МІНІСТЕРСТВО ОСВІТИ ТА НАУКИ УКРАЇНИ

ПРИКАРПАТСЬКИЙ НАЦІОНАЛЬНИЙ УНІВЕРСИТЕТ

ІМЕНІ ВАСИЛЯ СТЕФАНИКА

ФАКУЛЬТЕТ ІНОЗЕМНИХ МОВ

КАФЕДРА АНГЛІЙСЬКОЇ ФІЛОЛОГІЇ

МАТЕРІАЛИ ПЕДАГОГІЧНОЇ ПРАКТИКИ

(ПОМІЧНИК ВЧИТЕЛЯ)

студента(ки) групи СОА-45

Дрекало Ангеліни Ігорівни

Керівник-методист кафедри англійської філології: Романишин І.М.

База навчальної практики:

Ліцей імені Романа Шухевича

Термін проходження навчальної практики:

з 23.09.2022 до 23.12.2022

Івано-Франківськ
2022
 MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE
VASYL STEFANYK PRECARPATHIAN NATIONAL UNIVERSITY

THE FACULTY OF FOREIGN LANGUAGES

ENGLISH PHILOLOGY DEPARTMENT

AN ACCOUNT OF THE TEACHING PRACTICE

(TEACHER ASSISTANTSHIP)
by the student of Group SEE-45
Angelina Drekalo

Teaching Practice Supervisor of the English Philology Department: Ihor

Romanyshyn
Teaching practice location: Lyceum named after Roman Shukhevych

Teaching practice duration: 23.09.2022 – 23.12.2022

Ivano-Frankivsk
2022
Contents:
1. School Profile (brief information)*
2. School Experience (essay of 400-450 words)*
3. Portfolio of Documents:
3.1 Record of Activities**
3.2 Observation Tasks
3.4 Lesson Fragments (3)
3.5 Individual Tasks (2)***
3.6 School Mentor’s Report***
3.7 Teacher Assistantship Practice Feedback

* Must be signed by both the teaching practice supervisor of the English

Philology Department and the teaching practice supervisor of the school
** Must be signed by the teaching practice supervisor of the English Philology
Department and/or the school mentor
*** Must be provided by the school mentor
 1. School profile
Address: Ivano-Frankivsk, street Shukhevychiv 35
Phone: (0342) 53-42-11
E-mail: [email protected]
Principal - Kosar Hennadiy Stepanovych
Deputy directors:
Semeniv Natalia Lubomyrivna Deputy Director for Educational Work.
Debrivska Almira Romanivna, Deputy Director for Educational Work.
Study profiles: Foreign language; Computer Science.
Number of students: 557
Number of staff: 58
Number of classes: 19

2. School experience
Observing lessons put me in situations where a teacher might encounter a
range of challenges. I have studied how the expert handles each of these
issues and have some remedies in my mind.

This term, we concentrated our observation on the teacher's interaction with

young students and her use of technology in the classroom. Additionally, I
learned about inclusive learning and got to see it in action at school.

I have observed students between the ages of 9 and 11. The materials were
suitable for their age range. I got acquainted with new coursebooks and got to
know a class with a good level of knowledge. Even though the pupils of the
5th and the 6th forms are no longer in elementary school and do perform well
during the lessons, the teacher still needed to use attention-grabbing signals
and I learned how to deal with inattentive students, too.

I could tell from watching the online lessons that the teacher is aware of the
ZOOM tools like the whiteboard, screen demonstrations, break-out rooms
that aid in the teaching process. Additionally, the teacher gave the pupils
supplementary exercises from websites that were suitable for students.
Additionally, she demonstrated the primary tools for the websites the students
needed to use as well as how to submit their works.
Of course, the greatest way to become a better teacher is to actually teach.
The best aspect of the university teaching practice is that you can be guided
by an expert who can also point out your mistakes and errors and answer all
of your questions. I was able to lead the fragments of the lessons in three
different classes, and I was pleasantly surprised by how open and at ease the
students were participating in the activities I had planned for them. I had a
terrific time with the students, and I hope they made the most of it.

My school experience this term showed that I can improve with each lesson,
that I can learn from my mistakes and with the help of a great mentor I can
become a more professional teacher. I can say that I gained more
experience, tried to reflect on what aspects went well and wrong and I stayed
satisfied with this experience.

