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Bachelor of Education

Practicum 1b

Teaching Practice 2
Booklet

Content Page

Student: Alya Abdelrauof.

ID#: H00354521
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Content Page
Description Page no.
Introduction 3
Task Summary 4
Journal Notes 5
Journal Writing Rubrics 6
Day 1 Tasks 7
Day 2 Tasks 8
Day 3 Tasks 9
Day 4 Tasks 10
Day 5 Tasks 11
Day 6 Tasks 12
Day 7 Tasks 13
Day 8 Tasks 14
Day 9 Tasks 15
Template for Lesson Plan 16
Template for MST/MCT Formative Assessment Report 17
Template for MST/MCT Summative Assessment Report 20
Table 1: School Profile 23
Table 2: Map of indoor learning 24
Table 3: Reframing classroom Rules 25
Table 4: Reframing Behavioral Characteristics 26
Table 5: Learning Styles 27
Table 6: Mathematical Resources in the Classroom 28
Table 7: Scientific Resources in the Classroom 29
Absence Form 32
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Introduction

In this second practicum Year 1, taken over a 3-week period, student teachers will begin to
teach aspects of a lesson under the guidance of the class teacher. They will work in pairs
in each classroom and also teach small groups of students.

As the placement progresses, student teachers will begin to take on more responsibility for
the planning, preparation and implementation of longer segments of the class.

It is expected that student teachers also assist the classroom teacher and pupils
throughout the placement. Student teachers should be fully involved in the classroom and
show a high level of professionalism during the practicum. This will be done under the
close supervision of both the school and college mentor.

They will be expected to:

Work on a number of tasks in pairs as well as individually
Keep a weekly journal
Observe 5 lessons and teach parts of a minimum of 3 lessons
Compile an e-portfolio

Basel AR. Badran basel.badran@hct.ac.ae 050-6439077

Ishrraf Al Mahri - salmahri@hct.ac.ae 06-5054390
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Weekly Task Summary

Dates Tasks every Monday
1. School profile (table 1)
Day 1 2. Map of indoor learning (table 2)
Week 9 3. Reframing classroom rules (table 3)
5/3/2017
JOURNAL 1
Day 2 4. Managing Transitions in the Classroom

6/3/2017 JOURNAL 2
5. Reframing behavioral characteristics (table 4)
Day 3 (Photograph examples as your documentation)
6. Mathematical resources in the Classroom (table 6)
7/3/2017
JOURNAL 3
7. Scientific resources in the Classroom (table 7)
Day 4
8. Learning styles task (table 5)
8/3/2017
JOURNAL 4
9. Observe more lessons and arrange with MST to teach on parts of
Day 5
a number of lessons
12/3/2017
JOURNAL 5
Day 6 10. Teach part of a lesson in pairs

13/3/2017 JOURNAL 6
11. Teach part of a lesson in pairs
Day 7
Get MST formative report and write reflection from feedback
14/3/2017
JOURNAL 7
Day 8 12. Teach part of a lesson individually or in pairs

15/3/2017 JOURNAL 8
Day 9 13. Teach part of a lesson individually

19/3/2017 JOURNAL 9
Day 10 14. Get MST summative report and write reflection from feedback in
your final JOURNAL.
20/3/2017
Day 11 15. Gather any missing information/teach lessons/complete any tasks
required for assessments
21/3/2017
Day 12 16. Your last day at school.say your goodbyes and collect your
attendance certificate.
22/3/2017
Back to College
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Journal Notes

Write your journal in paragraph form.

It should be a minimum of 100 words and clearly illustrated with photographs.

Remember, it is your personal account of your thoughts, feelings and reactions during your time in
the school. Describe as detailed as possible what you saw or experienced during the lessons.
Make explicit links to the learning theories/principles learnt in college.

What is your general feeling about TP at the end of the day?

Reflect on the duties / activities did you carry out during the preschool today. How do you feel about
your efforts? Was there anything you could have done to improve the quality of the learning
experience for the children?

