Mentorship report
Supervisor:
Ammarah Batool
Department Of English Language and Literature
GC UNIVERSITY LAHORE
SUBMITTED BY:
Muhammad Shoaib
2125-BH-ENG-20
Semester 8
DEDICATION
First and foremost, I am thankful to ALLAH ALMIGHTY for granting me the
strength and ability to complete this mentorship program. I dedicate this work to
my parents, whose vision and guidance have taken me from the rural city of
Bhakkar to one of the most prestigious and top-ranked institutes, the Institute of
English Language and Literature at GC, University Lahore. I also dedicate this
work to my friends. Their unwavering support during times when I needed
emotional, physical, and spiritual encouragement and support have strengthened
my faith in both humanity and the power of true friendships.
ACKNOWLEDGMENTS
I am sincerely grateful to my respected supervisor, Ms. Ammarah Batool, for her
unwavering support throughout this journey. Her thorough guidance during this
mentorship program has been invaluable. I would also like to express my deep
appreciation to the Head of Department, Dr. Sajjad Ali Khan, whose support has
been a cornerstone in the academic journey of all of us at the Institute of English
Language and Literature, GC University, Lahore. Sir, I thank you for your
unconditional support in shaping the careers of so many of us. The teachers and
faculty members at the institute are also a true blessing, displaying not only
professionalism inside the classroom but also empathy outside of it.
DECLARATION
Muhammad Shoaib, Roll No.: 2125-BH-ENG-20, currently studying BA (Hons.)
in English Literature for the academic session 2020-2024, declare that the
following reflection report on my teaching assistantship at the Institute of English
Language and Literature, Government College University, Lahore, is based entirely
on my personal experience. This report reflects the insights I gained during my
internship. I confirm that this report has not been published online or submitted to
my university, any other institution in Pakistan, or abroad.
________________
_______________________
Dated Signature of Deponent
Institute of English Language and Literature
Government College University, Lahore
INTERNSHIP COMPLETION CERTIFICATE
Certified that this Portfolio has been completed by Muhammad Shoaib, Roll No.
2125-BH-ENG-20 under the supervision of Ms. Ammarah Batool.
___________________ ________________
Supervisor Date
Submitted Through:
_________________ _________________
Chairperson of Institute Controller Examination
of English Language and GC University Lahore
Literature
GC University, Lahore
Table of Contents
Introduction:..................................................................................................................................3
Project Goals and Theoretical Knowledge..................................................................................3
Project Goals:.............................................................................................................................3
Personal Actions and Emotions:...................................................................................................4
Choices and Acts:.......................................................................................................................4
Feelings & Emotions:................................................................................................................4
My Personal Contribution:.......................................................................................................5
Group Interactions:...................................................................................................................5
Conflicts and Their Resolutions:..............................................................................................5
Outcomes and Assessments...........................................................................................................6
Successes:....................................................................................................................................6
Failures:......................................................................................................................................6
Benefits to Students:..................................................................................................................6
Personal Development:..................................................................................................................7
Enhancing Teaching Skills:.......................................................................................................7
Classroom Management:..........................................................................................................7
Reflective Practice:....................................................................................................................8
Understanding Student Needs:.................................................................................................8
Professionalism and Ethics:......................................................................................................8
Lifelong Learning and Development:......................................................................................9
Conclusion:.....................................................................................................................................9
Introduction:
I taught at Government College University for one semester, taking charge of fourth-semester
students pursuing a BS Urdu. The practical teaching experience from this teaching practice was
an ideal chance for me to put into effect theoretical knowledge gained in my studies. To raise the
English language comprehension level of immensely increased numbers of people is the major
aim. In the postgraduate courses, I offered classes for undergraduate and graduate students at all
levels of schooling; offering first-year classes for fourth semester BS Urdu students taught half in
English The practice involved delivering lesson plans, it was expected that many classes would
need to be conducted, tested the student’s progress and applies a variety of teaching modes.
Afterward when the students were crowded in for a picture the experience served not only to
refine my teaching but also gave me an insight into what it means like being at all levels or in
any situation widely separated from "living audiences" by distance, small minority audiences
who are unable to question my teaching proficiency
Project Goals and Theoretical Knowledge
Project Goals:
The internship's primary goal is to improve the students' English ability. Specifically, I wish to
improve their vocabulary, grammar, and overall communicative competence of the language. To
achieve these goals, many different teaching strategies were employed. As an illustration I
included interactive exercises like group discussions, role-plays and utilization of multimedia
resources as well as making learning more lively and engaging. In addition, I based my strategy
on creating a classroom environment that encouraged student agency by removing barriers to
student expression and conversation. Students' confidence and outlook on English language
acquisition were intended to be bolstered by this course of action.
