My internship experience as an undergraduate of Department of English Language Teaching at University of Kelaniya was a most valuable opportunity to enhance my English teaching skills in a real classroom environment. I was allocated two Grade 4 classes (Edexcel 4D and Edexcel 4E) at Edexcel section of Guidance International School,Piliyandala which comprised 12 students and 16 students respectively. Hence my teaching practicum was on Pearson Edexcel iPrimary curriculum, my lessons were based on iPrimary Fiction Anthology, iPrimary Non-Fiction Anthology, Building Blocks Grammar and Climb with Corner Stone book.
Creating an environment where learning was exciting and students were eager participants, my internship thrived on introducing engaging activities that made each lesson memorable and enjoyable. I incorporated engaging lead-in activities like the mystery box, adverb hunt, and captivating video clips related to our lessons, such as scenes from the Ice Age movie and clips on cloud formation and ocean whales. Preposition scavenger hunt, troll drawing, sentence charades, and mystery letter hunts added excitement. These warm-up tasks effectively piqued students' curiosity, making them eager and enthusiastic to dive into the lesson content. Moreover, the activities designed for the while-task and post-task stages helped learners to develop the skills; listening, speaking, reading and writing. Using fiction and non-fiction books aimed specifically at improving reading skills, I structured the while-task as while reading. To improve reading proficiency, I organized reading relays and guided the students through the lesson collectively in groups, pairs, and individually. This approach not only encouraged active reading but also provided varied opportunities for students to strengthen their overall reading skills. The "Building Blocks" and "Cornerstone" books were instrumental in improving the students' understanding of grammar. I integrated various topics such as adverbial phrases, prepositions, conjunctions, adjectives, different sentence types, noun gender, and interjections. These activities were designed to make learning grammar engaging and effective for the learners. In order to improve students' writing skills, I organized activities like working together on preposition sentences, crafting short stories using prepositions, essay writing, practicing cursive writing, and composing both formal and informal letters. These tasks aimed to make writing an enjoyable and enriching experience while enhancing their overall writing abilities. To improve speaking skills, I incorporated activities like forming dialogues, presenting scenarios, and sharing information using fact cards in both group and pair activities. These activities are helping students build confidence and proficiency in expressing themselves verbally. I introduced glossary words with meanings during our fiction and non-fiction readings. Using interactive word walls with images made learning engaging. Additionally, I conducted a weekly dictation session every Friday, reinforcing their understanding and usage of the words in context. These approaches aimed to enhance vocabulary knowledge in an interactive manner. I offer feedback daily after each task, whether by marking books, or evaluating contributions during group activities.
Positive reinforcement comes in the form of stickers, chocolates, and lollipops, creating a motivating environment where students feel recognized and encouraged for their efforts.
Rubdy (2003) as cited in McKay (2012) as, “ classroom materials provide a ‘route map’ for teachers and learners.”( p.71). The strength of the materials and activities I used highlighted creativity and engagement. Word walls with vivid images related to the glossary words helped grasp key concepts. The mystery box brought adjectives to life, making learning tactile. The mystery mail box sparked enthusiasm for letter writing. Fact card posters made mammoth mammals memorable, while preposition string art added a kinesthetic element to the lesson. Mind mapping guided essay preparation by fostering idea organization. The activities like designing posters added artistic expression to the classroom. These materials not only facilitated understanding but transformed lessons into vibrant, interactive experiences, enhancing both comprehension and enjoyment.
Students embraced learning with joy through various activities, reflecting Social Interaction Theory's emphasis on collaboration. Setting goals, inspired by Positive Reinforcement from Behavioral Theory, motivated them to complete tasks immediately. As the number of learners in the class is 12-15 students even the boys stayed calm, breaking the usual expectations or stereotypes. They were like a close group and their unity, helped in a way that matched the cooperative learning ideas from Vygotsky's Social Interaction Theory. The eclectic mix of teaching methods (CLT, TPR, TBL) allowed for personalized engagement, creating an atmosphere where curiosity flourished, and each student contributed cohesively to the shared learning experience.
Although I have five years of continuous teaching experience in Japanese Language for O/L, A/L and adults who are above 20 years , this 45 hours teaching practicum was my first experience of teaching English to kids and it was a new and different experience for me. With the help of this teaching practicum I enhanced my ability to manage a classroom with kids. With the guidance from my supervisor, I created lesson materials and activities suited to the specific needs of each student level. As my supervisor offered timely feedback on my lesson plans before their implementation, it was very helpful for me to conduct the lessons. Through my internship, I discovered diverse classroom management skills for different learners, improving my confidence and enhancing adaptability in delivering effective lessons. The support and the guidance from the teacher in charge of the school was highly valuable. Her timely observations and constructive feedback greatly aided in the development of my teaching skills. The assistance and encouragement I received played a pivotal role in my professional growth during the internship.
With the end of four weeks I was happy to have seen the noticeable development of the kids. I was pleased by the their positive feedback on the course, especially their comments about me. The principal of the Edexcel section, who observed my work, shared encouraging remarks at the end of the internship day. I completed my internship with immense satisfaction and grateful for the growth I have received. It's been a fulfilling journey, leaving me to continue improving my teaching skills.
References
McKay, S. L. (2012). Teaching materials for English as an international language. Principles and
practices of teaching English as an international language, 3(9), 70-83.
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