Memoire Online - Rapport de stage effectué au TTC Save (Teachers Training Center) Kigali Rwanda

TEACHING PRACTICE REPORT EXECTED AT ENP/TTC save FROM 16^th August 2010 to 26^th SEPTEMBER 2010

ACKNOWLEDGEMENT

Student teaching is a very important job, but a lot of effort and energy. This is a stage period during which the practice of teaching is acquired, under the guidance of an experienced teacher.

Education is not for one person; education is never a finished work. It is like a series of many persons who make a big effort to realize well the determined task as it is, a difficult work which it is necessary and it will be facilitated by collaboration between different individuals, the collaboration complementary and interdependent, it is the reason why we start by thanks all persons who facilitated and permitted the good marching of this work.

For this reason we first thank the authorities of the Catholic University of Rwanda (CUR) who organized this stage period.
Our thanks also go to the teachers of CUR who prepared us to embark upon the experience which waited for us; they followed us during this stage period, their availability in the supervision of the internship at the field, accompanied by advice, encouragement and critics to certify our activity.

We also thank the authorities of our host establishment ENP / TTC Save and teachers, who were pleased to accept our presence and they helped us to realize our academic mission, especially the owners of Religion course for his collaboration.

Our gratefulness goes to Coordinator of PARES Project and all members of this project for their moral support, encouragement material assistance, and as wee as my parents, friends and acquaintances for his moral and spiritual support.

We can not forget to thank the students of the ENP / TTC Save for the good relationship which they have shown us during our stage, because without them our probation would almost be impossible, especially all the 3^rd forms.

Our sincere thanks go also to all our brothers, colleagues and acquaintances that were scattered in different corners of the country for their mutual encouragement that has been a vital force to hard the end of our stage, especially to our class representative who sent some documents from supervisor of stage through internet. The mutual encouragement has been a vital force to stay the course.

SIGLES AND ABREVIATIONS

INTRODUCTION

According to LEGENDRE, R., «Education is described as a process of a long time in which a person gets the multiple elements which form or transform his personality, the aim being the potential faculty development and the acquisition of autonomy.»^1(*)

The Illustrated Oxford Dictionary states that "The internship is a period of practical studies required for applicants of certain professions.»

"The stage which we finished doing was a perfect time to transmit knowledge but also to assimilate it more and to come into contact with learning environment and easy integration into the socio-professional environment.

After the guidelines for teaching learning, the fundamental mission of CUR is to train the qualified teachers of secondary school. To be a qualified teacher, we must have studied in depth the content of the subjects chosen and then content to how to transmit that content to the learner. The time then came to perform the teaching practice, a realization of the theoretical and practical training in psychology and catechesis, which learned at CUR.

This report contains the experiences of activities carried out for five weeks from August 23 to September 26, 2010, as part of student teaching led at ENP / TTC Save. The organization of our stage period was proposed as follows:

-From 23 to 27 August 2010: Period of observation, lesson preparation, distribution of matter and making contact with management, faculty, students and the school environment of the host establishment,

-From 30 August to 26 September: learning practice proper said which consists of giving lessons, quizzes and examination, and participation in extracurricular activities.

After the introduction, our report will follow the following scheme: presentation of the placement, Current Status of the ENP / TTC Save, the training period, the social climate, the difficulties encountered, conclusion, recommendations, and bibliography. But before to enter in activity of teaching practice proper said, we began to fill the scheme of work which shows the plan of all teaching practice, the objectives to achieve from the beginning to the end.

