Professional Documents
Culture Documents
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School Profile
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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).
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
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.
Choose one of the following questions (A, B, or C) and write your answer:
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
-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.
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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).
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.
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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.
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