What was the most interesting activity or strategy you saw your MST use? Why did you think it was
interesting and worth noting/remembering? Compare this with previous TP experience.

What progress have you made in terms of your own personal targets for TP this semester? Which TP
competencies do you feel you achieved and which do you think that you need to focus on next time?
Discuss ways in which you could do this.

What evidence of learning did you identify/document today? Relate this to the UK EYFS early learning
goals.

What was the most important thing you learnt about the role of the teacher in managing all aspects of
the school day? Compare this with previous TP experience and where possible make links with
college based learning.

Also see hints/guidelines on starting reflections at the end of each practicum day
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JOURNAL WRITING RUBRICS

Categories and Level 1 Level 2 Level 3 Level 4
Criteria Unsatisfactory Satisfactory Good Excellent
Presents incomplete Presents some Presents accurate Presents accurate
DOCUMENTATION and/or inaccurate accurate information and information and
information and ideas information and complete ideas insightful ideas
Anecdotal observations of the some ideas
lessons conducted are
illustrated clearly in writings
(20 marks)

Expresses few ideas Expresses some Expresses ideas, Expresses many

THINKING/INQUIRY with limited support by ideas, supported supported by ideas, supported by
relevant evidence or by relevant relevant evidence or relevant evidence or
Demonstrate the ability to rationales evidence or rationales rationales
analyze the events in the rationales
lessons and link them to the
learning theories/principles
learnt.
(10 marks)

Meaning and intent are Meaning and intent Meaning and intent Meaning and intent
COMMUNICATION frequently unclear are sometimes are frequently clear are clear and
unclear engaging
Writing is clear, concise, and Demonstrates limits
easy to understand. Ideas and sense of purpose and Demonstrates Demonstrates clear Demonstrates
responses are communicated audience some sense of sense of purpose strong sense of
clearly and coherently purpose and and audience purpose and
(10 marks) audience audience

Makes few personal Makes some Makes considerable Makes many

MAKING CONNECTION (or other) connections personal (or other) personal (or other) personal (or other)
connections connections connections
Able to connect events
observed during the lessons
with previous teaching
experiences and suggest
improvements/alternatives.
(10 marks)
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Day 1 Tasks
5/3/2017

Gather information about the school:

Complete the School Profile
Identify important dates (holidays, school events, trips etc.) on the school calendar
Map the themes to be studied, important school events, trips etc. during the
placement
Make a copy of the weekly/daily class timetables and note the time school starts and
finishes
Obtain a class list
Draw a map of one indoor learning environment in your school

Reframing classroom rules:

Discuss classroom rules with your MST
Identify any other rules which need to be made explicit
Frame all rules using positive language
Identify how these rules are being reinforced during the school day and note
opportunities to teach these rules
Construct your own means of recording this (see table 3)

Observe lessons
Make notes and ask questions
Start to build your bank of resources

Reflections for Journal 1

(Choose one or two of the following starters): When I reflected on observations or teachings

It made me think about..

When I thought about it .

When I reflected I thought ..

I believe

When I teach I want to

I found .. very interesting because

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Day 2 Tasks
6/3/2017

Managing Transitions in the Classroom

Focus: on observing how the MST manages transitions during the school day.

Objective

List the type and function of all the transitions observed during the school day and evaluate the
efficacy of the strategies used by your MST to facilitate them. (Table 2)
Build upon and implement strategies for building positive relationships with children, colleagues and
families from the list provided as Table 3.

Procedure:

Table 2: Discuss the concept of managing transitions in the classroom. Observe and record
different transition strategies and record these in the table below.

Table 3: Over the course of this placement, add to this list of practical strategies for building
positive relationships with children, colleagues and families. Discuss which are most effective.

