Internship Report

On
Classroom Teaching Techniques and Classroom Management in
Middle Section Students

By

An internship report submitted

Department of English and Humanities

Brac University

© 2024. Brac University

All rights reserved.

Declaration
It is hereby declared that
1. The internship report submitted is my own original work while completing degree at Brac
University.
2. The report does not contain material previously published or written by a third party, except
where this is appropriately cited through full and accurate referencing.
3. The report does not contain material which has been accepted, or submitted, for any other
degree or diploma at a university or other institution.
4. I have acknowledged all main sources of help.
Student’s Full Name & Signature:

___________________________________________

Supervisor’s Full Name & Signature:

___________________________________________
-------------
Associate Professor, Department of English and Humanities
Brac University

Examiner:
Name
Designation
Institution

Chairperson:
Firdous Azim, PhD
Professor and Chairperson, Department of English
School of Humanities and Social Sciences
Brac University

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Acknowledgement

Before I start, I'd want to thank Almighty Allah from the core of my hearts for giving me the
strength and skills to complete the report on deadline. Furthermore, I'd want to express my
gratitude to my parents and my respected supervisor, Nazah Farhat for her invaluable assistance
and direction in putting together this report. In addition, I want to thank the Principal of
Academia Outstanding English Medium School and the person in charge of my section for
believing in me and giving me the chance to work at this school. Also, I want to thank my
coworkers who helped me during my internship and made it fun for me in ways I will always
remember. In addition, I want to thank all of my teachers at Brac University, from whom I
learned a lot while I was an undergraduate.

Table of Contents
1. Introduction______________________________________________________1
1.1 Background of the Study.............................................................................................................2
1.2 Objectives of the Internship Report............................................................................................2
1.3 Scope and Significance of the Study............................................................................................2

2. Literature Review__________________________________________________5
2.1 Theoretical Framework of Classroom Teaching Techniques.........................................................6
2.2.1 Grammar Translation Method and Its Influence in Teaching English.........................................................7
2.2.2 The Direct Method.....................................................................................................................................9
2.2.3. The Audiolingual Method........................................................................................................................10
2.2.4 The Communicative Language Teaching Approach..................................................................................11
2.2.5 The Eclectic Approach to Language Teaching...........................................................................................12
2.2.6 Project-Based Language Teaching (PBLT).................................................................................................13

2.3 Role of Teachers in English Language Classrooms......................................................................15

2.4 Classroom Management Strategies for Middle Section Students...............................................18
2.5. Bangladesh Context.................................................................................................................20

3. Classroom Management___________________________________________23
3.1 Establishing a Positive Learning Environment............................................................................25
3.2 Behavior Management Strategies.............................................................................................27

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3.3 Addressing Individual Learning Needs.......................................................................................29

4. Implementing Theories into Practice_________________________________31

4.1 My Experience as an Intern Teacher..........................................................................................31
4.2 Classroom Observation.............................................................................................................32
4.3 Putting Theories into Practice...................................................................................................33
4.3.1 Vocabulary and Grammar.........................................................................................................................34
4.3.2 Extra-Curricular Activities.........................................................................................................................35
4.3.3 Feedback during Oral and Written Work..................................................................................................35
4.3.4 Copy Checking and Written Feedback......................................................................................................36
4.3.5 Correction Work.......................................................................................................................................37
4.3.6 Parent-Teacher Meeting...........................................................................................................................38
4.3.7 Project-Based Language Teaching (PBLT).................................................................................................39
4.3.8 Some Other Responsibilities.....................................................................................................................42

4.4 Application of Teaching Techniques and Management Strategies.............................................43

5. Discussion_______________________________________________________45
5.1 Challenges Faced during the Internship.....................................................................................45
5.2 Recommendations....................................................................................................................47

6. Conclusion______________________________________________________48
References________________________________________________________49

iv
List of Acronyms

CM Classroom Management

CTT Classroom Teaching Techniques

ELT English Language Teaching

CLT Communicative Language Teaching

GTM Grammar Translation Method

DM Direct Method

ALM Audiolingual Method

PBLT Project-Based Language Teaching

PBL Project-Based Learning

TBLT Task-Based Language Teaching

EFL English as a Foreign Language

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1. Introduction
Internships are like real-life training for people to learn and practice what they've studied. In this

report, I'll talk about my time as an intern at Academia Outstanding English Medium School.

The main focus is on how teachers teach and manage classrooms, especially for sixth-grade

students.

I'll share details about the school, what I did during the internship, and the kind of students I

worked with. The report will discuss things like how classrooms are set up, what happens during

classes, and the methods teachers use to teach. It will also touch on my observations and

experiences.

The goal is to give a clear picture of how teaching is done in the middle section of school and

what I've learned from this internship. It could be useful for other teachers or schools looking to

improve their teaching methods for students in the middle section.

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1.1 Background of the Study
Before I talk about my internship, let me tell you about the school. The Academia Outstanding

English Medium School is a famous place that gives good education in English. Students from

different backgrounds study here and follow a set plan. For this study, I looked at the sixth-grade

students in the middle part of the school. At this age, students learn new and challenging things,

so it's a key time in their growth. Knowing the school's background is key to understanding what

I saw and did during my internship. It shows why teaching and running a class for sixth-graders

is a big deal. This information establishes the context for the remainder of the report.

1.2 Objectives of the Internship Report

This report has some main goals:

• Write about my time as an intern at Academia Outstanding English Medium School. Focus on

how to teach and manage a sixth-grade class.

• Share what I learned about how teachers teach English to middle section students.

• Look at how classrooms are set up, how teachers teach, and how they talk to students. See how

this affects learning and participation.

• Write about problems I had and what I learned. Think about how I can get better as a teacher.

• Give ideas on how to make teaching and managing a class better, from what I saw and did

during my internship.

By doing this, I want to add to what we know about how to teach and manage middle section

students. This will help make teaching and learning better in schools like the one where I

interned.

1.3 Scope and Significance of the Study

Scope:

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This internship report focuses specifically on classroom teaching techniques and classroom

management in the middle section for sixth-grade students at Academia Outstanding English

Medium School. It includes observations, experiences, and reflections related to English

language classes, covering aspects such as instructional methods, classroom settings, teacher-

student interactions, and student engagement.

While the report primarily centers on the internship experience at Academia Outstanding English

Medium School, it may also draw comparisons with broader educational practices and theories to

provide context and insight.

Significance:

The value of this work stems from its ability to contribute to the field of education by:

 Providing firsthand insights into classroom teaching techniques and management

strategies for middle section students, particularly in the context of English language

instruction.

 Offering practical observations and experiences that can inform and enrich teaching

practices for educators working with similar student demographics and educational

settings.

 Identifying challenges and opportunities in classroom management and teaching

methods, thereby facilitating professional development and continuous improvement for

prospective educators.

 Highlighting the importance of effective classroom management and student engagement

in enhancing learning outcomes and fostering a positive learning environment.

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 Serving as a resource for educational institutions, teachers, and policymakers interested

in improving middle section education and promoting effective teaching practices.

