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 want to thank Almighty Allah from the bottom of my heart for giving me the
strength and skills to finish the report on time. Furthermore, I would like to extend my thanks to
my parents and convey my gratitude to my honorable 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.............................................................................................26

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3.3 Addressing Individual Learning Needs.......................................................................................28

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.........................................................................................................................33
4.3.2 Extra-Curricular Activities.........................................................................................................................34
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...........................................................................................................................37
4.3.7 Project-Based Language Teaching (PBLT).................................................................................................38
4.3.8 Some Other Responsibilities.....................................................................................................................41

4.4 Application of Teaching Techniques and Management Strategies.............................................42

5. Challenges Faced during the Internship_______________________________44

6. Recommendations________________________________________________46
7. Conclusion______________________________________________________47
References________________________________________________________48

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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 hard stuff, 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 info sets the scene for the rest 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 significance of this study lies in its potential 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, this study aims to shed light on the nuances of classroom teaching and management in

the middle section, emphasizing its significance in shaping the educational experiences and

outcomes of sixth-grade students.

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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 discuss the role of

technology in enhancing teaching and learning experiences for sixth-grade students. 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. Hence, the emergence of the varying purposes for learning

English also influenced different methods and approaches to teaching English. Richards and

Rogers (2014) note that the notion of a systematic set of teaching practices based on a particular

language acquisition theory led to the emergence of various 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 commonly used language teaching methods in ELT classrooms. The method began

in Germany at the end of the eighteenth century (Howatt & Widdowson, 2004) and 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 the use of the mother tongue in teaching the target 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

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answering 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 and the vocabulary of the target 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 also 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 without the use of L1 if the meaning of the target

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 known 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 target language to the

students, and new materials 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 approach 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, a person’s ability to understand and speak the target language is not

solely based on their knowledge of grammar (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 use language in and for real-life situations (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 are grammatical, discourse,

sociolinguistic and strategic competence. 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 target 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 use 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

context 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

approach to teaching L2 which is known as the eclectic approach. The main characteristic of this

approach 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

12
and the materials available to the teacher to teach. The key features of eclecticism, thus, are

teachers can select various types of teaching techniques in their classroom depending on the

classroom 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.

In recent times, in English language learning classrooms PBL has been adopted, often called

project work, project method, project approach, project-oriented approach or project-based

instruction (Beckett, 2002). With similarities to Task-Based Language Teaching (TBLT),

Project-Based Language Teaching (PBLT) was first applied to English language learning more

since the 1990s and it provided learners with chances to communicate and interact using the

target language in an authentic context (Grant, 2017). 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

14
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 they do and this authentic integration

enhances their cognitive development as well (Dornyei, 2005). Additionally, PBLT has become

more popular for teaching young learners as it facilitates children’s experiential reasoning and

comprehension of relations (Habok, 2015).

For EFL contexts like Bangladesh, PBLT has the potential to be a useful language teaching

approach as it can cognitively stimulate learners by exposing them to non-traditional forms of

learning (Baidya, 2019). However, their previous lack of exposure to such type of learning needs

to be taken into consideration by the instructor to successfully implement this in the classroom

(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

15
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.

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 key 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

16
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).

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, the role of the teacher is to be a facilitator and the language teacher

needs to facilitate students’ motivation too for them to achieve better in the language classroom.

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2.4 Classroom Management Strategies for Middle Section Students
Effective classroom management is essential for creating a positive and conducive learning

environment, especially for middle section students like 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 positive 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

hands-on activities, group work, technology integration, and interactive discussions 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 create a positive,

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 where the same curriculum is followed but the medium of instruction is English

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) recapitulate Hamid and Baldauf Jr.’s (2018)’s comment that there is

no clear connection between policy and practice in the context of language education in

Bangladesh. 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.

The education system in Bangladesh is structured into several stages, each with its own unique

characteristics and objectives. This section provides an overview of the education system in

Bangladesh, highlighting key features and components.

 Primary Education: Primary education in Bangladesh spans from grades 1 to 5 and is

compulsory for all children aged 6 to 10. The curriculum focuses on foundational

subjects such as Bengali, English, mathematics, social studies, and science. Primary

education aims to provide basic literacy and numeracy skills to students.

 Secondary Education: Secondary education in Bangladesh comprises two cycles: lower

secondary (grades 6 to 8) and higher secondary (grades 9 to 10). The lower secondary

curriculum builds upon the foundation laid in primary education and introduces more

specialized subjects such as geography, history, and additional sciences. Higher

secondary education is more specialized and prepares students for higher education or

vocational training.

 Higher Secondary Education: Higher secondary education (grades 11 to 12) is optional

and follows the completion of secondary education. It includes both general education

and vocational streams, allowing students to pursue academic or technical pathways

based on their interests and career goals. The curriculum includes subjects such as

physics, chemistry, biology, humanities, and commerce.

 Tertiary Education: Tertiary education in Bangladesh encompasses undergraduate and

postgraduate studies at universities, colleges, and specialized institutions. Universities

offer bachelor's, master's, and doctoral degrees in various fields of study, including arts,

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science, engineering, medicine, and business. Tertiary education plays a crucial role in

preparing students for professional careers and contributing to national development.

 Technical and Vocational Education: Bangladesh emphasizes the importance of

technical and vocational education and training (TVET) to address the country's

economic needs and promote skill development. TVET institutions offer practical

training programs in fields such as agriculture, engineering, information technology,

healthcare, and tourism.

 Madrasah Education: Madrasah education in Bangladesh caters to students from

Muslim communities and offers religious and secular subjects. Madrasahs follow a

specialized curriculum that includes Arabic language, Islamic studies, and general

education subjects. Students can pursue different levels of education in madrasahs,

including primary, secondary, and higher secondary levels.

