School Profile

Teachers
Starting
Time:
Finishing
Time:Area in Sharjah City
Name
of School:
AlSundus
Kindergarten
Location:
AlGhafia
Principal: Mona Hussain Alhammadi
Students Starting Time:
Finishing Time:
Tel: 06-5227855
Fax: 5227245
Address: AlGhafia Area in Sharjah City, Altasamuh Streer PO Box: Teachers
Starting Time: 7:45 am
Finishing Time: 1:00 pm
Total Number of Classroom Teachers in the School (level):

Students
StartingofTime:
8:00per-level:
am
Total Number
Children

Finishing Time: 12:30 pm

Teacher / student ratio:

Number
of Classrooms:
Total
Number
of Classroom Teachers in the School (level): KG1: 5 Teachers and KG2: 5
Facilities
available
to student teachers:
Teachers

Total Number of Children per-level: KG1: 117 Students and KG2: 120 Students
Class/for
this Practicum:
Teacher
student
ratio: 237/10 x 10= 4.2%
Mentoring School Teacher:
Number of Classrooms: 10 Classrooms
Classroom Teaching Assistant:
Facilities available to student teachers: Everywhere within the kindergarten including teachers
Number of children in this class:
room.
Class for this Practicum: KG2- 5
Mentoring School Teacher: Mariam Mohammad Yousif
Classroom Teaching Assistant: there is no classroom assistant
Number of children in this class: 25
Number of children identified as having SEN in this class (and specify those needs): there are on
children identified as having SEN in this class
Additional information: e.g. English, Arabic, Islamic Studies teachers: Arabic teacher is Mariam
Yousif. Islamic teacher is Russell. English teacher is Ohoud AlNaimi
School Nurse: Amira Khairy

School TP Coordinator: Amna Ahmed Ali

Librarian: Sheikha Ibrahim

Curriculum coordinator: Amna Ahmed Ali

Resource Room Manager: Sheikha Ibrahim

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

She stand up and hold two
Star
start one for boy and on for
transition
the girl and do with them,
between each while the students do their
activity
hand the teacher give one girl
star and one boy start
The teacher sing a song that
Make line if
related to the line or tell them
they need to
to make a line
go to another
place

The teacher sing a song for

the exercise
Make exercise
when they
need to go to
other activity

What the children do

Students stand up and the do
their hand like star

Students does two line one

for boys and one for girls and
they hold each other to walk

Students listen to the exercise

song and sing with teacher,
while they singing them do
the exercise

The teacher ring to all

When students listen to the
students clean up and moving sound of the bell they clean
to another activity.
up and put all the thing in
their places.

Rang the bell

Clap her
hand

The teacher clap her hand to

students come in to the mat
and teacher start to teach
them

Students come to the mat

quickly and sit nicely, when
they listen the teacher
clapping

Observation Table: Interaction patterns

Reasons for speaking in the classroom
Class:
KG 2-5
Number of learners: 3 students
Length of lesson:
2 horse for both lessons
Teacher observed Language: English and Arabic teachers
Learning Goals:
students will able to learn English and Arabic language
Materials used:
everything that the teacher need for both lessons (English and Arabic)

Reason for speaking

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

Learner A
(Hind)
E A E

Learner B
(Zayed)
E E E

Learner C
(Meera)
E E

A A

E A

A A

E E

E E E E A E E E A

E E E E E E E E A
A A
E
A A

A
E

Learner answers a partner in

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

A A

E A

E A

E A

10 Learner answers peer informally A A E

E A

A A E A

11 Other reason for speaking

12 Other reason for speaking

E A A

Reflections on Observation Task 1: Chit Chat

Read the questions below and write your answers
What was the most common reason for speaking?
When the teacher ask students questions and they answer her.
What was the least common reason for speaking?
Students ask the teacher 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?
I think maximal 10 minutes talk with whole students to students develop their speaking
Do you feel it was an appropriate amount of talk? Why / Why not?
I think yes because when the teacher most of the time ask students about the lesson.
What do you think is an appropriate sequence of interaction patterns?
It was good and work well.
Now consider how much Arabic was used. Do you think it was used appropriately?
Why? / Why not?

More than 10 minutes, yes it good for students to develop their skills.
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? Because it will help her to have good students and
students will involve will her.

Why is talk important for learners? (Think about the What and How.) Because if they talk
they will not embarrassed and be social with people.

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 nowadays English is important for teachers teach students English and students learnt.
C.
What role do you think Arabic should play in the English classroom? Play with letters
and have programs in their iPads, learn

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

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.

Comments

MST sit in the mat with

children, she was in the
center of the mat. MST
read nicely she get
students attention and
interested by her voice
because she have low
voice and she change
when she read. (play with
her voice)

Children were happy to

know what will be next
and what will happen
for

I like it because voice

changing it important and it
can help teacher to take the
students interested.

