Participant Record Book

Professional Certificate in English Language

Teaching (PCELT)
Nickname / Preferred course name
Sahar
Full Name (as it should be printed on your certificate)
Sahar bad alhakeem abu karsh
Contact Information (address, phone number(s) and email)
- Elkasaseeb st north Gaza- Gaza
-08-2481998
-Saharabukarsh@gmail.com
Course Dates/Training Center/Name(s) of Trainer(s)
12-4 pm each Monday Wednesday Thursday
AL-azhar university Gaza .
*William Kennedy
*Sumer abu shaaban
*Jaber shaheen
*Mahmoud Abu jalambo

Purpose of this Record Book

This Participant Record Book is a tool to guide you in developing an awareness of
the process of learning teaching and of many of the factors that contribute to
effective teaching practices. It is a tool to guide your reflection on and selfassessment of your learning process during the course. This record book will also
help you form intentional plans to move forward in further developing teaching
skills and knowledge. The Record Book is a record of your progress.

How is the Record Book used?

Participants fill out the record book three times during the course:
1. At the start of the course
2. The middle of the course
3. The end of the course
Completing it at the start means you begin the course aware of the knowledge
and skills you bring to the program. You will also establish a reference point from
which you can assess your progress.
You will fill out the form at the middle and end of the course to share with
trainers during check-in conferences. During these conferences, trainers will also
assess your progress. You will submit this Record Book as part of your PCELT
Portfolio.

IMPORTANT
You will need to keep this Record Book until the
end of the PCELT course. It should be the first
document in your Portfolio.

1|PRB

Course Objectives
By the end of the course, participants will be able to:

Plan

Plan lessons that take into account your teaching context, learner profiles,
and English language needs, with a special focus on learners in the Middle
East North Africa (MENA) region
Plan for effective, learning-centered productive (speaking and writing),
receptive (listening and reading), and integrated skills lessons using
frameworks and key TESOL terminology
Analyze language in terms of its meaning, form and use, and in terms of
challenges students may have with it
Plan and effectively teach lessons that encourage the development of
students and awareness of cultural aspects of language, texts, activities
and communication

Teach

Effectively teach learning-centered productive, receptive and integrated

skills lessons, scaffolding students learning and engaging students in
participation in their own learning
Identify appropriate learner assessment options for the communicative
classroom, based on language learning objectives

Reflect

Reflect on planning and teaching decisions in terms of their effect on

individual students learning and on the learning of a group of students
using key TESOL planning terminology

Course Requirements
The following course requirements must be met to receive the PCELT certificate:

Attend all course sessions. If more than two days - or more than 12 hours
of a course - are missed for any reason, the participant will not be eligible to
receive the certificate. If a participant misses more than two practice teaching
(excluding those when scheduled to teach) and feedback sessions (totaling four
hours of PT and 2 hours of feedback), the participant will not be eligible to
receive the certificate. In the case of an absence for any reason, participants
must notify a trainer. Participants are responsible for any missed work.
IMPORTANT: The first two days of the course cannot be missed. If these days
are missed, the participant must withdraw from the course.
Participate actively and respectfully in all aspects of the course.
Participants are engaged and remain on task during all aspects of the course,
including workshops, lesson planning, practice teaching, observation of
practice teaching and post-teaching feedback. Participants develop and
maintain respectful, supportive relationships, demonstrate an awareness of
their impact on others, and fully participate in collaborative aspects of the
course by offering ideas and constructive feedback, and by being open to ideas
and feedback from peers and trainers.
Successfully complete all assignments. Complete all assignments to
course standards including lesson plans, extended reflections and other
written assignments, readings, self-assessments, program evaluations and the
PCELT Portfolio.

Plan and teach all scheduled lessons (6 lessons per each participant).
Participants will demonstrate progress in rigorous and effective planning,
teaching and reflecting on the lessons. Participants must teach six lessons to
be eligible for the PCELT Certificate.
Demonstrate oral and written mastery of the English language.
Participants will demonstrate an English language ability that makes them
credible teachers of their ESOL students, and that enables them to
communicate clearly and accurately during the course.

