.

Prabha:Well, teaching is a complicated task on itself but it became easier for me by the help of

my teachers, teacher of Janapriya School, my friends and obedient students. At first, I tried to

build rapport. I introduced myself, told them to say their name, hobbies, aim, etc. I played many

games, sang songs, danced with them too for rapport building. I talked about personal things as

well as. I conduct many warm up activities in every class to make classes more enthusiastic. I

used visual, audio, and audio-visual materials to make class effective. I gave priority to student -

centered methods when I taught my students.

Are there any activities that you wanted to perform but you could not conduct? What are

they? What made you unable to conduct?

Banita:Actually, I wanted to conduct many activities to promote student level of English. But

unfortunately I couldn’t conduct. One of them is Quiz Contest. I couldn’t conduct it because of

lack of time and because of exam.

Gopal:Before, I enter in practice teaching I decided to teach in direct method but students are

taught in like GT method. For the fulfillment of 30 lesson plans I can’t run different teaching

techniques in classroom.

Dura:Yes, there are some activities that I wanted to perform but couldn’t while performing

practice teaching at SKSS are English Quiz Contest for secondary level students due to

passiveness of students towards English language.

Prabha: Yes, I wanted to perform some activities but I couldn’t do. I wanted to use projector to

teach my students but I couldn’t because there weren’t any electric plugs in the classroom. I

wanted to check all the students’ homework and classwork but I couldn’t as much as I wanted

because of time boundary. I couldn’t conduct games like ‘catch a ball’ and ‘run to the board’

because of congested classroom.

After going through the views, perceptions and experience of the STs during their practice

teaching, it can be concluded that all of them took the practice seriously.They were punctual and

dutiful. They conducted different activities. They tried to apply the ELT theories and approaches

that they studied in their class.They tried to make their teaching communicative by using

language games and five minutes’ activities.They used common teaching materials such as relia,

pictures, posters, etc. but could not use other devices such as multimedia, projector due to lack of

device itself and the wiring in the classroom. All of them met the requirements of the Dean’s

office.They wanted to do more but due to lack of enoughtime and spacious classroom with

mobile furniture, they could notdo so. Hence, they perceived practice teaching as an

unforgettable moment in their life.

Views and Perceptions Externals

After observing the practice teaching of JMC students commenting on their techniques of using

language games and five minute’s activities, external supervisor, Paudel said,

“Language teaching can be fun and students can enjoy the learning through different ELT

activities. Such activities can be milestone in promoting learners’ participation, cooperation and

collaboration in learning. ELT activities make learners more proactive, extrovert and risk takers.

They reduce the level of anxiety and negative politeness and negative faces which make the

learners able to compete in the world communication.”

In addition to this, expressing the satisfaction to the performance of the student teachers, he

realizes the need of more training for better performance as, I realized that they can be good

teachers with varies ELT activities if they get more time for planning and preparation with the

updated knowledge of newly emerged ELT activities. They need more training too. They have

eagerness to enhance English language to self and others.

CHAPTER FIVE

CONCLUSION AND RECOMMENDATIONS

Conclusion

Hence, after going through the conclusion of results and discussion on the basis of the

information collected from the classroom observation, experiences and the views of the external

supervisor, and the views and perception of STs, it can be concluded that the practice teaching of

JMC student teacher is effective. The STs adopt different classroom activities such as language

games, role plays, discussions, group groups, pair works, translations, Q&A, drilling in the

classroom and they organize other competitions at the schools. These all interactive activities are

based on the principle of communicative language teaching where the teacher acts as facilitator

and an advisor and students learn with fun. They are found regular, punctual and dedicated in

practice teaching. They are dutiful and responsible. They also follow every suggestion of their

supervisor. The objectives of teaching are specific, measurable, attainable and time bound. They

try to construct attractive materials and they try to use them appropriately to make their

classroomteaching effective. Every student teacher tries to motivate the student by using

different techniques such as jokes, question answers, language games and different five minutes’

activities.

In addition to the classroom activities they also conduct competitions such as debate,

storytelling, essay writing, quiz contest and eloquence. By carrying out a case study, andreports,

they develop their academic writing skills. Every individual set a SEE model question and

constructs various types of questions to be familiar with the nature of questions and examination.

They evaluate three peers and keep record of their classroom activities and teaching materials.

Therefore, by meeting the requirements of Dean’s Office, involving in the school activities and

following the suggestions of their supervisors, they always try to be a good teacher during

practice teaching. Hence, the activities of JMC student teachers are satisfactory and the practice

teaching is effective. And practice teaching program can be improved by familiarizing STs with

new trends and technologies used in the field of ELT in microteaching.

