Bayan Sh - Practicing in Teaching

Report

Practicing in Teaching at Talitha Kumi School in Bethlehem

Written by Bayan Shamasneh

Introduction

This reflective report presents my practicum experience as part of the EDUC338E course at Bethlehem University during the Spring Semester of 2023. Throughout the training, I completed 90 hours of observation and teaching at Talitha Kumi School, a well-organized institution known for its supportive learning environment and strong educational vision. The experience included observing different classes across various grade levels, participating in a range of educational activities, and conducting two micro-teachings that allowed me to apply the teaching methods I studied in theory.

This practicum gave me the opportunity to step into the real world of teaching, where I could see how teachers manage classrooms, interact with students, deliver lessons, and handle challenges in real time. I had the chance to see how students respond to different teaching styles, how lesson objectives are connected to real classroom outcomes, and how learning takes place beyond the textbook. Being in the classroom environment helped me notice small but important details, like how a teacher’s tone of voice affects students’ attention, or how group activities can transform a quiet class into an energetic one. This report aims to reflect deeply on what I have learned throughout this experience, highlight the challenges and achievements I encountered, and assess my overall development as a future English language teacher. I will also analyze the impact of specific incidents on my professional growth, evaluate the effectiveness of my lesson planning and delivery, and consider the feedback I received from my mentors, peers, and students. Through this reflection, I hope to identify my strengths, recognize areas I still need to improve, and build a clearer vision of the kind of teacher I want to become in the future.

The Educational Vision of Talitha Kumi:

Our message at Talitha Kumi – the German International School – is based on the principles of education and upbringing. It seeks to promote a culture of peace, freedom, democracy, social justice, and equality. We aim to build international relationships and respect Palestinian culture, religions, and traditions, while strengthening them. The school team works to establish principles of intercultural understanding, mutual respect, values of tolerance and openness, and emphasizes the importance of respecting human rights, gender equality, solidarity, and social justice. We aim to develop the students’ self-awareness and personal awareness so they can make their own decisions and take responsibility in their community effectively. This happens by developing their academic and social abilities, as well as enhancing their critical thinking, creativity, and entrepreneurial skills. The school also aims to provide an inspiring and motivating learning environment that helps students acquire 21st-century skills, so they can become active leaders capable of facing future challenges and contributing to building their local and global communities

Detailed Analysis and Reflection

My practicum experience was very rich and meaningful. It helped me connect the theories I learned in college with what happens in the classroom. This gave me the chance to try out teaching methods and see what works best with real students. At first, I felt nervous about standing in front of the class and managing the students. But over time, I gained more confidence by practicing and getting feedback from my supervisors and classmates. I learned how to handle unexpected situations like students losing focus, asking hard questions, or having different learning levels. This helped me become more flexible and quick in making decisions.

One important thing I learned was how to prepare lessons that fit different learning styles, such as visual, auditory, and kinesthetic learners. I also started using games, technology, and activities that make learning fun and interesting. I saw that students pay more attention and learn better when they are involved and active, not just listening. I also understood that teaching is not only about giving information. It is about caring for students’ feelings and supporting them emotionally. Building a safe and encouraging classroom where students feel comfortable helps improve their learning and personal growth.

Even though most of the experience was positive, I faced some challenges. Managing time well during lessons was sometimes hard, especially with difficult topics or activities that took longer than planned. Keeping students focused for a long time was also difficult. I had to try different ways to keep their attention, like breaking lessons into smaller parts, adding fun breaks, and asking interesting questions. These challenges were not just problems but chances to improve. They pushed me to find new ways to teach and to grow as a teacher.

Overcoming these difficulties gave me a sense of achievement and made me more excited about teaching. At the end of the practicum, I had a clearer idea of what teaching means and how important it is for shaping young minds. This experience confirmed my passion for teaching and made me more committed to being a caring and thoughtful teacher. I realized how important it is to keep reflecting on my work and always look for better ways to help my students learn. So, this practicum was not just a part of my study but a true learning journey that changed how I see teaching. It showed me my strengths and what I still need to improve. It gave me valuable skills that I will use in my career. This experience made me ready to face future challenges with courage and excitement, knowing that every student deserves a chance to learn in a safe and supportive environment. I want to go back to the same school where I did my practicum because my experience there was very positive.

