The colleague gradually adapts to the requirements inherent to the exercise of the profession of teacher and his knowledge of all the responsibilities incumbent upon him towards the students has improved.

He demonstrates the neutrality required of a civil servant. The colleague masters the French language and demonstrates rigor in its use in front of the students, from whom he also requires correct expression orally and in writing. However, some efforts are still necessary for better content clarity of the level of deadlines. So, the students adapted their language according to the communication situation and this was observed in class and during the meeting with the students’ parents. The colleague spares no effort to master the subject taught and extend his knowledge through useful readings.

But to benefit his students within the limits set by the curriculum, knowledge and involvement in the projects of other teachers are for the moment still limited. Investing more in this cooperation would be beneficial to him.
As far as foreign languages are concerned, he speaks Spanish. Problems were noted in the design and implementation of teaching.

The colleague quickly becomes aware of the obstacles encountered by the students: he relies on his students’reactions in class on the results they obtain as well as on the quality and level of their participation to adapt his teaching accordingly. This work is carried out systematically and will soon bear fruit. He tirelessly ensures that his students progress in mastering knowledge and methods with improving efficiency; he has his students work in small groups, or pairs, and this organization by the teacher aims to increase and improve greater attention. It should be noted that teachers have to deal with students procrastination. (meaning: systematically postponing tasks or decisions until later).

To check his students progress in accordance with the goals set, the teacher gives evaluations and homework at a suitable pace and solicits the individual and collective work of his students. Like most teachersThe methods of getting to work require activities adapted to this objective.

The colleague is also aware that more efforts must be made to fully achieve this, the diversity of the students was noted and we discussed it. To take this diversity into account, the teacher encouraged a dialogue with his students in order to better meet their needs. He offered tutoring and declared that she was ready to take care of it.
The colleague also ensures respect for the rules and values despite some resistance he encounters.

The teacher evaluates his students and makes them work on the results they obtain in order to help them improve the outcomes. What’s more, he has his students focus on understanding the instructions. It is important to him to develop remedial activities.

We can clearly see, from the above, that the teacher uses all means to facilitate the success of his students.

The session starts at 10:30 a.m. It is dedicated to companies production. After announcing the title of the session, the teacher noted on the board the concepts to be introduced : business, goods and services as well as the mechanisms. But no mechanisms was noted on the board during the lesson. The teacher showed a table on the video projector dealing with the concepts to know and the learning objectives and briefly mentioned them. Some students began to jot down the contents of the board in their notebooks, others did not, leading to ambiguity in some students’mind. We then notice a sort of hesitation and then the page number in the textbook to consult for the concepts has been indicated, thus putting an end to the uncertainty.
Subsequently, the teacher asked the class for reminders of concepts, covered in second grade, on business and production and took up their answers then clearly noted the main points on the board.
It’s 10:40 a.m. It is important to emphasize that the teacher solicits answers from his students on the notion of fixed capital and circulating capital in order to get them to participate by asking them to build sentences to express their answers and he circulates around the room a little. A student asks for an example of circulating capital and then moves on to the definition of intermediate consumption. Another does not understand why raw materials are destroyed. It was then announced that we were going to watch a video and for this students were reminded to take notes in order to quickly answer questions asked later on the video.
It’s 10:54 a.m. The teacher requires and ensures that students rigorously define and use the concepts covered. It is important to emphasize in this regard that he expresses himself clearly and masters the vocabulary and mechanisms taught. However, a better session would have required turning off the video projector screen and returning to the board. Four to five students participated and their response was hesitant and slow. The teacher pointed out a few rules for better participation in class. He clearly makes efforts to involve the class but the students’ responsiveness is rather low. Finally, the course does not seem to move at such a pace that the session can end, as it should, with a summary activity. Certain lengths explain this. Awareness took a long time to the detriment of the course content and the pace at which it is supposed to take place. To conclude these observations, I thought of a few questions that deserve reflection and answers. Why are not many students participating? Why is the course not progressing at the desired pace? In addition, the teacher should have left a student’s question without answer or should have asked other students to do so.

The objectives set by the teacher, in accordance with the curriculum, are difficult to achieve in a crowded class. Likewise, attracting and keeping the attention of all students is not an easy task. Asquing questions about common preconceptions about the topic would have been one possible way of raising students’interest. However, it is difficult to make students aware of their interest in learning!

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