Month	Weeks and Dates	Lesson of Teaching	Observation

August	1^st week from16^th	Visit to Butare primary	OK
	to 20th/08/2010	school

	2^nd week from 23^rd to	Week of observation	Observation week
	27^th/08/2010

August and	3^rd week from 30th/08/2010 to 03^rd/09/2010	Teaching practice	Lesson has done well
September		(Religion and T.P)

	4^th week from 06^th to	Teaching practice	Lesson was understood
	10th/09/2010	(Religion and T.P)

	5^th week from 13^th to	Teaching practice	Lesson was done very well
	17^th/09/2010	(Religion and T.P)

CHAP.I. SCHOOL IDENTIFICATION

I.1. GEOGRAPHICAL AND HISTORICAL SITUATION

I.1.1. Geographical situation

ENP/TTC Save is a great school located in Southern province exactly in Gisagara District, Save sector, Gatoki cell, and Nyarinaga village. This school is at about 1km far from the main road Butare-Kigali; it is just next the catholic parish of Save, the firs old parish in Rwanda, where many learners go to mass.

It is also in the south of the new building of the Catholic University of Rwanda and in the face of Health center held by BENEBIKIRA sisters, approximately in about 500m.

The school conditions are really favorable because it has water, electricity, computer laboratory with internet connection, sufficient classes, and playgrounds. There is also Rwanza market which facilitates a good functioning of the school

I.1.2. Historical situation

ENP/TTC Save founded in general context of the Catholic Church in Rwanda in 1952 and since its creation, it was school for boys and the direction was assured by white fathers. At the beginning of June 1973, Marist Brothers founded by Saint Marcellin CHAMPAGNAT takes the management and the direction of school.

The first headmaster of TTC Save was Brother Emmanuel Nkurunziza who was married after. But after, the school was changed the name and becomes «Groupe Scolaire Save Garcons». In that period, we assisted to different sections like Literary section, Business and Accountancy, Economic section and Normal section.

After genocide of 1994, which shook our country, the politic of education in Rwanda wanted to set up the school which form the teachers in each province, the «Groupe Scolaire Save Garçons» then becomes TTC Save and the school takes as objectives to form the primary school teachers. Nowadays, ENP/ TTC Save continue to educate qualified primary teachers.

1.2. OPPORTUNITIES TO SEIZE CHALLENGES

The opportunities which have this school help to surmount some obstacles such as:

-Water and electricity facilitate in many activities and good function of establishment.

But this school has challenges such as insufficient of computers according to number of students, and English religion books.

School year	Number of pupils		Total	Number of teachers		Total
	F	M		F	M
200-2001	249	256	505	15	3	18
2001-2002	251	287	538	16	3	19
2002-2003	240	279	519	22	3	25
2003-2004	336	340	676	26	4	29
2005	342	348	690	23	6	29
2006	361	231	592	18	7	25
2007	388	182	570	19	7	26
2008	415	161	576	19	8	27
2009	349	335	684	32	5	37
2010	608	601	1209	8	25	33

CHAP. II. SCHOOL ORGANIZATION

II.1. LOGISTICAL ORGANIZATION

Nowadays, this school which has 21 classrooms and 37 teachers contains 5 departments such as:

About sport and leisure, this school contains seven playgrounds: one for football, four for volleyball and basketball.

ENP/TTC Save continue to grow, and the number of students is increased every year, there is actual situation of students in 2010:

CLASS		SEX
		F	M
S1A		19	20
S1B		22	20
S1C		22	18
S1D		20	21
TOTAL: S1 ABCD		83	79

S2A		19	23
S2B		21	20
S2C		20	20
S2D		18	20
TOTAL S2 ABCD		77	83


S3A
S3B
S3C
S3D
TOTAL S3 ABCD		71	72
GENERAL TOTAL O-LEVEL		231	234

S4 T.M.L		23	18
S4 T.S.M		25	16
S4 T.S.S		21	15
TOTAL S4 T.M.L+T.S.M+T.S.S	69		49
S5 T.M.L	13		20
S5 T.S.M	25		16
S5 TS.S	10		14
TOTAL: S5 T.M.L+T.S.M+T.S.S	48		50
S6 T.M.L	11		17
S6 T.S.M	11		14
S6 T.S.S	7		3
TOTAL: S6 T.M.L+T.S.M+T.S.S	29		34
TOTAL A-LEVEL	146		133
GEN. TOTAL O-LEVEL& A-LEVEL	377		367

II.2. PEDAGOGICAL ORGANISATION AND STATISTICS

I s known that in TTC Save we study in English only, but Kinyarwanda, French and Swahili languages are accessories. It is obligatory to teachers to speak English every time at school and in the classroom, and every day for learners; Dean of studies and principal control if we teach in English. TTC has 744 learners, the present are 377girls and 367 boys.

