I.

Introduction

Teachers may need training for guiding them obtain academic and professional qualifications in
order to improve their positions in the school system, otherwise it is really useful to get them require
more Conceptual and Technical knowledge, skills and competencies in their Teaching subjects and
pedagogy. Regular training and feedback keeps teachers current in pedagogical trends and reinforces
what works.

As long as this training is regular, up-to-date and relevant both teacher and pupils’ benefit.

All teachers should work with a creative teaching. Being competent and well-performing teacher is
one of the most important resources in any educational institution.

Lack of professional training and development of teachers can be a key source for any
dissatisfaction in the quality of their teaching to form competent students with the necessary
knowledge and skills in the different subject matters.

Training for the teachers is also important for them to have effective class management skills.
Training sessions are needed to help the teachers learn or create new teaching strategies which will
bring back the interest of their students in the classrooms and encourage learning. Training gives new
teachers the greatest chance of success. Teachers need to be given regular training opportunities in
order to stay at the top.
 Venue: CREFOC EL Activity: Training session Date: 23-10-2019
KASSERINE
Theme: Strategies for the effective Trainer: Mr. Sami Boukhris
lesson planning

1. Description:

Our training session was about strategies for effective lesson planning.

The inspector started by providing us with documents:

Page 1 :

a. A variety show

b. Climbing a mountain

c. A menu

d. Doing the shopping

e. A football game

f. A consultation with a doctor

Mr. Boukhris asked us to examine them say which, in our opinions expresses the essence of a
lesson → climbing a mountain was suitable for me because it’s challenging and needs effort to reach
the top of the mountain.

Page 2 : was about :

1. Functions of a lesson plan:

We highlighted the most important expressions as:

 Writing down what you expect the students to be able to do by the end of the lesson.
 Think logically through the stages.
 Having something to refer to.
 2. The three areas in a lesson plan

Aims: (general) Methods: (Strategies) Material required (aids / didactic tools)

(Objectives) specific

3. Questions you need to ask

A set of questions a teacher needs to ask about:

 Objectives
 Methods
 Materials required
 Language skills (reading- writing-
speaking- listening)

Page 3: Creating and phrasing learning objectives:

1. This part exhibits how objectives should be:

2. Then, he sets a formula for writing learning objectives. It contains:
3. Create the stem for the learning objectives
4. After you create the stem, add a verb
5. Once you have a stem and a verb, determine the actual product, process or outcome

Then we discussed Bloom’s Taxonomy:

 Creating
 Evaluating
 Analyzing
 Applying
 Understanding
 Remembering

We classified them: the three first ones are higher thinking skills and the rest are lower order
thinking skills.
 Page 4: is about stages of the lesson:

Stage 1: A teacher-oriented stage to activate the students’ background knowledge and

introduce some new input.
Stage 2: A more learner-centered stage to create familiarity and confidence with the new
language.
This part contains two scenarios.
Stage 3: Learners actively apply the language freely.

Mr. Boukhris remembered us that the lesson is a package and a varied lesson → a good lesson is
smooth and coherent.

Page 6: Guidelines for ordering component of a lesson

Page 7+8: Classroom management.

We discussed the steps of planning an effective lesson plan and finally he recommended:

 Avoid doing things on a whim.

 The lesson plan should be prepared before every lesson.
 The lesson should not be a hodgepodge or a hotchpotch of disconnected activities that lack
vision and purpose.
 The lesson plan is our guide.

↔ By the end of the training session, I learned more about lesson planning. I become familiar with
the stages of the lesson.

 The lesson is a package.

 Aims, methods and materials required are major areas in a lesson plan.
 Methods are general approach a teacher use to teach a lesson.
 Language skills are mainly reading, writing, speaking and listening.

 Objectives must be measurable.

 I have a clear idea about higher thinking skills and lower order thinking skills.
 Venue: CREFOC EL Activity: Training session Date: 22-01-2020
KASSERINE
Theme: Speaking test Trainer: Mr. Sami Boukhris

2. Description:

We started our 2ⁿͩ training session which is about speaking test by the inspector’s questions:

 What is a speaking test?