First, the teachers were very comfortable and supportive. I felt like I was part of a professional and cooperative team, where everyone respected each other and the students. This comfortable environment helped me learn better. Second, the school cares a lot about human relationships. There is a strong sense of acceptance and mutual respect between teachers and students, and also among the students themselves. This is very important because it creates a safe place where students can learn freely without fear or stress. Third, the school offers many activities that help students grow in different ways, such as academic, social, and artistic skills. These activities made the students’ experience more enjoyable and active, and encouraged me as a teacher to use different and new teaching methods. Fourth, the school’s curriculum was good and organized. I felt that students were getting a solid education that would help them improve. Although some students were not perfect all the time, their behavior was not very bad, which helped me focus more on teaching instead of discipline.

All these reasons together make me believe that going back to this school is a great chance to keep improving my teaching skills and work in a positive and motivating environment. I think staying in this school will increase my experience and give me a better chance to help students learn. One of the negative points I noticed during my practicum at the school was that the teachers mostly spoke Arabic during class time. This was especially clear when the teacher was explaining the lesson or interacting with the students.

Unfortunately, there was not enough focus on encouraging the students to speak English, even when using simple and easy sentences. This is very important in learning a language because speaking and practicing are the main keys to gaining new language skills. When students are not encouraged to use English regularly in class, they often feel shy or afraid of making mistakes, which makes them rely heavily on Arabic. This leads to weak speaking skills and prevents them from building real confidence in their ability to use English. Opportunities to speak should be available every day in fun and encouraging ways so that the student feels comfortable expressing themselves freely without fear of errors or embarrassment.

Moreover, speaking English continuously helps students break the fear barrier that many of them face when using the language in everyday life situations, such as talking with friends, family, or in public places. This confidence is very important because it helps students get used to using new vocabulary and sentences naturally until the language becomes part of their daily life, not just something they memorize for school.

From my experience, I saw that students who had More chances to speak and practice English in class were more confident and better able to express their ideas easily. That is why I believe the school and teachers should focus more on creating a classroom environment that encourages discussion and conversation in English, and use interactive activities that motivate students to speak and participate regularly.

In conclusion, developing students’ speaking skills is not only about teaching words and sentences, but also about building confidence and courage that make English a natural tool for daily communication. This requires the teacher’s conscious effort to change teaching methods and open the space for students to use English at every possible moment inside the classroom.

When I think back to the first activity I did with my students about modal verbs, I feel very proud of how lively and engaged the class became. I wanted to move the students away from just memorizing rules to using the language in a real way. Drawing the table on the board and dividing the students into groups made the lesson feel like a fun team challenge. They had to think fast and create correct sentences in a short time. This positive pressure helped the students focus more, and I could see their smiles when they succeeded. For me, this activity was a deep learning experience. It showed me that short challenges and organized games can make grammar lessons exciting and focused. I also realized the importance of group work to build teamwork and shared responsibility in learning.

The second activity, teaching prepositions of place, was very different and rich in sensory and physical interaction. When I brought the teddy bear models and cards, I saw the students stop being passive listeners and become active problem solvers. They moved around and applied the ideas in a real way. I felt that using senses and movement helped the students understand ideas that were hard to learn only by explanation. Watching them confidently place the teddy bears correctly gave me a deep feeling of success. This activity taught me that good teaching is not just giving information, but creating learning environments that encourage trying and interaction. The Kahoot game was a clear example of how to use modern technology in teaching to create healthy competition. I felt very happy seeing how focused the students became and how the whole class turned into a fun and lively competition. Racing to answer questions quickly and correctly made the students feel excited, not just stressed. This experience taught me that adding digital games makes grammar less boring and more attractive. I also noticed that students who were shy at first became more confident over Time.

