Report of Pedagogic Internship carried out in G.B.T.H.

S NKOLBISSON from the 3rd of

February to the 28th of February 2020

CERTIFICATION
This is to certify that this internship report titled “Teaching Practice Report III” course code
EDUT5201 is 1the original work carried out by NGWAYI MARCEL NGWAYI
(UBa19T0480) in the department of Fundamentals Science, Option Mathematics, Science and
Technology (MST)

DEDICATION
This piece of work is dedicated to my parents, my wife and my children

ACKNOWLEDGEMENT
This piece of work would not have been a success without us drawing useful information and
advice from the treasure of experiences from lecturers and researchers. I would like to express
profound gratitude to every conscious individual who provided me with relevant assistance
without which this work would have been what it is. In a very special way I wish to extend
my profound gratitude to:
My cooperating teacher, Mr. Samekomba Jean Ulrich for supervising me during teaching
practice and to his colleagues of the Mathematics departments who equally gave me
assistance in one way or the other. I am indebted to all the form five students of both the
English and French sections of G.B.T.H.S Nkolbisson for their mutual collaboration and
respect they offered to me during my lesson presentations.
Special thanks also go to the administration of G.B.T.H.S Nkolbisson for the courage they
gave me working on extra days.
To all the staff of HTTTC Bambili for preparing me intellectually and morally. I will not
forget my parents Mr. Ngwayi Cletus Tata and Mrs. Kibong Bridget and the rest of my family
members for their financial, moral and spiritual support.
I cannot end this work without mentioning my beloved wife, Mrs. Tabah Belinda and my
children for the understanding and support they gave during my studies and internship.
All my friends, relatives and well-wishers not mentioned above who contributed to the
completion of the internship are also appreciated.
I roundup my appreciation to God Almighty who is the reason behind my existence and the
purpose for which I am still alive today. His grace has been sufficient for me all this while and
will continue to be.

ABSTRACT
This piece of work carries the internship and teaching practice report carried out by the
student teacher at G.B.T.H.S Nkolbisson in the town of Yaoundé.
Teaching practice embraces all the learning experiences of student teachers. The internship
started with a meeting with the administration of G.B.T.H.S Nkolbisson whee the student
teacher later carried on with the observation and equally did the teaching proper following
their timetables. The exercise went on hitch free, though the student teacher faced some
difficulties in the preparation of lesson notes, stating lesson objective, mastering of language
of instruction just to name a few. Despite these challenges all went on successfully thanks to
the cooperating teachers who acted promptly and remedied the situation. The student teacher
also recommended that official letters should always be handed to student teachers at least
one week before to avoid errors. Also, more building of classrooms to avoid overcrowding of
students. More qualified teachers be sent into technical, secondary and high schools to meet
up with standards.