 Do you assign it every session?
 On what we test students?

Then, we started answering them. Personally, I used to choose one of my pupils and ask him some
questions about the last lesson.

We started to set the objectives of the speaking test.

 Participants should be able to:

 identify key concepts in assessing speaking and evaluating.
 Tailor speaking activities for mixed-ability classes.
 Devise a speaking test evaluation grid.
 The speaking test specifications in the ongoing evaluation.
 Test takers are tested orally on the acquisitions of the previous lesson at least once a term.

The speaking test is an integral part of the English lesson. It helps the teacher personalize his/her

teaching and the students evaluate (improve) their learning.

The mark allocated to the student’s performance is out of 10 marks.

Then, he asked us to complete the gapped paragraph with the suitable words (each word only

provided with the first letter).

The speaking test is an integrative test.

The speaking test measures global language ability.

 The degree to which a student can put the bits and pieces of language together to perform a
particular communicative function in a particular real-life context.

→The student should be tested in a real life context. So before testing students, the teacher should
ask himself/herself a set of questions.

My ELT inspector gave us a number of examples to test students about: exp: give the students a
picture(s) and ask him/her to look at and describe it or tell the story/to locate places, things with
reference to an oral description.

Then we discussed the types of interaction and presented a set of examples.

Finally, we ended by the evaluation grid for the speaking test.

1. Accuracy (2pts)
2. Adequacy (2pts)
3. Fluency (2pts)
4. Pronunciation (1pt)
5. Excellence markers (1pt):
 Use of idiomatic language:
 Use of non verbal language
 Time mastery
 Use of proverbs
 Use of technology
 Change of tone
 Interaction with an evidence
 Effectiveness of arguments
 Innovation
6. Communicative Competence: (use of language) 2pts

 My ELT inspector Mr. Boukhris advised us to follow the instructions

and take advantages from the examples given.
 The training session is beneficial and rich of new concepts.
 The objectives of the training session were clearly defined.
 The topic covered was relevant to me.
 The content was organized and easy to follow
 The information was given in a clear and precise manner.
 The speaking test is an integral part of the English lesson.
 Venue: Bouzgham Activity: Demonstration lesson Date: 25-01-2020
prep.school
Topic: Group session: Market day Teacher: Mrs. Boughanmi

1. Description:

My ELT inspector started by telling us that group session should be:

→motivating and interactive

→competitive spirit (group work)

Then, the students and the teacher entered.

The teacher started the session by drawing a spidergram about market.

She asked the students:
 what do you need to go to the market?
 What do you take with you?
 Do you take your school bag? → I need a basket

→She divided the class into 3 groups

Rabbit Lions Tigers

Clothes vegetables Fruit

Each number in each group run to the board and writes the name of the goods he has in the basket
provided. →The group that finishes the first is the winner → Then checked the spelling of the words.

She showed them flash cards and asked them: what do you buy on market day? → on market day I
buy clothes, fruit and antiques.

When is the market day in Bouzgham?

 To buy ≠ to sell

when→ time

Ask your friend about his/her favourite fruit → what is your favourite fruit?
 My favourite fruit is oranges
 I like oranges → expressing likes
Ask your friend about the number of baskets → How many baskets are there?
(number)
 There are 3 baskets
 There is 1 basket
• There are + singular noun
• There is + plural noun
Ask your classmate about the place of the vegetables. Where are the vegetables?
 The vegetables are in the basket.
• in – on – in the middle → prepositions of place
Invite your friend to eat apples. →Would you like apples?
 Yes, I like apples very much.
What’s your friend wearing today?
 Today my friend Adem is wearing a
black jacket, a blue trousers and white
shoes.

Goods: • Vegetables People: Men and women buying goods

(Customers)
• fruit
• clothes • greengrocers
• shopkeepers
• butchers

She finished the session by a role play “at the market”

 2. Discussion:

By the end of the session I came out with that one major of the objectives of the group session is to
boost the student’s self-confidence and initiative. The students shouldn’t feel afraid to participate in
class activities and go out to the board to face the rest of the class.

