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Students, who pass an IQ exam after finishing the preparatory stage, are enrolled in special classes confined to them only. This administrative procedure, indicated by experts, confuses preservice teachers who usually prepared the same lesson plans for all classes. Moreover, there was a complaint that regular-achiever classes obviously lacked competition and had no regular distribution of achievement among students. Ammermueller & Pischke asserted the peer effects relying on the variation across classes within schools. It was recommended that the formation of classes should be heterogeneous. In this case, a better chance is given to students to compete and develop their abilities.

Time insufficiency for checking home assignment was the complaint of 2.22% of preservice teachers. The forty-five-minute lesson did not usually cover the last lesson plan step to give new home assignment, check and provide feedback on previous assignments. Consequently, the purpose and the value of assignments went off. The problem is either administrative or organizational. There ought to be a review of the lesson optimum time limit so that it is commensurate with the content tasks of the plan. On the other hand, teachers should exert more effort to organize and adapt the amount of time they have to suffice the different required tasks.

Admitting their personal defects, 2.22% of the preservice teachers confessed the negative effect of their low voice on conveying information to students. The majority contributed this to shyness and feeling afraid of confronting the class. Sometimes, the supervisor’s attendance watching and evaluating their performance increased the symptom. Bahanshal (2013) handled the problem in the context of the impact of teaching large classes on English teaching. She pointed out that teachers’ low voice in front of large classes resulted in students' boredom and classroom noise. She recommended reducing the number of students in each class. Moreover, other suggestions such as utilizing the Students-Centered rather than Teacher-Students Approach and working with small groups rather than the whole class were also highlighted.

Detecting a structural problem of lesson content, 2.22% of the sample stated that lesson content lacks harmony. In their opinion, there is no logical link among the new vocabulary, the grammatical rule and the sub-skills a lesson includes. They suggested that these components should be logically selected and organized to support each other. Preservice teachers were not comfortable teaching isolated pieces of information. A sort of integration is needed.