Record of Activities
Date Activity (pre-practice conference, observation, Supervisor’s
discussion, feedback, individual task, etc.) (mentor’s)
signature
23.09.2 -I observed the lesson on the topic of countries and
2 nationalities. I paid attention to the coursebook which the
teacher has chosen and it is young learn appropriate

- I observed how the teacher led the lesson on the

grammar topic of this that these those and plurality of
nouns. The students were eager to do the tasks, as the
teacher praised them a lot.
- I observed how the students were learning how to
describe things and revised how to name dates.
30.09.2 - I observed the lesson on the grammar topic of can
2 can’t. Every student has attention from the teacher, even
the weaker ones, who take more time, but the teacher
does not care and treats all the students equally.

- I observed the lesson on the topic of ordinal numbers

and dates. The teacher used attention-grabbing
techniques like clapping.
- I observed the lesson on the topic of furniture. Students
were practicing there is/are constructions in groups by
describing the classroom. The teacher paid attention to
all the groups.
07.10.2 - I observed the lesson on the topic of possessive
2 adjectives. The teacher used websites and a presentation
for further information and engagement.

- I observed the students describing people. The teacher

used videos to enhance cultural background knowledge.

- I observed the students learning how to ask questions

with constructions there is/are.

14.10.2 - I observed the lesson on the topic of classroom objects

2 and subjects. The students were reading and listening to
the text on this topic.

- I observed how students were learning to describe

people’s hobbies and what they can do.

- I observed the students revising the structure of

affirmative and negative sentences in Present Simple.The
teacher paid lots of attention to the weaker students.

21.10.2 - I observed the teacher using online games for engaging

2 students on the topic of present simple and the students
practicing speaking.

- I observed how the students were describing people and

revised when to use has/have got.

- I observed how the students were talking about their

likes and dislikes. The teacher used personalization to
motivate students to speak.

28.10.2 - I observed how the students were learning how to make

2 negative and interrogative sentences in present simple.

- I observed the listening lesson held with all the

necessary stages. The teacher used high-quality speakers
for all the students to hear clearly. The teacher knows
whether anyone has hearing problems or not.
- I observed students reading for gist and for detailed
information on the topic of TV. The students were not
really engaged to read because the topic is not really
interesting for them, but the teacher used drawing in
Zoom for paying attention to some specific information
and that grabbed the students’ attention.
4.11.22 - I observed the students reading for gist the text about
boarding schools. The teacher showed how to calm the
students down with the help of distracting and interesting
questions.

- I observed how the teacher led the test on the revision

of the first Unit.

- I observed the lesson on the topic of types of media.

The teacher tries to involve all the students in
communication with the help of personalizing the
questions on this topic.

11.11.2 - I observed the lesson on the topic of food and drinks.

2 The students were given new material with the help of
presentation and visualization.

- I observed the lesson on the topic of food, students

were learning how to count calories and it was something
new for them.

- I observed the lesson on the topic of personal

introduction. The teacher uses websites to show people’s
blogs.

18.11.2 - I observed the lesson on the topic of making a recipe.

2 Students were eager to perform a role-play between the
chef and his assistant.

- I observed the lesson on the topic of clothes. The

teacher used websites and a presentation for further
information and engagement.

25.11.2 - I observed the lesson on the topic of containers. The

2 students were learning how to ask questions using how
much/many.

- I observed the lesson on the grammar topic of the

difference between Present Simple and Continuous. The
teacher gave the students a great hands-on activity –
drawing. It was both engaging and useful.
Observation tasks for school experience. Semester 7

Task 29: Observe a lesson, focusing on classroom management, activities and materials the teacher uses.
Complete the grid below. Add comments where necessary.

Focus: Teaching young learners

No Question Comments
To some
extent
Yes

No

1. Are the materials appropriate to the age + The materials are

group? appropriate to the age
group and level of
knowledge.
2. Are the teacher’s instructions + The teacher used
comprehensible to the learners? minimum words to give
instructions so the
sentences are not
complicated – short and
clear.
3. Does the teacher use L1 appropriately? + The teacher used L1
when calming the
students down and
while explaining the
new grammar.
4. Are contemporary approaches and methods + Visualisation and
for teaching English to young learners used storytelling are used by
at the lesson? (TPR, games, drama, the teacher. As for me,
visualisation, songs, chants and rhymes, there were not enough
storytelling) games to engage the
students.
5. Does the teacher use various modes of + Mostly it was a group
interaction? (pair work, group work) work or a whole class
work, but almost never
in pairs.
6. Does the teacher provide effective feedback + The teacher used
by using various error correction techniques mouthing, gestures,
(mouthing, gestures, recasting/echoing, recasting/echoing,
reformulation, using fingers, visual reformulation a lot.
reminders, recording, explicit correction)?
7. Are the learners actively engaged in the + The learners love their
activities? teacher and are eager
to work in the
classroom.
8. Does the teacher cater for learners with + The learners with all
different learning styles? learning styles were
catered with the help of
audio material, working
with coursebooks and
visualization.
9. Does the teacher use different attention + The students do start
getting signals effectively? paying attention when
the teacher uses some
special techniques.
10. Does the teacher use visual and auditory + The teacher mostly
aids? claps so that the
students understand
that they are too loud
or do not pay attention.
11. Are the students engaged in hands-on + Some of the students
activities? do not like these
activities and claim that
they have no creativity
for that.
12. Is the lesson communicative in character? + At this age students do
not have enough
grammar and
vocabulary knowledge
to speak fluently, but at
every lesson the
teacher tried to give
them questions for the
to practice new
 material in
communication.