Flashcard (with instructions only) →developing the speaking skills of the students.

One of the most important things that the teacher should do in the third hour is to develop the
students’ speaking and writing skills through motivating and interactive activities.

Picture description: to prepare the students to the song.

→Listen and tell me what is it about? → a love story between a boy and a girl/ a mother and a son.

Matching: Love story → Romeo and Juliette

→ Titanic → jack and rose

Discussion: → Do you know …?

→ Who is that woman?

→ Does anybody know…?

Dramatization: dramatize people shopping at the market place.

↔ Enabling objectives (supporting objectives)
↔ Terminal objectives (performance objectives) → speaking and writing.

Mr. Boukhris advised us that learning should:

• Not be stressful
• Be fun
• Be stimulating
• Motivating
• Varied
• Activity-based
• Make reading, listening and speaking in English come naturally.
 Personally, I learnt that the group session helps pupils develop their productive skills:

→ speaking

→ writing

Students have the chance to connect most closely with their peer and become more confident and
comfortable.

The group session provides an opportunity for more active involvement and contributes to the
development of the various types of multiple intelligences: • spatial: bodily
• Musical
• logical
• verbal
• visual: the ability to form

mental models and use mental imagery.

Students have plenty of space to move around in the classroom.

The group session should follow the pre, while and post stages.

The teachers can customize lessons/ tailored activities to meet the need and interests of all the

students.

Teachers have more time to individualize their feedback.

↔ The whole session is an activity based learning as it helped the pupils understand concepts
easily and achieve the objectives.
 Venue: Secondary Activity: Demonstration lesson Date: 25-02-2020
school El Kasserine Topic: Reading
Teacher: Mr. Ferjani
Lesson19: A friend I could never forget

1. Level: 1 Form
Description:

The teacher started the lesson by asking her pupils to open their books on page 71 lesson 19: “A
friend I could never forget” and asked them. Who is your friend that you will never forget?

 They answered: best

worst

 She noted: unforgettable = memorable.

(+) (-)

 Who are the ones you will never forget?

 The ones who gave us hard lessons
 Loyal - faithful
 Quick-tempered
 Helpful - trustworthy
 hypocrite
 Secret keeper
 Inconsiderate
 Honest
 Selfish
 Funny = cheerful
 Unfaithful/ disloyal
 Kind - warm-hearted
 Disrespectful
 Considered
 Rude
 Understanding
 Nosy
 Selfless

 reliable
 She asked them to read the text on P71 and answer the questions
She derived the rule: so+ adjective+ that clause
→cause/result

She used the two major reading strategies: skimming for the first question and scanning for
the 2ⁿͩ question.
The teacher alternated between individual and group work(question 4 → filling the gapped
summary and the writing)
She finished the lesson by a writing. According to you, what are the secrets of a life long
friendship.

→ The session was beneficial → group work participation and interaction were encouraged.

After she finished the lesson our inspector asked us to write the objectives set by the
teacher.

My ELT inspector insisted on that the skills must be found in the objectives. → skill
integration → teaching things together.

 Skimming and scanning are two major reading strategies.

 In my opinion the production part here should be an individual work but not a group work.

 The demonstration lesson will be useful in my career as a novice teacher.

 The overall experience was helpful and informative.

 I expect to attend more demonstration lessons in order to enrich my experience in teaching.

 Venue: Activity: Training session Date: 24-10-2020
CREFOC EL KEF
Topic: Assessment for learning strategies Teacher: Mr. Habib Cherni

1. Description:

Today’s session is about assessment for learning strategies.

My ELT inspector Mr. Habib Cherni started by asking us:

• Do you have an idea about formative assessment?

Then a warm up activity: he divided us into 3 groups:

G1: was asked to write down some words related to formative assessment on pieces of papers,
scramble them and try to throw them in the box.

G2: was asked to complete the flip chart K/W.

G3: Mr. Habib sent us the link and asked us to use our mobile phones to answer.

Mr. Habib presented the objectives of the session on the screen.