 Quality Assurance: Bangladesh has taken steps to improve the quality of education

across all levels through curriculum reforms, teacher training programs, infrastructure

development, and the integration of technology in teaching and learning. Various

government and non-government organizations are involved in monitoring and

evaluating the quality of education and implementing reforms to enhance educational

outcomes.

Overall, the education system in Bangladesh is diverse and dynamic, with efforts ongoing to

ensure access to quality education for all students and align educational initiatives with the

country's socio-economic development goals.

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3. Classroom Management
Effective classroom management is essential for creating a positive and conducive learning

environment where students can thrive academically and socially. This section explores key

strategies and techniques for managing classrooms effectively:

 Establish Clear Expectations: Set clear and consistent expectations for behavior,

academic performance, and classroom procedures. Communicate these expectations to

students and reinforce them consistently throughout the school year.

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

climate where students feel respected, valued, 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: Engage students actively in learning by

incorporating interactive activities, group work, and hands-on projects. Provide

opportunities for student choice and autonomy, encourage participation, and vary

instructional methods to cater to different learning styles.

 Manage Transitions Effectively: Smooth transitions between activities and lessons are

essential for maintaining momentum and minimizing disruptions. Establish clear signals

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or routines for transitions, provide advance notice, and use transition activities to keep

students focused and engaged.

 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.

 Use Positive Reinforcement: Acknowledge and reinforce positive behavior through

praise, rewards, and recognition. Encourage a growth mindset by highlighting students'

effort, progress, and achievements, and provide specific feedback to reinforce desired

behaviors.

 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.

 Build Relationships and Rapport: Cultivate positive relationships with students based

on trust, mutual respect, and empathy. Get to know students individually, show genuine

interest in their interests and concerns, and provide emotional support when needed.

By implementing these classroom management strategies effectively, teachers can create a

supportive and engaging learning environment that fosters academic success, social-emotional

development, and positive behavior among 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:

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 Build Positive Relationships: Build good relationships with students based on trust and

respect. Spend time getting to know each student, show real interest in their likes and

worries, and be easy to talk to 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.

 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.

 Encourage Collaboration and Cooperation: Foster a collaborative and cooperative

learning environment where students work together, share ideas, and support each other's

learning. Provide opportunities for collaborative activities, group work, and peer-to-peer

learning, and teach students effective communication and teamwork skills.

 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.

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 Promote Engagement and Active Learning: Engage students actively in learning by

incorporating interactive activities, hands-on projects, and real-world applications. 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. Provide positive feedback, praise their

accomplishments, and create opportunities for students to share their successes with their

peers and the wider 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.

By implementing these strategies consistently, teachers can create a positive and supportive

learning environment that promotes student engagement, motivation, and academic success.

3.2 Behavior Management Strategies

Effective behavior management is crucial for maintaining a positive and productive learning

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

effectively:

 Establish Clear Expectations: Set clear and consistent expectations for behavior,

academic performance, and classroom procedures. Communicate these expectations to

students at the beginning of the school year and reinforce them regularly throughout the

year.

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

climate where students feel respected, valued, and safe. Build positive relationships with

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

 Use Positive Reinforcement: Reinforce positive behavior through praise, rewards, and

recognition. 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.

 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.

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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 opportunities for students to

practice these skills through activities such as mindfulness exercises, reflection, and

conflict resolution.

 Seek Professional Development: Continuously seek professional development and

training opportunities to improve your skills in behavior management. Stay informed

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

your classroom.

By implementing these behavior management strategies consistently and proactively, teachers

can create a positive and supportive learning environment where students can thrive

academically and socially.

3.3 Addressing Individual Learning Needs

Addressing individual learning needs is essential for promoting academic growth and ensuring

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

addressing individual learning needs effectively:

 Differentiated Instruction: Differentiate instruction to meet the diverse learning needs

of 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: Develop personalized learning plans for students with

special needs, learning disabilities, or other exceptionalities. Collaborate with special

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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,

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

students with disabilities or learning differences.

 Foster a Growth Mindset: Encourage a growth mindset by emphasizing the importance

of effort, perseverance, and resilience in learning. Teach students that intelligence and

abilities can be developed through hard work and practice, and provide opportunities for

them to set goals, monitor progress, and reflect on their learning.

 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.

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 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. Allow students to select topics, tasks, or projects that align with their

interests and strengths, and provide opportunities for them to take ownership of their

learning.

 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: Continuously seek professional development opportunities

to enhance your knowledge and skills in addressing individual learning needs. Stay

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

differentiated instruction, special education, and inclusive teaching.

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

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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

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.

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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 as well as improve their reading and

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. On the other hand, in the language classes "Grammar Translation Method" and

"CLT," both methods were used. 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

"CLT," as the rules and explanations were given in the target language. The direct method is

based on the direct involvement of the student when speaking and listening to the foreign

language or target 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 a chance to use what they'd learned in class by

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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

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

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

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

34
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. These stars were counted at the end of the session and students were

rewarded with a “Highest Star Winner” certificate.

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. In this way, the meeting was

monitored and after the Parent-Teacher Meeting, our section-in-charge would call a meeting with

the teachers to discuss the overall feedback and concern of 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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39
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 to bridge the gap

between theoretical knowledge 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:

 Utilization of 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 techniques

such as elicitation, group 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 applying these teaching techniques and management strategies effectively, I aimed to create a

dynamic and supportive learning environment where students were actively engaged in the

learning process and motivated to achieve academic success.

5. 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:

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 Adapting to the 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 hard. 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 hard. 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.

 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).

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

was hard 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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6. 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.

45
 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.

7. 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 bosses and colleagues, 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

46
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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