Observation Summary

What have you learnt from this observation?

I learned how to interact with young students, what strategies and techniques to employ, and the
distinctions between young students and teenagers during the observation.

The teacher explained and demonstrated how to utilize age-appropriate materials, and I practiced
how to teach young learners myself. I have seen how various attention-getting signals are used.
This observation has also helped me realize how crucial teacher attention and communication are
for young students.

Task 30

I. Observe at least 3 lessons focussing on the use of learning technologies. Note down your observations in
the table.

Task focus: Use of learning technologies

Learning technology used () Purpose of use (select a purpose from the list below or
specify other purposes). More than one purpose is
possible.
Video + To illustrate the topic of having a guess
Audio + To provide auditory support
PowerPoint presentation + To provide visual support
Interactive whiteboard + To provide visual support
Mobile applications
Web site + To give extra information on grammar
Email + To communicate
Text messages + To communicate
Social networks
Blogs
Images + Illustrate the food
Other (specify below)

Reference – The learning technology was used to:

1. illustrate
2. provide visual support
3. provide auditory support
4. provoke speaking or writing
5. share learning experience
6. ask and answer questions
7. search for information
8. network
9. save time
10. access target culture
II: Then, analyse the use of learning technologies by answering questions.

1. To what extent was the purpose of the activity with learning technologies clear?
Since the teacher explained the purpose in simple words, everything was always clear.
2. Was there any preparatory activity? What kind? How necessary and effective was it?
The teacher constantly uses technology throughout online sessions, starting with Zoom tools and
concluding with the use of interactive websites.
3. Was there any follow-up? What kind? How necessary and effective was it?
The teacher did not use any special follow-up.
4. How effective was the use of the learning technology in general? How did it support the
students’ learning?
All of the technologies were successful because the teacher practiced using them before
employing in the classes. Utilizing technology increased learning diversity and attracted students'
interest.

3.4 Lesson Fragments

Your name Angelina Drekalo Class name 5
Your mentor Svitlana Matiyiv Time of class 10
Date of class 30.09.22 No. of learners 12
Topic Ordinal numbers and dates
1. How did you feel I was anxious a little bit
before you taught?

2. How did you feel I was ecstatic and thrilled.

immediately after your
teaching?

3. What went well in The students were really motivated to do the task about the celebrities
your part of the they knew.
lesson?

4. What did you learn I've learned the value of setting goals for each session.
from this short
teaching experience?
5. What did you learn That I should get better at responding the questions from students
from your discussions quickly.
with your mentor?

6. What aspects of Increasing my demands to students.

your teaching will you
focus on next time
you teach?

7. Materials. Pieces of paper with the names of the celebrities/famous people to

google:

John Cena, Johny Depp, Pewdiepie (youtuber), Simple (gamer),

MrBeast (youtuber), Ronaldo, Messi, Greta Thunberg, Albert Einstein,
SpongeBob(when was the first episode), Jerry Heil, Selena Gomez

Your name Angelina Drekalo Class name 4

Your mentor Svitlana Matiyiv Time of class 15
Date of class 07.10.22 No. of learners 12
Topic Possessive adjectives, this/that is, these/those are
1. How did you feel I was still anxious, but a little bit less
before you taught?

2. How did you feel I was happy since the pupils treated me well.
immediately after your
teaching?

3. What went well in The students liked working in groups and helping each other to make
your part of the sentences correctly.
lesson?

4. What did you learn Students need assistance while trying to talk
from this short
teaching experience?
5. What did you learn That practically every student's error should be pointed up (but not
from your discussions always all of them)
with your mentor?

6. What aspects of Increasing my demands to students.

your teaching will you
focus on next time
you teach?