Whilst implementing the Task:

Create a table such as Table 3 below to:

List the type and function of the transitions that you observe during the school day.
Identify the strategies that are used by your MST to facilitate these transitions.
Comment on the success of these strategies in terms of both promoting positive behaviour and
minimizing the incidence of challenging behaviour.
Make practical suggestions about how these transitions could be modified in order to further promote
positive behaviour and minimize the incidence of challenging behaviour.

Questions to reflect upon:

1. Why do you think transitions are important?

2. How do they help children?
3. How do they help the teacher?
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Day 3 Tasks
7/3/2017

Reframing behavioural characteristics:

Discuss the general behavioural characteristics of all the children in your class with
the class teacher
Record these in table form (see table 4)

Mathematical Resources in the classroom:

This week you will also look at maths in the classroom

If your class does not have math lessons talk to your teacher and try to find out what
math concepts are taught (table 6)
Find out the main math concepts covered in your year group. Write down a list of the
concepts covered throughout the year. (For example patterning, fractions)
Find all the math resources in your classroom and take photographs of them
Label all the photographs of the resources. The labels must include the name of the
resource and what math concepts it is used to teach
Complete a math activity with a group of children. Take photographs (or a video).
Explain what concept the children worked on
- What resources did they use?
- How did the children learn?
- Did they work individually, in pairs or as a group?
- What did you do?

Observe lessons
Make notes and ask questions

Reflections for Journal 3

(Choose one or two of the following starters): When I reflected on observations or teachings

It made me think about..

When I thought about it

When I reflected I thought ..

I believe

When I teach I want to

I found .. very interesting because

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Day 4 Tasks
8/3/2017

Scientific Resources in the Classroom

This week you will look at science in the classroom

If your class do not have science lessons talk to your teacher and try to find out what
scientific concepts are taught (table 7)
Find out what the main scientific concepts are taught for your age group. Write down
a list of the concepts covered throughout the year. (for example floating and sinking)
Find all the science resources in your classroom and take photographs of them.
Label all the photographs of the resources. The labels must include the name of the
resource and what scientific concepts it is used to teach
Find out how the enquiry approach is used in the classroom to teach science. Ask
your teacher how she uses an enquiry approach to teach scientific concepts and
write down her response

Learning styles task

Make notes about activities you observe in the classroom which use VAK learning
styles (see table 5)
Which learning styles did all the children seem to enjoy and why?
Why do you think the teacher incorporates a variety of learning styles for the
children?
Notice which activities are repeated with a variety of learning styles e.g. read a
story, listen to a story, act the story, and draw the story. Can you find other
examples e.g. math or science?
How can teachers improve student learning by using a range of learning?

Reflections for Journal 4

(Choose one or two of the following starters): When I reflected on observations or teachings

It made me think about..

When I thought about it

When I reflected I thought ..

I believe

When I teach I want to

I found .. very interesting because

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Day 5
12/3/2017

Observe more lessons

Preparedness: How does the teacher make sure the students are prepared for the
day?
Pace and flow: How does s/he make sure all students are involved and attentive?
Transitions: How does s/he get student attention? Keep their attention and move to
the next task?
Behaviour: How does s/he deal with misbehavior?
Encouragement: How does s/he interact with students/as a group/individually e.g.
praise, self-confidence, humour, support

Pre teaching
You will need to discuss with your MST what you will teach. You could introduce or
finish a lesson (math/science/reading a story/writing)

Once you have decided what you will teach (a 20 - 30 minute session), you will need
to plan carefully. Work with your MST and show him/ her your planning.

Teach the first session in a pair

Ask the teacher to observe you and give you feedback (relates to assessment 3)

Ask your teacher to show you resources you could use to teach in the classroom

Ask the teacher for tips on classroom management and the themes/topics for the
class

o Lesson aims:
o What do you want the children to learn?
o How will you know they learnt this?

Reflections for Journal 5

(Choose one or two of the following starters): When I reflected on your observations or teachings

It made me think about..

When I thought about it

When I reflected I thought ..

I believe

When I teach I want to

I found .. very interesting because

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Day 6
13/3/2017

Aims:
To teach a session in a pair

Reflections:
What did you teach?