She show them the picture

of the story and students
pass the story to each
other to see the picture of
the story and read the
story after the teacher.
Ask students questions.

They see the picture and

give their friend the
story to see the picture.
Students involved when
they read after the
teacher and when the
teacher ask them
questions about the
story.
All students see the
pictures of the story.
Repeat their own story
(what they learnt and
understand from MST).
Most of them felt happy
when the teacher read a
story for them.

It work well, there students

develop social dolman.

Read the story with them

and the teacher show
students pictures of the
story. Develop language
she let some of students to
read story, social share the
story with students and
emotional what the
students feel about the
story

MST help
Students to develop
Their reading, be social
in the classroom and
involved with teachers.

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? She show them the pictures of the story.
If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity help students understand? -When the teacher say
the story for the students she change her voice
b. What pre-listening activity could the teacher have used 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?
b. What while-listening activity/activities could the teacher have used to
help learners understand better what they were listening to?
-Use the technology (computer) and let students to listen from it in low voice.
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? -The activities that the
teacher let some students to read for whole the class and ask the students questions
b.

What post-listening activity/ activities might have helped the learners to

understand what they had heard well?

4. How many times did the learners listen to the text / recording? One time every day, in
the end of the day.
b. Would it have increased their understanding if they had been allowed to listen
to the recording again? Explain. Yes because after the recording the teacher
ask students about the story that they listen it.

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

If so, which was the most helpful? Once, I think if parts they will not understand
the whole story quickly.

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. Advantage for the teacher will be easy to her to
see if students understand or not, disadvantage hard for the teacher to understand and teach
students in this way
Students advantage will help them to develop the listing and try to hear carefully.
Disadvantage maybe some of students do not understand if they just listen without seeing.

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
Strategies used Efficacy of the
transitions
to facilitate
strategy in terms of
transitions
promoting positive
behavior and
minimizing
challenging
behavior.
The teacher
The teacher teach
Counting
count from 1 to students this
20 for students
transition from the
to come from
first of the year, so
the restaurant to she could not tell
the mat
them every time (they
learnt and know).
She tells the
children to go
Children can learn the
and sit in the
numbers quickly and
mat, if some of easily with repeating.
them not listen
to her she
When teacher count
shouts at them
for the children they
keeps them quiet and
reduces the

Suggestions for further

development.

This transition was managed

well but some of the students
to not come in the same time in
the mat
Most of students know that
when the teacher count it the
time to go to the mat.

possibility of
challenging behavior.

Stopping playing and go

to sit in the mat

Tidying up.

The teacher put

a video songs
for the children
about tidy up
and if some of
students not
stopping tidy up
she clap her
hand for them
or telling that it
is the time of
tidying up or
you are not
listing to the
song

This is clearly an
established routine
and most children
listen to the song and
start to clean up
quickly, but dome of
them not stop playing
and the teacher be
angry and tell them to
clean they begin to
clean up quickly and
she say if you will not
tidy up again you will
never play into the
role play.

The transition help children to

get responsibility of the thing
and put all the materials in
their places and help them to
learn if they have something
that not for them to care about
it and save it.
Teacher try to give the
responsibility for students and
some of children did not
response for her.

I think that the transition would

have been managed more
effectively. The teacher remind
them time. For example to say
Some children did not for them now you have five
put they toys in the
minute left for the tidy up and
role play and they
this way maybe help them to
throw it in another
prepare for the clean-up. It can
corner, the teacher
organize and manage the time.
feel angary and sad
and she say for
children who throw it
take it out and put it
in right place. She say
for them if you make
this problem again
you will never play in
the corners.
Again, a combination
of a song to signal the
transition to tidy up
time combined with

Moving from one activity

to another or from one
topic to another

Star transition

Sing a letters before they

go do another place

Singing for other place

The teacher let

all students to
stand up and
make with their
hand like a star,
then she give
one star for the
boy and other
star for the girl.
The teacher
repeat this
transition every
10 minute when
she change to
topic of the
activity.
The teacher sing
the song and
when students
listen it they
know that the
teacher will
transition to
another
activities

shouting at children
was effective in
minimizing
challenging behavior.
This transition let
students to be active
and affective
positively because
most of children need
to get star.
Also, the teacher
engage students by
give them a star,
students like someone
encourage them

The transition manage

successful because the teacher
teaches them from the first day
of the school, so it was easy for
them to do it
All of them know that when
the teacher stand up and hold
the two stars it the time of the
transition.

This activity effective

in minimizing
challenging behavior.
This activity effective
in minimizing
challenging behavior.

Most of students know that

when the teacher sing it the
time to go to another activity