Meera Khalifa Ali

H00298056

12B4ECE01

School Profile
Location: Sharjah Al Qraian

Name of School: Al Wahda Private School

Name of Preschool:
Principal: Ms. Aisha Eid
Principal:
Tel:
Tel: Al Qraian
Address:

Fax:
POFax:
Box:

Address:Starting
POTime:
Box 7:00 A.M
Teachers
Teachers Starting Time:

Finishing Time: 2:00 P.M

Finishing Time:

Location:

Students Starting Time: 7:30 A.M

Finishing Time: 12:30 P.M
Students Starting Time:
Finishing Time:
Total Number of Classroom Teachers in the School (level): 4 English teachers, 1 Arabic teacher, and
1 Islamic teacher.
Total Number of Classroom Teachers in the School (level):
Total Number of Children per-level: 70 students.
Total Number of Children per-level:
Teacher
Teacher/ /student
studentratio:
ratio:Number of Classrooms:
Number
ofavailable
Classrooms:
4 classrooms
Facilities
to student
teachers:
Facilities
to student teachers:
Class foravailable
this Practicum:
Computer
resource
room, printer, and Library.
Mentoringroom,
School
Teacher:
Classroom
Assistant:
Class
for this Teaching
Practicum:
KG1 - B
Number
of
children
in
this
class:
Mentoring School Teacher: Ms.
Rahfa.
Classroom Teaching Assistant: Ms. Asmaa
Number of children in this class: 15 students
Number of children identified as having SEN in this class (and specify those needs): one student
Additional information: e.g. English, Arabic, Islamic Studies teachers
English and Math: Ms. Rahaf.
Arabic: Ms. Iftekhar.
Islamic: Ms. Gofran
IT:
School Nurse: Ruqaya

School TP Coordinator: Ms. Rana

Librarian: -

Curriculum coordinator: Ms. Rahaf

Resource Room Manager: -

Meera Khalifa Ali

H00298056

12B4ECE01

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
Assembly.

Class

Meal Break

What the teacher does

The teacher and the
teacher assistance
ask the students to
make a line to take
them to the
assembly.
The teacher and her
assistance organize
the students in lines.
The teacher ask the
students to come in
the mat.
The teacher review
the days of the week,
month, and year. The
teacher take
attendance and
teacher her lesson.
The teacher ask the
students to go and
was their hand to get
ready to eat their
meals.
The teacher tells the
students bring their
lunch box.
The teacher display a
video to support her
lesson.
The teacher open the
juice cans for the
students who
struggle with
opening them.

What the children do

The students make a
line.
They do the
movements activity,
review the days of
the week, and salute
the flag.
The students stand in
a line nicely.
Students go to the
mat.
They answer to the
teacher questions and
stick their pictures on
the attendance board.
Students listen and
learn the new lesson.

The students wash

their hands and bring
their lunch box and
eat their meals.

Meera Khalifa Ali

H00298056

Playground break

Home time.

Teacher review the

playground rules
before taking the
students to the
playground, she ask
the students to make
a line.
Teachers ask the
students to take their
bags and she farewell
them individually.

12B4ECE01

Students listen to the

teacher instructions,
make a line, and play
in the playground.

The students take

their bags and lunch
box and go home.

ADEC Curriculum Guidelines for grade level subjects: In my teaching practice the
students had the in English the letters (e, y, j, v, u, q, and k). In Math, the learned the
numbers (11, 12, 13, 14, 15, 16, 17, 18, 19). However, in science, the learned
(seasons, the concepts of push and pull, and positions).

Meera Khalifa Ali

H00298056

12B4ECE01

Class time table

Periods

Time

Duration

1st.

8:00 8:35

35 minutes.

2nd.

8:35 9:10

35 minutes.

3rd.

9:10 9:45

35 minutes

Break.

9:45 10:25

40 minutes.

4th.

10:25 11:00

35 minutes.

5th.

11:00 11:35

35 minutes.

6th.

11:35 12:10

35 minutes.

Unit/thematic plans
Seasons unit, positions unit, push and pull, plants, healthy food an healthy body, why excises is
important, how do things move, number 16 and 17, number 18 and 19, number 20,

Meera Khalifa Ali

H00298056

12B4ECE01

Observation Task 1: Differentiating Centers

Observed learning Centers
(include photo):

Description:

Resources:

ADEC
Differentiated
Learning
Ability Levels:
Outcome:
(list only what
you consider to
be the primary
goals)

Children
are
cutting
colored
papers,
gluing
them,
adding
glitter, matching
the number with
the groups of
objects
that
represent it, and
writing the number
down.

Glitter.
Paper.
Colored
paper.
Glue.
Pencil.
Colors.

