CHAPTER FOUR
SUMMARY, CONCLUSION AND RECOMMENDATIONS
INTRODUCTION
This chapter concludes the report and discusses the summary of attachment
activities, problems encountered during the teaching practice and suggestions
for improvements, with a general conclusion of the entire report.
4.1 SUMMARY OF ATTACHMENT ACTIVITIES
The intern began by meeting the officer incharge of pedagogy to hand in her
placement form after which he sent the reporter to one of her cooperating
teachers. Then thefollowing week, the intern and other student teachers were
received by the principal and her close collaborator. During the week of
observation, the intern had a meeting with her cooperating teachers, received a
timetable that she was going to use while in SMART. She was taught how to
prepare and deliver lessons. During her internship, the reporter came to school
three times a week and worked with three associate teachers. Week two and
week three were characterized by guided teaching practice. Week four was a
period of autonomous teaching. Week five marked the end of the reporter’s
internship in SMART. During this period of internship, the intern acquired time
management skils, communication skills, class management, chalkboard
management, lesson preparation and delivery skills, punctuality amongst others.
Findings made her to realize that class size and over crowded classrooms were
challenges to the founder and the administrators of SMART. She then put
forward her projectionsas follows;
Classes with enrolment above 61 students should be sub-divided
Renovations and repairs should be conducted in some classes
Above all, new buildings could provide a long-term solution
4.2 PROBLEMS ENCOUNTERED
Poor time management
Throughout the observation and guided teaching practice weeks, the
intern discovered that time management was a challenge due to congested
classrooms, hindering her ability to deliver lessons efficiently.
Poor oral expression of students
The students language proficiency was remarkably weak, with some
mixing French and English phrases, while others used pidgin English,
posing a challenge for the intern in terms of assessing their oral skills.
Late coming
Some students were perpetual latecomers. Late arrivals disrupted the flow
of the lessons, causing distractions which posed a challenge for the intern
to maintain a smooth and effective learning environment
4.3 SWOT ANALYSIS OF THE TEACHING PRACTICE
A AWOT analysis of internship helps assess the interns strength, weaknesses,
opportunities for growth and threats. The acronym SWOT stands for;
S = Strength
W = Weaknesses
O = Opportunities
T = Threats
4.3.1 Strengths
The intern acquired the ability to communicate effectively with students,
cooperating teachers and the school administrators of SMART.
The learners were engaged and motivated during the reporter’s
presentations throughout her internship.
The intern was thrilled because her learners looked up to her as their
model.
4.3.2 Weaknesses
The intern had challenges in managing over-crowded classrooms.
The reporter noticed some cases of bullying in some classes during her
internship.
The intern noticed students with “dyslexia”, a learning disorder that
affects the learners’ ability to read, write and spell. She could not apply
alternative teaching methods to suit them.
4.3.3 Opportunities
The reporter had the opportunity to teach in an industrial classroom and
in a comprehensive college during her internship in SMART.
4.3.4 Threats
The intern detected a lack of parental involvement that allowed some
students unmotivated.
4.4 SUGGESTIONS
From the problems the intern encountered, she had put forward the
following suggestions for improvement.
The learning environment has always been one of the motivating
factors in the teaching and learning process. It is due to this that the
intern suggests that the school infrastructure should constantly be
renovated.
Pidgin English and ‘Fran-Anglais’ should be prohibited and
punishment or sanctions should be made for defaulters.
GENERAL CONCLUSION
This internship report analyzes the reporter’s experiences in the teaching
practice exercise carried out in SMART for a period of five weeks.
During this period, she gained a lot of knowledge and skills which
includes; proper preparation and delivery of lessons, chalkboard
management skills, loyalty, patience, classroom management amongst
others. As if that was not all, she also identified some problems faced by
the school and made recommendations which were directed to the school
authorities. To add, this field lesson has helped her to become more self-
aware as a teacher, allowing her to identify strengths and areas for
improvement. She is now more confident in her ability to effectively
teach and she is eager to continue learning and growing as an educator.
To conclude, the intern is grateful for the opportunity to have participated
in the internship and believes that the skills and knowledge gained will be
valuable in her future career as a teacher.
REFERENCES
1. Published books
Mbua N.J (2020), Invictus Advanced level English Language
Comprehensive Guides-Revised edition Cameroon Buea.
Besong E.E etal(2024), Prime English Learners book1 NM1
EDUCATION. First Edition Cameroon-Yaounde
2. Internet sources
[Link]/article/[Link]
[Link] copyright 2025. The President and
fellows of Harvard College.
Blue J (2022), [Link]
Cox J (August 21, 2020), [Link] [Link]
[Link]
3. Past reports
Ihibru E.E (2024), the acquisition of skills in the teaching of
English Language carried out in Pison Academy of Excellence
School Cameroon-Edea.
She E (2024), the acquisition of skills in the Teaching of English
Language carried out in INSET College Came