TABLE OF CONTENTS
CERTIFICATION ​i
DEDICATION ​ii
ACKNOWLEDGEMENT ​iii
ABSTRACT ​iv
TABLE OF CONTENTS ​v
CHAPTER ONE ​1
GENERAL INTRODUCTION ​1
1.1: DEFINITION OF TEACHING PRACTICE ​1
1.2: OBJECTIVES OF TEACHING PRACTICE ​2
1.3: PRESENTATION OF G.B.T.H.S NKOLBISSON ​2
1.3.1: SCHOOL ENROLMENT FOR 2019/2020
ACADEMIC YEAR ​2
1.3.2 STAFF OF MATHEMATICS DEPARTMENT ​3
1.3.3 FACILITIES AVAILABLE AT THE SCHOOL ​3
1.3.4 OPTIONS AVALAIBLE IN G.B.T.H.S
NKOLBISSON ​3
1.3.5 ORGANIGRAME OF G.B.T.H.S
NKOLBISSON ​5
CHAPTER TWO ​6
PEDAGOGIC ACTIVITIES ​6
2.1: OUR FIRST DAY IN G.B.T.H.S NKOLBISSON ​6
2.1.1 AGENDA ​6
2.1.2 ARRIVAL OF STUDENT TEACHERS AT
G.B.T.H.S NKOLBISSON ​6
2.1.3: ROLL CALL OF THE STUDENT
TEACHERS ​7
2.1.4: PRESENTATION OF THE MEMBERS OF THE
ADMINISTRATION ​7
2.1.5: WORD OF WELCOME BY THE VICE
PRINCIPAL ​7
2.1.6: PEDAGOGIC TALK BY THE VICE
PRINCIPAL ​8
2.1.7: DISCIPLINE OF STUDENT TEACHERS ​8
2.1.8: CLOSING REMARK ​8
2.2: FIRST THREE DAYS OF OBSERVATION BY
STUDENT TEACHER ​9
2.2.1: FIRST DAY OF OBSERVATION ​9
2.2.2 SECOND DAY OF OBSERVATION ​10
2.2.3 THE THIRD DAY OF OBSERVATION ​10
2.3 SUBJECTS TAUGHT ​11
2.3.1 FRENCH SECTION: ​11
2.3.2: ENGLISH SECTION: ​11
2.4 PRE LESSON PLANS ​11
2.5: RESOURCES THAT I MIGHT HAVE
DEVELOPED ​12
2 .6: LESSON PRESENTATION ​12
2.6.1: THE FIRST DAY OF TEACHING PROPER ​12
2.6.2: THE SECOND DAY OF TEACHING
PROPER ​13
2.6.3: OTHER ROUTINE DAYS OF LESSON
PRESNTATION ​13
2.7: EVALUATION OF STUDENTS ​13
CHAPTER THREE ​14
EXTRA CURRICULAR ACTIVITIES ​14
3.1: ACTIVITIES WITH THE STUDENTS ​14
3.2: ADMINISTRATIVE ACTIVITIES WITH SCHOOL
OFFICIALS ​14
CHAPTER FOUR ​15
DIFFICULTIES AND CHALLENGES
ENCOUNTERED ​15
4.1: ENSET BAMBILI ​15
4.2: GBTHS NKOLBISSON ​15
4.3: STUDENTS OF GBTHS NKOLBISSON ​15
4.4: ADMINISTRATION OF G.B.T.H.S
NKOLBISSON ​16
4.5: SOME OF THE DIFFICULTIES AND
CHALLENGES THAT WERE SOLVED ​16
CHAPTER FIVE ​17
RECOMMENDATION AND CONCLUSION ​17
5.1: RECOMMENDATION ​17
5.1.1: AT THE LEVEL OF HTTTC BAMBILI ​17
5.1.2: AT THE LEVEL OF G.B.T.H.S
NKOLBISSON, ​18
5.2: CONCLUSION ​18
​
v
Report of Pedagogic Internship carried out in G.B.T.H.S NKOLBISSON from the 3rd of
February to the 28th of February 2020

CHAPTER ONE
GENERAL INTRODUCTION
1.1: DEFINITION OF TEACHING PRACTICE
Teaching practice is one of the most important and formative experience of every teacher in
training. It gives the student teacher the opportunity to apply and integrate theoretical
knowledge acquire from the university to the realities of the class room situation. Teaching
practice equally enables the student teacher to learn best teaching practices within the
watchful eye of a cooperating teacher. Student teacher ends up developing their own
philosophy of teaching and self-confidence since teaching practice is both training and a
learning process.
Teaching practice with respect to the Higher Technical Teachers Training College (HTTTC)
Bambili in general and the department of fundamental science in particular, is a requirement
for first and second cycle students undertaking studies. Students are sent out to technical
schools to observe the work of a teacher in the field and also participate in teaching in order
to gain teaching experience.
The fourth year teaching practice is a preparatory test of ability and quality of being a
teacher. It focuses on developing classroom management. It provides student teachers
opportunity to observe their cooperating teachers teach and to reflect on the roles and
responsibilities of a teacher. They are also provided practical experience of helping their
cooperating teacher in planning lessons, preparing resources and managing students based on
the judgment of the cooperating teachers they can undertake some guided small group
teaching.
rd
This pedagogic internship activity this year took place for a period of four weeks from the 3
th
of February to the 28 of February 2020. My teaching practice was done Government
Bilingual Technical High School (G.B.T.H.S). Nkolbisson where the theoretical skills gotten
from The Higher Technical Teacher’s Training College (H.T.T.T.C.) Bambili of The
University of Bamenda were put into practice in a classroom situation

