The Structure of a Complete School Day

Photograph and describe what the teacher does and what the children do at each stage of the
school day, which should be clearly marked by a transition from the beginning of the school day
to dismissal.
Stage & Photograph

Morning assembly

Morning circle

Snack

Playground

Language development

What the teacher does

What the children do

She greet students when they

come to the classroom.

They post their picture in the

attendance poster.

She manage the assembly and

create various activities for
them.

They greet the flag, sing the

notional song, do morning
exercise and morning pray.

She start the circle with

greeting students, then she
make a quick review for the
general knowledge for them
and she start explain with new
lesson.
She was singing song to let
students move to another
place to have their snack.

They respond to the teacher

questions, they read Quran
and do what teacher want.

She let students play on

playground and monitored
them.
She ask students to clean and
tidy up the playground to
move to the classroom.

They wash their hand after

eating and they move to the
playground.
They tidy up the playground,
wash their hands and move to
classroom.

She let them set in the carpet

or the circle, she explain for
them on of the language
development lesson or
sometime make review for the

They response to the teacher

and do the activities smoothly.

They made a line and they

went to bathroom to wash
their hands and moved to the
canteen to eat.

last lesson and complete it and

give them activities.

Meal

She asked students to move to

the canteen for the meal.

They make a line and move

there. When they finish they
move to wash their hand and
move to the classroom.

Learning areas

She let students choose the

area that they want to join it.
She crate activities in each
area that depend on the unit
subject. Sometime, she let
them all do the same activity
then move to the other areas.
She give them activity, singing
song, read story , make review
or let them use the iPad.

They do activities individual or

groups. They enjoy playing on
the learning areas.

She ask them is the time to

leave. She farewell students
and stay with them until they
leave.

They take their bags and make

the line to get to the bus.

Last meeting

Prepare learners to get to

the bus

They response to the teacher.

Observation Task 1: Chit Chat

Class:
KG 2.
Number of learners: 8 students.
Length of lesson:
45 minutes.
Teacher observed Language: Hamda Saghayier Echtibi.
Learning Goals: -Identify the letter b in two cases upper and lower. - Engage children to
know the sound of letter b with doing some movements. - Let children participate to write
the letter B. - Distinction letter b from other letters.
Reason for speaking
Learner repeats word / phrase
1 after teacher whole class
Learner repeats word / phrase
2 after teacher group / pair
Learner repeats word / phrase
3 after teacher individual

Learner A
Bakitah
E E E

Learner B
Salama
E E

Learner C
Shaikha
E E

E E E

E E E

E E E

E E

E E

A A

Learner answers direct question A

4 from teacher
Learner answers open question
5 from teacher
6 Learner asks teacher a question

A A

Learner answers a partner in

7 Paired work activity

A A A

A A A

A A A

Learner answers a group member A A A

8 in group work activity
Learner answers the teacher
E
9 informally

A A A

A A A

A A

A E

10 Learner answers peer informally

11 Other reason for speaking
12 Other reason for speaking

A A

E E

A A A

Reflections on Observation Task 1: Chit Chat

Read the questions below and write your answers
-

What was the most common reason for speaking? Learner repeats word / phrase after
teacher group / pair, Learner answers a partner in Paired work activity and Learner
answers a group member in group work activity.
What was the least common reason for speaking? Learner answers direct question from
teacher.
Were there any boxes with no ticks? Learner answers peer informally.
How much of the lesson was spent on the teacher using Teacher Talk, in your opinion?
Not too much, approximately 15 minutes of the lesson time.
Do you feel it was an appropriate amount of talk? Why / Why not? Yes. Because the
teacher mustnt talk too much in the classroom. The students talk is must more than
teacher talk.
What do you think is an appropriate sequence of interaction patterns?
Now consider how much Arabic was used. Do you think it was used appropriately?
Why? / Why not? No I dont think it used appropriately because they used Arabic too
much. The use of the Arabic was more than English. I think that because of students
dont have the English classes in this school.

Reflection for Bonus Points

You do not have to do this activity. However, if you want a higher grade, you must do it. If you
are interested in thinking about this subject more, consider the following reflection.
Choose one of the following questions (A, B, or C) and write your answer:
A.
Why is talk important for teachers? Its an important to teacher to talk especially in English
classroom. That can help second language learner to acquire language. Teacher talk can facilitate
learning. It is guide students during a lesson and sometimes prompted to discuss a topic

Why is talk important for learners? (Think about the What and How.) It is engage learner to use

their thinking. It is an important part of learning is through active reflection. Also, it can help
them to build strong relationship with others in the classroom.
B.
Why is it important to think about using English for varied purposes in the classroom? For
example, not just for giving an example, but also for correcting, for praising, for everyday uses,
like asking for help, or asking to borrow something? Because when learner will use English for
these purposes will help them acquire and learn the second language. Also, that will develop
their language.

