School Profile

Name of School: Al-Rafea kindergarten

Name of Preschool:
Principal: T. Mona
Principal:
Tel:
065311349.
Tel:
Address: Sharjah Al Dhaid / bridge 10.
Address:
PO Box

Teachers
Starting Time: 8:00
Teachers Starting Time:

Location: Sharjah
Location:

Fax:Fax:
PO Box: -

Finishing Time: 1:30

Finishing Time:

Total
Number
of Classroom
Teachers in the School (level): Finishing
4Finishing
Students
Starting
Time:
Time:
Students
Starting
Time:
Time:
Total Number of Children per-level:
Teacher / student ratio:
Number
of Classrooms:
4
Total Number
of Classroom
Teachers in the School (level):
Facilities available to student teachers:
Total Number of Children per-level:
Teacher / student ratio:

Class for this Practicum:2/1

Number of Classrooms:

Mentoring School Teacher: Aysha Hamad

Facilities available to student teachers:

Classroom Teaching Assistant:Number of children in this class:15

Class for this Practicum:

Number
of children
Mentoring
Schoolidentified
Teacher:as having SEN in this class (and specify those needs)
Additional
information:
English, Arabic, Islamic Studies teachers
Classroom
Teaching e.g.
Assistant:
Number of children in this class:

School Nurse: Eman

Librarian: Owla

Resource Room Manager:

School TP Coordinator:

Curriculum coordinator: Ministry of Education

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

From assembly to the

classroom

Teacher make student walk in

organize way and she stand in
front of students to pray
before they inter to the
classroom.

They follow what teacher say

and they walk in organize way.

Start new lesson

Teacher ask students how is

the hand helper today? After
that she pray with students
then she review what they
took last lesson

Listen carefully to the teacher

and answer her question. Also
they pray with the teacher.

To eat their males

She talk to the student We

have finish our lesson today
and where we will go now
and she let students to answer
her questions

Students answer her questions

From restaurant To play area

Teacher ask student to go to

bathroom to wash their hand
then she ask them to walk in
green line.

Student who wash their hand

and stand in green line to be
ready to go to play area

From play area to classroom

Teacher walk with students

and she ask them to clean their
shoes

Student sit near to classrooms

door to clean their shoes after
that they enter to the
classroom.

Observation Table:

Reasons for speaking in the classroom

Class:
KG/2
Number of learners:
15
Length of lesson:
Teacher observed Language:
Learning Goals:
Materials used:

Reason for speaking

Learner repeats word / phrase

Learner A

Learner B

Learner C

1 after teacher whole class

Learner repeats word / phrase

2 after teacher group / pair

Learner repeats word / phrase
after teacher individual

Learner answers open question

5 from teacher
6 Learner asks teacher a question

Learner answers a partner in

10 Learner answers peer informally A

11 Other reason for speaking

12 Other reason for speaking

Learner answers direct question

4 from teacher

7 Paired work activity

Learner answers a group member E
in group work activity
8
A
Learner answers the teacher
9 informally

Reflections on Observation Task 1: Chit Chat

Read the questions below and write your answers
What was the most common reason for speaking?
Repeat the words
What was the least common reason for speaking?
When students ask questions
Were there any boxes with no ticks?
No
How much of the lesson was spent on the teacher using Teacher Talk, in your opinion? The whole
lesson was teacher talk
Do you feel it was an appropriate amount of talk? Why / Why not? No, because the teacher should let
the students get engaged with the lesson in order for them to learn and get the new information easily.

Now consider how much Arabic was used. Do you think it was used appropriately?
Why? / Why not? The Arabic use a lot in the class and it is not useful to let students learn English very
well

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:
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?

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

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.

Teacher read what you

see? story for students.
When teacher read the
story she use suitable
voice.

What the Children Do

Comments

Students listen carefully

about what teacher
said. Also the students
feel exiting about story
events.

I suggest for
teacher to ask
questions for
students
about the
story. For
example: what
they see in
story cover
page.

They make sound with

teacher also they
identify the animal
sound to say what
animal will come after.

Making sound
is very useful
to make
students pay
attention. I
suggest
teacher ask
students
questions. For
example:
what is the
animal that
caterpillar see
it? or how
many legs in
hours? and
give students

Before read the story

teacher tell the students
to set in right way and
listen carefully.
When teacher read the
story she make animals
sound to make students
suggest what animal
come after this animal.
For example: there are a
gray dog and teacher ask
gray dog what you see
and she make sound of
the next animal for
example maa ,maa for
sheep.

time to think
about the
questions

Post-Reading Activities
How your MST consolidates
the storyline and explores
opportunities for developing
language, topic related and
personal, social and
emotional issues.

She gave them different

activities that link to the
story. She gave them
picture about the animals
in the story and students
color it. Also she ask
students question about
the story.