A number of academic theories were put into practice by me during my internship in order to
direct the way I taught, which is a demonstration of conceptual understanding. An influential
theory was Vygotsky's social constructivism, which places great emphasis on the significance of
interactions between people in the learning process. By having students work on projects in
groups and by facilitating conversations amongst them, I hoped to foster an environment
conducive to cooperative learning. Students were able to learn from one another and expand their
critical thinking skills in this way. The notion of Bloom's taxonomy was another tool I used
while developing lesson plans; it helped me to distinguish between various stages of cognition,
from memorization to abstract reasoning. It was by integrating these ideas that I was able to
provide my pupils a well-rounded education by creating lessons that were demanding yet
rewarding.
Flexibility of teaching approaches across varied kinds of students became visible from that
method, according to learning outcomes. Students were able to improve their language abilities
progressively without experiencing any discomfort as a result of this strategy. Finally, I learned
that it was critical to regularly provide formative evaluations in order to track my students'
development and modify my lessons appropriately. I was able to develop more effective and
adaptable lesson plans as a result of these theoretical understandings.
Personal Actions and Emotions:
Choices and Acts:
My approach to the classroom is the result of the decisions that I took during my internship. For
different types of learners, it was decided to use both visual and audio assistance. I made classes
more engaging and approachable for students by using media like films, audio recordings, and
dynamic presentations. Additionally, another important decision was to include frequent
formative evaluations, such as quizzes and class projects, to track students' progress and provide
timely feedback. These choices were based on a solid grasp of informal evaluation theories and
distinction education, both of which stress the need of tailoring lessons to each student's unique
requirements.
Feelings & Emotions:
My approach to teaching has been shaped by the multitude of emotions I've experienced during
my internship. They were the ones to whom I owed a great deal of duty, and it was their
expectations that drove me to put in the additional time and effort required to prepare for class on
an individual basis. Feeling the joy and fulfilment that comes from witnessing my students grow
as learners and as people was a powerful affirmation of my passion for the act of teaching itself.
No matter how hard I tried, there were times when my pupils still didn't seem to be able to grasp
the material. These highs and lows helped me grow as a person and an educator since they were
an integral aspect of the way we learned. What really cemented my decision to stay in this field,
however, was the enrichment I got out of seeing my pupils change and thrive.
My Personal Contribution:
I did my best to foster an inviting classroom climate, encourage student engagement, and model
a growth mentality for my pupils. I utilized a variety of strategies, including providing real-world
examples, promoting the utilization of technology, and encouraging group work, to help students
engage various regions of their brains in the learning process. My understanding of educational
psychology led me to make these decisions, which center on the need of strong connections
between teachers and their students for effective learning outcomes. I encouraged them and
helped them learn more by making the classroom a welcoming and accepting place for everyone.
Moreover, I made a significant contribution to my students' general growth and development by
taking the initiative to meet their unique requirements while also offering helpful criticism.
Group Interactions:
Concurrently, I was involved in an internship where I was a teaching assistant, and the success of
the experience was partly due to the positive relationships I established with my colleagues and
pupils. By regularly soliciting student feedback, I was able to get insight into what they like to
learn and areas of difficulty, which allowed me to alter my teaching methods accordingly. I
noticed that some students worked better with visual assistance and others with aural resources
when I taught them. diverse demands inside my classroom were met by my usage of diverse
instructional strategies. Along with that, I often sought the counsel of more seasoned professors
in order to hone this art of instruction, and their ideas were priceless.
Conflicts and Their Resolutions:
During the internship, several conflicts arose, including, between other matters, different forms
of evaluation and the administration of classroom tactics. As an example, although some students
preferred more conventional written exams, others were adamant about solely taking oral exams.
To ensure a fair review process, I used a variety of assessment approaches to address these
differences. Moreover, there were conflicting opinions about appropriate classroom control
practices between the fellow teachers of history department. Through open respectful
communication however we have been able to resolve such issues coming together in agreement
thus avoiding any future conflict among ourselves or even our students who may be affected by
these circumstances. These experiences underscored the importance of flexibility, adaptability,
and effective communication in a collaborative teaching environment.
Outcomes and Assessments
Successes:
I documented a very important achievement in my group of students especially on their
improvement in their speaking and writing skills in English. This was done through a number of
tests, quizzes, presentations, and that actual participation of the learners within the class. When
the course started, majority of the students displayed a restricted use of vocabulary and a poor
syntactic competence. Most students had at least an overall improvement by the end of the
semester by attempting to construct proper English sentences, increasing their efforts in using
new and wider English vocabularies and attempting to engage in more elaborate English
conversations.
Multimedia, and especially video in combination with interactive exercises posted online, which
were utilized as practical tasks that the students completed on their own, were especially helpful
in keeping the students and myself focused, as well as in helping the students understand the
material more easily. For instance, videos with subtitles helped the students as they were able to
listen to the new vocabulary while at the same time seeing it written on the screen. Also, the
workshops and group exercises that include role plays and discussion encouraged the students to
speak and listen in the groups; this also increased their confidence in speaking as well as their
language proficiency.