Overall, the purpose of this study is to cast light on the intricacies of middle-school classroom

teaching and management, focusing on their importance in influencing sixth-grade students'

educational experiences and outcomes.

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2. Literature Review
This part of the paper looks at past research and ideas related to how teachers teach and

manage their classrooms for sixth grade students. It will cover key concepts, theories, and

studies that are important for good teaching methods, keeping students involved, and

strategies for managing the classroom.

Topics covered in the literature review include:

 Educational theories that help teaching go well: This part will discuss important

learning theories and models used by good teachers, like constructivism, behaviorism,

and social cognitive theory. It will show how these theories affect how teachers teach and

what students learn in middle school.

 Classroom management strategies: This part will explore different ways teachers

manage their classrooms, including proactive approaches like setting clear rules and

expectations for students from the beginning of the year. It will also discuss reactive

strategies for handling behavior issues or disruptions when they come up.

 Teaching techniques for middle section students: This subsection will examine

instructional methods and techniques tailored to the cognitive and developmental needs

of sixth-grade students. It will discuss strategies for promoting active learning, critical

thinking, and student engagement in the classroom.

 Differentiated instruction: This subsection will explore the concept of differentiated

instruction, which involves tailoring teaching methods and learning activities to

accommodate diverse student needs and learning styles in the middle section.

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 Technology integration in the classroom: This subsection will look at how technology

can improve sixth-grade students' teaching and learning experiences. It will explore the

benefits and challenges of integrating technology tools and resources into classroom

instruction.

By looking at what's already been written about these topics, the literature review wants to give a

theory base and way of thinking for understanding good classroom teaching and managing the

class for middle school, specifically for sixth graders.

2.1 Theoretical Framework of Classroom Teaching Techniques

Different Methods and Approaches of Teaching English discusses the Grammar Translation

Method (GTM), The Direct Method (DM), The Audio-lingual Method (ALM), the

Communicative Language Teaching (CLT), Eclectic approach, Project-Based Language

Teaching (PBLT) - their origin, features and influence in language teaching and learning.

Different Methods and Approaches of Teaching English

English is an international language which helps in various sectors such as education, economy,

law court and many other areas. English Language proficiency is often understood to be part of

the education that children receive in schools. It is because the English language is tied to

knowledge, skills and related competencies that are required to effectively contribute to any

social activity. This is more suitable for them after they grow up. Over the past few centuries,

different interventions in linguistics have influenced English language teaching to come to the

stage it is at today.

In the twentieth century, language teaching and research increased as learning a foreign

language, especially English, became popular. Several sociopolitical reasons for it are not

relevant to the discussion of this chapter, except for two facts. One is that many parts of the

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world, including Bangladesh, were part of the British Empire during the Colonial period and that

English emerged as a global lingua franca during the Cold War period and afterwards. Howatt

and Widdowson (2004) explain the history of teaching English around the world. They mention

that English language teaching in the Empire and Europe is the crucial stage that shaped the

formal teaching of the language. Additionally, during the Cold War era, all domains of education

and all professions considered English language proficiency to be crucial for a person to be

considered educated and smart. As a result, the growth of many reasons for learning English has

inspired different ways and approaches to teaching English. According to Richards and Rogers

(2014), the concept of a systematic set of teaching strategies based on a specific language

acquisition theory gave rise to a variety of language learning theories. The essential methods and

approaches that emerged are discussed in the following sections.

2.2.1 Grammar Translation Method and Its Influence in Teaching

English

Grammar-Translation Method (GTM), derived from the Classical Method is the oldest and one

of the most widely utilized language teaching methods in ELT classrooms. The method began in

Germany at the end of the 18th century (Howatt & Widdowson, 2004) & focused on teaching

grammar in isolation, using translation exercises. Richards and Rogers (2014) note that,

historically, Latin in the Middle Ages had galvanised the use and improvement of this method

for language teaching. However, the intention of its proponents was to develop a suitable method

that could be used to teach school children (Howatt & Widdowson, 2004). The primary features

of GTM include using the mother tongue to teach the desired language. Vocabulary is taught by

using wordlists and as the mother tongue is used, the translation is there. Literary passages are

read which contain comprehension questions and students are required to practice answering

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these questions. They are also required to translate the text to and from their L1 (Benati, 2018).

The grammar rules are presented in an elaborated manner. Students are required to memorize

these rules & the vocabulary of the targeted language. Typical exercises for learning vocabulary

include memorizing synonyms and antonyms and definitions of the words (Brown & Lee, 2015).

Additionally, it is highly teacher-centered. Even though this procedure was initially followed to

learn Latin and translate texts into English during the eighteenth and nineteenth centuries, the

British used it during that time and later in all the places they ruled. This method, thus, was

administered in all non-native contexts.

The use and practice of this method in non-native contexts is still prevalent today. Sultana (2018)

asserts that GTM is an extremely helpful method in the context of Bangladesh. It is effective for

learners with beginner proficiency levels. It is also effective for teachers because it does not

require specialised teaching skills (Brown & Lee, 2015) and can be used by any teacher with

different teaching abilities to teach in the classroom. Another crucial reason why GTM is a go-to

method for language teaching in non-native contexts such as Bangladesh is that English language

competency is associated with intellectual development (Richards & Rogers, 2014). Therefore,

in the context of Bangladesh, English is taught as an academic subject (Sultana, 2018) in schools

and this makes it a task among teachers to make sure they have learned the language properly.

Even though GTM is the oldest used language teaching method yet it has limitations that have

been criticised by language teaching researchers. GTM provides students with a tedious

experience where they have to memorise endless grammar rules and vocabulary. The focus is

explicitly on writing and reading skills with little to no practice in speaking and listening. In

other words, students’ communicative competence is not focused properly by this method (Liu &

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Shi, 2007). Such limitations of GTM led to the discovery of new methods, backed by new

interventions in language acquisition research.

2.2.2 The Direct Method

The origin of the Direct Method (DM) is rooted in Germany and the teaching of German as a

foreign language (Howatt & Widdowson, 2004). The basic premise of the idea behind DM was

to find a method that followed the naturalistic principles of language learning. Sauver and others

said that foreign language can be taught except the use of L1 if the meaning of the targeted

language is directly conveyed to the learners through action (Richards & Rogers, 2014). It can

thus be said that DM was found in response to GTM.

The features of DM are instruction is in the target language, class sizes are small, and only

speaking and listening skills are taught. Modeling and practice are teaching methodologies. The

vocabulary taught is everyday vocabulary. Unlike GTM, grammar is taught inductively (Brown

& Lee, 2015). All teaching points were introduced in the DM class orally, and the use of

demonstration, objects and pictures was crucial in teaching concrete vocabulary. Through all of

these steps, correct pronunciation was sought as the idea was to teach the target language

naturally just like children acquire their L1.

DM enjoyed popularity in the United States during the late 19 th and early 20th century but it did

not become popular in public education. The reasons were budget, as attractive activity using

realia, pictures and pantomime that encouraged students to learn the vocabulary directly

(Djauhar, 2021) was not possible due to budget constraints, classroom size, time and teacher

background as all of these were factors that could not be controlled in public classrooms. Hence,

it paved the way for a newer ELT method to emerge later on.