There are in TTC Save boarding school and some learners in day school. Even if boys are so many that girls, the girls succeed more than boys because of female promotion, we teach hardly and succeed well.

For example, in 2008, in 6^th form for 63 pupils who passed the national examination succeeded 100% and 24among them have got a national bursary.

Level	Pupils of boarding school			Pupils in day school			General total
Gender	Gils	Boys	Total	Gils	Boys	Total	Gils	Boys	Total
O-level number	207	216	423	4	3	7	211	219	430
A-level number	117	129	246	7	1	8	124	130	254
Total	324	345	669	11	4	15	335	349	684

Level	Classrooms	Number of classrooms	Total hours
O-level	1^st form	4	162
	2^nd form	5	-
	3^rd form	-	-
Total		12	430
A-level	4^th form TML	1	34
	4^th form TSS	1	25
	4^th form TSM	1	38
Total		3	97
A-level	5^th form TML	1	28
	5^th form TSS	1	10
	5^th form TSM	1	27
Total		3	65
A-level	6^th form TML	1	44
	6^th form TSS	1	17
	6^th form TSM	1	31
Total		3	92

II.3. ADMINISTRATIVE ORGANISATION

Administrative organization of TTC Save has headmaster who comes on first place, parent teachers association, teachers and Library.

II.4. PERSONAL SUPPORT

The personal support is constituted by the complementary agents who are changed with multiple activities under them the school product did not be possible. Especially there are three guards for having security one of day and two others for night and other laden of support to school garden and hygiene in the public place.

This school disposes also 3 cooks who work in alternative system. It is an orderly who after the direction's works; he is interested in cleanliness around the different halls because the interior is under the responsibility of the learners themselves.

II.5. GENERAL MISSION OF TTC SAVE

It consists of forming the qualified teachers who are able to make quality education for primary school. Hence its primary mission is to continuously form primary teachers and train the in-service teachers. It achieves its objective using the following domain:

1) Pedagogical domain: its major task is to enhance the quality of education and the quality of teaching apprenticeship. It helps the in-service teachers through training and formation, control and regular evaluation of all pedagogical activities.

2) The hygienic and health domain: the principal activity is to maintain the hygiene of the body and sanitation of the sensitive places such as toilets, bathrooms, as well as the environmental protection.

3) Disciplinary, sport and leisure domain: it struggles to follow the conduct and the discipline of the student. It inculcates the culture of mutual support and interdependence among the learners, fighting the ideology of genocide and all sorts of discrimination.

About the mission in brief we can say that the major mission of TTC Save is to form a good citizen and a good Christian.

4) Administrative domain. It works as the overall controller and planner of all other domain to see to it that the school achieves its objectives and mission.

For the school perpetual improvement and good working conditions in order to put into actions the policies of the government in education. TTC Save looks for the quality education more especially for the children and the youth as it was recommended by Marcellin Champagnat the founder of Marist brothers. The school has a perpetual formation of in-service teachers does pedagogical visits in the classrooms holds different conferences about education and provides necessary documents for the teachers.

The girl education is also taken into consideration through the clubs whereby all girls are encouraged to take a great part in expressing their right and problems, making decision pertaining to education.