Recommendations

On the basis of the conclusion of the study it ca

n be recommended that the micro teaching should be made more effective by familiarizing the

students with new trends and the technologies practiced in the field of ELT. In the same way, the

classrooms of the schools should be spacious and the fixed sets of the furniture should be

replaced by the mobile sets. Moreover, there should proper electric wiring in every classroom so

that teachers can use electric devices for the classroom teaching.

RFERENCES

Harmer, J. (2008). The Practice of English Language Teaching. In J. Harmer, The Practice of

English Language Teaching (p. 448). New York: Cambridge.

Harner, J. (2008). In J. harmer, how to teach english (p. 288). New York: Cambridge.

Brown, H. Douglas. (2001). Teaching by principles an interactive approach to language

pedagogy. London: Longman

Mohanty, A.K (2009). Multilingual Education a bridge too far? Multilingual Education for social

justice Globalizing The local 5-17

Tollefson, J. W. (1995). Power and equality in language education. Cambridge: CUP

Law, B. C Eckes , M.(2010) The more than just shivering handbook. Canada: Portage Main

Press

Halliday, A. (2010) Appropriate methodology and social context. Cambridge: Cambridge

University press

Jespersen, O. (2007). Growth and structure of the English language. Delli: Surjeet Publication

Lutz, F.W. (1981). Ethnography – the holistic approach to understanding schooling. In J.D.

Green and C. Wallet (Eds.). Ethnography and Language in Educational Setting, 51 – 63.

New Jersey: ABLEX

Larsen- Freeman, D. (2010). Techniques and principles in language teaching. Oxford: OUP.

Corbett, J. (2003) An intercultural approach to English language teaching. England: Multilingual

Maters Ltd.

Devkota, K. (2012b). How Experienced Teachers Interact with the Problems that Novice Tea

chers See in EFL Classrooms? The Educator Journal. Gorkha: Gorkha Campus. Falgun-2069

B.S. Vol. 2, Issue 3, pp: 143-155.

Devkota, K. (2012a). Classroom Dynamics: Study on English Language Classroom in Nepalese

Context. The Educator Journal (Special Issue). Gorkha: Gorkha Campus. Bhadra-2069

B.S. Vol. 2, Issue 2, pp: 67-79.

Devkota, K. (2011a). Punishment in English Language Class in Second or Foreign Language

Context. The Educator Journal. Gorkha: Gorkha Campus, 2068 B.S. Vol. 1, Issue 1,

pp:153-167.

Richards, J. C. and Rodgers, T. S. (2001). Approaches and methods in language teaching.

Cambridge: CUP.

Peters, L. ( 2009). global education. USA: iste

Schrum, L. (2010). Considerations on technology and teachers. USA: iste

Solomon, G. and Schrum,L. (2007) web 2.0 new tools, new schools. USA: iste

Appendix-A

Script of Focused Group Discussion

Researcher: Ok, I was planning to conduct this discussion in campus canteen but because of some disturbances there, we are here in the library of JMC. You have just completed your teaching practice after the completion of your 3 years B.Ed. How did you feel during and after the teaching practice?

Banita: We were supervised during our micro-teaching and real teaching by our supervisors and we also were provided constructive feedbacks. I am really excited after the completion of my teaching practice because we applied our knowledge and skills that we gained from our class and micro. I was very happy to see the students of my mother’s age. We had students of 65 and 67in our class. They joined school because of their failures in their life due to illiteracy. They were regular in their class with the ambition to be MP and Mayor of the Village Council. Being educated in their old age they wanted to be the model in their community. They were not encouraged by their regular teachers. When we focused and encouraged them, they were really happy and they respected us and followed us. We were really happy because we made them happy and motivated them to learn.

Researcher: How was their English?

Banita: They were poor in English. As they said that their teachers did not pay attention to them. They were happy in our class because we valued them. They had ambition to be the MP and Mayor of the Village Council. All of them were busy. Some were busy in their own households. Others were job holders. Every student was from different background. We encouraged every student to learn more.

Researcher: Did you face any problems? How did you deal with those problems? What activities did you conduct?

Banita: They couldn’t pronounce even simple words. We had to drill each alphabet of every word like s—c—h—o—l. They couldn’t pronounce it as /sku:l/.

Researcher: What type of activities did you conduct to ease your teaching?

Banita: We conducted essay competition for all the students of the school and quiz for our class only.

Researcher: Any ELT activities in addition to these competition?

Banita: We conducted five minutes’ activities and word activities.

Researcher: For examples?

Banita: For example, we used what comes first with wild and pet animals.

Researcher: How did you feel after the completion of the teaching practice?

Banita: I developed confidence by the teaching practice. The school environment made me more serious.

Researcher: Was there anything that you wanted to?

Banita: We wanted to conduct the essay competition group wise but due to lack of time we conducted it in a class.

Researcher: Did the furniture setting of the class support your teaching?

Banita: It didn’t disturb us. Since we had only 15 students we divided them in three groups and conducted group works.