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2.2.3. The Audiolingual Method
The Audiolingual Method (ALM), also called as the Army method, borrowed tenets of DM to be

formalised as a language teaching method. Similar to DM, it is rooted in the United States during

the early quarter of the 20th century. It is noted that roots are based on theoretical assumptions of

logical positivism and empiricism as both were dominant philosophies in psychology and

education during that time (Shahheidari, 1997). Lado, Fries and others are credited as founders

of ALM and they based this method under the influence of behavioural psychology, where

Pavlov and Skinner’s ideas of classical conditioning and operant conditioning were taken into

account.

The reason why ALM is also known as the Army method is because it started during World War

II, to teach oral proficiency in other languages to the soldiers (Brown & Lee, 2015). The main

features of ALM are, all language teaching materials were presented in the intended language to

the students, and new resources were spoken as dialogues in oral form. As it incorporated

notions of behaviourism, imitation, memorisation and overlearning of language patterns were

given emphasis (Rilling, 2018). Contrastive analysis was used to sequence and teach grammar,

while it and vocabulary were taught inductively through contextualisation in dialogues. As the

focus was on developing speaking and listening, great emphasis was put on pronunciation to be

error-free (Brown & Lee, 2015).

ALM was a popular method in the West for a long period until the “Designer” methods era of the

1970s. The reason why ALM failed in the long-term was that students did not achieve long term

communicative proficiency and this paved way for the designer methods and ultimately, the CLT

approach.

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2.2.4 The Communicative Language Teaching Approach
Further innovations in foreign language teaching research in the late 20 th century led to the

founding of the Communicative Language Teaching (CLT) approach. CLT is the method to

second language education where the emphasis is on developing students’ communicative

competence (Richards & Rogers, 2014). This phrase was introduced by the American linguist

Dell Hymes in the late 1960s. He said that a person who has communicative competence can use

language well as he or she knows either explicitly or implicitly, how to use it appropriately in

any given context. Also, Understanding grammar is not the only factor that determines a person's

capacity to comprehend and speak the target language. (Hymes, 1962 as cited in Theresa, 2006),

context is essential in determining what appropriate language is as it varies from one context to

another. Finally, learning the appropriate language happens through the process of socialisation

where a person learns to employ language in and for authentic contexts (Theresa, 2006). Taking

these ideas of Dell Hymes, Canale and Swain (1980 as cited in Brown & Lee, 2015) further

formalised the idea of communicative competence into four competencies, which include

discourse, grammar, sociolinguistics, and strategic competency. They argued that the CLT

approach can help develop communicative competence in students and it is what is essential for

L2 learners to become proficient in that language.

Hence, in CLT, systematic attention is paid to both structural and functional aspects of a

language as teachers are advised to go beyond the rules of the intend language to facilitate

communicative ability among the students (Thamarana, 2015). CLT gives essential importance

to the functional use of the second language (Richards & Rogers, 2014), both fluency and

accuracy are focused on (Brown & Lee, 2015), and teaching of the target language occurs in a

pragmatic manner where learners are engaged to learn and use language for authentic and

functional use (Thamarana, 2015). Grammar is taught less systematically (Savignon, 1991) with

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the focus being more on using the target language functionally. Finally, CLT focuses on

developing all four language skills as communicative competence means being able to utilize a

language for various purposes in real life (Thamarana, 2015).

The success of CLT in non-native contexts is debated for various reasons. For instance, in the

background of Bangladesh, although CLT has been prescribed to be used in the curriculum

(National Education Policy, 2010), its use for English language teaching in the country has been

problematic (Rahman & Pandian, 2018) and the principal problems behind it is mainly related to

lack of teachers’ ability to teach effectively (Sultana & Nahar, 2008), a gap between policy and

practice (Rahman et al., 2019) that needs to be bridged. Rahman et al. (2019) also note that

Bangladeshi English language teachers are non-natives themselves and have limitations in their

language proficiency levels, hence, their overall skills need to be developed if they are to teach

students using CLT effectively.

2.2.5 The Eclectic Approach to Language Teaching

All language teaching methodologies and approaches have limitations which led to the founding

of a new one. Similarly, CLT’s limitations led researchers to find out more specific solutions for

issues in second-language teaching contexts. For instance, the Situational Teaching Method

focused on teaching the L2 based on the particular situation (Al-Khasawneh, 2022) but its

criticism lies in the fact that it is not possible to predict language use as it occurs in novel

situations (Mwanza, 2017). Therefore, researchers and practitioners came up with a new method

to teaching L2 which is known as the eclectic method. The real characteristic of this method is

that it combines various language teaching methods and approaches into one while taking into

account the learning purpose as well as the learners’ situation (Al-Khasawneh, 2022). In this

regard, Gao (2011) thinks that the advantage of using this approach is that it allows teachers to

take decisions based on the goal and situation of the classroom, the learners’ needs and the

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materials available to the teacher to teach. Thus, the main characteristics of eclecticism are that

teachers can choose many kinds of instructional strategies in their classrooms based on the

learning objectives., they can resort to using any particular method or approach of teaching L2

that is relevant to their teaching contexts, and by doing so, they can overcome any difficult

situation making learning enjoyable and innovative, enhancing student-teacher interaction,

student-student interaction while paying attention to individual learner needs and giving them a

sense of what the learning outcome is (Mwanza, 2017; Rao, 2018).

In non-native contexts such as Bangladesh, an eclectic approach (Summa, 2021), therefore,

seems to be a more suitable L2 teaching approach. However, in a study conducted by Alam and

Sultana (2020), it was found that there are some limitations to the approach. This includes a lack

of trained teachers, limited facilities provided by the institution, unusual class size and lack of

better-developed language teaching material. Even though an eclectic approach gives more

freedom to the teacher, the teacher needs to have the ability to teach effectively.

2.2.6 Project-Based Language Teaching (PBLT)

Research into devising and finding the most suitable language teaching approach is still ongoing.

It is common within the developments of language teaching practices and research over the years

to adapt ideas from other related fields. In this context, Project-Based Learning (PBL), a student-

centred model for teaching and learning focusing on real-life challenges where students can

gather deeper knowledge and understanding of a subject matter and thus acquire multiple skills

from their experiences was adopted into language teaching. It is based on Dewey’s (1959)

problem-solving method of teaching where knowledge development occurs subjectively, through

an interactive process between learners and their learning contexts (as cited in Grant, 2017).

Over the years, PBL became a model of teaching-learning used across different levels of

education globally. The origins of PBL are in the progressive education movement that

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advocated student-centred and experiential approaches in primary, secondary, and higher

secondary levels of education that supported deeper learning enamoured through active

exploration of real-world problems and challenges (Condliffe et al., 2017). The advantage of

PBL is that it improves the quality of learning-teaching while contributing to the cognitive

development of a greater level that involves students to solve complicated problems with

innovative solutions. It teaches students complex processes and procedures which involve

planning and communication and it influences them to carry out authentic research, hence,

promoting self-directed learning.