CHAP.III. PEDAGOGICAL DOCUMENT REQUIRED

III.1. TIMETABLE

I taught social studies in O-level: 3^rd TSS each lesson was taken 50minutes. I taught from Monday to Friday in the same level. We were following the timetable below:

Hours	Monday	Tuesday	Wednesday	Thursday	Friday
8:00-8:50	Religion				Religion
8:50-9:40
9:40-10:30
10:45-11:35
11:35-12:25	Religion			Religion
14:00-14:50	T.P
14:50-15:40	T.P
15:40-16:30	T.P

III.2. SCHEME OF WORK

III.3. CLASS DIARY

This document has oriented me in activities day. Each teacher must have this document in order to know what activity he must do each hour of day. This is class dairy:

Time	Subject	Matter	Topic	Application	Observation

Homework
Lesson

III.4. LESSON FLOWS AND DAILY LESSON PLAN

These documents are very important to the teacher. If you teach without preparation of your lesson you are not a good teacher. These documents was helped me in planning of all lessons

Stages	Period	Teacher's activities	Learner's activities	Content
A. Preamble
B. Talk: 1.Preparation 2. Presentation 3. Elaboration a. Explanation b.Interiorisation c.Actualisation 4.Synthesis 5.Prayer 6. Application in our dairy life.
C. Activity

III.5. CALLING DOCUMENT

The calling document has helped me to know the students who are present and those are absent in the lesson.

III.6. THE MARKS DOCUMENT

This document is necessary to the teachers because if he evaluates the student he must write their marks. I was used it during my internship period for to estimate the level of learners and to know that my objective was been reached.

III.7. THE SUMMARY NOTEBOOK

This document is reserved for summary of courses. I have used this document because after teaching I gave a summary of lesson to the students.

In religion lesson, I used different methods which are different to other courses. When you teach, you must have method that you use in knowledge transmission. According to general methodology course there is a lot of methods that the teacher can use for making his/her lesson understandable.

During my teaching practice, I used analytic and synthetic methods. I used also interrogative method for seeing if the students follow or not. I was used also participative method where the learners felt free for expressing themselves. They asked questions when they don't understand. Lastly, I used the explicative method for making understandable my lesson.

According to Philomena W.NDAMBUKI, a teacher must evaluate a performance of the learners in good interpretation it is very easy to ask the question about aim of evaluation for estimate a level of learners, to take the best decision like Selections, orientations and advancement. A good teacher must evaluate the learners in order to know if the lesson taught has been understood; therefore as it is necessary and useful to give the evaluation in the middle of lessons and at the end of my lesson. I gave quizzes and at the end of my practice I gave examination for all 3^rd forms.

Class	Date of exam	Number of the students who did this evaluation	Those who are succeed	Those who are failed
3^rd A	25^th September2010	28 Students	28 Students	28 students
3^rd B	25^th September 2010	30 Students	30students	30students
3^rd C	25th September 2010	29 Students	29Students	29 students
3^rd D	25 September 2010	29 Students	29Students	29 students

CHAP.IV. SOCIAL ATMOSPHERE AT ENP/TTC SAVE

IV.1. WHITH THE LEARNERS

Most of students could facilitate understanding in teaching and learning process. As I had difficulties for speaking English language, I used teaching aids the strong learners discovered the explanations and they explained to others then my lesson was understood easily.

It is probable the adaptation for the young more than the adult because in TTC/Save,

the learners use English language every time; in class, in refectory, in dormitory, in the road and in the leisure activities and every where they are.

We note that some teachers also still have the problem of English. When you want learn perfectly a language you must go where that language is practiced daily. When I arrived at TTC /Save I had fear. I could not imagine that I would deliver my lessons in English but after some days I got used and I spoke it without fear. In TTC/Save every body pay attention on punctuality. In the end of my teaching practice, I was not afraid of speaking English.

IV.2. RELATIONSHIP BETWEEN TRAINERS, SCHOOL'S STAFF AND TEACHER

During my teaching practice, I respected all teachers, authorities in general every body is human being and has his own temperament. I had the conversation with the teachers during the break time I met other student teachers in my free time; we exchanged about different difficulties and experiences in the profession of teaching. By telephone we communicated with the student-teachers who were at Mbuga, Mururu, Kirambo, Ecole des sciences Nyagisenyi, especially my colleagues who were at G.S.Indatwa/Inkesha, we exchanged the experiences.

IV.3 EXTRACURRICULAR ACTIVITIES

In this teaching practice we are firstly interested by the students than others. We might have participated in the catholic action movements like Xaveri movement, Groupe de prière charismatique and Groupe vocationnel. At the end of my practice, I gave support of 8 scarves to Xaveri members who would make promise.

