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Early Childhood Education Degree

Student Teaching Practice Booklet

Early Childhood Education


Practicum 3
B.Ed Year 2

B.Ed. year 2 Practicum 3 Early Childhood Degree


Contents
Welcome to your B.Ed Early Childhood Semester 3 Practicum ............................................................. 3
Professional Behavior During Practicum…………………………………………………………………………………………….4
General Guidelines for a Succesful Practicum…………………………………………………………………………………….5
Assessment Overview & Responsibilities…………………………………………………………………………………………..6
SWC Sign In Sheet ................................................................................................................................... 7
TP Overview………………………………………………………………………………………………………………………………………8
EDU 2303 Guidelines for Data Collection…………………………………………………………………………………………..9
EDU 2303 Student Learner Profiles…………………………………………………………………………………………….…..12
Weekly Practicum Guidelines………………………………………………………………………………………………………..…14
Weeklky Reflective Journal (Done at the end of each day during TP) .... Error! Bookmark not defined.
School Profile .......................................................................................................................................... 4
The Structure of a Complete School Day ................................................................................................ 5
Observation Task 1: Chit Chat .................................................................. Error! Bookmark not defined.
Observation Task 2: Reading a Story in the local UAE School ................................................................ 8
Observation Task 3: Managing Transitions ........................................................................................... 10
Lesson Plan Template………………………………………………………………………………………………………………………25
Lesson Reflection Template (Completed after EVERY lesson taught) ..... Error! Bookmark not defined.
MCT/MST Lesson Observation................................................................. Error! Bookmark not defined.
MST Final Assessment Report………………………………………………………………………………………………………….31
Overall Assessment Descriptors ........................................................................................................... 34
Teaching Practice Absence Form …………………………………………………………………………………………………. 35

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School Profile

Name of School: Al Sundus Kindergarten Location: Sharjah – 230 street 111


Principal: Mona Alhammadi
Tel: 06-5227855 Fax: 06-5227245
Address: Sharjah - Alghafeyah PO Box:
Teachers’ Starting Time: Finishing Time:

Students’ Starting Time: Finishing Time:

Total Number of Classroom Teachers in the School (level): 10


Total Number of Children per-level:
Teacher / student ratio: 13 to 250
Number of Classrooms: 10
Facilities available to student teachers:
1-Teachers room. 3-Nurse room
2-Library

Class for this Practicum: Two classes: KG2-4 \\ KG2-5


Mentoring School Teacher: Roqaya Ahmed Mohammed
Classroom Teaching Assistant: 0
Number of children in this class: 25
Number of children identified as having SEN in this class (and specify those needs) : 0
Additional information: e.g. English, Arabic, Islamic Studies teachers: Arabic teacher: Mariam
Alobaidly

School Nurse: Ansaf School TP Coordinator:

Librarian: Shaikha Curriculum coordinator:

Resource Room Manager:

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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 What the teacher does What the children do
-Sing with the students to take the -Counting their friends.
Morning Meeting attendance. -Singing with the teacher.
-Choosing a helper hand. -Saying who's absent from the boys
-She asks them about the weather and the girls.
and their feelings (if they were
happy or sad).
Morning Assembly -Teachers order the students and -Reading Quraan.
ask them to stand in lines. -Singing the national anthem.
-She uses a song as a transition so -Doing morning exercises.
they can go to the assembly.
Language Development -Starting with a song about the -Singing a song.
(15 mins class) lesson. -Learning Arabic letters.
-Asking them about the weather. -Listening to the teachers.
-Learning some new vocabulary.
-Learning Arabic.
Group Activities -Gives them activities and tell the -Doing the activities.
students to sit in groups. -Showing the teacher what they
made.

Play Ground -Some teachers stay with the -Children play on the playground
students to see them while with their classmates and friends.
playing.
Brake -The teacher gives the students -Children eat, and then they wash
their breakfast. their hands.

Science or Math Class -The teacher explains the lesson to -Participate with the class.
the students; show them video -Ask questions.
and flashcards about the lesson. -Listen to the teacher.

Story Time -Tell the students a story about -Listen to the story.
their unit’s topic (seasons). -Guess what’s the story about.
-Revise the English lesson and ask -Ask and answer questions.
some questions about it.
-Singing a song to end the class..

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Observation Table:
Reasons for speaking in the classroom

Class: KG2/4.
Number of learners: 25 STUDENTS.
Length of lesson: 15 MINUTES.
Teacher observed Language: ENGLISH.
Learning Goals: SEASONS (WINTER AND SUMMER).
Materials used: FLAHS CARDS – VIDEO (A SONG ABOUT SEASONS).

Reason for speaking Learner A Learner B Learner C


Learner repeats word / phrase E E EE EE
1 after teacher – whole class
Learner repeats word / phrase A A
2 after teacher – group / pair
Learner repeats word / phrase E
3 after teacher – individual
Learner answers direct question EE
4 from teacher
Learner answers open question E
5 from teacher
6 Learner asks teacher a question EE

Learner answers a partner in E


7 Paired work activity
Learner answers a group member E
8 in group work activity
Learner answers the teacher
9 informally
10 Learner answers peer informally A

11 Other reason for speaking E (Told the teacher that he E (Asked the teacher to
had finished). see him because he was
sitting nicely).
12 Other reason for speaking E (Told the teacher that E (singing a song). E (asked his friend to sit
her friend is annoying her). down).

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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-whole class.

What was the least common reason for speaking? Learner answers the teacher informally.

