The document provides reflections from a student teacher on their teaching experience over 3 weeks. 1. In the first week, the student teacher was introduced to the school and given two classes to teach. They observed their cooperating teacher's lessons and discussed lesson planning. 2. In the third week, the student teacher drew images to help remember students' names and noticed improvements in student participation. They also identified an action research topic. 3. Feedback from the cooperating teacher suggested writing answers on the board to engage more students and assigning homework related to reading clocks. The student teacher saw improvements through practicing feedback and felt more confident in classroom management by the end of the semester.

1. Reflections:
The first-week reflection
On Monday, September 10, 2018, it was my first day to go to the school for the
teaching practice course. This week was considered as an introduction to the new experience we
will have. We had been introduced to the school, its vision and mission, statistics about the
school, the English language teachers, the duties we are responsible for, the curriculum, the
grade we are going to teach and the cooperating teachers. ,I was given grade 8 two sections and
my cooperating teacher is Ms Amal A-Nabhani. I was given submission sessions, so I talked
with the students and asked them some questions about English whether they like or dislike. That
visit was a great chance for me to deal with the students and knowing how to start a conversation
with them. Then, I sat with my teacher to discuss some of the related things which are all about
the sections which I will teach. she is really a helpful teacher. She explains for me how to use the
lesson preparation book and she gave me some advice and information about the basic of
managing my class and how to deal with the problems which I may face in my class during the
lesson.
Next day I attend her lessons for the observations and most of the lessons where all about
introductions to the semester and some revision about what they have taken in the last semester.
They discussed the title of the units in the book and she asked them about their meanings and
examples for them. the first lesson I attended, the teacher focuses more to have her class students
centred so when she asked them any question She asked them to discuss it with their group and
then she revise the answers with the whole class. I think this methodology will help the students a

2. lot to make them active and to decrees the boredom in the class. Then they move to the book and
start to solving the tasks one by one. They do a song too which is related to the listening task and
they were singing with the song. I noticed that the students were very motivated and happy to do
so and sometimes they were pronounce the words wrong . when the students answer un-correct
answers she let other students to correct for their friend. In my free time at the school, I prepared
some activities for the reinforcement and punishment . At the end of the week by meeting my
students and talk to them. We get know each other and we discuss some of the rules which we are
going to follow during the semester.

3. The Third-week reflection
In the third week of my teaching experience, I was still suffering that I could not
memorize some of my students' names so I decided to draw a simple image for the class and the
groups, so I wrote the names in the groups. Although it took me a time to open the paper and call
the name it made it easier to memorize all the names within 3 days of starting to apply this
method for the two classes with a total of 72 students. This method also helped me to randomly
choose the names of the students to participate, so that allowed all students to participate even
those who did not want to participate. Moreover, that method stimulated them to try answering
and participating to avoid embarrassment if they did not know the answer.
During this week, I noticed a lot while being in the early stages of my teaching, and I also
learned a lot through the observations of expert teachers and through the reactions of my
students.
In General; it was a good experience for me and I will never forget it because it was the first and
special. I continued to teach in next coming days; at the beginning, I did not encounter any
difficulties in controlling the class because the students were very quiet and feel shy, but after they
got used to me the situation became more difficult. They become noisier and I faced difficulties in
keeping the lesson moving on. Most of them were not taking me seriously as a teacher, so I started
to tell them my rules. Then I started to do some changes in the classes and some recovery plans, I
changed the places of not active students in front of the class so that I can concentrate on them and
they can hear me as well.

4. Some of my students were not confident of themselves and they hesitate a lot before answering
questions or participating, while others were very confident and wanted to lead the lessons. During
this week, I motivated the students orally and promoted them to answer. I tried to strengthen the
relationship between me and them by moving around the groups and touch them “taping their
shoulders" or” raise my thumb" when they answer correctly. What's more, I explain to students
individually when they do not understand some points during the lesson.I found that the students
were happy and I could see some enjoyment and signs of relief when I explain to them personally
and praise them. Also at the end of this week, I identified my action research topic for what I
observed from some.

5. First Expert teacher observation reflection
I observe an expert class which has been in the teaching profession for 12 years. The
class is grade 8 which include 37 students who are normal students with different levels but the
most of the students are excellent. They are very active and participate when the teacher ask them
a question or to do the tasks. Their performance is very good when the teacher gives them a task
they finished it in harries and their answers were correct. The teacher used the direct method to
teach the reading class. She asked the students about their information and background of Oman
culture and how we rating things into awful, quite bad, good, all right and fantastic. It as the
strategy of bottom -down which the teacher use the pervious knowledge of the student about
something related to the topic. The teacher used a different kind of reading skills in her class such
as, the skill of skimming after they read the text silently and she asked them about what the text is
about and the scanning skill when she asked them about the specific information about the text.
Moreover, she identified the topic for the student. The class book and the skills book are the
resources which were used in teaching the reading class. I think the main challenges to teach to
teach reading is that with some of the students who they didn’t prepare for the class and they didn’t
understand the meaning of many words. The teacher started the lesson by asking the student to
read the texts silently. Then, she asked them about the books that they read about and ask them
how many stars will you give to each book. After that, she asked them to read the task and answered
it. They solved the task individually and the teacher was moved around them. After they finished
the task they answer it. Then they used the skills book to answered some tasks in it. At the end,
she gave them homework to do it at home. The classroom was controlled by the teacher and there