How do you know your lesson was successful? What did the children do or say?

What did you do well?

What can you improve/change for next time?

If you have a video comment on what you noticed about your teaching?

Were all the students involved and attentive? How did you know?

Encouragement: How did you interact with students to encourage them?

Did you achieve your lesson aims?

Your thoughts (choose one or two of the following starters): When I reflected on my
teaching

It made me think about..

When I thought about it

When I reflected I thought ..

I believe

Next time I teach I want to

I found .. very interesting because

Write up your reflections for Journal 6

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Day 7
14/3/2017

Aims:
To teach a session in a pair

Reflections:
What did you teach?

How do you know your lesson was successful? What did the children do or say?

What did you do well?

What did you improve from last time?

If you have a video comment on what you noticed about your teaching?

Were all the students involved and attentive? How did you know?

Encouragement: How did you interact with students to encourage them?

Did you achieve your lesson aims?

Your thoughts (choose one or two of the following starters): When I reflected on my
teaching

It made me think about..

When I thought about it

When I reflected I thought ..

I believe

Next time I teach I want to

I found .. very interesting because

I found .. very interesting because

Write up your reflections for Journal 7

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Day 8
15/3/2017

Aims:
To teach a session individually

Reflections:
What did you teach?

How do you know your lesson was successful? What did the children do or say?

What did you do well?

What can you improve/change for next time?

If you have a video comment on what you noticed about your teaching?

Were all the students involved and attentive? How did you know?

Encouragement: How did you interact with students to encourage them?

Did you achieve your lesson aims?

Your thoughts (choose one or two of the following starters): When I reflected on my
teaching

It made me think about..

When I thought about it

When I reflected I thought ..

I believe

Next time I teach I want to

I found .. very interesting because

Write up your reflections for Journal 8

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Day 9
19/3/2017

Aims:
To teach a session individually

Reflections:
What did you teach?

How do you know your lesson was successful? What did the children do or say?

What did you do well?

What did you improve on from last time?

If you have a video comment on what you noticed about your teaching?

Were all the students involved and attentive? How did you know?

Encouragement: How did you interact with students to encourage them?

Did you achieve your lesson aims?

Your thoughts (choose one or two of the following starters): When I reflected on my
teaching

It made me think about..

When I thought about it

When I reflected I thought ..

I believe

Next time I teach I want to

I found .. very interesting because

Write up your reflections for Journal 9

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Table 1: School Profile

Name of school: New World American Private School. Location: Sharjah-Alfalah.

Principal: Samiksha Chatuvedi.

Tel: 06\5527443 Fax: 06\5527445.

Address: Alfalah area Alqarayan. PO Box: 45683.

Teachers Starting Time: 7:30AM. Finishing Time: 2:30,,3:00PM.

Students Starting Time: 7:30AM. Finishing Time: 12:30,,1:30PM.

Total Number of Classroom Teachers in the school Department: (Kg1 & Kg2) SIX .

Total Number of Children in the Preschool Section: KG1: 50 \\ KG2: 75.

Teacher / student ratio: 6 TO 125.

Number of Classrooms: 5.

Facilities available to student teachers:

Teachers room.
Canteen

Class for this Practicum: KG2\C.

Mentoring Classroom Teacher: Annum.

Classroom Teaching Assistant: Nagla.

Number of children in this class: 23.

Number of children identified as having SEN in this class: ONE.

Additional information: e.g. English, Arabic, Islamic Studies teachers

P.E CLASS
IT CLASS

School Nurse: Sherin School TP Coordinator: Samiksha

Librarian: Alaa Mostafa

Resource Room Manager: Roza

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Table 2: Map of indoor learning

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Table 3: Reframing Classroom Rules

Table 3: Example Reframing Classroom Reframing Rules Record Sheet
Classroom rules Reframe using Opportuinities to teach these
positive language rules
(both observed and ideas of your own)
1. Dont run in the Walk carefully in the Picture signs on display
classroom classroomg Teacher praises children who are
following this rule
Teacher asks children how they
should walk in the classroom
During circle time the teacher asks
the children to think about what
might happen if this rule is not
followed
2. Dont be naughty I can remember to be Flash cards and pictures .
polite Read the rules with the students
daily.