The cultural objects box activity made me see the importance of connecting language learning to culture and real life. When students took out objects and talked about the countries they came from, I saw their curiosity grow to learn more about these places and their famous products. This activity made me understand that teaching culture with language increases student motivation and broadens their horizons. It also helps students feel that what they learn is connected to the real world around them. The electronic spinner activity in the lesson about the present perfect tense added surprise and kept the students alert and ready. Choosing students randomly to answer questions made everyone feel included and important. I happily watched how they prepared well to answer, and I felt this method builds confidence and reduces shyness because students know their turn can come anytime. This experience made me sure that using different teaching and assessment methods is very helpful to keep the class active.

Using the spinner again with fifth graders to make sentences about feelings was an important step to connect vocabulary to students’ personal lives. When students started making sentences about their feelings, learning became more personal and human. I felt this activity not only builds language skills but also opens a way for students to express themselves and understand their emotions better. This affected me a lot because teaching language became a way to develop emotional intelligence, not just learn words and sentences.

Finally, the activity of freezing and showing feelings with music was unforgettable. The classroom became a space full of real and beautiful expression. When the students froze and showed feelings on their faces, it was honest and creative. This activity mixed movement, music, and language in a special way. I felt I helped the students connect their feelings first without words, then with words. This connection made the lesson deep and powerful. I also saw students become more open and willing to participate, which made me sure that emotional learning is as important as academic learning. In the end, all these activities made me realize that good teaching is not only about delivering knowledge but about creating an environment that encourages curiosity, cooperation, movement, expression, and fun.

With every activity, I watched the students grow and felt that I was not just a teacher but a guide for a full learning experience that connects the mind, heart, and body. This feeling always pushes me to create, try, and make learning unforgettable.

Positive and Negative Events

One of the most beautiful parts of my practicum experience was the positive and respectful atmosphere I felt at the school. From the first day, the principal and teachers always greeted us with warm smiles and kind words. Even when we were walking in the hallways or entering the teachers’ room, everyone treated us like we were real members of the staff. This made me feel comfortable, confident, and excited to give my best without fear or stress.

The teachers were also very helpful and supportive. There were many moments when I felt unsure about a lesson or needed quick advice, and one of the teachers would kindly offer help even before I asked. After teaching some of my lessons, teachers came to me and said things like, “You explained that very clearly,” or “Your students were engaged today,” and these words meant a lot to me and gave me extra motivation. As for the students, most of them were very polite and friendly. In many lessons, some students came to me after class and asked, “Can you come and teach us again?” or said, “We liked your activity today.”

One sweet moment I remember is when a little girl ran after me after class just to give me a small note that said, “You are a kind teacher.” That simple gesture touched my heart and made me feel so proud and happy. Even when it came to classroom behavior, I didn’t face any serious negative situations. Of course, some students were a bit distracted or playful, but they were never rude or disrespectful. Whenever I gently asked them to focus, they listened and joined the activity again without a problem.

Overall, I can honestly say that I didn’t see anything negative in the way people treated me or behaved. The environment was respectful, welcoming, and full of support, and that made a big difference in how I felt and performed during my practicum. It gave me the chance to learn, grow, and enjoy every part of the journey.

Click Here to Download the First Microteaching for 9th Grade

Microteaching I Experience Reflection

During my first lesson teaching the eighth grade about the present perfect tense, which was also the very first class I had ever taught, I felt a bit nervous. Even though I prepared everything, I forgot to follow the lesson plan I usually use. I forgot to write the title and to ask the students beforehand if they already knew something about this tense or if they were learning it for the first time. That would have given me an initial and formative assessment to determine whether the students were encountering this topic for the first time, so that I could prepare them more effectively, or if it was an old topic, I could build upon it.

These students are completely new to me, and I don’t know exactly what they know about grammar. So, I should have reviewed the tenses that come before the present perfect, such as the past and present tenses, as well as related concepts like simple and continuous. All of these should have been reviewed quickly with the students, so I could know exactly what I needed to do from the beginning and what to explain. Yes, I felt miserable that my nervousness made me fall into this mistake, but I will not repeat it. I will work on applying what I mentioned above in the coming lessons, whether as a trainee or a teacher in the future.