1.2: OBJECTIVES OF TEACHING PRACTICE

According to AKBAR (2000), the following are the objectives of teaching practice;
➢ To provide the prospective teachers with an opportunity of establishing an appropriate
teacher pupil relationship
➢ To develop personal relationship with others: administrators, teachers, parents and
students.
➢ To provide the future teacher with practical experience in school to overcome the
problems of discipline and enable him or her to develop methods of control.
➢ To develop skills in use of fundamental procedures, techniques and methods of
teaching.
➢ To develop skills in future teachers related to teaching like fluent speaking,
meaningful reading, using chalk board and other teaching materials.
➢ To provide for exchange of ideas and methods between practicing school and teacher
training institutions, staff and students, perceiving new ideas, material and
equipment’s into schools.

1.3: PRESENTATION OF G.B.T.H.S NKOLBISSON

Government Bilingual Technical High School (G.B.T.H.S) Nkolbisson is located in the
Yaounde VII Sub-Division in the Mfoundi Division of the Centre Region of Cameroon.
G.B.T.H.S Nkolbisson is one of the six (06) establishments of Cameroon which benefited
from the co-operation Cameroon – Canada in the years 1980. This establishment was then
opened in 1992 as Government Technical High School G.T.H.S Nkolbisson and the year
2019/2020 a bilingual section was created now giving it the name Government Bilingual
Technical High School (G.B.T.H.S) Nkolbisson.

1.3.1: SCHOOL ENROLMENT FOR 2019/2020 ACADEMIC

YEAR
The enrolment of G.B.T.H.S Nkolbisson is tabulated as follows.
Section Students Teachers Administrators
English 72 26 05
French 2612 182 23
Total 2686 208 28

1.3.2 STAFF OF MATHEMATICS DEPARTMENT

Section Teachers
English 00
French 11
 Total 11

It is worth noting that the English Section of the establishment had no Mathematics teacher.
1.3.3 FACILITIES AVAILABLE AT THE SCHOOL
We are having the following facilities in G.B.T.H.S Nkolbisson
✓ Industrial Workshops,
✓ Computer laboratory
✓ Library
✓ Free internet connection.
✓ Canteen
✓ Infirmary
✓ Gymnasium
✓ Football and handball field

1.3.4 OPTIONS AVALAIBLE IN G.B.T.H.S NKOLBISSON

a) COMMERCIAL SECTION:
➢ G (Secretary);
1

➢ G (Accounting Techniques);
2

➢ G (Marketing);
3

b) INDUSTRIAL SECTION:
➢ E (Mathematics and Technics);
➢ F (Mechanical Manufacturing);
1

➢ F (Electronics);
2

➢ F (Electro technics);
3

➢ F - BA (Building construction);
4

➢ F TP (Topography);
4 -

➢ F (Refrigeration and Air Conditioning);

5

➢ MA (Automobile mechanics);
➢ MAV (Audiovisual Maintenance);
➢ MEB (Wood work);
➢ MEM (Electromechanical Maintenance).
➢ MISE (Maintenance of the installation of electronic system)
Apart from the professional subjects, the students are also taught general
subjects like the English language, the French language, History, Geography,
Citizenship/Civics, Mathematics, Physics, Chemistry, Biology, Hygiene and
Computer Science (Data Processing).
G.B.T.H.S Nkolbisson commonly called CANADA has 2686 students moderately distributed
in the various classrooms which are 65 in number.