It also helps develop students’ active listening, enhancing their preference for personal learning

and making them able to define real problems and solve them accordingly (Newman, 2005, p.

13). The learning skills they develop through PBL are based on their experience and

understanding of the theories and concepts they learned. Additionally, creativity, decision-

making, stress management, time management, working collaboratively in groups, managing and

adapting to changes, developing interpersonal skills, coping with conflict in a creative manner,

reasoning critically and practising empathy are capabilities that are promoted through PBL.

Research has shown that English language teachers and students hold mixed feelings toward

PBL because even if their language-related skills such as social and cognitive skills were

developing but students had some dilemmas and frustration towards it (Beckett, 2002). However,

its deep potential for the teaching and learning of the communicative aspect of the language has

shown that it aids in language acquisition for young learners while increasing student autonomy

for learning (Allen, 2004). Several studies (Hebbouch, 2018; Poonpon, 2017; Thuan, 2018) also

found that PBLT is essential in boosting students’ autonomous learning of the English language.

They added that students find balance in their use of language skills through the projects that

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they do and this authentic integration enhances their cognitive development as well (Dornyei,

2005).

PBLT has the potential to be an effective language teaching strategy in EFL situations like

Bangladesh because it exposes students to non-traditional learning methods, which can boost

their cognitive development (Baidya, 2019). To properly integrate this in the classroom, the

instructor must take into account the students' prior lack of experience to this kind of learning

(Islam & Ahmed, 2018).

2.3 Role of Teachers in English Language Classrooms

In L2 teaching such as English, the teacher’s role has always been of central importance. The

teacher’s role has changed in each language teaching method and this also had a crucial impact

on students’ language learning and their motivation to learn. A teacher has many roles in the

language classroom. They often have to be the controller because they take charge of the class

and the pedagogic activities for learning. These individuals view their role as a job to transmit

knowledge to the students (Harmer,2001). Harmer (2001) further notes the other roles that

teachers need to take in the language classroom. These are prompters, who help students by

nudging them to complete an activity if students do not understand how to progress. The teacher

as a participant is when teachers become participants themselves and take part in the various

learning activities with the students in the classroom. The teacher as a resource is when students

can turn to their teachers as the source of resource for any information related to the activity. In

such cases, the teacher is not a prompter or a participant or a controller but a silent individual

who is sharing information as per students’ needs. The teacher as a tutor is when a teacher’s role

of being a prompter and resource is combined to help students, either individuals or small

groups, by directing them towards the learning goal.

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In traditional classrooms that followed the Classical Method or GTM, the classroom was teacher-

centred (Liu & Shi, 2007). Scrivener (2005) describes this as a classroom where the focus is on

the teacher and not on the learners. He further comments that in such classrooms, there is less

student talk and more teacher talk. The outcome of such role of the language teacher can be

debated to be both positive and negative. For instance, in a classroom where learners are young

or where learners’ proficiency level is low, a teacher-centred classroom with more teacher talk

(Brown & Lee, 2015) will facilitate learning better compared to the same learners with a learner-

centred classroom with less teacher talk.

Student motivation is a main factor in language learning (Kaboody, 2013). For foreign language

teaching, it is understood that more motivated learners will learn faster and their proficiency will

increase better. This has been highlighted in Brown and Lee (2015), along with Richards and

Rogers (2014). Motivating learners may be a complex process but at the heart of the learning-

teaching situation, its importance cannot be ignored. It is because all teachers intend to educate

students by helping them make their position better or in other words, making them better

equipped with skills needed to succeed in life. SLA research has surmised several theories about

motivation and the two key theories are extrinsic and intrinsic motivation. Extrinsic motivation

(Kaboody, 2013) is when social pressure or social rewards regulates students’ language learning

journey while intrinsic motivation (Brown & Lee, 2015) is when students are self-determined to

learn the target language for their development. Research (Tanaka, 2005) notes that teachers are

central to learner motivation in the SLA context. It is also reported that when teachers can

motivate their learners, then the learners will learn the language better and faster (Kaboody,

2013).

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In non-native contexts such as Bangladesh, it has been found that motivation has a serious

impact on students. As mentioned earlier, the incentive to learn English in Bangladesh is tied to

intellectual development as well as better opportunities in life. Hence, Hussan and Masum

(2016) note that students in Bangladesh are mostly motivated extrinsically. It is because they

believe they will get better opportunities in future. They also reported students’ experiences that

the teacher’s role to motivate them helped them feel more confident and make their learning

experience more enjoyable, leading to better outcomes in their examinations later on. As the

CLT approach suggests, to facilitating learning, a language teacher's job is to help students

become more motivated so they may do better in the classroom.

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2.4 Classroom Management Strategies for Middle Section Students
A happy and supportive learning atmosphere is largely dependent on effective classroom

management, particularly for middle section children such as sixth graders. This section explores

various classroom management strategies employed to promote engagement, behavior

management, and a supportive learning atmosphere.

 Establishing Clear Expectations: Setting clear and consistent expectations helps

students understand classroom rules and behavioral norms. Teachers can establish

expectations for behavior, participation, and academic performance, outlining

consequences for both positive and negative behavior (Howatt & Widdowson, 2004).

 Building Positive Relationships: Developing strong relationships with students fosters a

supportive and respectful classroom environment. Teachers can greet students warmly,

show genuine interest in their interests and concerns, and provide encouragement and

support (Kaboody, 2013).

 Proactive Behavior Management: Proactive behavior management strategies focus on

preventing behavioral issues before they arise. This includes creating a structured

classroom environment, implementing routines and procedures, and using positive

reinforcement techniques to acknowledge and reinforce desired behaviors (Howatt,

2004).

 Engagement Techniques: Keeping students engaged is key to effective classroom

management. Teachers can use a variety of engagement techniques, such as incorporating

interactive talks, technological integration, group projects, and hands-on tasks to maintain

student interest and focus.

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 Responsive Behavior Management: Inevitably, behavioral issues may arise in the

classroom. Responsive behavior management involves addressing these issues promptly

and effectively. Teachers can use strategies such as redirection, positive language,

modeling appropriate behavior, and providing individualized support to manage and de-

escalate challenging situations (Mwanza, 2017).

 Differentiation: Recognizing and accommodating diverse learning needs is crucial for

effective classroom management. Teachers can differentiate instruction by adapting

lesson plans, providing alternative assignments, and offering additional support or

enrichment activities to meet the individual needs of students.

 Consistent Discipline: Consistency is key to effective classroom management. Teachers

should apply consequences consistently and fairly, ensuring that rules and expectations

are enforced uniformly for all students.

 Parent Involvement: Involving parents in the classroom can support classroom

management efforts. Teachers can communicate regularly with parents, provide updates

on student progress and behavior, and solicit parental support in reinforcing classroom

expectations at home.

By implementing these classroom management strategies, teachers can build a strong, engaging,

and supportive learning environment for middle section students, facilitating their academic

success and personal development.