We moved to the discussion when he asked us to work in groups and answer/discuss the following

questions:

• When were you assessed and it was a negative experience? What made it so?

• Mr. Habib showed us a photo of a pupil who is worried, anxious, frustrated… → How do you

know that students have learned or not?

There are sorts of strategies for diagnosing current understanding and getting your starting point

right (end-of-topics tests, questionnaires, mini-quizzes, knowledge grid, asking key questions or

discussing contextual awareness)

 Mr. Cherni showed us “Dylan Williams’’ quote:

“Learners do not always learn what we teach. That is why the most important assessment does not
happen at the end of learning, it happens during the learning when there is still time to do something
with what you find out.”

He also showed us some pictures:

Picture 1 : we saw two faces→ young girl Vs old woman.

Picture 2 : a long way to the mountain→ bumpy/ bad road.

Picture 3 : a girl taking a backpack.

→ Assessment is a long journey. To reach goals, we need to take a pack with different tools→ we
should be active to attend objectives.

 To differentiate between assessment and evaluation, Mr. Cherni showed us two pictures:
Picture 1 : A man watering a flower

→ Assisting

Picture 2 : A man just looking at the flower : and saying “ too short and not enough leaves”

→ Evaluation

↔ Assessment is a feedback from the student to the instructor about the student’s learning. Evaluation
uses methods and measures to judge student learning and understanding of the material for purposes of
grading and reporting.

Assessment is made to identify the level of performance of an individual, whereas evaluation is

performed to determine the degree to which goals are attained.

Mr. Cherni explained what is evaluation then drew a table on the board and asked us to fill in with
the right expressions.
 Evaluation Assessment for learning

 Product oriented  Reflective

 Summative  A process of collecting reviewing and using

 Prescriptive data for the purpose of improvement/ reflective

 Judgmental  Formative process oriented.

 An act of passing judgmental on the

basis of set standards

Then, he provided us with some documents to check them. He represented the types of assessment

on his screen and explained them to us.

1. Types of Assessment:

a. Assessment for learning→ formative assessment

b. Assessment of learning→ summative assessment

c. Assessment as learning→ self-assessment

He also provided us with worksheets and with a summary of assessment process.

Mr. Cherni asked us a number of questions in relation with practice.

He finished with a recap: (Hinge point questions)

 When does AFL take place? (before/ at the end/ during the learning process)?

 Does AFL inform (only teachers/ both teachers and students/ only the students)?

 What is the purpose of AFL?

↔ My ELT inspector Mr. Habib Cherni recommended to check the documents he provided us with

and enhanced us to best use assessment for learning strategies in order to achieve our objectives.

→ The training session was a good opportunity to identify and recognize types of assessment.
 Assessment for learning strategies are:

• The strategic use of questioning

• Effective teacher feedback

• Peer feedback

• Student self assessment

• The formative use of assessment

→ Assessment as part of classroom activities is a fundamental process required to promote learning

and ultimately achievement.

↔ To promote effective assessment, I need to:

• Explain the learning aims to learners and check their understanding.

• Demonstrate the standards learners are required to achieve and help them

recognize when the have achieved that standard.

• Give effective feedback on assessment decisions, so that learners know how

to improve.

• Develop learners self-assessment skills, so that they can recognize what

aspects of their own work need to improve.

Venue: Virtual Activity: Online training session Date: 07-11-2020
training
Topic: Learning technologies and Trainer: Mr. Habib Cherni

creative teaching Guest speaker: Mr. Bassem Rahmouni.

Senior teacher

1. Description:

My ELT inspector, Mr. Habib Cherni started the session by showing us his screen and asked us
about the difference between pedagogy and technology and how to involve technology in teaching.

• How can a teacher be innovative?

• How to be a Microsoft teacher?
• He asked us about the cartoon picture → look and say what brings to your minds?

→ Pedagogy is the driver; technology is the accelerator. Focusing on pedagogy, or the craft of
teaching, is a frame that helps ensure educators prioritize content, strategies and students in our work.
Technology comes in later.