7. Materials. Pencils (x3)

Pens(x3)
Books(x3)
Rulers(x3)
Notebooks(x3)
Erasers(x3)
Sharpeners (x3)
Candies (x15)

Your name Angelina Drekalo Class name 6

Your mentor Svitlana Matiyiv Time of class 15
Date of class 14.10.22 No. of learners 12
Topic Likes and dislikes, affirmative, negative, and interrogative sentences.
1. How did you feel I felt confident and eager to lead the fragment
before you taught?

2. How did you feel I was pleased since the students treated me so well.
immediately after your
teaching?

3. What went well in They liked the technology usage – video and website. It was a bit more
your part of the interesting for them than just doing an activity from the coursebook.
lesson?

4. What did you learn Students enjoy visualization a lot, but schools don't provide enough of
from this short it.
teaching experience?
5. What did you learn I should employ more ways of correction.
from your discussions
with your mentor?

6. What aspects of Pay closer attention to each error and note some of them.
your teaching will you
focus on next time
you teach?

7. Materials. -https://www.youtube.com/watch?v=xb4hzGZkpYY – pre-teaching

question and answer structure
-https://wordwall.net/uk/resource/25640625/likes-and-dislikes-speaking
– flashcards for giving questions

3.5 Individual Tasks (2)

Lesson plans and self-reflection

Lesson 1

Learners’ profile 5th grade, level of English – A1

Main aims •to practice searching for information
online
•to practice speaking
•to revise the topic of ordinal
numbers and dates
Topic Ordinal numbers and dates
Procedure -pre-teach (revise) the grammar
topic of ordinal numbers from the
page 8 in their coursebook
-write down an example of the
sentence on the board
-give the students pieces of papers
with the names of famous people
-explain the task to students.
-give ICQs
-students complete the activity
-observe how the students answer,
correct if needed
Self-reflection I am glad with the activity I have
come up with, the students liked
looking for information themselves
 and to talk about people they know.

Lesson 2

Learners’ profile 6th grade, level of English – A2

Main aims •to practice speaking
•to practice the topic of likes and
dislikes
•to practice information gap
speaking activity
•to find out some new information
about themselves
Topic Talking about likes and dislikes
Procedure -pre-teach (revise) how to give and
answer questions with the help of a
video
-write down an example of the
interrogative, affirmative and
negative sentences on the board
-demonstrate the screen with the
activity
-explain the task to students
-give ICQs
-students complete the activity
-observe how the students answer,
correct if needed

Self-reflection I am glad with the activity I have

come up with, the students liked
finding out new information about
each other and most of them were
able to do everything correctly
3.6 School Mentor’s Report
 3.6 Teacher Assistantship Practice Feedback
Thank you very much for taking the time to give us your feedback on this Teacher Assistantship
Practice (TAP). Remember – this is an anonymous questionnaire and your name will not be
recorded or made known.
Please indicate (+) how far you agree or disagree with the following statements:
strongly neither disagree strongly
agree agree agree nor disagree
disagree

The TAP suited my learning +

needs.
The TAP was well organised. +

The university supervisor was +

available for me when I needed
help.
The university supervisor’s +
support was on professional
level.
The feedback I received from the +
university supervisor was helpful.
The methodology teacher’s +
support was on professional
level.
The feedback I received from the +
methodology teacher was
helpful.
The school mentor was available +
for me when I needed help.

The feedback I received from the +

school mentor was helpful.

The school mentor’s support was +

on professional level.
I felt supported by other +
members of this TAP.

2. How challenging did you find the Teacher Assistantship Practice?

too challenging more challenging just right less challenging not challenging
than I expected than I expected enough

3. Overall, how satisfied were you with your experiences during the completion of this TAP?
very satisfied satisfied dissatisfied very dissatisfied
+

4. What were the main strengths of the Teacher Assistantship Practice?

The greatest thing about practice is that we had the opportunity to lead the lessons ourselves.
Also it is very nice that we have our groupmates around us so we start practicing in a calm
atmosphere.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________
5. Please tell us one thing you would change about the Teacher Assistantship Practice?
I would love to have the teaching practice twice a week with the same minimum amount of
visiting per month. In this case we would be able to observe the same teacher but with other age
groups of students but not only those that she has on Monday.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________
6. How has your attitude to learning and teaching changed as a result of this TAP?
I really liked working with big groups of students and receive their energy. I also enjoyed working
with my school mentor who gave me some useful pieces of advice. I have not changed my attitude
towards teaching, as I have always known that it is quiet difficult but interesting!
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
___________________________
7. Please use this space to add any other comments you would like to make:
No additional comments.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________

Оцінка з практики

Компонент Критерії оцінювання Ваговий коефіцієнт (%)