Assessment
Part I: PCELT Course Requirements

For your first assessment, at the beginning of the course, please initial next to
each requirement to indicate that you have read and understand.
For the mid-course check-in fill in the Mid column with Y (Yes, I meet the
requirement) or N (No I do not meet the requirement). For the final selfassessment, fill in the Final column.
Requirements
1. Attend all course sessions and make up all missed work
2. Participate actively, respectfully, supportively and
collaboratively in all aspects of the course, and remain
on task throughout the course
3. Successfully complete all assignments
4. Plan and teach all lessons, as scheduled (6
lessons/participant)
5. Demonstrate mastery of English so as to be credible
teaching your learners and to express self clearly and
accurately, orally and in writing, during the course

Initia
ls

Mid

Fina
l

I
I
I
I

Trainer comments (required for any N marks):

Participant comments (optional):

Part II: Competencies for receiving the PCELT Certificate

Criteria for being awarded the PCELT Certificate: To receive the certificate, a
participant must achieve a description Consciously becoming more skilled
(CBMS) in each major competency area.

A designation of Consciously unskilled (CUS) indicates the competency

area is not being met.
A designation of Consciously becoming skilled (CBS) or Consciously
becoming more skilled (CBMS) indicates a participant is meeting course
criteria.
A designation above CBMS indicates a participant is exceeding the criteria.

You are not expected to master (i.e., exceed the criteria) all the competencies
during this 120-hour course. You are expected to demonstrate progress and
insight, confidence and teaching skills.
Number
designation/ Phrase
(UCUS)
Unconsciously
unskilled
(CUS)
Consciously
unskilled

(CBS)
Consciously
becoming Skilled

(CBMS)
Consciously
becoming more
Skilled

which means
Plan: Im not sure what this is or what it involves.
Teach: It may have happened; Im not aware of
whether it did or didnt.
Reflect: I dont know how to see or reflect on this.
Plan: I can identify what this is and what it involves
but I havent been able to plan a lesson with it in mind
Teach: I havent implemented this yet. If it
happened, I wasnt aware of it or didnt plan it. Im
aware that Im not doing this.
Reflect: Sometimes I can recognize it or identify it in
my peers or trainers teaching and/or feedback if
others point it out to me. I think I see how it affects
learning but its hard for me to give examples. I can
recognize possible actions that would help me with it
but cannot, even with guidance, make an action plan
for it.
Plan: I can analyze a plan to see if this is present and
I can talk with ease about what it is and what it
involves. I have shown evidence of planning this at
least once.
Teach: I have implemented this in class at least
once. It may have been a bit awkward or not
particularly effective. Student learning may or may
not have happened.
Reflect: I have been able to identify it in my own or
in others teaching and student learning at least a few
times. Im still developing my initial ideas about how
it affects student learning. I can make a plan to
improve this when my trainer directly guides me.
Plan: Im able to design a plan with this explicitly in
mind and have shown evidence of planning this a few
times.
Teach: I have implemented this in class effectively at
least once and student learning was evident. I may

have implemented it a few times in which student

learning may or may not have been evident.
Reflect: I can usually identify it in my own and
others lessons. Im beginning to link this concept to
observable student behavior in a lesson. With some
trainer help, I can make a plan to improve this area.

(CS)
Consciously Skilled

(UCS)
Unconsciously
Skilled

Plan: I can plan for this consistently and intentionally.

(I still have to think about it.)
Teach: Ive used this in my teaching more than a few
times to help English language learners learn and am
actively fine-tuning my skills to maximize student
learning.
Reflect: Its easy for me to identify it in my, my
peers or my trainers teaching. I can use the concept
to interpret how or if students learned in a lesson. I
can make connections between this and other aspects
of learning and teaching. I can make action plans to
improve my understanding and effectiveness.
Plan: I consistently and automatically (without
thinking) plan for this in my lessons.
Teach: I can implement this skill in an automatic or
natural way. Its part of who I am as a teacher and
Ive shown evidence of it many times during the
course. Its not challenging for me to plan or
implement it.
Reflect: Its easy for me to see how this can affect
student learning; I can transfer it to other contexts. I
can help others make action plans; I have a wide
range of techniques that allow me to make decisions
to maximize student learning in a variety of contexts.
The concept is integrated into my beliefs about
teaching and learning; I can quickly use it as a lens to
reflect on my own and others teaching and learning.

Participant Learning Goals:

Here, write in at least three of your own learning goals for the course.
Mid

Final

- Enhance my ability in teaching English using the right way and the
Professional methods which can make the teaching more effective and fun.