​
v
Report of Pedagogic Internship carried out in G.B.T.H.S NKOLBISSON from the 3rd of
February to the 28th of February 2020
1.3.5 ORGANIGRAME OF G.B.T.H.S NKOLBISSON

​
​

Report of Pedagogic Internship carried out in G.B.T.H.S NKOLBISSON from the 3rd of
February to the 28th of February 2020

CHAPTER TWO
PEDAGOGIC ACTIVITIES
2.1: OUR FIRST DAY IN G.B.T.H.S NKOLBISSON
th
We arrived the campus of G.B.T.H.S Nkolbisson on Thursday 9 February 2020 at 7:15am
and were received by the discipline master who took us to the staff room. He then asked us to
be patient and wait for the principal to come and welcome us in the school. After sitting there
for some time, the vice principal and some administrators then came and took us to the vice
principal’s office where a meeting was held. The meeting with the student teachers had the
following agenda:
2.1.1 AGENDA

➢ Arrival of student teachers

➢ Roll call of the student teachers
➢ Presentation of the members of the administration
➢ Word of welcome by the vice principal
➢ Pedagogic talk by the vice principal
➢ Discipline of students teacher
➢ Closing remark
➢ Distribution of individual timetables
2.1.2 ARRIVAL OF STUDENT TEACHERS AT G.B.T.H.S
NKOLBISSON
th
We arrived the campus of G.B.T.H.S Nkolbisson on Thursday 9 February 2020 at 7:15am
and were received by the discipline master who took us to the staff room. He then asked us to
be patient and wait for the principal to come and welcome us in the school. After sitting there
for some time, the vice principal and some administrators then came and took us to the vice
principal’s office where a meeting was held.
2.1.3: ROLL CALL OF THE STUDENT TEACHERS
A roll call was conducted by the vice principal of the school for which two of us were present
out of the three student teachers of HTTTC Bambili who were sent to the establishment.
2.1.4: PRESENTATION OF THE MEMBERS OF THE
ADMINISTRATION
Before the actual presentation of the members of the administration, we were being given the
opportunity to know each student teacher by name. After which the presentation was done
with a lot of seriousness in the presence of the vice principal. After welcoming the students
teachers, the vice principal then presented all its administrative staff as follows:
✓ Vice principals of the English and French sections
• Vice principals commercial section
• Vice principals industrial section
• Vice principals general education
✓ Chief of works English and French sections
• Chief of works commercial section
• Chief of works industrial section
✓ Secretaries for both English and French Sections
✓ The Liberians
✓ The auxiliary staff
2.1.5: WORD OF WELCOME BY THE VICE PRINCIPAL
The reception of the student teachers from H T T T C Bambili was done by the vice principal
of G.B.T.H.S Nkolbisson himself. Where he then asked the students teacher to feel at home
and be ethical to have a good stay in his institution.

2.1.6: PEDAGOGIC TALK BY THE VICE PRINCIPAL

On the part of the pedagogic talk by the vice principal, he stressed on the fact that, the lessons
which will be taught should be meaningful. That we should endeavor to open up learners’
minds by asking practical questions that will open their minds and that the questions being
asked should also be answered by us so that the learners should understand better.
Furthermore, he said we can ask for assistance from the staff when we are faced with
challenges. He emphasized that we should prepare our lesson notes and present to the
cooperating teachers a day before to visa before presenting in the classroom. However, we
should ask for control form and that the forms will constitute for evaluation of exams.