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2.5. Bangladesh Context
In the context of Bangladesh, there exists mainly four types of curriculum recognised by the

Ministry of Education (2010). They are the Bangla medium where the National Curriculum

(2010) is followed and the explicit medium of instruction to teach all subjects is Bangla, the

English version, which uses the identical curriculum but English as the primary language of

instruction and if English is not available then Bangla is to be used. The technical and vocational

curriculum and the Madrasah curriculum follow the same as the Bangla medium curriculum. The

only difference is in the English medium curriculum where most commonly the British

curriculum is followed and the medium of instruction is always English with little or no Bangla

use for learning and teaching.

Rahman & Pandian (2018) restate the observation made by Hamid and Baldauf Jr. (2018) that, in

the context of Bangladeshi language instruction, there is no obvious relationship between

practice and policy. The above situation of the different curriculums shows that there is no

uniform medium of instruction across the curriculum, hence, there are many problems that are

present which is hampering learning. Additionally, teachers’ limited capacity to teach and their

own lower language proficiency levels (Sultana, 2008; Sultana & Nahar, 2018) further create

problems in teaching English effectively. Bangladeshi learners are, thus, unable to attain a

certain proficiency level even after twelve years of schooling and learning English as an

academic subject (Ali & Walker, 2014). All of these point to the fact that in all institutions, the

pressure on the teacher to improve students’ language proficiency levels is immense.

Additionally, primary, secondary and higher secondary education is seen as a gateway to doing

well in life. Hence, Al Amin and Greenwood (2018) note that pressure to do well in public

examinations also affects English language teaching greatly. As a teacher myself, I feel this

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pressure too and in my time as an intern teacher, all of these aspects did affect my teaching

quality which I have shared in the next chapter of this report.

3. Classroom Management
In order to provide a supportive and encouraging learning environment where students can

flourish intellectually and socially, effective classroom management is crucial. This section

explores key strategies and techniques for managing classrooms effectively:

 Establish Clear Expectations: Establish clear and consistent guidelines for behavior,

academic performance, and classroom procedures. Communicate these expectations to

students and reinforce them throughout the school year.

 Create a Positive Classroom Climate: Create a supportive and inclusive classroom

environment in which children feel valued, respected, and safe. Build positive

relationships with students, celebrate their achievements, and address conflicts or

behavioral issues promptly and constructively.

 Organize the Physical Environment: Arrange the classroom layout to optimize learning

and minimize distractions. Ensure that desks or seating arrangements allow for easy

movement and visibility, and maintain a clutter-free and organized classroom

environment.

 Use Proactive Behavior Management: Implement proactive strategies to prevent

behavioral issues before they escalate. Set clear rules and consequences, establish

routines and procedures, and teach students self-regulation and conflict resolution skills.

 Promote Engagement and Participation: Include interactive exercises, group work,

and hands-on projects to actively engage students in their learning. Allow for student

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choice and autonomy, encourage engagement, and adapt instructional approaches to

accommodate diverse learning styles.

 Monitor and Supervise: Maintain active supervision of students to ensure their safety

and well-being. Circulate around the classroom during activities, monitor student

behavior, and intervene promptly to address off-task behavior or conflicts.

 Establish Consistent Discipline: Consistently apply consequences for both positive and

negative behavior, ensuring fairness and equity. Use discipline strategies that are age-

appropriate, respectful, and focused on teaching appropriate behavior rather than punitive

measures.

By implementing these classroom management strategies effectively, Teachers may establish a

supportive and engaging learning environment that promotes academic performance, social-

emotional growth, and positive behavior in their students.

3.1 Establishing a Positive Learning Environment

Making a good place for learning is very important for getting students interested, making

them feel like they fit in, and helping them do well in school. Here are some important ways

to make a good learning place in class:

 Build Positive Relationships: Establish positive relationships with students based on

respect and confidence. Spend time getting to know each student, expressing genuine

interest in their interests and concerns, and remaining approachable and available.

 Promote Inclusivity and Diversity: Appreciate and honor the differences in students'

backgrounds, cultures, and views. Make a classroom where everyone feels important and

respected. Include everyone and make sure they feel like they belong.

 Set Clear Expectations: Set clear rules for how to act and do school work. Tell students

about these rules and remind them often.

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 Foster a Growth Mindset: Help kids believe that they can grow and get better if they

work hard. Teach them that learning comes from effort and not just being smart. Give

them chances to learn from errors.

 Create a Safe and Supportive Space: Ensure that the classroom is a safe, welcoming,

and supportive environment where students feel physically and emotionally secure.

Address bullying, harassment, or disruptive behavior promptly and sensitively, and

promote kindness, empathy, and mutual respect among students.

 Provide Structure and Routine: Establish a structured and predictable classroom

environment with clear routines and procedures. Create a consistent daily schedule, post

visual reminders of routines, and provide clear instructions for activities and transitions.

 Promote Engagement and Active Learning: Include interactive exercises, hands-on

projects, and real-world applications to actively engage students in their learning. Use a

variety of instructional methods, multimedia resources, and technology tools to cater to

different learning styles and interests.

 Celebrate Achievements and Progress: Recognize and celebrate students'

achievements, progress, and efforts regularly. Give students constructive feedback,

recognize their accomplishments, and create chances for them to share their victories

with their peers and the larger school community.

 Model Positive Behavior: Serve as a positive role model for students by demonstrating

respect, kindness, and responsibility in your interactions with others. Model the behaviors

and attitudes you expect from students, and use teachable moments to reinforce positive

behavior and values.

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By implementing these strategies consistently, Teachers can establish a good and encouraging

learning atmosphere that encourages student participation, motivation, and academic

achievement.

3.2 Behavior Management Strategies

Effective behavior management is essential for obtaining a positive and productive learning

environment in the classroom. Here are some strategies for managing student behavior

effectively:

 Establish Clear Expectations: Establish specific and consistent guidelines for behavior,

academic performance, and teaching methods. These expectations should be

communicated to students at the start of the school year and reinforced on a frequent

basis throughout the year.

 Build a Positive Classroom Environment: Create a supportive and inclusive classroom

environment in which children feel valued, respected, and safe. Build positive

relationships with students, celebrate their achievements, and create a sense of belonging.

 Use Positive Reinforcement: Praise, rewards, and recognition can all help to reinforce

positive conduct. Acknowledge students' efforts, progress, and achievements, and provide

specific feedback to reinforce desired behaviors.

 Provide Structure and Routine: Establish a structured and predictable classroom

environment with clear routines and procedures. Create a consistent daily schedule, post

visual reminders of routines, and provide clear instructions for activities and transitions.

 Implement Consistent Consequences: Apply consequences consistently for both

positive and negative behavior, ensuring fairness and equity. Use a hierarchy of

consequences, starting with verbal reminders or warnings and escalating as needed to

more severe consequences, such as time-out or loss of privileges.

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 Use Behavior Contracts: Develop behavior contracts with students who may need

additional support in managing their behavior. Collaboratively establish goals,

expectations, and consequences with the student, and regularly review and revise the

contract based on their progress.