- Help the student to absorb the language, to love it, and to encourage them to
use it in a real life situation.

By the end of the course, I will be able to

Be a professional English language teacher

Overview of Competencies
Plan
A. Designing objectives
B. Detailing the steps of a lesson
C. Analyzing the target language/texts
D. Staging the lesson

Teach
A. Interacting with students
B. Managing activities and materials
C. Focusing on target language/texts
D. Moving toward objectives

Reflect
A. Focusing reflection
B. Learning through the reflective cycle
C. Working in community

Competency Area 1: Planning for a Learning-centered

Lesson
Participants will be able to:

A. Design Objectives
1. Write well-formed lesson objectives that describe student
learning
2. Write objectives/aims for lesson stages and activities in terms
of student learning
3. Analyze and adapt coursebook materials (deciding what to
keep, reject, adapt, change) appropriate to the students, their
needs, interests, level, etc
4. Design and/or adapt activities so that they have a
communicative focus
5. Identify, analyze and select appropriate learner assessment
means

B. B. Detail the Steps of a lesson

1. Detail student interaction patterns and other class
configurations (individual work, pair work, group work, wholeclass work, teacher-focused activities and stages), ensuring
there is a balance of interaction during the lesson
2. Detail teacher behavior (including instructions; modeling;
checking understanding; eliciting; explanations, monitoring,
clarifying, etc)
3. Detail student behavior to clarify what they will be doing,
when and with whom
4. Plan the use of visuals: the board, pictures, posters, etc.
5. Prepare lesson materials which look professional and which
respect copyright requirements, citations and photocopy
limits

C. Analyze the Target Language/Text

1. List relevant knowledge and experience students are likely to
bring to the lesson
2. List challenges students may have in the lesson and
suggestions for how the challenges can be avoided or
mitigated
3. Write detailed notes that describe the meaning, form, use of
language to be covered in the lesson
4. Prepare notes for explanations, guiding and checking
questions
5. Make notes about cultural aspects of activities, texts,
language

Be
g

Mi
d

En
d

CU
S

CB
MS

CS

CU
S

CB
MS
CB
MS

CS

CB
S
CU
S

CB
MS
CB
S

CS

Be
g

Mi
d

En
d

CB
S

CB
MS

UC
S

CB
MS

UC
S

CB
S
CS

UC
S
UC
S
UC
S

CB
S

CB
S
CU
S
CB
MS
CB
MS

CS

CS

CS

Be
g

Mi
d

En
d

CU
S

CB
S
CB
MS

CS

CB
MS
CS

UC
S
UC
S

CS

UC
S

CB
MS
UC
US

UC
S

CU
S
UC
US

6. Allocate time appropriate to activities and materials

7. Support peers planning, constructively and respectfully

CB
S
CU
S

CB
MS

CS

CB
MS

CS

10

D. Stage a lesson
1. Integrated skills lesson with a central focus on a productive
skill: stage the lesson so that student learning is scaffolded
and lesson objectives are achievable.
2. Integrated skills lesson with a central focus on a receptive
skill: stage the lesson so that student learning is scaffolded
and lesson objectives are achievable.
3. Stage opportunities for ongoing student assessment and
feedback.
4. Relate lesson to lessons that both precede and follow it

Be
g

Mi
d

En
d

UC
US

CB
S

CS

UC
US

CS

UC
S

UC
US
US

CB
S
CB
S

CS
CS

Competency Area 2: Teaching a Learning-centered

Lesson
Participants will be able to:

A. Interact with Students

1. Grade their language and adopt an appropriate tone for their
learners
2. Create a safe, respectful classroom environment to maximize
student learning
3. Vary the teachers role appropriately on the basis of student
needs and the different lesson activities
4. Respond to student questions and behavior in a way that
promotes learning
5. Monitor students and respond to and give feedback on
student strengths and challenges (task progress, language
produced, strategies used, involvement, etc) in a way that
supports learning

B. Manage Activities and Materials

1. Efficiently set up a variety of class configurations to
maximize student learning and participation (individual, pair,
group and whole-class work)
2. Use texts and media effectively so that students can engage
with them in a learning-centered way
3. Provide students with adequate think time
4. Give effective instructions, model activities and check
student understanding

