Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
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
Meal
Learning areas
Last meeting
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
A A
A A A
A A A
A A A
A A A
A A A
A A
A E
A A
E E
A A A
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.
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.
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.
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.
Some students
answered her
questions
depending on
what they
remember.
Some of them
just they were
silent and did
not respond to
her.
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.
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.
Strategies used to
facilitate transitions
2
Moving children from the
assembly to the classroom
circle time
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
some
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.
with
This
is
obvious
an
established routine and
most children immediately
start to go to the classroom
very quickly.
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.