In the period from September 12 to October 23, 2022, students of the RE-19 group had their pedagogical practice in the second specialty, in English. The defense of the practice was held on November 2, 2022. The academic adviser from the University was Nicolaeva Prascovia Dmitrievna.
In the course of teaching practice, students had new opportunities for personal growth, self-realization, improving the ability to design their activities.
The teaching practice lasted 6 weeks. During the entire period of practice, students attended 10 lessons given by their mentor teachers. While attending the lessons, students personally noted a lot of the teacher's teaching experience:
1) fluency in theoretical and practical material;
2) the ability to explain the material in an accessible way;
3) the ability to interest, involve pupils in activities;
4) creativity;
5) availability of visual and didactic material;
6) a combination of various forms of work: pair, group, etc.
According to students, mentor teachers always responded to their requests and tried to provide them with all possible assistance in organizing students for work, in equipping the classroom for class hours and English lessons, and gave professional recommendations on paperwork.
During the period of practice, students tried themselves in the role of an English teacher, as well as in the role of a class teacher. They conducted 10 English lessons, during which students fully experienced the hard work of teaching, but also the joy of interacting with students.
Students say: “At first it was difficult to make contact with children; there was some stiffness in relationships. But gradually, from lesson to lesson, we managed to find a common language with the pupils, choose our own style of communication with them, skillfully organize the activities of not only our own, but also the pupils’.
According to the results of the defense, it became obvious that the students tried to involve pupils in activities, used presentations, visual aids, took into account the age and individual characteristics of the children. Various methods were used to explain the topic: puzzles, riddles, etc. Introductory speech and speech exercises were presented, as well as exercises in imitation, substitution and transformation. At each lesson, physical training breaks were used.
Having tried themselves in the role of a teacher, students once again became convinced that theory and practice should be closely interconnected. The result and the process of teaching practice allowed the students to think only positively of teaching. In the process of performing certain practical tasks, they consolidated the theoretical knowledge gained in the learning process, as well as improved their professional skills in building constructive interaction with pupils, in writing practical materials and conducting training sessions.