6. was a discipline. Her management of the class was a strong enough so the students were quit and
active. I think the class need for more activities or materials to attract the students’ attention for
example bring some books in the class. The week was exhausting but enriching at the same time.
My feelings were mixed up and I still feel confused about some things.

7. Second Expert teacher observation reflection
This lesson is grade nine's lesson and I focus on one of the students which attract
my attention. She was setting at the end of the line. She came to the class late and without bringing
the book. She shared with her class mate's book in her book. Sometimes she starts talking with her
classmate but the teacher was noticing them and stopped them from disrupting the class. When the
teacher asks her she answered correctly but she didn’t Participate by her. It seemed to me she is a
good student in her performance but she is a noisy student. She showed carelessness in the class.
In general, her participation is Low participation. She didn't participate tell the teacher chose her.
Also, I noticed the teacher when she corrects the student's error she explained the statement again
for the student because she didn’t understand the question clearly. And ask the student again. When
she didn’t know the answer she asked another student. When the second student's answer correctly
ash asked the previous to explain the answer, why the second answer is correct! There was not a
huge mistake. I noticed that the students are high level and they don’t lot of mistakes. The strategy
of correction which the teacher was used I think they are geed because of she correct in front the
entire student so all students will benefit and know which answer is correct. Her way of teaching
reading is different from the way we learned. She asked the students to read the passage loudly
sometime while have to not allow student to read it loudly except the instructions and the question
related to the passage.

8. Peer observation 1
Section ‘A’ (Observee)
Name: Fatma Al ghaferi
Date: 29.11.2018
Class: 54
Time of class: 9:38
Theme: Going places
Observation focus: Reading and listening
I would like you to help me with …
In to know the right steps to start teach a long passage of reading and how the deal
with the time management specially.
Section ‘B’ (Observer)

9. Name: Miysaa Al-Nasseri
My notes:
What I learned from watching this lesson
1. When I teach reading I have to not allow the students to read it loudly.
2. Introduce the topic of the lesson by using puzzles.
What could be improved
1. They didn’t need to much question about the reading passage.
2. Correct the question:
- From whom? (x)
- To whom? (√)

10. Peer observation 2
Section ‘A’ (Observee)
Name: Fatma Al-ghaferi
Date: 2.12.2018
Class: 5/4
Time of class: 10:15
Observation focus: Grammar
I would like you to help me with …
To learn some new strategies and activities to teaching grammar/
Section ‘B’ (Observer)

11. Name: Miysaa Al-Nasseri
My notes:
What I learned from watching this lesson
- One of the strategies I have learned that using the acting for the words for example
the compound word standup; ask the student to stand up and the opposite with set
down.
What could be improved
Classroom language.

12. Cooperating Teacher Feedback
I started teaching my students and I think that I was not that much perfect in teaching
to be a competent teacher. Moreover, I tried hard to use various methods, strategies, tasks and
activities. Examples of these methods, visual aids, flash cards and videos. I was ways trying to
find ways to motivate my students in the class. One time when my cooperative teacher attended
the lesson she told me after that I have to write all the answers on the board because some student
cannot get the answers orally. Moreover, one of the other comments she told me that she suggests
that giving a homework related to the time reading because they still seem not capable of reading
the clock.
According to her comments when I let the students write the answers I noticed that they
become more motivated and active even those students who are not excellent they start to
participate because they want to write on the board too. At the beginning I didn’t memorize their
names and I was not that skilled to notice who answered and who not answered but then before
the half of the semester I memorize the manes of all students of my sections and I feel that they
care more when I call them by their names. Another point is that when I reach the end of the
semester with my student I feel I have reached the stage of being able to teach with confidence. I
learned how I deal with those students who are miss behaviour and noisy at the classroom and who
to deal with the shy students. Furthermore, I tried new strategies of reinforcement which were
made by me. Add to that I have the ability to arrange the board in a good way and used to write
the objectives which my students used to see it too and the class which I missed to write the
objective they remind me.
They become familiar with the objectives and their meaning after I explain how each objective
will be presented in the lesson. One more thing I become skilled in is that I know when I have to

13. move around my student while they are doing the tasks and when I nave not to move. These
changes become after I practice during my training and take in charge the comments which I have
from the dr and my cooperative teacher.
My cooperative teacher comment at the beginning of the semester

14. My cooperative teacher comment at the end of the semester