This was the only negative thing I felt, but on the other hand, I noticed that the students were sitting quietly and listening to me carefully. I could see that through their facial expressions. However, when I started explaining the grammar rule specifically, I saw that some of them looked confused, as if the idea hadn’t reached them yet. This was because English grammar usually needs clearer explanations. So, I explained it in both Arabic and English to make sure they understood it correctly. And they did understand it well, I saw their reactions and how they started asking questions once I explained the rule more.

In my opinion, it’s okay to share the rule in another language, because the most important goal in these lessons is for the student to discover the rule and understand it well so they can master it. Of course, the rest of the phrases used in class should be in English, because they are the basic phrases that the student needs to hear daily. This helps their senses get used to the language until they start using it themselves in class and outside the school setting. These phrases move from being part of their passive vocabulary to active vocabulary. In this way, the student will never forget them, and they will stay in their memory.

Also, speaking and using them will become natural and automatic, without having to translate from Arabic to English in their mind. This leads to successfully acquiring the language in the long term. At the end of my explanation of the lesson, before moving on to the exercises, through the examples and the continuous interaction between the students, and their good listening and participation during the class, I felt that the nervousness started to slowly go away. I began to speak and interact more smoothly, and I became more engaged with the students. At that moment, I felt great happiness, as if there was a closed door in front of me that started to slowly open, letting in the light.

Unfortunately, during the recording, the part where I did the class exercises with the students was not filmed. I was very happy with their interaction, the correct answers they gave me, and how well they understood the grammar rules. What was most important was that they were able to distinguish between tenses. I explained to them that the rule is not for memorization, but for understanding, and that by remembering a few simple things, they will start using grammar rules naturally and smoothly, without needing to think about which one to use. Because in the end, English is about practice.

The biggest solution we have known since childhood is the continuous and daily practice of the language. So I advised them to use AI, since in our country, we use English as a foreign language, not as a second language. The environment where we use English is limited to school or university, but outside, we mostly depend on Arabic. I gave them an example of how, in the occupied territories, people study Hebrew as a second language because the surrounding environment is with another nationality, which is Jewish, and the Hebrew language dominates everything. They don’t even recognize the use of English or Arabic, even in their universities and fields of study. They consider Hebrew as their first language, so learning Hebrew becomes a must in the occupied land to be able to interact with them and avoid challenges, unfortunately.

From here, they understood how English is considered a foreign language in our country. That’s why using it daily outside the school setting is very important. And if there is no one around who speaks English as a native speaker, there are many applications that can help them speak, such as different AI apps. These can help them practice English privately, without feeling shy or afraid of making mistakes, because in the end, they are talking to a friendly robot, not a real person. This robot helps and supports them, and keeps up with their practice until they reach a great level in speaking the language confidently and without fear, especially of making grammar mistakes. I felt sad that this part was not recorded, because the discussion was very beautiful and I love reminding students of it often.

After giving them this advice, I moved directly to doing an activity with them as a review of all the concepts we covered during the lesson. It was a spinner wheel that contained different questions. Each student would spin it once and answer the question that appeared. Then the question would disappear, so it wouldn’t be repeated. It was a simple activity that didn’t take much time, mixed with modern technology, helped the students a lot to interact, feel excited, and become more engaged in the lesson.

Almost all the students participated, and most of them gave correct answers. If there was any mistake, I corrected it immediately so that I wouldn’t forget, and so the student wouldn’t stay stuck with the mistake and develop a gap in understanding this tense. This was how the lesson went from beginning to end. I liked how, by the end of the class, I had overcome my nervousness and fear of teaching students. Also, the classroom management was more than excellent. Everyone was listening; no one was talking to each other. They knew it was an important lesson and that they needed to focus on all its details. I will avoid all the negative things I mentioned earlier, and I hope I get the chance to do this again and teach this class once more. The students’ interaction, their warm welcome, their listening and attention, and the successful end of the class had a very positive impact on me as a future teacher.

Ms. Leila also gave me some notes when I was leaving, like writing the title and date next time. She told me she liked the explanation, and it was very good. She liked how I added a fun game for review at the end, and she said she saw the students were doing well and understood the lesson very well. Also, the students were very happy and asked me to come again to teach them and do more activities like the last one they did.