Mr. Cherni introduced our guest speaker Mr. Rahmouni, a Microsoft innovative teacher expert
2020-2021.
Then, he asked us to think about 5 words that start with C:  Connectivity

 Cognitive

 Challenge

 Creativity

 Cognitive thinking skills

 Communication

Mr. Cherni asked us to describe a picture on slide:

→ A teacher burn out → getting tired - anxious - bored

(Overworked)
 If we compare it with the previous one → The motivated→ encouragement→creative→ innovative

• The shape of the pigeon → with different words → word cloud

→ Creativity → innovation → The use of technology

• Creativity enhances teaching using technology as a tool.

→ A creative teacher

Teachers must be creative

In the process of creative teaching, the teacher inspires learners’ interests in learning material, and
then leads students to find the problem by themselves creatively or present specific problems and asks
learners to apply all sorts of available resources to find the best satisfying solution creatively.

Innovation in education encourages teachers and students to explore, research and use all the tools
to uncover something new. It involves a different way of looking at problems and solving them.
Innovation improves education because it compels students to use a higher level of thinking to solve
problems.

An innovative teacher is always looking for more interactive and fun ways/ models of teaching to
increase their students’ willingness to learn. Thereby, increasing classroom engagement.

→ Learning technology is a term that describes communication, information and technological

tools used to enhance learning, teaching and assessment.

This may involved computer based learning or multimedia materials used to supplement in class
activities.

My ELT inspector listed a number of learning tools such as:

 Google docs/ apps

 The internet

 Interactive white board

 Mobile phone

 And their advantages.

 Mr. Cherni finished by talking about Tarbia Account and Training on Microsoft Teams. Then gave
the word to our guest Mr. Rahmouni with whom we discussed the use of badlet.

Badlet is beneficial as a pre-stage→ time saving

Mr. Rahmouni explained us how to use it in order to enhance the use of technology as a tool to
build a creative work.
Mr. Cherni advised us to be innovative teachers and insisted on using technology as a tool to be a
creative teacher.

→ This training session is so much important

→ It is an opportunity for me to benefit from integrating some forms of technology in the classroom
and to make learning and teaching more effective.

→ Using technology in teaching:

• improves engagement

• Encourages collaboration

• Students can learn useful life skills through technology

• Online resources and technology can help improve teaching

→ The importance of the implementation of technology.

→ Innovation is not always related with technology.

→ Technology is a tool to achieve our objectives.

 III Conclusion

I expect this year training will provide me with:

Improvement of theoretical background→ formative assessment

Extensive training to improve my teaching skills: provides me with strategies and techniques

useful in the practice of my job.

The enrichment of my vocabulary repertoire

Improvement of my research skills

Development of my digital skills through the use of various computer programs such as

Microsoft Teams

We are in a changing world that needs technology

I wanted to know more about formative assessment, summative assessment and communicative

assessment

Demonstration lessons will certainly answer my queries regarding lesson planning, classroom

management, test construction and time management.

More than expectations practical theories

Although, a number of demonstration lessons were given by experienced fellow teachers, I

think the teacher’s performance was not as I has expected:
1. Choice of activities
2. Too much T.T.T → poor student involvement
3. Learner autonomy was not given due importance (spoon feeding)
4. The speaking was not properly conducted (test not communicative, testing
students’ memories instead of abilities)
5. A number of reading strategies were not ineffective, use of visuals→ small
pictures→ students couldn’t develop the topic of the lesson.
6. Huge number of anomalies (test construction)
 My ELT inspectors Mr. Cherni and Mr. Boukhris encourage:
 Team work
 Authentic source

Take advantages of all training (training sessions, demo lessons, workshops) so as to avoid mistakes
and embarrassment and insist always on referring to the official ongoing evaluation booklet before
designing a test.

We are actually expected to teach the official programs referring to them is always recommended.

A special thank and gratitude to my ELT inspectors: Mr. Habib Cherni and Mr. Sami Boukhris for
their efforts to guide us and their support.

 My experience with my trainers was pleasant

 The objectives of the training were clearly defined
 The materials distributed were helpful
 This training experience will be useful in my work.