C. Focus on Target Language and Texts

1. Convey and check meaning, form and use of lexis, grammar
and pronunciation

Be
g

CB
S
CB
S
CU
S
CU
S

Mid

End

CB
S

CS

CB
S
CB
S
CB
S

CS
CS
CS

CU
S

CB
S

CS

Be
g

Mid

End

CU
S

CB
S

UC
S

CU
S

CB
S

UC
S

CB
S

UC
S

CB
S

UC
S

Be
g

Mid

End

UC
US

CB
S

CS

CU
S
CB
S

11

2. Provide accurate oral and written models for students

CU
S

CB
S

UC
S

3. Use a range of means to engage learners in textbook

material (establish context, elicit ideas, activate prior
knowledge)

CB
S

CS

CS

12

D. Move toward Objectives

1. Set up student-centered activities to help students encounter
and clarify target language or text/genre features
2. Set up student-centered activities that help students
remember and internalize target language
3. Set up student-centered opportunities to use target language
and any other language/skills to complete a communicative,
real-world task
4. Set up listening, reading and writing tasks so that students
can focus on increasingly challenging aspects of the text with
confidence
5. Implement strategies for assessing student learning
throughout lesson
6. Manage the learning process in such a way that lesson
objectives are likely to be achieved (e.g., timing and pace)

Be
g

Mid

End

UC
US
UC
US
CU
S

CB
S
CB
S
CB
S

CS

UC
US

CB
S

CS

UC
US
CU
S

CB
S
CB
S

CS

CS
CS

CS

Competency Area 3: Reflecting on Planning and

Teaching
A. Focus Your Reflection
1. Identify strengths, challenges and issues in a lesson
(planning and teaching)
2. Identify whether lesson or activity objectives were
achieved, providing examples of student behavior

B. Learn Through The Reflective Cycle

1. Describe details from the classroom: student (individual
and group) behavior, teacher behavior, materials and the
class environment
2. Offer interpretations of how specific events in the class may
have affected student learning
3. Come up with generalizations and theories about student
learning that are linked to specific events or experiences in
a lesson
4. Plan specific actions for future lessons based on experience
in a lesson

C. Work in Community
1. Use a variety of key terminology from TESOL to discuss
lessons in terms of student learning
2. Demonstrate a positive attitude to feedback and an ability
to make changes to enhance students learning

Beg

Mid

CUS

CB
MS
CB
MS

CBS

End

Beg

Mid

End

CUS

CB
MS

CS

CBS

CB
MS
CB
S

CS

CBS

CB
S

CS

Beg

Mid

End

CBS

CB
MS
CS

CS

CUS

CBS

CS

UC
S

13

MID-COURSE Summary Comments (Participant)

Experiential learning is such a great method of teaching, which is
the method of teaching in PCELT course. Exchanging hats really
helped me to think as a student while sitting my objective,
designing activates or even in choosing the suitable lesson with
there level. I acquired lots of educational terms which I didnt
know before not just that but also know I am aware of how to
apply it in my class in the future. The practice teaching added tow
much for my performance because I had the chance to practice
what I have learned during the different sections that really
helped my learning.
Now while I am in the middle of this course I can say that I am
becoming consciously skilled in most of the teaching skills.

MID-COURSE Comments (Trainer)

Sahar is meeting all expectation and it is a joy to have in our
group
+ communication with Ss
+ activities and material
+ scaffolding

_ objective
_ preparation

We have read and agree with the above comments.

Participant Signature:
Date:4-13
Trainer Signature:
Date: 4-13

sahar
bill

14

END-OF-COURSE Summary Comments (Participant)

At the end of this course, I can say that it was a great experience
to have, besides I met all my expectation and objective from this
a mazing course. Most of my participant record I field it with
consciously skilled and unconsciously skilled, and I believe that I
became that all because of the valuable knowledge that I have
gain from all my trainers,, who was a great modal for us as future
teachers, then the practice teaching which gave us the
opportunity to know about my weakness and strength points in teaching English
which provide us the different skills (TTT, TPS, ICQs, VAKT, CCQs. etc.) moreover
that afford me the competency.

END-OF-COURSE Comments (Trainer)

We have read and agree with the above comments.

Participant Signature:
Date:

sahar

Trainer Signature:
Date:

15