Failures:
However, there were several shortcomings and areas that I could have done better following
some of the challenges that were encountered. Teaching was rather difficult, especially when
having to take a class filled with learners at different skill levels. Some of the students progressed
faster and were ready for new works, while others were slower and fell behind, and thus needed
to have the fundamentals of the subject matter reiterated to them. This led to some classes being
more lesson dense than others, and not all the students being able to be challenged as much, nor
having as much support. The other difficulty was seen in the aspect of discipline and control of
students within the classroom setting. I recalled that sometimes, I was not able to maintain and
enforce rules and consequently, there were cases when the students were not keen on learning
during lessons.
Benefits to Students:
The teaching internship provided numerous benefits to the students, most notably the
enhancement of their English language skills. Through a variety of engaging instructional
methods, such as multimedia resources, interactive activities, and regular assessments, students
significantly improved their grammar, vocabulary, and overall communication abilities. The
supportive classroom environment boosted their confidence, encouraging active participation and
fostering a willingness to speak in English. Additionally, individualized feedback helped each
student address specific weaknesses and build on their strengths. The exposure to diverse
teaching methods and real-life applications of language skills kept students motivated and
engaged, while collaborative projects enhanced their critical thinking and problem-solving
abilities. Overall, the internship not only improved their language proficiency but also prepared
them for future academic and career opportunities, fostering a greater appreciation for cross-
cultural communication and lifelong learning strategies.
Personal Development:
Enhancing Teaching Skills:
In the teaching internship undertaken at Government College University, I had become a
professional in a real sense especially in the area of teaching. I think one of the most precious
pieces of advice was versatility during classes and understanding that the plan may change. To
teach English to the BS Urdu students, meant that I was continually being challenged to change
my lesson plan and method of delivery to fit student’s needs, most of whom were beginners. I
was able to learn on how to adapt fast on new approaches and how I can keep all the students
actively participating and interested in what I have to offer them no matter the level they started
with.
I also had chance to develop and apply lots of instructing/teaching aids and teaching attitudes.
That is why using multimedia resources like videos, commercials, and various exercises to
illustrate the topics in my lessons not only make learning easier and brighter, but also allowed to
work with different types of learners. This lesson taught the author the need to incorporate other
teaching aids to capture the attention of learners as well as aid them in gaining a better grasp of
what is taught in class.
Classroom Management:
Classroom management was the other major domain that emerged as pointing to the need for
growth in this area. At first, a little difficult to stay discipline and to regulate the interrupting
factors. In this regard, I gradually discovered approaches to foster a healthy learning climate in
class to enable learning to take place effectively. I understood how the structure of the rules
should be presented and followed through and the ways of correction reassurance of the positive
behaviour. This process assisted me to establish an organized classroom setting within which the
students felt safe and would be respected which in the long run helped in the provision of
effective learning.
Communication and Interpersonal Skills:
There was progress in my communication and interpersonal skills throughout the period of the
internship. Something like teaching English to students who had a different mother tongue meant
one had to be very articulate, direct, and very effective. I realized how one is able to dissect an
idea and come up with simpler sub ideas in order to explain it. These skills are crucial for
building strong relationships with students and fostering an inclusive and supportive classroom
environment.
Reflective Practice:
Another aspect of my development was undertaken through the use of reflection in practice. For
every class, I tried as much as I could to evaluate my strengths, weaknesses, and probably the
reasons for the weaknesses. It also encouraged me to enhance the way I’ve taught my lessons
and aware of the consequences that stem from my decisions for the benefit of the students. For
example, I understood that what is beneficial for some students is beneficial for others in their
way but, it has to be different. Through these incidents, the consciousness of teaching style and
its impact was developed and hence, I was able to become a more sensitive teacher.
Understanding Student Needs:
The improvement in comprehending students’ requirements and processes of studying was
another important aspect. This I realized that students embody a variety of characteristics
including the background that they come from and the way in which they learn. Allowing me to
develop a close relationship with my students, I managed to differentiate between each child,
find out what talents and problems each of them has, and try to help. Understanding these taught
me how to change the learning environment to be fair for all the students.
Professionalism and Ethics:
This is because working in a university environment helped me acquire skills and knowledge on
professionalism and ethical behaviour in learning. I discovered the need to follow institutional
policies, strict observance to the privacy of the students and being professional in my conduct. It
made me realise values such as professionalism, conscientiousness and ethical practice in the
position of an educator. It also focused on the main aspects of the teacher’s duties, namely
examples of an exemplary behaviour both inside and outside the classroom.
Lifelong Learning and Development:
The internship revealed that if a worker is to remain competitive; he or she must embrace
personal career advancement. Education as a profession involves interaction with people and
knowledge in the process of transferring ideas and skills which are usually updated with newer
knowledge, practices and techniques. This made increase my desire to always update myself with
educational changes and always be on the lookout for opportunities for personal development.
Conclusion:
I had wonderful experience teaching during my teaching internship at the Government College
University. I have distilled perception about how the course can be most effectively by me hence
rejuvenating my passion towards attaining the status of a good teacher. Concerning the future, I
would like to provide an opportunity for its further development to proceed towards the new
experience which opens up within the sphere of education as the result of the obtained
knowledge and the interpersonal motivation. While lifting my teaching experience, this
internship also enhances my self-development and professional development for further
hardships and provision in the field of education.
