Rapport de stage du LGL, année 2009
UNIVERSITE DE YAOUNDE I
THE UNIVERSITY OF YAOUNDE I
ECOLE NORMALE SUPERIEURE DE YAOUNDE
HIGHER TEACHERS’ TRAINING COLLEGE, YAOUNDE
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DEPARTEMENT D’INFORMATIQUE ET DES TECHNOLOGIES EDUCATIVES
DEPARTMENT OF COMPUTING SCIENCES AND INSTRUCTIONAL TECHNOLOGY
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Année académique 2008-2009
Academic year 2008-2009
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PRESENTED BY
As partial fulfillment in obtaining
A DIPLOMA IN SECONDARY SCHOOL TEACHING
SECOND GRADE TEACHING
Supervised by
Mr. ETOUNDI Marcel
Mrs. BEYENE Monique
Cooperating teacher
Table des matières
INTRODUCTION
CHAPTER 1: PRESENTATION OF LYCEE GENERAL LECLERC
1.1 HISTORY
1.2 GEOGRAPHICAL LOCATION
1.3 ORGANIZATION AND FUNCTIONNING OF LGL
1.3.1 ADMINISTRATIVE PERSONNELS
1.3.2 STRUCTURES
1.3.3 ACTIVITIES
Chapter II: THE UNFOLDING OF THE TRAINING PERIOD
2.1 THE RECEPTION PHASE
2.1.1 THE ADMINISTRATION.
2.1.2 COOPERATING TEACHERS
2.2 THE OBSERVATION PHASE
2.2.1 OBSERVATION OF THE TEACHER
2.2.2 OBSERVATION OF STUDENTS
2.2.3 OBSERVATION OF LESSONS AND ICT INTEGRATION
2.2.4 OBSERVATION OF THE ENVIRONMENT
2.2.5 OBSERVATION OF THE ADMINISTRATION
2.3 THE TEACHING PHASE
2.3.1 PEDAGOGIC TOOLS
2.3.2 THE PREPARATION OF LESSONS
2.3.3 THE PRESENTATION OF LESSONS
CHAPTER III: THE INTEGRATION OF ICT AT LGL
3.1 The Existing Situation
3.1.1 ICT as a subject
3.1.2 ICT as a research and a learning tool for other disciplines
3.1.3 ICT as a management tool
3.2 Diagnostics
CHAPTER IV: PROBLEMS ENCOUNTERED
4.1 Absence of the Teacher _Trainers
4.2 The Language Problem
4.3 The Non- Acceptance of Computing Science by Other Teachers and the Students
4.4 Lack of a Computing Science Laboratory
CONCLUSION
INTRODUCTION
CONTEXT
The training of teachers in the higher teacher training college is divided in to two phases: the theoretical and the practical phases.
In fact, the practical stage is a period during which teachers are sent in secondary schools for perfection. These practices put together three structures: the TTC (teacher training college) which is in charge of the transmission the students list to ministry of secondary education which has the duties of the repartition of students in the various schools.
The practical stage has many objectives from the generals to the specifics objectives.
GENERALS OBJECTIVES
In the institutional plan, the practical gives to the ministry in charge the opportunity to evaluate and appreciate the skills of the future teachers. This is the reason why the ministry of secondary education delegates inspectors to supervise and evaluate the stage.
Otherwise, it is also the duty of the teachers’ training college to verify the level of assimilation and application of the various courses such as psychology, pedagogy and didactic by students. It is therefore the time for the students to acquire some professional gestures.
In general, the practical phase prepares the students for their future profession as teachers on how to elaborate the lesson plan, transmit the lesson and evaluate their lessons.
SPECIFIC OBJECTIVES
The specific objectives of the practical stage concerning the student in this phase is a means for the student to complete his knowledge and competence because the theoretical and practical phases move hand in globe to application the theory learned during the first part of their training in the higher teachers training college.
STATEMENT OF PROBLEM
This report aims to give a round up of the experience encounter during the teaching practice of the trainees in their future professional milieu. Hence, this experience must be given on what the students say, what they, what where the difficulties and in more particular events.
INTEREST OF THE REPORT
The report made by the students are given to the administration of the teacher’s training college to be awarded of all the activities carryout by the student during the practical phase and to study the problems the had faced on the teaching of the lessons for example. In fact, it is an abstract of the various activities taken by the student-teacher, by the supervisor and the students.
