Creating a positive and engaging classroom environment is one of my key strengths.

Throughout my teaching practices (TPs), my energetic and upbeat manner, coupled with humor
and personal anecdotes, has fostered a strong rapport with students. For instance, in TP1,
despite initial blank expressions, sharing a heartfelt story about my grandmother and injecting
humor instantly resonated with the class. Introducing characters with Moroccan names further
captured their attention, visibly increasing their engagement whenever I led the lesson.

Consistently utilizing visuals and materials has been instrumental in facilitating learning. In TP1, I
prepared and displayed clear visuals to assist students in eliciting vocabulary during image-
based activities. Similarly, in TP5, a meticulously prepared PowerPoint presentation on the past
perfect tense, featuring multiple timelines, significantly enhanced students' comprehension.
Providing timely feedback through prepared answers and incorporating diverse examples with
visuals has been praised for maintaining lesson structure and optimizing learning outcomes.

Another strength lies in effectively monitoring students and identifying those needing assistance.
In TP3, I adeptly identified students requiring help, adjusting their seating to boost engagement
during activities. Actively circulating among students allowed me to interact with everyone and
ensure their participation. Additionally, monitoring from behind their seats, a method I employed
extensively in TP5 due to the spacious classroom, proved invaluable. This approach enabled
discreet oversight of student progress and error identification, ensuring they stayed on task and
received necessary support. Consistent monitoring has provided insights into each student's
strengths and weaknesses, enhancing both their learning experience and my teaching
methodology.

a) Weaknesses of Your Teaching

One of my main weaknesses is Teacher Talking Time (TTT). Despite using engaging
explanations and stories, I often limit opportunities for student participation. Feedback from TP1
and TP2 pointed out excessive TTT, resulting in teacher-centered lessons with reduced student
interaction. I also tend to move too quickly, not allowing students enough time to process and
respond. While I've made progress in reducing TTT, my goal is to incorporate more student-
centered activities moving forward, intentionally creating space for students to lead discussions.

Another significant challenge I've faced is with giving clear instructions. In TP2, unclear
questionnaire instructions led to incomplete activities and chaotic feedback. Similarly, during
TP6, my instructions were often overly lengthy and unclear, particularly in the lead-in phase.
Poorly articulated instructions disrupt lesson flow and hinder effective objective achievement,
resulting in wasted time. To address this, I am focusing on scripting concise and coherent
instructions before each lesson to ensure they are easily understood by students, thereby
enhancing the overall learning experience.

Managing lesson pacing and timing has also been a challenge. In TP1, exercises were tightly
timed, and my speech pace was too rapid; a student even commented, "he speaks fast!" From
TP2 to TP4, I frequently rushed due to inadequate planning and reluctance to omit activities.
Since TP6, I have learned to identify activities to skip if time is limited, which has proven
beneficial. Moving forward, my plan is to allocate realistic time for activities and omit them as
necessary, ensuring students complete tasks and grasp concepts without feeling rushed.

b)

Houda's effective elicitation methods engage students using pictures and realia to enhance
understanding, demonstrated in TP5. In contrast to my reliance on gestures or direct meanings,
which sometimes gives away answers, Houda prompts students effectively, fostering greater
participation. I aim to adopt her techniques to encourage independent thinking and reduce
spoon-feeding.

Firdaous excels at using ICQs, seamlessly transitioning from instructions to checking

understanding without undermining students. In TP3 and TP5, her thorough checking of
instructions boosts student confidence and task accuracy. Unlike my habit of checking only the
first activity, I aim to adopt Firdaous's method to provide clear guidance throughout all activities,
enhancing student performance.

Yasmine demonstrates strong delayed error correction skills, often lacking in our group. In TP4,
she adeptly pinpoints mistakes during monitoring and waits until the end of the lesson to elicit
correct answers on the whiteboard. Identifying errors during monitoring remains a challenge for
me, but I aim to adopt Yasmine's approach to enhance students' understanding of common
mistakes.
d)

- In the first observation, my tutor Paul taught A1 students, and I found his approach to drilling
particularly fascinating. He made this part of the lesson lively and brisk, which kept students
engaged. Additionally, his method of focusing students on one activity at a time by folding the
worksheet was highly effective. These are techniques I have tried and will continue to
incorporate into my teaching, as they help keep the lesson dynamic and ensure that students
stay aligned with the teacher.

- I observed Omar, a teacher at ALC. With fewer students than expected and knowing others
would arrive later, he adapted by starting a mingling activity to engage the present students. By
the time three more students arrived, he seamlessly transitioned to the planned lesson. I aim to
learn Omar's anticipation and adaptability skills to keep all students aligned with the course.

- During the lesson observation, I noticed how the teacher effectively used the board. She
elicited examples from the students and wrote them on the board, breaking down each sentence
to explain individual items. I usually avoid using the whiteboard, but after watching her, I realized
that using the board in an organized way—with colors and circling important items—helps
students focus and makes teaching easier.
e)
- One of my priorities for future development is to read more teaching books, such as "Learning
Teaching" by Jim Scrivener and "Off the Page" by Craig Thaine. Additionally, I plan to explore
various books that address specific areas of the English language. This targeted reading will
enhance my understanding of effective teaching strategies and deepen my knowledge in specific
linguistic areas, ultimately improving my overall teaching practice.

-In the school where I work, I have the opportunity to observe English lessons across different
levels: elementary, middle school, and high school, taught by various teachers. The school
principal has also enrolled me in training sessions designed for new teachers, starting in
September. Additionally, I will have the opportunity to substitute for teachers in case of their
absence or illness. These experiences will provide me with valuable hands-on teaching
opportunities and further enhance my skills and knowledge in the field of English language
teaching.

- I aim to begin teaching at school, but my primary objective is to transition into corporate
training. This ambition drives my focus on learning about business practices and how to
effectively impart essential skills to professionals in various industries. To achieve this, I plan to
study "Effective Training Techniques" by P. Nick Blanchard and James W. Thacker, and attend
multiple workshops or forums.