Not only that the students were very curious and loved to ask many questions about the life of Universities or High Institutes. Our relationship was very effective and productive; sometimes the students facilitated our task by taking notes in their upper time when we have lacked the time to write them on the blackboard after teaching.

CHAP.V. THE DIFFICULTIES

As we have emphasized the teaching practice requires much physical energies psychological and moral, is why we have encountered some difficulties that we have sweated for the proper functioning of our teaching practice. We can enumerate some of them:
The lack of documents: We have studied in French the methods used in teaching, the same preparations as we are forced to teach in English without any documents except to translate and we would compare the findings with the notes of the University.

In first form we studied general methodology. I had mastered the part of lesson. I did well the preparation but it was very difficult to respect all part. We must do teaching practice for verifying what we know and to realize our weaknesses.

Normally, I studied from secondary up to University in French; out of class I speak Kinyarwanda. The adaptation in a place where every body speaks English all times was very difficult. It required much effort and determination.

We got an obstacle to find the appropriate teaching and learning aids and to use them was difficult. My timetable was tiresome more especially on Friday afternoon. It was also tiring to the students.

The number of the students was higher, I taught 116 students and to help the slow learners was really difficult.

CHAP.VI. CONCLUSION AND RECOMMANDATION

VI.1. CONCLUSION

Teaching practice is a very important time to transmit the knowledge and know the new behavior of the students and the school.
The internship allows the implementation of theoretical knowledge in a professional and gives the experience to the students of the world and its profession.

During this period, we could not put only put in practice the theories studied but learning to social integration and professional who has made us able to control the real situation of what happens at school.

Indeed, it is necessary to note that this period of teaching practice was for us of great importance. This good experience has enabled us to love again our good job of teaching because we have conducted various educational and social activities both in school, since the internship prepares us to drive our profession.

VI.2. RECOMMANDATION

The teaching practice is irreplaceable in the life of the student, especially the students of CUR. As the experimenters of TP we show the following suggestions.

VI.2.1. To the Ministry of education

The teaching is a domain which deserves all attention from the Responsible of the state. We suggest following nearly the schools in order that those ones focus on educating not only to instruct.

? To exercise the strict control on the curricula by the favourable conditions allowing a learner to follow well the courses;

? To define clearly the objectives of teaching and learning and to know how to evaluate;

? The English as the teaching and learning language would be perfected in order to improve the product of the teaching-learning process.

VI.2.2. At the Headmaster and teachers of the secondary schools

? To improve the English language by trying to speak it especially in all school activities in order to help themselves and students to master it. That is a very helpful for teachers to teach their lessons and for students to follow honestly the lessons. In that case all students must have been interested to participate to the club of English.

? To provide greater effort and to take the suitable measures to ensure the discipline of students.

? To mobilize the employee in his responsibility. It is unbelievable to see the Headmaster supervising students to improve them by background by revising their notes while the Animator and Prefect of students don't act.

VI.2.3. At the Responsibles of CUR and at the TP Supervisors

-For a student of Psychopedagogy faculty, the unique TP is not enough to depend and to familiarize himself with the teaching profession, as a TP is considered as a new experience.

-The visits to supervise the teacher student are insufficients. One visit is not sufficiently helpful to the teacher student to accomplish its objectives.

-CUR must enrich its library making available books which are appropriate to the faculty.

VI.2.4. At the parents

-To follow their children in their learning even at school. The parent place to their children is not irreplaceable.

BIBLIOGRAPHIE

2. LEGENDRE R., Précis de didactique générale, édition Logiques, Québec, 1984

5. NDAMBUKI W. Philomène, Introduction to educational Psychology, Nairobi Kenya 1996.

* ¹ LEGENDRE, R., Précis de didactique générale, Ed. Logique, Québec 1983, p.249

Rapport de stage effectué au TTC Save (Teachers Training Center) Kigali Rwanda

TABLE OF CONTENTS