Do the activities and

answer the questions

I suggest for
teacher to
make students
create the end
of the story

Reflections on Observation Task 2: Reading a Story in the Local UAE Preschool

What preparation (i.e. pre-listening activity) did the teacher give the learners before they listened to the
text?
If they had some preparation, select (a) if they did not, select (b).
How did the pre-listening activity help students understand?
What pre-listening activity could the teacher have used to help students understand the target
language better?
She can used songs about the animal or do small activity (for example: she can put animals
(characters) in the box to discover the story).

Were the learners engaged in while-listening activity/activities? If they were, select (a); if they were not, select
(b).
What were the aims of the while-listening activity/activities? Make the students understand the story
and get engaged while the teacher asked questions.
What while-listening activity/activities could the teacher have used to help learners understand
better what they were listening to?

Did the learners have a post-listening activity/activities? If they did, select (a); if they did not, select (b).
What were the aims of the post-listening activity/activities?
What post-listening activity/ activities might have helped the learners to understand what they had
heard well? Asking them questions while reading the story and let the students tell their opinion on what
the characters do.

How many times did the learners listen to the text / recording? One
Would it have increased their understanding if they had been allowed to listen to the recording again?
Explain.
Did the learners hear the whole text at once, or in parts? They hear the whole text
If so, which was the most helpful? First read the whole text second read it in parts and ask the
students questions about the story.

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
facilitate
transitions

Efficacy of the strategy in

terms of promoting
positive behavior and
minimizing challenging
behavior.

Suggestions for further

development.

Assembly to circle

Before the go to
the assembly
students put their
bag in the shelf
then they put their
name in the board.

Some of students do not

put their name in the
board.

I suggest to teacher to let students

put their name in the board after the
assembly.

After the assembly

they walk in two
line from assembly
to classroom after
that they stand in
front of
classrooms door
to say pray.
2

Greeting and Attendance.

Before the
assembly students
put their name in
the board

When they say the pray

some of the students do
not say it and they look
around them.

Also some of them do not

stand in line.

Some of students do not

put their name in the
board.

I suggest to teacher to let students

put their name in the board after the
assembly.

Students sit in
circle and teacher
greet them. Also
she pray with
them.
Then teacher ask
hand helper to
count the students
and bring
attendance basket.
3

From class to the restaurant

Teacher ask
student to stand in
line in front of the
door then they
walk in green line.
Near to bathroom
they pray before
they enter to the
bathroom to wash
their hands.

They greet their teacher

and pray with her.

Some of students do not

sit in right way in the
circle.

When teacher ask them

to stand in line some of
students run and fit with
another students.

I suggest for the teacher to use song

that help her to make good transition

While the say the pray

near to bathroom door
some of students observe
another students in
another class and do not
say the pray.

After that they

stand in green line
to go to the
restaurant.
4

From circle to areas

After they finish

their second meal
they sit in circle
area to sing a song
about the unit or
alphabet song.

When teacher ask four

students to choose the
area another students
went with them and
teacher shout do not go
with them.

Then teacher ask

four students to
choose the area
after that she ask
anther four
students to choose
the area that they
want to play in
itetc.

Some of the students fait

because they want to
enter in same area and
they do not have more
neclse that allow them to
enter to the area.

I suggest also to use songs.

EDU 2303 Student Learner Profiles

Speak to your MST and explain that you need to do a case study of the errors of three typical students
in the class.

1. Explain that you need to collect written and spoken examples of the English produced
by each of the four students.
2. Ask the MST to suggest the names of the students; Also find out: the age of the student;
what their grades have been in English this year (if possible); whatever information you
can find out about the students personality and how they feel about learning English;
whatever information you can find out about the students previous learning; whatever
information you can find out about the languages spoken in the students home.
3. COLLECTING WRITTEN DATA: Ask to see baselines / student portfolios / student
work that students have produced RECENTLY. Try to get permission to make copies of
these items. Try to get examples of work from the three that was done ON THE SAME
DAY, or IN THE SAME WEEK.
4. COLLECTING SPOKEN DATA: When you start your practicum, you will meet the
students. Then you will be able to collect this part of the data.

Please complete the table with information from your MST during week 9 of your teaching practicum
Student Name

Student A

Student B

Student C

Age of student

Humaid

Maryam

Omer

Languages spoken in the home

Arabic

Arabic

Arabic

How long have they been

studying English?

7 month

9 month

1 year

Phonics/Letter Knowledge

M- Mastery level
D Developing level
E Emerging level

Math Skills

Play by a cognitive

Play in reading area

M Mastery level
D Developing level
E Emerging level

Learner Preferences
(What do they enjoy doing?)

Socio-emotional Development
(How are they in class?)

games

He proud about

Helper (help the

himself (he want to

students)

be leader of the
classroom)