3. Dont be selfish I can remember to help
others
4. Dont interrupt I can remember to listen
the lesson to the teacher
The teacher always reminds the
students to help each other
during the actiivities.
Saying the rules as a song to
memorize and remember them.
Whenever the teacher starts any
lesson she asks the students to
listen carefuly and to pay
attention with her.
She tells them that when they
listen to the lesson they will
understand and the quiet
students will get a gift.

Discuss visual means of representing these rules with your MST to be developed
and introduced to the children over the next three weeks for example.

Table 4: Reframing Behavioural Characteristics
Discuss the general behavioural characteristics of all the children in your class with
the class teacher and record these in table form. E.g. Table 4 below.
Table 3: Example Reframing Behavioural Characteristics Record Sheet
Name of General behavioural
child characteristics
1 Anna She always knocks over other
childrens constructions or
tries to destroy other childrens
art work
2 Maryam - She still finds deficulty in
adjusting her self in arabic
Talal classroom.
- She is confident and shes
learning to follow the
instructions.
3 Peppers - He shows an interest in
classroom activities through
observation or participation.
4 Talia - Shes learning to express her
ideas more clearely.
5 Sanad - Hes an exellent speaker.
- Responds to significant
experiences,showing a range
of feelings when appropriate.
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Reframed Suggestions to
help improve
behaviour?
She may want to join in
with other childrens
play but may not know
how to ask
She may be frustrated
because she does not
know how to play with
the materials or
complete her own art
project
-She always cries in -Ask the arabic teacher
arabic class because to make the child more
shes afraid of the comfortable in arabic
teacher and she dont classes.
speak arabic. -Talk to her parents
-She partecepates on about the problem.
all of the other classes.
- Hes an excellent -Motivate him to stay
student, He always calm and nice in the
participates in the classes.
classes. -Reward him when he
-Despite his paticipate in the class
cleverness, he without getting noisy.
sometimes becomes
noisy in the class.
-Shes so shy, she -Teachers should
always stays silent in motivate her to
the class. participate in the class.
-She dont participate -Reward her when she
in the classes. understands the
lesson.
-He has a high level of -Reward him for being
English when he an exellent students.
speaks. -Encourage him to stay
-He always participates or develop on his level
in the class. not to get low.
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Table 5: Learning styles

Make notes about activities you observe in the classroom which use the learning
styles below:

Math Science Reading Other

Auditory -Circle time -Discussing the -Action song as an

-Songs lessons together. introduction,

Visual -PowerPoint -PowerPoint -PowerPoint

-Videos -Pictures

-Flash cards

Kinesthetic -Connecting cubes -Crafts. -Connecting cubes to

to make numbers. -Cut & stick. write letters.

-Write words and

letters with the play

dough.

Answer the following questions:

Which learning styles did all the children seem to enjoy and why?
Kinesthetic, because children love to do hands-on activities and students at this age are
active, they prefer to do things instead of listening to the teacher.

Why do you think the teacher incorporates a variety of learning styles for the children?
Yes, because not all of the children are the same. The teacher divides them into groups, and
she has a variety of activities that depend on different learning styles.

Notice which activities are repeated with a variety of learning styles e.g. read a story, listen to
a story, act the story, draw the story. Can you find other examples e.g., math or science.
1. Drawing a square.
2. Watching a video about squares.
3. Listening to the teacher when she explains about the square.