Were there any boxes with no ticks? Yes, Box numbers nine.

How much of the lesson was spent on the teacher using ‘Teacher Talk’, in your opinion? The teacher was
talking almost less than half of the lesson.

Do you feel it was an appropriate amount of talk? Why / Why not? I think it’s good somehow at they
should do.

What do you think is an appropriate sequence of interaction patterns? The appropriate sequence is when
the teacher asks a question students have to think then raise their hands and answer the question.

Now consider how much Arabic was used. Do you think it was used appropriately?
Why? / Why not?
Arabic was used rarely in the class, which is a good thing because children will learn the
language better.

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?

Why is talk important for learners? (Think about the What and How.)

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?

C. What role do you think Arabic should play in the English classroom?

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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

Table 7: ‘Reading a Story in the local UAE Preschool


What the MST Does What the Children Do Comments

-Ask the students to guess -Listen to the teacher It’s good to have pre-
about the tittle of the and answer if she asks a reading activity
story by showing them question. because it helps the
Pre-Reading
some pictures from it. -Ask questions. students to prepare
Activities
-The teacher tells them -The students try to themselves and to get
Name the book / story.
about the tittle and read the story with the ready to hear the story
Describe how your MST gets author. teacher when she lets and to focus with the
children interested in the story -Asks them if they’re them. teacher.
and wanting to hear / read it. ready.

-The teacher shows the -Answering the I loved it when the


students the pictures in questions. teacher used a
the story. -Repeat after the different tone of
While-Reading
-Ask them about the story. teacher. sounds, for example,
Activities
-She uses different tone of -Listening carefully to she raised her voice
How your MST keeps children
sounds. the story. when she was talking
interested and actively
-Make them repeat some about something
involved.
words after her. exciting happened in
the story.

Asks them: -Answering the Asking questions helps


-Did you like the story? questions. the teacher to assess the
-The story was about -Repeat after the student’s level of
what? teacher. understanding.
Post-Reading Activities
-Asks them about -Write the new words
How your MST consolidates the
something happened in on the white board.
storyline and explores
the story. -Singing the letters song.
opportunities for developing
-Making sure that they
language, topic related and
have learned something
personal, social and emotional
new for example: learning
issues.
to say (It was).
-Links the story words
with the letters they took
previously.

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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?
A song before starting (the song is liked with the story). \\ asked them about the weather outside.

If they had some preparation, select (a) if they did not, select (b).

a. How did the pre-listening activity help students understand? It helped the students to guess what the lesson is
about. Also, it engaged them with the teacher and the lesson. Moreover, It supported the students to concentrate
on the lesson’s topic.

b. What pre-listening activity cou ld th e teach er have u sed to help students understand the target
language better?

2. Were the learners engaged in while-listening activity/activities? If they were, select (a); if they were not, select (b).

a. What were the aims of the while-listening activity/activities? To know more about the weather, and how does it
look like.

b. What while-listening activity/activities cou ld th e teach er have u sed to help learners understand
better what they were listening to?

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
better?
-Asking the students some questions about the story.
-Let them act the story.
-Ask them to tell me a brief explanation of the story (what happened in the story?).

4. How many times did the learners listen to the text / recording?

b. Would it have increased their understanding if they had been allowed to listen to the recording again?
Explain. Yes, because repeating the text will settle the information in their minds and they will have a
better understanding.

c. Did the learners hear the whole text at once, or in parts?


If so, which was the most helpful? The students heard the story at once, it’s okay because the text is short and
they got exited with it.
Think about the advantages and disadvantages of using the model of pre-, while- and post-listening activities to teach a
listening lesson. Write first from the perspective of the teacher and then from the perspective of the learners.
The perspective of the teacher:
Using the model of pre-, while-and post-listening activities is so important to organize the lesson, help the teachers to introduce the lesson to
the students in a way that they can understand and it helps the teachers to know if the students followed or not.
The perspective of the learners:
These activities help the students to organize their thoughts, helps them to focus with the teacher, and it helps them to understand the lesson
in a better way because when the teacher does these activities it becomes easier for young children to know what they will have in the lesson
and they will have a better understanding.

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Observation Task 3: Managing Transitions
 List the type and function of the transitions that you observe during the entire 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 behavior and
minimizing the incidence of challenging behavior.
 Make practical suggestions about how these transitions could be modified in order to further
promote positive behavior and minimize the incidence of challenging behavior.

Discuss the possibility of managing these transitions yourselves with your MST. With reference to your notes
decide how best to do this and implement it next week. Evaluate your own performance and redesign your
strategies based on your experience. Build on your learning in this area over the course of the placement.

Table 9: Example ‘Managing Transitions.’


Type and function of transitions Strategies used to Efficacy of the strategy in Suggestions for further
facilitate terms of promoting development.
transitions positive behavior and
minimizing challenging
behavior.
1 Moving from the circle time to At the end of the The transition is done This transition was very helpful
the activities. circle time, the every day at every English because I saw the results of it.
teacher asks the class so the children are Children cope with these types of
students to get following a strict routine. transitions because they enjoy doing
ready to sing the it.
song (Who stole The song helps the It helps the teacher to manage the
the cookie). students to move to time and to get the full control of
Children already another part of the lesson the class.
know that after easily and it helps them
singing this song to get active because
they will be they always get sleepy at
moving to the the circle time.
activities.

When they finish


singing the teacher
starts to divide
Singing a song (Who stole the them into groups
cookie from the cookie jar).. to go to the
activities.

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