C.
What role do you think Arabic should play in the English classroom? Just using the
Arabic to translate some words or sentences that students didnt understand them.

Observation Task 2: Reading a Story in the local UAE School

Identify the type of pre-whilst and post reading activities employed by your MST
What the MST Does
What the
Comments
Children Do

Pre-Reading
Activities
Name the book / story.
Describe how your MST
gets children interested
in the story and wanting
to hear / read it.

While-Reading
Activities
How your MST keeps
children interested and
actively involved.

Post-Reading Activities
How your MST
consolidates the storyline
and explores
opportunities for
developing language,
topic related and
personal, social and
emotional issues.

She was reading the

title by saying for
children that I will read
for you a story which is
The Great Granny.
When students were
talk she said stop
talking and listen to
the teacher when she
read.

Some children
were listening to
the teacher.
Some of them
talk to each
other and not
interesting to
hear the teacher
when she will
read.

She just reading the

story pages.

The students were listening

She can let the children participate with
to her.
her by asking them question of what
they expect that will happen next and
ask them about the pictures that include
in the each story pages.

She just asked

students if they like
the story. Then,
immediately she start
asking them questions
that related to the
story.

Some students
answered her
questions
depending on
what they
remember.
Some of them
just they were
silent and did
not respond to
her.

She can let her students interesting and

motivated to hear her when she read
the story by saying from example today
we will read the story our story for this
day is The Great Granny with saying
the author of the story. Also she can
focus on the cover page by asking them
questions to help them participate with
hear.

She can ask them what they like and

what they dont like in the story.
She can teach them the manners that in
the story by focusing on them and asking
children to speak and share their
experiences.
She can create and design activities to
support her childrens learning and help
them recognise to new vocabulary.

Reflections on Observation Task 2: Reading a Story in the Local UAE Preschool

1. What preparation (i.e. pre-listening activity) did the teacher give the learners before
they listened to the text?

If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity help students understand?
Preparation is to exploit pictures to help the child understand content of the story.
Illustrations can be used to introduce the story, new vocabulary, introduce difficult words,
and generally excite the interest of the child to hear the story. Pre -listening activity can
achieved by asking learners questions such as what is this?' What do you think is the story
about? etc. that will help Learners introduced to new vocabulary, being able to understand
the text, being more engaged in the reading task, because they want to find out whay the
story talk about.
b. What pre-listening activity coul d the te ache r have use d to help students
understand the target language better?
c.
2. Were the l e arners e ngaged i n while -listening acti vity/activi ti es? If the y were, select
(a); i f the y we re not, se lect (b).
a. What we re the ai ms of the whil e-li stening acti vity/activities?
b. What while-listening activity/activities coul d the te ache r have use d to help
learners understand be tter what they were listening to?
1) During listening and if the story is very long the teacher can stop reading and ask the
learners what will happen next? Using of the prediction skills can make the learners
want to read to the end of the story to find out if their own prediction is correct or not
and that will help to keep them motived to read.
2) Also, the teacher can let the learner engaged and understand what they listen to by
asking them questions about pictures during reading and give the learners
opportunity to share their experiences and speak about these pictures.
3) The teacher can help students understand by engage children to imitate characters
voice after she reading the dialogue or characters voices in different and funny voices.
4) She can give the learner chance to retell and act some dialogues or situations.
3. Did the learners have a post-listening activity/activities? If they did, select (a); if they
did not, select (b).
a. What were the aims of the post-listening activity/activities?
b. What post-listening activity/ activities might have helped the learners to understand
what they had heard well?
Asking leaners what they like and what they dont like in the story and ask them questions
about what do you think? Why you feel..? etc. to chick if they understand or not. Teaching them

the manners that in the story by focusing on them and asking children to speak and share their
experiences. Create and design activities to support her childrens learning and help them
recognise to new vocabulary. Give them opportunity to be creative by drawing and illustration
the storyline for example make a poster. They can act the story scenario and the dialogues by
acting in role play area. Also, to improve childrens writing the teacher can let them rewrite the
story.
4. How many times did the learners listen to the text / recording? Once time.
a. Would it have increased their understanding if they had been allowed to listen to the
recording again? Explain. Yes. It will increase their understanding because that can
help them recognise and introduce the new vocabulary in the story so that will lead to
have large amount of words and knowing how to use them. Also, reading problems
can be prevented espically for the kindergarten learners who start to read and write.
b. Did the learners hear the whole text at once, or in parts? They hear the whole text at
once.
c. If so, which was the most helpful? I think in parts to help them recognize and
understand the text specially if the story is long. Also, keep them motived to listen to
the rest of the story and being exiting to know what will happen and help Learners
introduced to new vocabulary.