The report also presents the environment of the practice which in this case is Lycée Général Leclerc.
Method
We are going to adopt in this expose a descriptive methodology divided in to three parts: the presentation of the milieu, the activities carryout and the difficulties
CHAPTER 1: PRESENTATION OF LYCEE GENERAL LECLERC
1.1 HISTORY
In 1950, when Cameroon was under French control, the French ministry abroad transformed ‘college moderne classique' into a secondary school with a high school that run from lower sixth to upper sixth. Consequently, the infrastructural problem arose and paralyzed the management of the school. Students' performance was remarkable in official examinations. Following this situation, the colonial administration decided to react.
They decided to construct a new school which started on the 21st October 1952. The creation of the school was the reward for the contribution of African soldiers to the liberation of the town of Paris in 1944, under the command of the General LECLERC. The launching ceremony of the construction was presided over by Paul OJOULAT, deputy of territorial assembly, in the presence of Yves BUYTET, who was the first principal of the institution.
From 1952 to 1972, this institution was administered by the French. It is only in 1975 that Lycée Général Leclerc (henceforth referred to as, LGL) was handed to ESSONO EDOU who is the first Cameroonian principal. The current principal of LGL is Emmanuel MPELE.
Below is a table that shows the various principals and their years of reign from 1952- 2006.
Number / Year / Principal’s name1 / 1952-1956 / Yves BUYTET
2 / 1956-1957 / M.GAUCHER
3 / 1957-1967 / Jean Marie Celestin B
4 / 1967-1968 / Gilbert Trauveron
5 / 1968-1971 / Joseph Marie MURAT
6 / 1971-1972 / Guy LEVEQUE
7 / 1972-1978 / Daniel ESSONO EDOU
8 / 1978-1982 / Charles ETOUNDI (1st passage)
9 / 1982-1986 / Lazare TSIMI
10 / 1986-1990 / Celestin AMVELLA BIDJOH
11 / 1990-1993 / Dominique AMVELLA
12 / 1993-1997 / Charles ETOUNDI(2nd passage)
13 / 1997-2000 / Augustin EDZOA(1st passage)
14 / 2000-2002 / Eugène EKOUMOU TSIMI
15 / 2002-2005 / Dr.Martin C.ATANGANA OWONA
16 / 2005-2006 / Augustin EDZOA(2nd passage)
17 / Since 2006 / Emmanuel MPELE
Since 1952 LGL has been directed by 17 principals 6 of whom are foreigners and 11 of them, Cameroonians. The «Bulletin d’information du lycée général leclerc, n°002, mars 2000» has details of this information.
1.2 GEOGRAPHICAL LOCATION
Lycée Géneral Leclerc is situated in the Ngoa-Ekellé neighbourhood, across the reunification boulevard and infront of the national assembly. It is a part of an administrative locationof Yaoundé III.
Nowadays the institution count about 81 classrooms, 5000 students and a staff of 227 teachers. It is therefore considered as the biggest school in Cameroon in terms of capacity.
1.3 ORGANIZATION AND FUNCTIONNING OF LGL
In Cameroon, the organization of publics’ schools is based on officials’ texts
1.3.1 ADMINISTRATIVE PERSONNELS
Considering official text, the LGL has a principal, eleven vice-principals. One of these principals is in charge of the multimedia center. The others take care of the rest of the classes. This school has eighteen discipline masters, one accountant, one bursar, about twenty counselors, ten youth and animators and two secretaries. One of these secretaries works in the principal's office while the other in the office of the vice-principal in charge of the multimedia center. They also have two librarians.
1.3.1.1 The principal
The principal of the LGL is Emmanuel MPELE. Being the manager of the institution, he depends on the ministry of secondary education which elaborates the guidelines to be followed by secondary schools. Hence, the principal represents the school in all its civil acts and is responsible for the good functioning of the school. He works in collaboration with the vice-principals and the discipline masters.
1.3.1.2 The vice-principals
The eleven vice principals of LGL are responsible for pedagogic activities. Below are the names of the various vice principals and their working posts.