He further insisted that, the attendance register for student teachers should be signed when in
school and when leaving and that we should always mark the students’ attendance register. He
equally laid emphasis on the fact that, when a teacher calls a student by name, the student
should respond ‘present sir or present madam’ and not present which was the case when they
were calling our names. Finally, he concluded by saying that we should endeavor to sign the
logbook also known as ‘cahier de texte’ after every lesson.
In addition, he reiterated on the fact that, we should be humble, neat, responsible, very
respectful and portray positive classroom attitude. He talked on eating attitude and eating
place, he also talked on dressing codes.
2.1.7: DISCIPLINE OF STUDENT TEACHERS
Under discipline of the student teachers, we were cautioned to be punctual in class as well as
presenting our lesson notes to the cooperating teachers. He stressed on the fact that failure to
obey the rules and regulations enforced will attract sanctions.
2.1.8: CLOSING REMARK
The principal however expressed special thanks to all the administrators especially those who
were present at the meeting. He further reminded us that late coming to school especially for
us the student teachers is out of bounds. He also called on student teachers to be punctual and
hardworking. , serious, responsible. He reminded us that classes begin at 7:30am and teachers
ought to be in class at least 10minutes before it is 7:30am. The meeting which started at
10:30am closed at 11:05am. We were also told to report to school immediately after the youth
day given that we were already in the youth week and teaching was not effective due to the
preparation of students ahead of the youth day which was being carried out in different
disciplines.
2.1.9: DISTRIBUTION OF INDIVIDUAL TIME TABLE
The distribution of timetables was conducted by the vice principal to all the student teachers
who were present at the meeting. We were told to meet our cooperating teachers who would
then allocate in the classes to fill in our individual timetables. The Head of Department
(HOD), who was also my cooperating teacher for Mathematics was not on sit, so I was given
an appointment to come back on the 12th of February 2020. For the time being, he
immediately communicated one on phone and gave me some topics to start preparing my
lesson notes.
2.2: FIRST THREE DAYS OF OBSERVATION BY STUDENT
TEACHER
2.2.1: FIRST DAY OF OBSERVATION
Wednesday 12/03/2020 was the first day of my observation. I arrived the campus at 7:15am,
the HOD, Mr. Samekomba Jean Ulrich who was my cooperating teacher introduced me to
other colleagues of the mathematic department who were on campus and later took me to five
different classes including the English section where he equally introduced me to the student.
He then took me to F4 – 7 (Terminer Genie Civil) where my first observation was recorded.
He was treating the topic CONIC SECTION. A careful observation was on him as he
demonstrated the lesson to the students and at the same time maintaining classroom
discipline, order, methodology the general pedagogy just to name a few. The entire lesson was
delivered in French Language since it was the French section. Many factors were achieved
from that class some of which included: classroom management, class control, maintenance
of student interest, management of unexpected reactions, and language of instruction just to
name a few.
2.2.2 SECOND DAY OF OBSERVATION
The observation on this day 13/03/2020 was done in two classes. One in the English section
nde
and the other in the French section. In the French section it was in the 2 MEM
(Maintenance Electronique) where I equally encountered new skills and methodology in a
topic called circles.
During this lesson, mathematical instruments were displayed such as compasses, set squares
0 0 0
like 30 and 60 set squares, like 45 set squares and a 30cm long ruler made all of plastic
materials. We were later moved to the English section where a topology teacher helped to
teach mathematics in that section. The students of the English section gave me a warm
welcome. In their minds they taught I was sent to teach mathematics in that school. The
teacher who was helping to teach mathematics in the school, Mme Andela Wanja was not
only happy to receive me but equally expressed her mind on how helpful I will be in the
school.
Due to the fact that the English section was an examination class and less work was covered, I
was given extra hours on Saturday from 7:30am to 12:30pm to reinforce and meet up with the
syllabus. This agreement was welcomed by the administrators who issued a second timetable
for the extra hours on the English Section.

2.2.3 THE THIRD DAY OF OBSERVATION

Friday the 14/03/2020 was the day I did my last observation in two different classes,
nde nde
2 GT (Géomètre – Topographe) and later in 2 F4 – A (Génie Civil) on a similar topic
Statistics. This day my lesson notes on a topic “CIRCLES” was visa by the HOD where he
took time with me to revise the notes which was done in the French language and some
necessary corrections were made. He equally checked the lessons for the English section
which I was to deliver on Saturday the 15/03/2020 following the extra timetable which was
endorsed by the head of administration to speed up the low coverage of work in the English
section which is examination class. More experience was acquired on this day at the level of
classroom management, proper preparation of lesson notes, objectives of a lesson,
maintenance of students’ interest, management of unexpected reactions, class control, the
ability to implement instructions, mastering of the language of instruction, punctuality and
assiduity and finally the quality assignment to the students. The aforementioned components
rd
was at a better position to me on this 3 day of observation which I was the chance to deliver
my first lesson on the following day Saturday the 15/02/2020.