Think about the advantages and disadvantages of using the model of pre-, while- and postlistening activities to teach a listening lesson. Write first from the perspective of the teacher
and then from the perspective of the learners.
Learners:
Advantages
- Develop and improve their language development.
- Develop their emotional and social aspect by promote a feelings and encourage cooperation
-

between students
Reading problems can be prevented especially for the kindergarten learners who start to read
and write.

Encourage of using their imagination and creativity

They will understand that when they read they need to use many kind of sound.
Help children consider new ideas and learn good manners.

Teacher:
Advantages
- It can help the teacher being sure to deliver the information to the students.
- Help the teacher to enhance the listening skills for the learners.
- Help the teacher to achieve her educational goals.
- Help the teacher to keep her students motived to listen to the rest of the story and being
exiting to know what will happen and help Learners introduced to new vocabulary.

Observation Task 3: Managing Transitions

Table 9: Example Managing Transitions.

Type and function of

transitions

Strategies used to
facilitate transitions

Greeting and directing children

to complete the registration
process and go to the assembly.

The teacher greets the

students when they
came from the main
entrance but some time
she did not welcome
students from the main
entrance and she was set
in
classroom
and
welcome them there.
She directs all of them to
take their name cards
and put them on the
registration board as
they come into the
classroom.

2
Moving children from the
assembly to the classroom
circle time

She direct them to go to

the assembly morning
and sand on the line.
When they finished the
assembly, the teacher
singing song or she
turned on song to let
children know that is the
time to move to the
classroom.
She asked them to
turned back and move to
the classroom on the
line.
Some students werent
moving on the line. She
ask them to keep walking

Efficacy of the strategy in

terms of promoting
positive behavior and
minimizing challenging
behavior.
The cards are kept in the
same place every day so
the children are following a
strict routine.

Suggestions for further

development.

This transition was managed

effectively and students follow
the routine.

When they finish put their

cards, she said all of as lets
go to the assembly and
some of them
they
immediately went to the
assembly because the
teacher does not have to
explain what the children
should do after the
registration.

Using the song strategy

which can help them be
organized and make the
transition smoothly.
Asking children to be on
the line to move to the
classroom. That can help
to minimizing the
misbehavior.

The transition in general was

managed effectively.
The teacher can teach children
the song to engage with her in
transition to help them
recognize it so all will follow it.

Moving children from circle to

canteen.

on the line to arrive to

the classroom safety and
organize.
The teacher stood up
singing special song that
show moving to the
outside. Before that she
gave
them
some
instructions of doing
activities in learning
areas.
She asked them to put
activities back in the
boxes.
She was monitoring
them and direct them to
put the activities in the
right place because some
students just they put
the activities in any box
and leave.

Some students were quick

to stand in line while some
of them make sure to back
the tools in their places.
Some of them were talking
with each other and not
listening
to
teacher
instructions and teacher
said to them when I talk
listen carefully with saying
names of these students.

The transition was managed

successfully but I think teacher
can use light for example to
show that now is the time to
move outside.
Also, she can give them time to
put materials back into the
boxes. For example, tell them
when I finish counting to ten,
you must be making the line.
She can used the bell to help
them moved smoothly.

Monitoring and redirecting

Childrens behavior can
often prevent problems to
become big.

Also, she asked them

make sure they walk in
one organizing line or
queue.
Additionally, she give
them some instructions
to
maintain
the
cleanliness of the area
and maintain good
behavior.

Moving from the canteen to

the playground.

Sometime she gave them

some instruction about
doing
activities
in
learning areas
that
related to the circle
lesson.
When the time was for
moving to the canteen,
the teacher told the
helping hand to make the
line by standing in front
the door, then when she
call the groups each
group move to stand in
the line.

Giving children instructions

can help them to immunize
the misbehavior.
Teaching children the
routine can also help to
have smooth transition.