1. Участь у Усі заходи відвідані 10
запланованих заходах (настановча нарада, 2
інструктаж з техніки безпеки, 1
спостереження уроків, 2
проведення фрагментів 3
уроків, нарада з підведення
підсумків практики тощо) 2
2. Виконання Усі практичні завдання 2 10
практичних завдань виконані; завдання виконані з
(кероване урахуванням змісту 3
спостереження) відповідного розділу
навчальної програми курсу, в
установлені терміни, студент 2
брав активну участь в
обговоренні отриманих
 результатів спостереження 3
під час практичних занять
3. Виконання Усі індивідуальні завдання 4 10
індивідуальних виконані; завдання виконані з
завдань урахуванням змісту шкільної
навчальної програми з 4
англійської мови, в
установлені терміни 2
4. Робота помічником Надано посильну допомогу 30 50
вчителя вчителю англійської мови в
організації, методичному
забезпеченні та проведенні
уроків; усі необхідні уроки 10
сплановано; усі необхідні
фрагменти уроків проведено 10
5. Підсумковий звіт з Звіт містить усі необхідні 2 20
практики компоненти, належно
оформлений, грамотно 2
написаний, поданий в 5
установлений термін, 1
узагальнює зібрані матеріали
та отриманий досвід. 10
Всього 100

Керівник практики навчального підрозділу _________________ Романишин І.М.

Procedures for Teacher Assistantship. Semester 7

During Teacher Assistantship, you will have an opportunity to observe lessons, plan lessons together with
your mentor, teach parts of a lesson and generally support English language teachers.

In Semester 7 you will still be asked to complete observation tasks, but the emphasis will shift towards
teaching, though you may also be asked to take part in other aspects of classroom and school life, such as
preparing handouts, checking attendance, etc.

You will be asked to undertake the teaching of a small part of a lesson, for example, a single activity which
fits into the lesson plan. Together with your mentor, you will be involved in co-planning the whole lesson
and identifying the part you will teach. In Semester 7, this could be around 20 minutes . Mentors will
observe your teaching and will give you feedback afterwards.

After each teaching experience, you will be expected to complete a post-teaching task using a form such as
the one below.

Post-teaching reflection task

This form is for you to complete after teaching a part of a lesson and after you have discussed the lesson
with your mentor.

Your name Class name

Your mentor Time of class
Date of class No. of learners
Topic

1. How did you feel

before you taught?

2. How did you feel

immediately after your
teaching?

3. What went well in

your part of the lesson?

4. What did you learn

from this short teaching
experience?
5. What did you learn
from your discussions
with your mentor?

6. What aspects of your

teaching will you focus
on next time you teach?

You should keep these forms, along with a copy of your plan and any materials or handouts, in your School
Experience files as a record of your early teaching ventures. The notes might be valuable to you in writing
your assignments later, but they may also form the basis of discussions of teaching experience with your
university teachers when you are back in your methodology class.

ІНДИВІДУАЛЬНІ ЗАВДАННЯ помічника вчителя

Метою виконання індивідуальних завдань є надбання студентами під час практики у
ролі помічника вчителя вмінь та навичок самостійного розв’язування виробничих,
наукових або організаційних завдань.
Під час педагогічної практики студенти мають виконати 2 індивідуальні завдання, які
покликані поглибити розуміння раніше вивченого на практичних заняттях
навчального матеріалу. Окрім того, виконання індивідуальних завдань активізує
діяльність студентів, розширює їх світогляд, підвищує ініціативу і робить
проходження практики більш конкретним і цілеспрямованим.
Індивідуальні завдання надаються ментором (вчителем іноземної мови). Студент
може обирати самостійно індивідуальні завдання (див. приклади нижче), керуючись
принципами автономного навчання. У такому випадку зміст індивідуальних завдань
треба конкретизувати і уточнити з ментором.
Матеріали, отримані студентом під час виконання індивідуальних завдань, можуть в
подальшому бути використаними для виконання кваліфікаційної роботи, для
підготовки доповідей, статей або для інших цілей за погодженням з кафедрою та
базою практики.
Приклади індивідуальних завдань:
7-й семестр
 аналіз фрагмента уроку студента-практиканта
 власно розроблений план-конспект уроку з методичним забезпеченням
 аналіз конспекта уроку студента-практиканта
 аналіз уроку вчителя
 власно розроблені чи адаптовані завдання/ серія завдань для учнів із
методичним забезпеченням
 власно розроблений допоміжний навчальний матеріал (схема, таблиця,
рисунок, аудіо/відео тощо)