2.3 SUBJECTS TAUGHT ​

During the teaching practice period, I was teaching the following subject as indicated
in the table below.
2.3.1 FRENCH SECTION:
Subject/Discipline Class Room Day Period
Mathematics MEM-5 50.03 Mondays 10:20am to 11:10am
Mathematics GT-5 32.08 Wednesdays 7:30am to 8:20am
Mathematics F4A-5 30.28 Wednesdays 8:20am to 10:00am
Mathematics MEM-5 50.03 Thursdays 9:10am to 10:00am
Mathematics MEM-5 Workshop Fridays 9:10am to 11:10am
Mathematics GT-5 32.08 Fridays 11:10am to 12:50pm
Mathematics F4A-5 30.28 Fridays 1:30pm to 3:10pm

2.3.2: ENGLISH SECTION:

Subject/Discipline Class Room Day Period
Mathematics Form V 50.11 Mondays 11:10am to 12:50pm
Mathematics Form V 50.11 Thursdays 10:20am to 12:50pm
Mathematics Form V 50.11 Saturdays 7:30am to 12:30am

2.4 PRE LESSON PLANS

th
Before the start of teaching proper on Saturday the 15 of February 2020, my first
lesson plans were drawn two days before and were presented to the cooperating teacher. He
went through them and did necessary corrections and also gave me the opportunity to present
the lessons to him as a kind of pre-teaching before actual presentation to the students. The
necessary corrections were done before the teaching proper.
2.5: RESOURCES THAT I MIGHT HAVE DEVELOPED
Before the start of each lesson and following the competency based approached (CBA), I used
to present the elements to be taught to the student, while explaining to them how the lessons
could be transformed into a real life situation. I equally used charts that were drawn by myself
during my lesson presentations which were observed and well explained to the students.
2 .6: LESSON PRESENTATION
2.6.1: THE FIRST DAY OF TEACHING PROPER
Saturday 15/02/2020 was the day I delivered my first lesson in the English section of the
school. The topic of my first lesson was “FUNCTIONS”. It was delivered to the form five (5)
students who are now examination students following the ministerial l press release of August
th
9 2019 dissolving General Certificate of Education Technical (GCET) O/L and A/L,
Probatoire and Baccaleaureat in the English Technical Education subsystem. An
implementation of Presidential Decree of October 22, 2018 reorganizing the Cameroon
General Certificate of Education Board (CGCEB) with the innovation that the board shall
offer Intermediate Technical Certificate (ITC) for the form five students and Advanced
Technical Certificate for the Upper Sixth students to the technical secondary and high school
graduates.
Following the pedagogic experience I received from my cooperating teachers, the lesson was
well exploited given the fact that it was an examination class, most examples were drilled
following the examination standard and this gave the students a focus on the lesson. The
classes lasted for five hours with an intermediate break of one hour.
2.6.2: THE SECOND DAY OF TEACHING PROPER
Monday 17/03/2020 marked an indelible mark in the teaching observation. This day I acted
like a bilingual Cameroonian of the noble profession. My lesson was taught in the French
Language under the topic “Les Angles Inscrits” i.e “Inscribe Angles”, a topic under
“CIRCLES”. Thanks to the HOD who was also my cooperating teacher who facilitated the
preparation of my lesson notes two days before. He even listened to my presentations to him
as a form of pre-teaching where many of the errors were corrected before the final
presentation in the classes concerned. Some of the areas corrected were mastering of language
of instruction, the objectives of the lessons, the outcome of the lessons, the introduction, the
body and finally the conclusion of the lessons. The quality of assignment to be meted out to
students at the end of the lesson was not also left out. It was an inspirational improvement
between the student teacher and the learners given the fact that the learner is placed at the
centre of teaching and learning exercise.