Identify
the Mastery
numbers,
count, write the Cut the papers in
numbers.
half.
Glue the papers
Match
the in way that show
numbers and the number 16
be creative in and 17.
making their Use pencil to
art works and write
the
talk about it in numbers on the
front of others. opposite side

Developing
Sort
colored
papers that has
the same color
and that represent
the number. For
example, add 16
colored paper in
the number 16
container
and
write the number.
Emerging
Match
the
number abstract
with the number
concrete. Write
the number on
the bottom of the
paper
with
different colors.

Meera Khalifa Ali

H00298056

12B4ECE01

Table 1: Differentiating Centers

Observed learning Centers

(include photo):

Description:

Resources:

ADEC
Differentiated
Learning
Ability Levels:
Outcome:
(list only what
you consider to
be the primary
goals)

This is a
whole class
activity,
students with
sort, jump,
and take the
objects with
them. This is
activity for
letter (j) and
it include all
the actions
and
words
that has the
letter (j).

Video.
Speakers.
Smart board.
Basket.
Jar.
Juice.
Jelly.

Identify
the Mastery
letter (j) sound.
Students will sort
Write the letter. the objects. They
will have a basket
Learn
words that has a group of
that has the objects that include
letter (j).
things that has the
letter (j) and objects
that doesnt start
with the letter (j).
Students will add
the objects that has
the letter (j) to the
letter (j) basket.

Developing
Students are going
to think of other
words and objects
that has the letter
(j). They will pick it
up and add it to the
basket of the things
that has letter (j).

Emerging
Students are going
to jump and pick up
one jelly and one
juice they jump and
sort the objects in
jars.

Meera Khalifa Ali

H00298056

12B4ECE01

Reflections on Observation Task 1: Differentiating Centers

Read the questions below and write your answers

1. What are classroom learning centers?

The classroom that I worked with had one learning centers. That support all the
subjects that students are studying.

2. What is the purpose of classroom learning centers?

Learning centers in classrooms has a significant effect on students. The learning

centers allow the students in express themselves, take risks without fear of
failure and getting negative comments on their work. It gives the students free
choose and experiment with materials that they find interesting. Also it
make the students investigate, explore, and discover things that are new to
them and make connections with things that they already know.

3. What is the role of the students while engaged during learning centers?

Students can get a lot of benefits from spending time and engaging with each
other in the learning centers. They can investigate different materials and
explore as well, and that helps in growing their knowledge and schema. It also,
support the students personal and emotional domain, as they are
communicating and interfering with other students and that improve students
self-confidents, social skills, and language.

4. What is the role of the teacher as the students are engaged during learning
centers?

The teacher has a role in learning centers while the students are engage in the
learning centers. The teacher encourage and support the students in creating,
exploring, and discovering the things around them. These learning centers can
help the teacher a lot in access and evaluate the students understanding. She can
access each student individually as well.

5. Do you feel it is important to offer tasks that are developmentally appropriate for
all student ability levels? Why / Why not?

Yes, because, in the one area that the classroom had it supported math, science,
and literacy. The students had all the materials for the subjects that they study
in that area only. The teacher can mix the two subjects in one activity. For
example, the teacher can ask the students to count the animals in the basket.
7

Meera Khalifa Ali

H00298056

12B4ECE01

Observation Task 2: Identifying Children with Special Educational Needs (SEN)

Table 2: SEN Support for Students
Name
Age
IEP Area of Focus

Ali

5 years
old

Khalifa

5 years
old and
2
months.

Type, range and frequency of

support provided / needed.

Ali has stuttering, Daily Teacher Support with advice

targeting Ali to make from
Learning
Enhancement
him pounce the letters Teacher:
sounds correctly and
Provide a targeting activities
to improve Alis language.
learn two words and
Change Ali place and put
spell them properly.
him with a group of students
with a good language basic.
Use more of auditory
activities and websites that
include more of videos and
letters songs.
Reward Ali by giving him
IPad for 15 minutes and
letting him use language
apps.
Khalifa had ADHD,
targeting Khalifa to
Use more of movements
activities and songs.
make him sit on the
Ask Khalifa to give help in
table for 5 minutes and
dividing the materials to his
finish a task.
peers.
Make Khalifa take leader
hood of some whole
classroom activities.
Reward Khalifa for his
positive behaviors.

Reflections on Observation Task 2: Identifying Children with Special Educational Needs

(SEN)

Read the questions below and write your answers

1. What is the school policy for inclusion for SEN students in the school?

The school doesnt have inclusion for SEN students.

Meera Khalifa Ali

H00298056

12B4ECE01

2. What accommodations were made for the identified SEN students in the classroom?

She give the special need student extra time.

Let the student make an effort and give credit to the students efforts for finishing
or completing a certain activity and she provide the students with positive feedback
and comments.