Name / Working postsNOMMO MVONDO / Multimedia center
NGONO Claire / Form I
MVONDO / Form II
ONDOA / Form III
NKODO Jacqueline / Form IV
ATEMEGUE / Form V literatures
AMBELLA / Form V Scientifics
SOMBAI / Lower sixth literatures
NGANA / Lower sixth Scientifics
FOTSO / Upper sixth literatures
AMBIANE / Upper sixth Scientifics
1.3.1.3 DISCIPLINE MASTERS
Lycée Général Leclerc count about eighteen discipline masters who are in charge of the internal discipline of the institution. They are assisted in this cumbersome task by some twenty assistant discipline masters.
1.3.1.4 The Bursar.
He is the financial manager of the institution. He receives school fees and examination fees and transfers it to financial institutions such as banks.
1.3.1.5 The accountant
The accountant is in charge of the conservation of the school property and pedagogic materials.
1.3.1.6 The orientation counselors
The twenty orientation counselors are grouped under the school orientation service. They are concerned with students' and teachers' attitudes, their needs and their interests. They organize psychological tests and gather all necessary information needed for the orientation of students.
1.3.1.7 Youth Animators
Amongst them are principal counselors of animation. Together they are in charge of the organization of leisure activities.
1.3.1.8 Librarians
The two librarians are in charge of the resource and documentation information center of LGL. They keep and organize pedagogic and didactic materials
1.3.1.9 The head of the multimedia center
EKOUMA EBO’O Emmanuel is responsible for the multimedia center of LGL This center contains 58 personal computers and 3 servers-computers. However pedagogic activities are controlled by the vice-principal in charge of the multimedia center.
1.3.1.10 Teachers' counselors
It is constituted of 227 teachers. They are those responsible for the students' education, in this sense they are divided into pedagogic department according to the courses they deliver in the 81 classrooms.
They coordinate activities that determine the good functioning of the school.
1.3.2 STRUCTURES
LGL functions with structure that includes the general personnel assembly, the teaching counseling, the class counseling and the discipline counseling.
1.3.2.1 General personnel assembly
It is made up of all the personnel in the school. The meeting takes place at the beginning of each trimester. It is presided over by the principal. This is an opportunity for workers to exchange information and questions related to the school functioning.
1.3.2.2 Class counseling
Class counseling takes place at the beginning of every sequence. It involves the principal, the vice-principals, the teachers, and the student delegates. Their rule is to examine problems faced by students and teachers, so it elaborates strategies for the better survival of the class and the amelioration of the students’ performances.
1.3.3 ACTIVITIES
Here, we are going to distinguish pedagogic activities and leisure activities.
1.3.3.1 Pedagogic activities
This refers to those activities that involve human and material resources that interact directly and indirectly in the educational process. Vice-principals are the ones in charge of the organization of these activities.
The pedagogic department determined according to this course. They follow the following repartition:
-For the scientific courses we have: the department of computer sciences, the department of mathematics, the department of physical sciences and the department of natural sciences.
-For the literary courses we have the department of: English, French, German, Spanish, Geography-History and civics.
-Social acknowledgement is constituted by the department of: social and familial economics, manual work, sports and music.
1.3.3.2 Leisure activities
Those are activities carried out by students during their leisure hours in and out of school but related to knowledge acquisition.
LGL has a service of leisure activities which mission is to coordinate cultural and pastime activities. Hence, student are grouped under 20 clubs, supervise by the youth and teacher animators.
There are 3 clubs for humanitarian actions (health, red-cross and environment), 12 clubs for cultural professions and 5 clubs for the perfection of pedagogic courses.
However, we ought to know that the survival of these clubs is faced by many difficulties like finance. This is so because because the budget allocated to this clubs are not enough to carryout their activities.
Besides, LGL comprises structures that help students for their education such as the PTA (parents- teachers association).
As far as the infrastructures are concerned, LGL posses three huge buildings that contain 81 classrooms, an administrative block, a multimedia centre, a library, laboratories and playgrounds for basketball, football and handball.
To conclude this chapter, we can say that LGL is a prestigious institution for the nation by the rigorous and objectives that has sustained its evaluations. Furthermore, the educational system was the French system but now, the institution seems to have lost its previous values because of some difficulties faced by our educational system.
Chapter II: THE UNFOLDING OF THE TRAINING PERIOD
Our training period at LGL began on the 12th of February 2009 and ended on the 28th of April 2009. On our arrival at the school premises, we went directly to the principal’s office. At the principal’s secretariat, we were directed to the office of the head master in charge of the multimedia centre in the school. This phase was followed by the observation phase and finally, the teaching phase.