 Implement Behavior Modification Techniques: Use behavior modification techniques

such as positive reinforcement, token economies, and behavior charts to encourage

desired behaviors and discourage undesirable behaviors.

 Provide Individualized Support: Identify students who may need additional support in

managing their behavior and provide individualized interventions and support.

Collaborate with parents, counselors, and other support staff to develop and implement

behavior support plans.

 Teach Self-Regulation Skills: Teach students self-regulation skills such as self-

awareness, self-control, and problem-solving. Provide facilities for students to learn these

skills through activities such as mindfulness exercises, reflection, and conflict resolution.

 Seek Professional Development: To strengthen your behavior management skills, seek

out professional development and training opportunities on a regular basis. Stay informed

about evidence-based practices and research in behavior management and applies them in

your classroom.

By consistently and proactively applying these behavior management tactics, teachers may foster

a good and supportive learning environment in which children can prosper academically and

socially.

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3.3 Addressing Individual Learning Needs
Addressing individual learning needs is essential for promoting academic growth and ensuring

that all students have the chance to succeed in the classroom. Here are some strategies for

addressing individual learning needs effectively:

 Differentiated Instruction: Differentiate lessons to accommodate the various learning

needs of your students. Modify lesson plans, assignments, and assessments to

accommodate different learning styles, abilities, and interests. Provide alternative

learning materials, flexible grouping, and varied instructional strategies to support

individual learning needs.

 Personalized Learning Plans: Create individualized learning strategies for students with

specific needs, learning difficulties, or other exceptionalities. Collaborate with special

education teachers, support staff, and parents to create individualized goals,

accommodations, and modifications to support each student's learning needs.

 Individualized Assessments: Use a variety of assessment methods to measure student

progress and understanding. Provide opportunities for students to demonstrate their

learning through alternative assessments such as projects, portfolios, or oral

presentations. Adjust assessment criteria and formats to accommodate individual learning

needs.

 Provide Additional Support: Identify students who may need additional support in

specific areas of learning and provide targeted interventions and support. Offer extra help

sessions, tutoring, or small group instruction to address academic challenges and

reinforce learning concepts.

 Utilize Assistive Technology: Incorporate assistive technology tools and resources to

support students with diverse learning needs. Use tools such as text-to-speech software,

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graphic organizers, and screen readers to enhance accessibility and facilitate learning for

students with disabilities or learning differences.

 Foster a Growth Mindset: By highlighting the value of hard work, tenacity, and

persistence in learning, you can promote a growth mindset. Assist students in setting

objectives, tracking their progress, and reflecting on their learning, and instill in them the

belief that intellect and skills can be acquired with practice and hard work.

 Regular Communication: Maintain open and regular communication with students,

parents, and support staff to address individual learning needs effectively. Collaborate

with parents to understand their child's strengths, challenges, and preferences, and

involve them in the development and implementation of support plans.

 Provide Choice and Autonomy: Offer students choice and autonomy in their learning

by providing opportunities for self-directed learning, independent inquiry, and project-

based learning. Give students the freedom to choose courses, assignments, or projects

based on their interests and strong points. This will help them take responsibility for their

education.

 Monitor Progress and Adjust Instruction: Monitor student progress regularly through

formative assessments, observations, and informal check-ins. Use data to inform

instructional decisions and adjust teaching strategies, interventions, and support as

needed to meet individual learning needs.

 Professional Development: Always look for opportunities for professional growth to

improve your knowledge and abilities in meeting the requirements of each unique

student. Stay informed about best practices, evidence-based interventions, and research in

differentiated instruction, special education, and inclusive teaching.

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By implementing these strategies effectively, teachers can create an inclusive and supportive

learning environment where all students feel valued, engaged, and empowered to reach their full

potential.

4. Implementing Theories into Practice

4.1 My Experience as an Intern Teacher
I received the opportunity to observe and teach the English language to sixth grade students

while doing my internship at Academia Outstanding English Medium School. The school mainly

follows the Grammar-Translation Method (GTM) approach to teaching English to the learners.

The age level of the students was between 11 and 13 years old. Since most of them started their

schooling with an English-medium background, almost all of them understood basic English.

Besides general students, the school also had a few special needs and indigenous

Children who were treated just like the other students in terms of behavior but were given all the

support as needed.

The arrival and departure times of the teachers were 8:10 a.m. and 2:35 p.m., respectively,

though the duration for students was 8:10 a.m. to 1:35 p.m. A teacher escorted each Grade 6

student to their assigned classroom on the third floor as soon as they entered the school.

Afterwards, at 8:10 a.m. sharp, they would go downstairs for their assembly, where all the

teachers accompanied them. Though I was an intern teacher, I didn’t need to attend the assembly.

As an intern, I had to take all proxy classes as a substitute teacher at different levels in different

subjects and observe English language class in class six every day. The subject of the English

language was divided into three parts:comprehension, grammar, and creative writing. There were

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two comprehension classes, two grammar classes, and one creative writing class per week. For

the first two weeks, I was only observing classes, and after class, my on-site supervisor (Nusrat

Jahan) gave me checking copies every day, and I needed to check those copies and also provide

proper feedback. On my first day, I was a little nervous, as for me, it was my very first

experience working in such a professional field, but gradually I became used to doing these

things and started to love taking classes. Within a very short time, I bonded well with my

students as they started to shower their love on me. Their love and respect helped me a lot in

refraining from my nervousness and anxiety. I soon understood how to grab their attention and

make them complete their work within class time by showing a positive attitude and motivation.

4.2 Classroom Observation

During the first week, I observed both English literature and language classes. The literary

students had studied the stories "The Black Beauty" and "Narnia." Meanwhile, in language

class,the focus was on understanding "simile" and "metaphor." The primary desire of these

sessions has been to help students increase their vocabulary and improve their reading & writing

skills. Additionally, the aim was also to teach students the distinctions between "simile" and

"metaphor." The methods that were followed in the class were both “CLT” and “grammar

translation method." In English literature class, the teacher used the GTM and CLT methods. As

we all know, "CLT" means using the target language directly to teach a lesson. In the literature

class, the teacher gave her lecture using the target language, English. She explained the whole

story in English. However, both approaches were applied in the language courses "CLT" and

"Grammar Translation Method." In the class, the teacher told them the characteristics and rules

to identify "Simile" and "Metaphor," which followed the GTM method and, at the same time, the

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"CLT," as the rules and explanations were given in the targeted language. So both GTM and

CLT methods were used in the classroom.

The lesson plan followed the CLT, which likes students to get involved in the target language. It

started with a warm-up to get everybody ready. The teacher introduced the lesson's

materials .This involved sharing relevant background information to ensure everyone was on the

same page before diving into the core content. Then they asked questions to all and thought

about the topic. During the class, the instructor kept asking questions to test if all people

understood. They explained things if needed. There was additional time for solo exercise all

through the lesson. This gave the students an opportunity to use what they'd learned in class by

working on the subject on their own. The Direct Method emphasized active and involved

learning, which was followed by this planned method (Allen, L. Q. 2021).