3. Was there any assistive technology, other equipment or materials used with the
identified SEN students? If yes, please describe the equipment that was used and what
it was used for.

Yes, first, star fall website, it a great website that the teacher use to teach the
students letters, letter sound, and some words that has the letter. Second, smart
boards and speakers, the teacher use the smart board a lot in explaining the literacy,
math, and science. As smart board can help all the students with all the special
need students with the different disabilities.

4. What teaching strategies did your MST use with the identified SEN students?

The teacher would let the special need students to come and talk in front of their
peers. She make them take the leader role in some activities. The teacher let the
students take parts in special work. For example, she let the SEN students salute
the flag and take the attendance of their peers and count them as well.

5. Where there any other school staff that worked with the identified SEN students? If yes,
please explain their role and what they did with the identified SEN student.

No.

6. Do you think that SEN students should be included in the classroom or taught in class
specifically for SEN students? Why / Why not?

Yes, because interfering special needs students with the regular students can help
them in improving their skills and all their developmental domains. It also,
important to make them feel valued, important, and that they take their part in the
society.

Meera Khalifa Ali

H00298056

12B4ECE01

Observation Task 3: Supporting Learning through the Performing Arts: Music and Movement

Table 3: Music and Movement (Example)

Observed learning Centers
(include photo):

Description:

When the song

plays the students
get their arms near
the chests and
they will spin their
arms, get them
down, raise them
up, move them
out, and get them
bac in.

Objective
(Music & Movement)

Music:

Pitch, students are going to listen to different

voice tones and identify variety of voices
sound (soft and thick).
Appreciation, students show their
enjoyment and creativity throughout the
movements.
Rhythm, students repeat the first part which
is (Rolly Polly Rolly Polly) three times.
Conservation, students remember the song and
the melody of it third but in different speeds.

Movement:

Creating, students are going to create their

own movement for the song. For example,
when the song play the music only they can
wave their hands in different positions until
the children in the video start singing.
Performing, the students are asked to
perform together for the teacher, the teacher
assistance, their peers, and even their parents.
Appreciating, students appreciate their
thinking, imagination, and the way they
applied their movements and actions.

10

ADEC Learning
Outcome:

Identify the
different
positions.
Students
use
their
imagination
to
create
their
movements.

Meera Khalifa Ali

Observed learning Centers
(include photo):

H00298056
Description:

When the song

plays the students
will use their hands
to point to the body
part (head,
shoulders, knees,
and tones). They
will do that several
times.

12B4ECE01
Objective
(Music & Movement)

Music:

Appreciation, students show their enjoyment

and creativity throughout the movements.
Rhythm, students repeat the parts of the song
several times.
Conservation, students remember the song and the
melody of it third but in different speeds. For
example, they will go slow then they will speed up
to fast.

Movement:

Creating, students are going to create their own

movement for the song. For example, when the
song play rather than using their hands to point
on their body parts they can use their fingers.
Performing, the students are asked to perform
together for the teacher, the teacher assistance,
their peers, and even their parents.
Appreciating, students appreciate their
thinking, imagination, and the way they applied
their movements and actions.

11

ADEC Learning
Outcome:

Identify
the body
parts.
Students
learn to
point to
the right
body part.

Meera Khalifa Ali

H00298056

12B4ECE01

Reflections on Observation Task 3: Supporting Learning through the Performing Arts:

Music and Movement
Read the questions below and choose one to answer
1. The creative arts teach children that problems can have more than one solution and
that questions can have more than one answer. One of the large lessons kids can learn
from practicing creative arts is that there are many ways to see and interpret the
world. In your opinion, why is this important and what impact does this have on
education?

I think that creative arts is important thing to able in classrooms and it has a great
impact on students education and learning. Creative arts help the students in creating
an understanding of the world and by that it develops the whole developmental
domains and skills of the student.

2. Creative thinking and reasoning have been identified and highlighted as an essential
twenty-first-century skill by many business, education, community and government
leaders. In your opinion, do you think that this is an important skill for children to
learn? Why or why not.

Yes, its important to develop students learning as creative thinking and reasoning
develop the child skills and that help them in the future to be a successful leaders. It
increase their ability in taking chances and responsibilities and these are the characters
of a strong and successful leader.

3. Some people view creative arts education as a luxury and do not help with the
building blocks of child development. In your opinion, what are the benefits for
children who are engaged in creative arts in school?

I think that creative arts education plays a major role in developing the child. As they
will get a schema and by the knowledge that they have before the creative arts will
help in build the students schema even more. It helps the students in understanding
the world around them. It give the students the chances to express themselves without
feeling scared or afraid. It promotes their language as well, because, they will share
their choices with their peers and give reasons for their choices as well.

12