ASSESSMENT COVER PAGE

Course Name: Practicum 4a Course Code: EPC4403

Instructor Name: Liz Taylor

Task Title: Professional Development Plan

Due Date: Week 4 (part 1) Date

Submitted:
Week 13 (part 2) (with reflections)

Student Name: Ayesha Jaber Aljaber

Student ID: H00328219 Section:

Late Penalty:
Unless special circumstances are agreed with the course teacher regarding late submission, work
submitted 1 working day late will be deducted 10%, 2 days late 20%, 3 days late 30% and any work
submitted more than 3 days late will get a zero mark.

Academic Honesty:
Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded the
penalties for cheating or plagiarism include dismissal from the HCT.
(for more information please refer to Academic and Student Regulations, HCT Academic Honesty
Policy, Student Handbook)

Student Declaration:
This assignment is entirely my own work except where I have duly acknowledged other sources in

the text and listed those sources at the end of the assignment. I have not previously submitted this

work to the HCT. I understand that I ma y be orally examined on my submission.

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 Description Rationale / Justification

(At least 2 rationales/justifications needed + Academic

Literature)

Goal 1 Managing student’s behavior by using positive I want to manage student’s behavior by setting and creating

reinforcement rules for students such as, raise your hand if you want to

speak, keep your hands and feet to yourself and listen to the
TP Competency Managing learning
teacher (Konen, 2017).

Action 1 Set rules to students to manage their behavior –

I want to manage student’s behavior because it will help me
use reward system or praising them
in managing my classroom. by managing student’s behavior, I

Time frame 3-4 Weeks can create a positive class environment. According to Canter

(1976) “The assertive discipline approach dictates that a clear set of

Support needed For the behavior management, I could use smiley
classroom rules are created and that students are made aware of why
and sad face for students who follow and doesn’t
the rules are important, and what each rule entails.” (Canter, 1976)
follow the rule. For example, if one students don’t

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 listen to me I will put for him a sad face so he will It’s important to establish rules for students to manage their

know that I’m upset and he did a wrong thing. behavior.

How will you To make sure the action has successes I’m going to

provide evidence provide evidence such as, MCT and MST

of the success of feedback. Also, I could write a reflection for each

the action week and notice how the rules are affecting them.

Evidence

(After

implementation)

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 Reflection In my teaching practice, I focused on three different goals that I want to achieve by the end of this teaching

practice. One of them is managing student’s behavior by using positive reinforcement. The reason of choosing this
(What happened
goal is to make sure that students behave well while they’re in the classroom. I used happy/sad face while I’m in
because of this
the carpet. What I did is drawing happy and sad face in the whiteboard whenever I see someone who’s
action?)
misbehaving. For example, when I saw Eissa is behaving well and listing to me so, I put his name in the happy face

column. When students saw that I wrote his name they immediately behave well and start listing to me. But

sometime this strategy doesn’t work well as my MCT Ms. Liz reflect when she observed me, she was telling me

that I need to foucs more on positive reinforcement and I should use reward system for them to manage their

behavior. So, what I did is replacing it with using reward system. Student’s liked the idea if collecting stars and

stickers, that’s why when I used the reward system for them they star t behaving well. For example, Abdallah

Mansour is a good boy but sometime if he set with Abdulrahman he starts talking and fighting with the other. When

I saw, him behave well I put a star for him and after doing this he was trying his best to behave well because he

was proud of himself. I also used praising with them by saying for them, “Mashallah look at shouq she is setting

nicely.” or “look at Mohammed he’s setting well and he is listing to me, I really like what he’s doing ”. When Ms.

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 Nadia observed me she said that I was focusing more on misbehaving students while the one who behaved well was

ignored so she think that by doing this students will try to misbehave to grab the attention.

As a future teacher, I will make sure to use the reward system with my students to manage their behavior in the

class.

Reference

Canter, L. (1976). Assertive discipline : a take charge approach for today's educator.