Gopal: Thank you for effective co-ordination. I thought my life was hard but when I came to be familiar with the background of the students I found that their life is many times harder than my childhood was. There was GT method. When I tried to apply…. I faced problem. They requested me not to ask question in English in presence of supervisors. They were the children of lahur, dalit, homeless. The condition of Kusum, the top student of the class charged meme. I got source of inspiration. Since I could not be available easily as a leader of my team, I faced problems for some time. I felt bore and I took it as a burden. Many of my friends were job holders but when I used to go to the class the smile of my students refreshed me.

Researcher: What problem did you face?

Gopal: I used to be late in class. But it was only for some days. Madams of the school were absent because of Teej. However, my teaching was effective. I used the materials painted by the professional artist. I used different methods. We conducted 3-5 quiz contest and 6-10 debate, it was historical event as they said. When you reached the school as an internal supervisor, we used to feel strong, encouraged and excited. I played dynamic role of leader at the later part of our practice.

Researcher: Did the furniture setting of the classroom support you for teaching?

Gopal: The attached set of furniture did not support me for conducting group and pair work. Prabha: I couldn’t be regular in micro teaching. I attended only few days. I teaching I found helpful teacher but the students from different background. It was English medium class. The left, right and front sides were not open, only there was gap in between two rows. So, I couldn’t pay attention towards the students of the corners. I wanted the projector but there was no wiring. We were not observed whole time by the externals.

Gopal : Because of my minor punishments , the students used to be afraid of me. Banita: What were the feedbacks from the externals?

Researcher: Externals do not ……feedbacks usually.

Reena: The class teacher and the subject teacher was same. I felt uncomfortable in the early days because I was in the first period and I had to be there by 9:30 a m . I did not feel uneasy as my friends felt. It was English medium class of 63 students. Classroom was narrow. I couldn’t conduct group and pair work. Teachers were helpful. Specially the subject teacher helped me a

lot……………………I will be regular for some days. ……………………………I am very happy. Class teacher …..useful responsibility.

Researcher: Thank you all.

Appendix-B

Questionnaire for the Student Teachers

Q.N 1 You have just completed teaching practice after the completion of three years B.Ed. would you mention the English Language Teaching activities in brief that you conducted during your practice?

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

Q.N.2Are there any activities that you wanted to perform but you could not conduct? What are they? What made you unable to conduct?

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

Appendix- C

Questionnaire for External Supervisor

Q. N. 1. As an English Language Teacher, you have been training teachers for a long time. What in your opinion the ELT activities are? What is the role of activities in ELT?

I have been teaching English to the students of second or foreign language for about one and half decades. Teaching English as second language in the multilingual and multicultural contexts of Nepal is really challenging. To enhance English language ability on the learners, different activities are to be designed and implemented. Such language activities for teaching different aspects and skills of English language are ELT activities. These activities for language class may be just to warm up the learners or to supplement a course book. Language teaching can be fun and students can enjoy the learning through different ELT activities. Such activities can be milestone in promoting learners’ participation, cooperation and collaboration in learning. ELT activities make learners more proactive, extrovert and risk takers. They reduce the level of anxiety and negative politeness and negative faces which make the learners able to compete in the world communication. ELT activities include information gap, Various language games, describing, semantic mapping, comparing, role play, simulation, conducting group and pair work, solo work, debates, note taking, etc. These can be different according to aspects, skills, context, nature of course and levels of students and learning.

Q.N.2 You have recently observed the ELT activities of JMC student teachers. Could you express your prospective towards their activities?

As an external supervisor I have observed the English classes of the student teachers of JMC. They were found of trying to use different activities to engage the students. They were good in subject matter and positive towards students. They mostly used description and explanation as the major classroom activities using chart and figures. From my observation I realized that they can be good teachers with varies ELT activities if they get more time for planning and preparation with the updated knowledge of newly emerged ELT activities. They need more training too. They have eagerness to enhance English language to self and others.

Q.N.3. Please use the following space to suggest the JMC student teachers to perform better.

The students of JMC were proactive and extroverts. They have the possibility of good future. They need to be well instructed and updated about different ELT activities used in teaching different aspects and skills of English language teaching and learning and should be capable to use them in the context of Nepal. It would be better if they become familiar with intercultural communicative approach, its activities and able to contextualize the theoretically learned activities in to our curricula and contexts.

Thanking you. Pitambar Paudel

Appendix- D

Names Lesson plan

SEE Model

Questions Pair Observation

Case study

School Report

ECA Report

Answer Key

Objectives

Short Answer

Long Answer

Gopal 27 √ 15 10 5 3 √ √ √ -- Prabha 30 -- 50 20 12 3 √ √ √ √ Reena 30 √ 50 20 12 3 √ √ √ √ Banita 30 √ 50 10 10 3 √ √ √ √ Dura 30 √ 50 10 10 3 √ √ √ √