4.3 Putting Theories into Practice

Different schools follow different teaching techniques or methods sometimes despite having the

same syllabus and the same age level of learners. It was my first time working as a teacher in an

English Medium School with such young learners. Putting theories into practice during my

internship at Academia Outstanding English Medium School was a significant aspect of my

learning experience. I had the opportunity to observe and implement various teaching

methodologies and classroom management strategies that I had studied in theoretical contexts.

Here are some key ways in which I applied theories into practice:

4.3.1 Vocabulary and Grammar

In my classroom, I initiated the teaching process by focusing on voice change, followed by the

tense and narration. I dedicated a total of four classes to teaching voice change, starting with the

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fundamental rules of voice modulation. After completing these four classes, I provided my

students with practice sheets to reinforce their understanding of the topic.

The practice sheets, featuring exercises such as identifying active and passive voice sentences,

proved to be highly beneficial for my students. They were able to utilize these sheets for

practicing at home, thereby enhancing their comprehension and retention of the material.

Notably, students found these practice sheets particularly useful in consolidating their learning

outside of the classroom environment. The worksheet is attached below:

Figure 1: Grammar Worksheet

ACADEMIA 2nd QUARTER

GRAMMAR PRACTICE WORKSHEET-1, 2023-24

NAME : CLASS: 6 SUBJECT: ENGLISH LANGUAGE SECTION : ROLL NO: DATE :

1. Complete the sentences using appropriate Active or Passive Verb form

a. Those pyramids ________(built/ were built) around 400 AD.

b. The bank vault _____( had blown/had been blown)open with dynamite.

c. We ________ (offered / were offered ) refreshment after a hard day's work.

d. His brother ________ (will undergo/ will have undergone) surgery by tuesday this week.

2. Rewrite the sentences in Active to Passive form or Passive to Active

a. Karl watched the scary movie alone _______________________

b. The work has just been done by them. ______________________________

c. They are building a new bridge over the river. _______________________

d. This experience will never be forgotten by me. _______________________

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4.3.2 Extra-Curricular Activities
The school introduced several extra-curricular activities to help the students boost their passion

and hidden talents. As a part of co-curricular activities, there is a debate club, illustration club,

and science fair, annual show, annual sports and many more. The school held its annual sports

day on November 5th, 2023, where students of all grades took part in lots of different sports and

games.

Figure 2: annual sports day

4.3.3 Feedback during Oral and Written Work

During grammar classes, the students were initially making a lot of grammatical errors and I

corrected those by repeating the sentences right after a student completed his speech. For

instance, when I asked the question, “What does a nurse do?” A student replied, “A nurse take

care of the sick people.” Immediately I repeated the sentence and told, “A nurse takes care of the

sick people.” Moreover, I added that in the case of a third person, we add “s/es” with the verb.

Thus, the student was able to understand his mistake and the rest were aware of the grammatical

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rule and none made the same kind of error during the rest of the class. This method of repetition

is known as echoing. According to Harmer (2015), “echoing is a precise way of pin-pointing an

error” (p.144). On the other hand, while doing the exercises, whenever each exercise was

discussed, I continuously roamed around the classroom and took a look at the students’ copies

and instantly pointed out their spelling errors and the students made the corrections. This made

students more aware and alert of their errors and they instantly learned from their mistakes. My

attempt to provide them with corrective feedback is reflective of the behaviourist paradigm of

language acquisition as corrective feedback induces positive reinforcement (Richards & Rogers,

2014).

4.3.4 Copy Checking and Written Feedback

Since I had three classes every day, I used to check a minimum of 50 copies each day. In my

opinion, checking copies is the most hectic part of a teacher’s job. However, when I used to

complete checking each set, I would feel immense pleasure. While checking copies, I had to give

written feedback to the students and all corrections were done using a red-inked pen. For spelling

errors, I would underline the word, write “sp.” below it and do the correction above the word.

For grammatical errors, the word would be underlined, “gr.” would be written below the word

and similarly, correction would be done above the word. In case of incomprehensible

handwriting, I provided feedback such as, “Please improve your handwriting.” This did not

affect the students rather later on I realised that they tried to work on their handwriting. The

correction instructions are given below:

Correction Type Symbol

Grammatical Error gr.

Spelling Error sp.

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Small Spelling [Link].

Capital Spelling [Link]

No link between sentences run on

Two separate words 

Incomprehensible Please improve your

handwriting handwriting.

Table 1: Written Feedback

4.3.5 Correction Work

Error correction is a type of feedback for language learners (Amara, 2015). All language teachers

use error correction to correct any form of language errors their students may have. Young

learners such as this particular learner group usually had intralingual interference and

simplification errors (Amara, 2015). As their teacher, I instructed them to do their correction

work regularly. It is noted that feedback and correction work usually help learners retain it in the

long run (Storch & Wigglesworth, 2010). Therefore, whenever a student made any mistake and I

expected him or her to do a correction, I had to write “C” where the written work ended. Later

on, the students used to do their correction work. For each spelling error, the students were

instructed to write the word three times and for each grammatical mistake, they had to rewrite

the whole sentence once. The students were also awarded stars if they did their correction work

properly and timely. At the conclusion of the session, these stars were counted, and students

received certificates labeled "Highest Star Winner."

4.3.6 Parent-Teacher Meeting

The Parent-Teacher Meeting session was arranged every quarter to discuss the academic

development and behaviour of every child with his or her parents. The role of parents in

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educating students is essential and this often has a cultural significance. In language teaching, it

is said that the successful involvement of parents has many advantages and can help the teacher

teach the students better (Pena, 2000). At the school, the Parent-Teacher meeting was organised

during weekends so that working parents did not have any issues attending it. All the teachers

had to be present and we used to seat in one column facing the door and would place cards on

our tables writing our identities such as name, class, and subjects we took. Moreover, the class

teachers used to have a paper where the names of the students were written and the parents

would have to sign and give feedback for the school’s service. This allowed for monitoring of

the meeting, and following the parent-teacher conference, our section head would convene a

meeting with the teachers to go over the general input and concerns raised by the parents.

Along with the verbal discussion, every teacher had to write all the details every parent had

talked about and mail it to the head. Therefore, based on the feedback and concern, the school

would take steps to solve the issues. For instance, one parent showed concern about his daughter

that she was very slow in everything and hesitated to talk to anyone loudly. Her voice was very

soft and she was a shy and introverted one. Later on, we, the teachers were instructed to engage

her more in all activities such as asking oral questions, asking her to read texts during the class,

assigning her to distribute copies, changing her seating partner, pushing her to write swiftly and

so on. After one and a half months, we noticed a few positive changes in her behaviour; now she

could make friends easily, engage in conversations willingly, voluntarily ask and answer

questions and many more.

4.3.7 Project-Based Language Teaching (PBLT)

The school had organised a Science Festival where the interested students participated and

presented their projects in front of audiences and the best three were given awards whereas each

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student who participated received certificates. Some of the students’ science projects are given

below:

Figure 3: Science Fair

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Figure 4: Science Fair

4.3.8 Some Other Responsibilities

In addition to my role as an intern teacher, I took on additional responsibilities within the school.