How can teachers improve student learning by using a range of learning styles?
1. Using a range of learning styles will improve childrens skills in all of the learning
styles.
- Children will be able to understand the lessons easily and the lesson will be fun
because they are learning on a way they love.
2. Avoid boredom.
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Table 6: Mathematical resources in the Classroom

Discuss possibilities for implementing activities using these resources with your peer

List of resources that target specific mathematical skills and concepts in the school

Mathematical Resources Mathematics Skill / Concept that can be developed Exploring on possible activities to develop
found in the preschool with it. mathematical skills and concepts using these
classroom: materials

Unifix cubes Counting, calculating including more / less than; Describe how this activity will be conducted using
addition, subtraction these resources

Comparing size and ordering bigger / longer,
smaller, shorter;
Sorting, matching according to colour; patterns;
copying patterns.
Numbers as Labels and for Counting: The
teacher makes an activity with the cubes for
counting. For example she puts a group of cubes
together and then she asks the students to count
all of the cubes that are in this group.
Calculating: It can be used to introduce addition
concept to the students at this age.

Shape, space and measures: The teacher uses

Estimating / Measuring length & weight how many the cubes as a measuring tool too!. For example
bricks long, tall, wide? How many bricks will balance a she give them some objects and then she asks
pencil, book etc? them to put the cubes on the object and count how
many cubes are on the object.

Abacus Numbers as Labels and for Counting: Students

Counting, calculating including more / less than;
addition, subtraction
can count the dots that are in the abacus by
moving them.
Calculating: It can be used to calculate (addition
and subtraction).

Comparing size bigger / more, smaller, less;

Foam shapes of Numbers as Labels and for Counting: Students

various sizes, shapes, can count these shapes by putting them in groups.
colours Counting For example they count how many triangles are in
one group and so on.
(Attribute Blocks)
Calculating: Students can add or subtract the
Comparing size bigger / smaller numbers of shapes.

Ordering, sequencing, creating patterns Shape, space and measures: Recognize and find
the shapes by comparing them together.

Tessellation (fitting shapes together)

Identifying shapes in the environment and making

shape pictures

Naming shapes: circle, square, rectangle, hexagon

Naming colours: red, blue, yellow

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Numbers as Labels and for Counting: Counting

the shapes all together.
3D shapes Counting, calculating including more / less than;
addition, subtraction Calculating: Adding shapes by colors, For
example: Adding the red shapes with the blue
shapes and telling the result to the teacher.

Comparing size and ordering bigger / longer, Shape, space and measures: Comparing the 3D
smaller, shorter; shapes with the flat foam shapes to recognize and
learn more about shapes.

Sorting, matching according to colour; patterns;

copying patterns / sequencing.

Estimating / Measuring / comparing length

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Table 7: Scientific resources in the Classroom

Discuss possibilities for implementing activities using these resources with your peer

A List of resources that target specific scientific skills and concepts in the school:

Resources for Science Scientific Skill(s) / Concept(s) that can be Exploring on possible activities to develop
teaching classroom: developed with it. mathematical skills and concepts using these
materials

PowerPoint Presentation PowerPoint is a good resource for all subjects and
especially for science because it makes the lesson
easier for the children and it has pictures so they can
imagine and engage things in their minds.
The teacher can make a matching activity with
the PowerPoint .For example: Putting the night
signs on the night side and same with the day.
This will encourage the students to participate
with the teacher and it will lead them to deeper
understanding of the lesson.

Flashcards Flash cards are wonderful resources to facilitate kids It will be a great tool to help the students learn about the
learning because children love visual things and they weather and the seasons.
love things that have pictures.
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What does the teacher do to build a good relationship with

students?
A teacher is the best instructor in student's lives. She teaches the
students and guides them to a bright and successful future. There are
some significant things that affect how information can be transferred to
the students in a right way. Relationships between the students and the
teacher are important because if their relationship was good they will
understand the lessons better and they will love to attend the teacher's
classes. Moreover, There are many ways that teachers can build a
strong relationship with the students and give them the freedom to
express their knowledge and feelings without any fear. Also, teachers
can have a good relationship with their students by hearing their
personal problems sometimes that helps the students to trust the
teacher and love her even more.