2.1 THE RECEPTION PHASE
2.1.1 THE ADMINISTRATION.
When a trainee is sent from the higher teachers’ training college to a secondary school for training, the first thing he has to do is to report to the administration in order for him to be identified and also to obtain information in relation to his training.
On our arrival at the school premises on the 12th of February 2009, we went directly to the principal’s office. At his secretariat, we present ourselves. We were sent to the headmaster in charge of the multimedia centre. He is called Mr. Nommo Mvondo He welcomed us and invited us to his office. He gave us a brief insight to the functioning of this sector. He also gave us the timetables of all the computer sciences teachers in the school. They are three in number. Two of them are civil servants while one is working on contract basis. Thus we had the timetables of Mrs. Beyene monique (a civil servant), Mr. Etoundi Marcel (a civil servant) and Mrs. Angoni fridoline (a contract worker). In this school, computer sciences are taught only to non examination classes (6e, 5e, 4e and 2nde).
2.1.2 COOPERATING TEACHERS
We met our cooperating teachers on the 16th of February 2009. They had a talk with us where we introduced ourselves. They enlightened us on what we have to do. They gave us the term’s program and pointed out the topics we have to teach. They also gave us a lesson plan form and directed us on how it should be filled during the preparation of each lesson. After the reception, came the observation phase.
2.2 THE OBSERVATION PHASE
To observe means to pay attention and to study a situation at hand. During the observation period, we focused our attention on four major aspects; observation of the teacher, observation of the students, and observation of lessons with special attention on the integration of ICTs in the lessons and lastly, observation of the school premises and the administration.
2.2.1 OBSERVATION OF THE TEACHER
The teacher is one of the major actors in the teaching and learning process. This is the reason why he deservers a special attention. Both his verbal and non verbal reactions ought to be taken into consideration. His eloquence, mastery of the class and other movements in the class are also important.
2.2.2 OBSERVATION OF STUDENTS
Learning is supposed to be student centred. This means that the student is supposed to be active in the learning process, rather than being a mere receiver who sits and listen absolutely to what the teacher says. Here, we are interested in the student-teacher relationship. That is, the attitude of the students during lessons and certain actions of the teacher. This enabled us to have a global impression on the temperament of the class.
2.2.3 OBSERVATION OF LESSONS AND ICT INTEGRATION
Our point of interest here was methodology, time and blackboard management, ICT integration into lessons, and the techniques of evaluation. We also observed the different activities put in place by the teacher towards the attainment of objectives. The structure and the development of lessons was also our point of interest.
2.2.4 OBSERVATION OF THE ENVIRONMENT
This has to do with the physical environment and the interpersonal relationship. The physical environment of LGL is calm and attractive. It is surrounded by a concrete wall to protect and prevent students from leaving the school premises during lessons. The relationship between teachers and administrative personnel is cordial. They are polite towards one another.
2.2.5 OBSERVATION OF THE ADMINISTRATION
The administration is responsible for the establishment of a program that the teacher and the student are supposed to respect and follow. The observation period lasted for two weeks, after which the teaching period followed.
2.3 THE TEACHING PHASE
To the trainee, this is a stage where he has to move fro theory to practice. He has to apply what he has learned in the theoretical lessons on pedagogy, didactics and methodology in computer sciences. The teaching phase comprises different stages; preparation of lessons, pedagogic meetings and the presentation of lessons. To go through all these, pedagogic tools are needed.
2.3.1 PEDAGOGIC TOOLS
Pedagogic tools are a set of items that enables the transmission of knowledge. The pedagogic tools we used are as follows; blackboard, chalk, charts, computers, internet. All these helped in the preparation and teaching of the lessons.
2.3.2 THE PREPARATION OF LESSONS
A good lesson begins from the level of its preparation. If the preparation phase fails, the lesson cal never be a success.
To make a lesson a success, the trainee has to;
-choose a lesson with a teacher trainer
-define the operational pedagogic objectives and choose a means of attaining them
In order to attain the operational pedagogic objectives, the trainee has to
-manage his time appropriately
-evaluate the students in order to measure the level of acquisition
All these elements have to be entered in the lesson plan form. An example of this form is found in the annex section of this booklet.
2.3.3 THE PRESENTATION OF LESSONS
Before presenting each lesson, the trainer is supposed to present his operational pedagogic objectives in order to capture the attention of the students. This will also enable the students to automatically evaluate themselves at the end of the lesson.