2.6.3: OTHER ROUTINE DAYS OF LESSON PRESNTATION

The rest of the days were similar to the aforementioned days, where teaching was done in
both sections (The English section in English language and the French Section in French
Language)

2.7: EVALUATION OF STUDENTS

The evaluation of students by the student teacher was an area of interest where professional
ability and conduct were implemented by the student teacher. There were many areas where
the student teacher acted more professionally during this period such as punctuality and
assiduity, relationship with colleagues of the departments to manage the duration of the
evaluation, enthusiasm in the execution of task by the HOD, class control and execution of
discipline during and after the evaluation, marking of scripts and submitting the marks within
the time frame. The students of the French section performed very well as compared to those
of the English section. This ****** performance of the English section students was as a
results of lack of a professional Mathematics teacher in that department.

CHAPTER THREE
EXTRA CURRICULAR ACTIVITIES
3.1: ACTIVITIES WITH THE STUDENTS
The extra-curricular activity carried out was to supervise students during the match-pass
preparation for the youth day celebration. The exercise took place just for a day given the fact
that we had just four weeks to do our teaching practice.
3.2: ADMINISTRATIVE ACTIVITIES WITH SCHOOL
OFFICIALS
The administrative activities carried out with school officials was an inclusive disciplinary
council with the principal, vice principals, senior discipline masters and a cross section of
HODs and teachers with the students concerned and in the presence of their parents. It was
quite an experience at the level of professional ability, conduct, the ability to implement
instructions and meting out sanctions to defaulters.

CHAPTER FOUR
DIFFICULTIES AND CHALLENGES ENCOUNTERED
Some of the difficulties encountered were as follows:
4.1: ENSET BAMBILI
At the level of HTTTC Bambili:
➢ Some official letters for teaching practice had errors which were not corrected at the
level of the hierarchy and that posed a lot of problems in the chosen schools where
some student teachers were denied entry.
➢ Despite the fact that it was the choice of the student teachers to choose their
pedagogic centres, they still faced financial problems since they were not motivated in
any form.
 ➢ Difficulties in executing teaching practice report because we were not given
directives on how to carry out research in pedagogic events.
4.2: GBTHS NKOLBISSON
At the level of GBTHS NKOLBISSON:
➢ There was no Mathematics Teacher in the English section of the school.
➢ Irrespective of the sixteen hours (16hrs) on the normal individual timetable, an extra
timetable with a work load of five hours was added to the student teacher to meet up
with the low coverage of scheme of work.
➢ Teaching in both languages i.e. English and French was also an area full of
challenges.
4.3: STUDENTS OF GBTHS NKOLBISSON
PRINCIPAL
At the level of the students of GBTHS NKOLBISSON:
➢ The rate of crimes in the school was a call for concern
➢ Students were banned from using compasses in school which is an important
mathematical equipment. The reason for this ban was because of the Mathematics
CHIEF CELL
teacher who was stabbed with a compass by a student in a neighbouring school.
GUIDANCE
4.4: ADMINISTRATION OF G.B.T.H.S NKOLBISSON CHIEF OF WORK
centres ofN°1
INDUSTRIAL
At the level of the administration of G.B.T.H.S NKOLBISSON and other
CHIEF CELL
pedagogic internship in general: VICE PRINCIPAL
INCUBATION
➢ INDUSTRIAL
Lack of trained teachers for some departments was also a barrier. Some of the
CHIEF OF
departments in the school had insufficient teachers to teach the various subjects WORK
which
PERSONNEL OF VICE PRINCIPAL COMMERCIAL
was a challenge to the administration.
SERVICE COMMERCIAL
➢ Much of the workload of the school was not covered by the teachers due to laxity in
VICE PRINCIPAL GENERAL
followMASTER
DISCIPLINE up of the teachers.
EDUCATION
4.5: SOME OF THE DIFFICULTIES AND CHALLENGES
BURSAR CHIE OF WORK
THAT WERE
SECTOR
SOLVED INDUSTRIAL N°2
TEACHERS
SUPERVISOR ACCONTING
➢ At the level of mastering the main language of communication, the DEPARTMENT
HOD did all his
best to provide the student teachers with didactic materials which facilitated the
preparation of lesson notes and the pedagogic activities in general.
➢ At the level of the English section, the problem of low coverage of scheme of work
was solved as the student teacher was given extra hours to cover up the work with
examination student. STUDENTS