Click Here to Download the First Microteaching for 5th Grade

Microteaching II Experience Reflection

For the second lesson I gave to the fifth-grade students, which was about feelings, the students were very excited because they had already learned this lesson before with Ms. Ghada. But I liked to teach it to them in my way, in a more fun and interactive way, with a class full of music and challenges that motivate students, especially in using listening and speaking skills together, which are the most important skills a student should master before writing. This is because listening is the hardest skill, even for students whose native language is English, since its evaluation does not appear on the outside but stays inside. When a student feels frustrated while listening to English and doesn’t understand anything, we cannot understand much from their facial expressions. Even students whose first language is English get nervous when they take any listening test because they don’t know if they have heard all the information needed for the question, unlike speaking, which appears in the student’s performance, the way they speak, their confidence, and so on, and it is much easier to assess.

That’s why I decided to start the lesson with a song about some feelings and their opposites. At first, I prepared the students for the feelings they would learn by listening to the song, repeating after me, and connecting the feelings. To the correct picture. I did not feel nervous this time at all. I tried my best to join them and be more engaged with them. They liked me a lot and were happy to see me when I came in, and one of them even offered to record me from the back. They were very excited about what they were going to learn. I danced and interacted with them using my hands while playing the song, so they wouldn’t feel shy to help them get used to it a little, and to make the lesson more interactive. Moving on to the special first activity, the students walked around the classroom while listening to the same song. When they heard a certain part, I paused the song, and they had to stop and show a feeling on their faces that matched what they heard. When I chose one of them, they had to say a sentence related to the feeling on their face. They were nervous at first, but I did my best to help them form the sentences they wanted without fear or worry about mistakes, because the most important thing was trying.

After that, we moved to the spinner game, which had feelings written on it. The students would spin it, then they would get a feeling, and they had to give a simple sentence about it. We ended the class with extra exercises about feelings, like putting them in order from the song and arranging sentences correctly as a full review of the feelings. The teacher liked a lot how the class interacted with this activity, how I combined both skills in one lesson, and how I made the students work together through interactive listening. Her feedback was very good, without any extra comments. As for the students, of course, they loved the lesson a lot. One of the students told me, "Why don't you come and teach us every day?" I liked this comment a lot, seeing how the students loved me, enjoyed having me in the class, and how they interacted with me.

The class was very well-behaved and full of engagement. This made me feel sure that I am comfortable with what I am doing, and that I will do even better explanations and activities related to what they like in the future, hoping to work with more dedication.

Recommendations

From everything I experienced, I believe there are some things that should be improved to make the learning environment better for everyone. First, student teachers should get more real classroom experience from the early years of university, not just at the end. The earlier we face the classroom, the easier it becomes to deal with it later. Also, it’s very important to have kind and supportive mentors who give honest and helpful feedback without making us feel bad. Inside the school, I noticed that many teachers speak Arabic most of the time, even in English class. I think teachers should try more to encourage students to speak English, even if they make mistakes, because this is how they will improve. We can use fun and simple speaking activities to make English feel easy and normal. Also, using new tools like digital games and spinner wheels made students more excited and ready to learn. I saw the difference these tools made in the class. And finally, every teacher should remember that students need to feel safe and supported before they can learn. A small kind word or a smile can make a big difference in a student’s day, and maybe in their whole future.

Conclusion

At the end of this long and emotional journey, I can truly say that this practicum was not just a university requirement, but a real experience that changed the way I see education. Every lesson I observed or taught left something inside me. I discovered that being a teacher is not just about giving information, but about being kind, understanding, and supportive. I felt that every student I met gave me something new to learn, and every challenge helped me grow. I became more confident and more flexible in the classroom. I stopped seeing mistakes as something bad and started seeing them as chances to improve. This experience taught me that a successful teacher is not the one who knows everything, but the one who listens, reflects, and always tries to get better. I realized that the classroom is not just a place to teach a subject, but a place to build relationships, support students emotionally, and help them believe in themselves. Every small moment with the students had meaning, and every interaction was a chance to make a difference. This practicum showed me that I truly want to be a teacher, not just a teacher of grammar or vocabulary, but a teacher who guides, inspires, and makes learning something students will never forget.

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