Konen, J. (2017, November 27). 7 Questions to Ask in Managing Student Behavior. Retrieved from Teacher.org :
https://www.teacher.org/daily/managing-student-behavior/

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 Description Rationale / Justification

(At least 2 rationales/justifications needed + Academic

Literature)

Goal 2 Use different types of formative assessment I want to use different types of formative assessment

Strategies. strategies such as, flashcards, questioning, checklist and

quizzes for students because I think that it’s important to use

TP Competency Assessments
different strategies to assess student’s knowledge and their

Action 2 Using flashcards – questioning- quizzes- checklist understanding of the lessons and to know student’s strengths

and weakens (Types of formative assessment, 2018). By using

Time frame 7 weeks
formative assessments, I can provide feedback for students to
Support needed Checklist – flashcards improve their academic achievements. According to Clark

(2013)” thinking and learning processes are supported when

How will you To make sure that the action successes I’m going

provide evidence to provide some evidence such as, Pictures of the

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 of the success of checklist and student’s works and My MCT and students are given information and feedback regarding the learning

the action MST feedback. criteria and standards by which they are assessed”(Clark, 2013)

Evidence

(After

implementation)

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 Reflection The goal that I really focused on in this teaching practice is using formative assessments such as, checklist,

flashcards and asking questions. It’s really important to use these assessments to assess student’s knowledge and
(What happened
understanding of the lesson. I used these assessment with my kg2 student. While they’re in the carpet and after
because of this
finishing the lesson, I asked them some question about the lesson. For ex ample, what did brown bear saw? What Is
action?)
the color of the duck?. And when they went to the centers, I gave them some activities to do about the lesson.

While they’re doing the activities, I moved around with my checklist to assess them while they’re doing the

activities. there’s one activity that I did for them and I assess them using the flashcards. The checklist where in

front of me and I showed them the flashcards and I asked them question to assess if they understood the lesson or

hey want more time to understand. These strategies worked well, it helped me with knowing students abilities and

to see how they are processing.

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 sReference

Clark, I. (2013). Efficacy of Formative Classroom Assessments in Theory and Practice . Retrieved from University of Washington:

https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/25024/Clark_washington_0250E_12456.pdf?sequenc

e=1

Types of formative assessment. (2018, January 9). Retrieved from Promthen World: https://resourced.prometheanworld.com/types -
of-summative-formative-assessment/

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 Description Rationale / Justification

(At least 2 rationales/justifications needed + Academic

Literature)

Goal 3 Create a wide range of activities to meet student’s

needs. I want to create a wide range of activities to meet student’s

needs by setting lesson plans with different activities each

TP Competency Planning
day. Short-term plan is a weekly or daily plans it’s include,
Action 3 Set a lesson plan with different activities each day.
materials, activities, outcomes and learning objective (3

Time frame 7 weeks Formulation of an instruction plan, n.d.).

. I want to create a wide range short-term plans because I

Support needed A help from the teacher to know about the med-
want to have more organized lessons. Also, it allows students
term plan so I can use it to write short-term plans.
to collaborate with each other every day.
I should use the school long-term and med-term

plan to know what lesson should I teach and when

I should teach it.

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 Materials of each lesson, learning objectives,

outcomes and activities.

How will you To make sure that the action successes I’m going

provide evidence to provide some evidence such as, write reflections

of the success of and My MCT and MST feedback. Moreover, I can

the action use Picture of student’s work.

Evidence

(After

implementation)

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 Reflection Having different activities in one lesson is important for students so they can learn more and it will meet their

abilities. While I’m in teaching practice, I used different activities for my students. In each lesson, I provide for
(What happened
them two or three activities in the table and the rest will be in the other centers such as, math, science and roleplay.
because of this
This action worked well. Students were involved with me, they enjoyed doing the activities and I notice that they
action?)
understand the lesson more after doing the activities. For example, they took about number 7 ,what I did was three

activities, first one was coloring number 7, second activities was counting the object and choose only 7 of them and

the last one was solving the equation to have number 7 like, 3+4=7. what didn’t work well is there is no

differentiation in my activities according to Ms. Liz and Ms. Nadya feedbacks , but for the number 7 lesson the

activities was differentiated according to student’s level . So, I have to focus more on having differentiation

activities for students to meet their learning styles and their levels.

Reference

3 Formulation of an instruction plan. (n.d.). (E. C. Handbook, Producer) Retrieved from

http://www.ocha.ac.jp/intl/cwed_old/eccd/report/hand_E/2-3e.pdf

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