➢ The administration was very welcoming and encouraged the student teacher to accept
putting in the extra hours as much as possible to carry out their pedagogic internship
activities. The discipline department must be commended as they did everything
possible to crackdown indiscipline in the school milieu and out of the school.
CHAPTER FIVE
RECOMMENDATION AND CONCLUSION
5.1: RECOMMENDATION
5.1.1: AT THE LEVEL OF HTTTC BAMBILI

➢ At the level of HTTTC Bambili which is the only university as at now in the
Anglo–saxon with the option Mathematics, Science and Technology (MST) to recruit
as many students in the option as possible. It appears there are scarcity of mathematics
teachers in particular and science teachers in general in the Anglophone Technical
Secondary and High schools in the country. The present changes of the Intermediate
Technical Certificate (ITC) and the advanced Technical Certificate (ATC) require more
period and more teachers. Given the fact that the candidate at the ITC now take paper
one and two in all the science subject while those of the ATC now take paper one, two
and three of which it was not the case during the period of CAP, Probatoire and
Baccalereaut.
 ➢ Student teachers should always be drilled and given some guide about the internship
before departure to the various selected pedagogic centres. This can facilitate their
reports on a day to day basis and focus on what is important as far as pedagogic
activities are concerned.

➢ Student teachers should be informed of these pedagogic centres at least one week
before departure to enable them prepare themselves financially, materially and
spiritually just to name a few.

➢ If possible, the official letters should be sent to the pedagogic centres before the arrival
of students to avoid errors. This can be possible by sending information through social
media, emails, SMS, just to name a few.

➢ We acknowledge the fact that “to err is human”, some errors on the official letters
posed a serious problem in some pedagogic centres where the students finally did not
take part in the chosen centres but elsewhere due to typing errors which were never
corrected at the level of the hierarchy of HTTTC BambiliC. We plead with the powers
that be to always check and confirm the official letters given to the student teachers.
This should be done for correction of errors before departure to the pedagogic centres.

➢ The choice of pedagogic centres for student teachers should be respected. This is
because student teachers from very poor background face a lot of financial difficulties
when sent to distant institutions.

5.1.2: AT THE LEVEL OF G.B.T.H.S NKOLBISSON,

➢ The bilingual section of the institution require more structures to avoid overcrowded
classrooms. This is an important issue especially at this point in time when the entire
world is faced with a pandemic diseases called ‘corona virus 2019’ known by its
acronym ‘COVID 2019’.
➢ The institution need to restructure and step up with its discipline department in order
to meet up with its objectives. The rate of crime waves in the institution is absolutely a
call for concern.
➢ The school library of GBTHS Nkolbisson should be updated especially with the
bilingual nature of the school. Many English books should be stocked to facilitate
teaching and learning.
➢ Also, the administration of GBTHS Nkolbisson and other centres for pedagogic
internships should provide some financial assistance to student teachers during their
internships to motivate them as they carry out pedagogic activities. This will reduce
the financial problems student teachers face during internships
5.2: CONCLUSION
The appraisal with regards to the fourth year pedagogic internship program is encouraged. It
is absolutely indispensable to carry out pedagogic activities during this period and after,
following the various areas which were accomplished by the student teachers in the field is a
good base for every qualified teacher.
The author who initiated the idea of teaching practice in year four and year two in HTTTC
Bambili should be credited for a job well done. This pedagogic internship activity has opened
the minds of student teachers as well as myself at many levels, some of which involve: lesson
preparation, development of learning objectives, instructional materials, classroom
management, professional ability and conduct just to name a few. We are also pleading with
the powers that be to extend the time for the internships. Despite the fact that we faced many
challenges in the field, we are still very proud to have successfully carried out the pedagogic
internship activities.