The transition was managed

effectively.
The teacher can make the
instruction stricter for the
children who were playing.

Sometime, she
was
singing song to let
students
move
to
another place to have
their snack.
She remind them before
leaving the classroom to
say the bathroom pray.
When they finished
washing their hand, they
made a line then they
move to the canteen.
Some of them still in
bathroom playing.
5

Plying
outside
playground

in

the

After they finish their

snack, they return their
dishes and made a queue
to move to the bathroom
to wash their hand. Then
they move to the play.
She was motoring them
and remained them
about the playground
rules.
She
manage
misbehaviors.

Having language development

class

The transition was managed

successfully.

Remained children about

rules can help to reduce
the
possibility
of
challenging behavior.

She can let one child a leader of

playground area. She can
choose this child who behave
positively.

some

When they finish playing

in playground area, she
clapped her hands to tell
children that is the time
to clean and tidy up the
playground area.
She asked them to
return activities and
tools back on the
shelves.
She
gave
them
instructions to go to the
bathroom and wash their
hands then make the

Classroom
schedules,
routines, and activities also
provide valuable tools for
preventing
problem
behaviors.
Clapping hand also can play
good role of getting
children attention.
Using instructions with
children in ways that
promote positive behavior
and
prevent
negative
behavior.

She can participate

children to tidy up.

with

She can singing a song to

support the transition.

queue before went to

the classroom.

Move from the classroom to

canteen for the second meal.

Moving to the learning areas.

They went to the

classroom and set in
their places as a routine
they follow it.
When they finish lesson
of language
development, she told
students that we have
now to move to the
canteen.
Then she gave them
instructions of saying the
bathroom pray.
When they finished
washing their hand, they
made a line then they
move to the canteen.
Then they do what they
did every day as a routine
they follow it.
Some students were
fitting to stand in front of
the line. The teacher was
ignore these misbehavior
and saying look to the
students in the back how
wonderful they stand on
the line.
After they finish their
meal the teacher said
lets go to play in
learning area after we
wash our hand
She
went
to
the
classroom and waiting
for students to come.
The student did what the
teacher said and went to
the classroom.
Some of them still
outside playing and

Using interactions with

children in ways that
promote positive behavior
and prevent negative
behavior.

The transition was managed

effectively.
She can make her instructions
clear to help students
recognize them well.

Ignoring misbehavior and

providing positive
attention, encouragement,
and praise for appropriate
behavior are powerful
tools for shaping behavior.

She might use the song

strategy to have a successful
transition.

This
is
obvious
an
established routine and
most children immediately
start to go to the classroom
very quickly.

The teacher can still with her

children which can help to
manage the transition.

The students who did not

listen to the teacher, they
immediately went to the
classroom.
The punishing and shouting
to them at children was
effective in minimizing
challenging behavior.

Also, she can count until 10

and saying when I will finish
counting I want all students
stand on the line.

She might using clapping or

singing song strategies to
support the transition.
She can let the helper hand
help her to move children to
the classroom.

didnt listen to the

teacher
instruction.
Therefore, the teacher
went outside and shout
at them and punish them
by provisioning them
from being helping hand
for the whole week.

The learning areas employ

the same activities and
resources for a long period
of time; therefore the
teacher does not have to
explain what the children
should do in each of them.

All students went to the

classroom and choose
the area that he\she
want to play in it.
8

Stopping the learning areas

activities, tidying up and
moving the children to the
circle time carpet area.

The teacher starts to sing

a song for tidy up time.
She reminded some of
the children who are not
stopping and tidying up.
If they dont listen to her
or ignore her she shout
at them to stop what
they are doing.
She ask them to set on
the carpet area after
they finish their area.

This
is
clearly
an
established routine and
most children immediately
start to tidy up very quickly.
Some of the children did
not immediately stop
playing or start to tidy up
and they still playing.
The teacher just remind
them to tidy up.
The teacher got very angry
at this and shouted at
those
children.
The
children quickly began to
tidy up.
The teacher tidy up with
them to encourage them to
keep their classroom clean.
Some children had sat
straight down on the
carpet without tidying up
and the teacher did
nothing about this.
A combination of a song to
signal the transition to tidy
up time combined with
shouting at children was
effective in minimizing
challenging behavior.

The transition was managed

effectively.
She can make her instructions
clear to
help
students
recognize them well.
Also, she can count until 10 and
saying when I will finish
counting I want all students
stand on the line.
She can encourage the
students who listen to her
instruction and tidy up the
classroom.