I served as a proxy teacher for classes 2, 3, 4, and 5, stepping in when regular teachers were

unavailable to ensure continuity in students' learning experiences. Additionally, I was appointed

as an art teacher for classes 2 through 5, where I was tasked with creating engaging and

educational art question papers to assess students' understanding and creativity in the subject.

Figure 3:art question paper (class 3)

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These responsibilities allowed me to further contribute to the school's educational environment

and support students across multiple grade levels.

Overall, putting theories into practice during my internship allowed me connecting the gap

between academic understanding and practical application in a real classroom setting. It provided

me with invaluable hands-on experience and helped me develop the skills, confidence, and

competence needed to become an effective educator.

4.4 Application of Teaching Techniques and Management Strategies

During my internship at Academia Outstanding English Medium School, I had the opportunity to

apply various teaching techniques and management strategies to effectively engage students and

create a conducive learning environment. Here's how I implemented these techniques and

strategies:

 Utilizing the Grammar Translation Method (GTM): The school predominantly

follows the GTM approach and CLT to teaching English. I incorporated this method into

my lessons by focusing on translation exercises, grammar rules, and vocabulary building.

I provided clear explanations in English while also utilizing the students' native language

when necessary to aid comprehension.

 Observation and Proxy Teaching: As an intern teacher, I observed regular classes and

occasionally conducted proxy classes as a substitute teacher. This allowed me to gain

practical teaching experience and apply the knowledge and skills I acquired during my

training.

 Engagement through Classroom Management: I focused on maintaining effective

classroom management to enhance student engagement and learning. By establishing

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clear expectations and routines, utilizing positive reinforcement, and utilizing my voice to

command attention, I created a structured and supportive learning environment.

 Incorporation of Interactive Techniques: I incorporated interactive teaching methods

such as elicitation, team work, and pair work to promote active participation and

collaboration among students. These techniques encouraged peer interaction, facilitated

discussion, and enhanced comprehension and retention of learning materials.

 Seating Arrangement Considerations: While the classroom had a traditional seating

arrangement, I recognized the importance of varying seating configurations to enhance

student engagement and learning outcomes. I considered alternative seating arrangements

such as the horseshoe layout to promote better interaction and communication among

students.

 Continuous Improvement: Throughout my internship, I continuously reflected on my

teaching practices and sought feedback from my supervisors and colleagues. I identified

areas for improvement and implemented adjustments to enhance the effectiveness of my

teaching techniques and management strategies.

By properly implementing these teaching techniques and management practices, I aimed to

establish a dynamic and encouraging classroom in which students were actively involved in the

process of learning and driven to attain academic achievement.

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5. Discussion
5.1 Challenges Faced during the Internship
 I had some hard times during my time as an intern. At Academia Outstanding English

Medium School, I met tough situations that checked my teaching skills. These included:

 Adjusting with Grammar Translation Method (GTM): The school used the GTM

way to teach English. This way was not like the CLT way I knew. Changing how I taught

to fit with GTM was hard. At first, I had to focus on grammar and translating, not talking.

 Managing Classroom Dynamics: Managing the class well with different kinds of

students was challenging. I had to make sure all students were involved in lessons and

behaved well. I had to plan and act early to help each student learn and behave better.

 Limited Resources: Having few things for teaching made it hard to have interesting

classes. Also, not having much tech stuff made it tough too. I needed to find new ways to

make learning fun with the little I had during my time working there.

 Time Management: Juggling watching classes, teaching for others, and doing office

work in the right time was difficult. Deciding what to do first and using time well to

finish on time while making sure teaching is good took careful thinking and planning.

 Cultural and Linguistic Differences: Teaching students from different cultures and

languages had hard parts in talking and understanding each other. To make things work, I

had to be patient, understanding, and aware of different cultures. It was important to

connect and communicate well about what we were learning.

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 Navigating Professional Relationships: I made work friends with colleagues,

supervisors, and support staff while figuring out the school's levels. I talked well and

worked together with others to help kids and make teaching better (Allen, L.Q. 2021).

 Self-Confidence and Self-Efficacy: Beating doubts and getting confident in teaching

was challenging in my internship. I grew by having a good mindset, getting feedback,

and looking back on my teaching.

In spite of these problems, my time working taught me lots and helped me become better at

handling tough situations. I learned to bounce back, adjust, and find solutions, which are

important skills for my job as a teacher.

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5.2 Recommendations
Based on my experience during the internship at Academia Outstanding English Medium

School, I have some ideas to make teaching and learning better:

 Teaching Training: Help teachers learn new things and improve skills. Give workshops,

training, and chances to watch others to get better.

 Different Ways to Teach: Tell teachers to use different ways to teach instead of just one

way. Using more talking and activities can make it easier for students to learn.

 Resource Allocation: Assign enough things, like books, technology, and staff, to help

with school. Buy new teaching tools and things to help all kinds of kids.

 Inclusive Practices: Treat all kids the same and give them what they need to learn.

Teach the adults new ways to help kids and make a place where all kids can learn.

 Classroom Management Support: Help teachers be good at controlling the class and

making sure students are involved. Show ways to handle bad behavior and make a nice

place to learn. Give advice and help to new teachers to get good at controlling the class.

 Collaborative Learning: Support students working together, like in groups, teaching

each other and doing projects together. Make a good place for students to learn from each

other and join in their own learning.

 Parent Engagement: Build good relationships with moms and dads by talking often,

including them in their kid's learning, and giving chances for them to join in school

events and choices.

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 Feedback Mechanisms: Set up ways for students, teachers, and parents to give thoughts

on teaching, lessons, and school rules. Ask for thoughts often through surveys, talks, and

meetings to help make things better.

 Cultural Sensitivity: Support understanding and respect for different cultures in the

school. Celebrate diversity and include multicultural views in teaching. Train teachers on

cultural awareness. Make the school culture welcoming and inclusive for everyone.

 Continuous Evaluation: Create a way to always check and think about teaching,

students, and how well the school is doing. Use data to decide what to do and find things

to make better. Then, put in plans to help teaching and learning get better.

By doing these things, Academia Good School can make a better place for learning. It will help

all students do well in school and grow in all ways.

6. Conclusion
To end, my time at Academia Outstanding English Medium School helped me learn lots about

teaching and managing middle school kids. During my time there, I saw and joined in with lots

of teaching activities, like planning lessons and teaching in class. One big thing from my work

time was using what I learned in a real class. I got to try out ways to teach like GTM, CLT, and

saw how it's key to keep the class in line for the kids to get in on the work. I faced problems with

learning new ways to teach and handling different student needs. I worked hard and thought

about how to deal with these problems. I also worked with other teachers to find solutions. I got

a lot of help and advice from my supervisor and teachers, which helped me grow as a teacher. In

all, my time as an intern has given me useful skills, know-how, and belief to chase a job in

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teaching. I'm thankful for the chance to learn and improve as a teacher and am excited to use

what I've learned in my future teaching work.

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