Bachelor of Education, Early Childhood Education Degree

School Profile
Name
of of
School:
Al-Hisn Kindergarten
Name
Preschool:
Principal:
Sameers
Principal:
Tel:
06-8822384
Tel:
Address:
Sharjah PO
Al-Dhaid
Address:
Box

Location: Sharjah Location:

Al-Dhaid Al-Hisn neighborhood
Fax: PO Box: -

Fax:

Teachers
Starting
Time:
Teachers
Starting
Time: Teachers in the School (level): Finishing
Total
Number
of Classroom
4Finishing
teachersTime:
/Time:
2 for KG1 and 2 for KG2.
Total Number of Children per-level: 90 Students
Students
Starting
Time:
Finishing
Time:
Students
Starting
Time:
Finishing
Time:
Teacher
/ student
ratio:
Number of Classrooms: 4 Classrooms
Facilities
available
student teachers:
Total Number
ofto
Classroom
Teachers in the School (level):
Total Number of Children per-level:
Teacher / student ratio:
Class
for this
KG1 B
Number
of Practicum:
Classrooms:
Mentoring
Facilities School
available
Teacher:
to student
Khlood
teachers:
Obaid

Classroom Teaching Assistant: Class for

this Practicum:
Number
of children
in this class: 26 Student
Mentoring School Teacher:
Number of children identified as having SEN in this class (and specify those needs)
Classroom Teaching Assistant:
Additional
information:
Number of
children ine.g.
thisEnglish,
class: Arabic, Islamic Studies teachers
School Nurse: Nooha

School TP Coordinator:

Librarian: Mariam - Nasra

Curriculum coordinator:

Resource Room Manager: Mariam

Bachelor of Education, Early Childhood Education Degree

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

Circle (carpet)

- Greeting
- Say the Doaa
- Choosing the helping hand
- Taking attendance
- Reading Quran
- Sing the days of the week
song

- The helping hand: count the

students, bring the attendance
cards and change the day of the
week card.
- Sing with the teacher
- Say the Doaa
- Read Quran

Playground

- The teacher look over the

students and make sure they
are safe and dont get hurt

- Play with each other in the

playground areas.

Breakfast

- Give the students the food

and the juice.
- Look over the students

- Eat the food

- Clean their places.

Linguistic development circle

- Explain the new lesson

- Do different activities for the
lesson
- Sing
- Give the students instructions
on how to do the activities

- Listen to the teacher's

instructions.
- Sing along with the teacher
- Tell the teacher and their
classmates their imaginations
and experiences
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Bachelor of Education, Early Childhood Education Degree

Learning Areas

- Listen to the students talk and

imagination.

- Review the sight words

- Take the students to the areas

- Look over the students
- Write the students levels in
each area and check their
development

- Go to the areas and play

together
- Share materials and cooperate
with each other

Bachelor of Education, Early Childhood Education Degree

Observation Task 1: Chit Chat

Spoken interaction in the Young Learner classroom
Focus: Noticing the purposes of talk in the EYL classroom
This observation activity is designed to focus your attention on understanding 1) the amount and
2) the type of talk that goes on in the English classroom. It will give you a clearer sense of the
purpose of talk in the classroom; as well as identify how much talk is in English / how much is in
Arabic. It should also start you asking yourself why language is used in the classroom
Objective: To encourage student teachers to identify and discuss classroom interaction patterns
Procedure: Familiarize yourself with the Observation Table: interaction patterns in the EFL
classroom.
Before the Observation: Think about the purposes for speaking and the reasons for different
types of interaction patterns in the EFL classroom. Can you add any more to the table?
During the Observation: Choose three students in a class. Observe them for a full lesson. Each
time the learners speak, put a tick in the box that gives the best explanation for why the child
spoke. Also note the language used (E= English) or Arabic (A).

Example Observation Table: Interaction patterns

4
5
6

Reason for speaking

Learner repeats
word/phrase after teacher
whole class
Learner repeats
word/phrase after teacher
group/pair
Learner repeats
word/phrase after teacher
individual
Learner responds to direct
question from teacher
Learner responds to open
question from teacher
Learner asks teacher a
question

Learner A

Learner B

Learner C

E E E

E E E

E E E

E E E

E E E

E E E

E E

E
E

E
A

A A

Bachelor of Education, Early Childhood Education Degree

Observation Table:
Reasons for speaking in the classroom
Class:
KG2 A
Number of learners: 20 Student
Length of lesson:
45 Minutes
Teacher observed Language:
Learning Goals:
Materials used:

______

Reason for speaking

Learner A

Learner B

Learner C

E E E E E E E E E E
E
E

E E E E
A A

E E E E E
E
E E E E E
E

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

E E E

E E
A

E (go bathroom)

Learner answers a partner in

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

E E E

E E

E ( I don't want)

10 Learner answers peer informally A

11 Other reason for speaking

E (drinking water) -

12 Other 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 E E E E

4 from teacher
Learner answers open question
5 from teacher
6 Learner asks teacher a question

E
A
-

E E E
A A A

Bachelor of Education, Early Childhood Education Degree

Reflections on Observation Task 1: Chit Chat

Read the questions below and write your answers
What was the most common reason for speaking? Learner repeats word / phrase
After teacher
What was the least common reason for speaking? Learner asks teacher a question
Were there any boxes with no ticks? Yes, Learner asks teacher a question and learner answers
the teacher informally
How much of the lesson was spent on the teacher using Teacher Talk, in your opinion? Half of
the lesson
Do you feel it was an appropriate amount of talk? Why / Why not? Yes, because the teacher was
teaching them new words and she had to talk more to explain the new words and its meaning.
Now consider how much Arabic was used. Do you think it was used appropriately?
Why? / Why not? The Arabic was not used a lot in the lesson and I think it was not appropriately,
because even when the students talk in Arabic the teacher ignored them because the talk was
not about the lesson and when the students want something they try to say it in English even if
it's wrong.

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? To teach the students and give them the new
information also to advice and convince them. Talking help the teacher build a strong
relationship with her students.
Why is talk important for learners? (Think about the What and How.)
To ask the teacher when they don't understand something and when they need help. Moreover
its important for learners to convince and build a good relationship with each other.
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 the students are second language
learners so using a lot of English in the classroom will help them develop their language and
make it easier for them to learn English.

Bachelor of Education, Early Childhood Education Degree

C.
What role do you think Arabic should play in the English classroom? If the students did
not understand the meaning of a word then the teacher can tell them the meaning in Arabic
moreover because the students are still young and it's their first time learning English the
teacher needs to use some Arabic to make them understand.

Bachelor of Education, Early Childhood Education Degree

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.

- The MST read the tittle

of the story to the
students.

- Listen to the teacher

and answer the
questions.

- Tell the students the

name of the writer

- Ask questions if they

have and get engaged
with the teacher.

- The MST use different

sounds levels to make the
students interested to
hear the story
- The teacher kept
changing her voice
depending on the story
characters.
- The teacher changed her
facial expressions
depending on the story
events.
- At the end of the story
the teacher ask students
questions about the story
and what they will do if
they were in the
character's place.
- The teacher asks the
students what part of the
story they liked.

- Listen to the story.

- Get engaged and say if
the character did
something right or
wrong and what should
have been done
instead.
- The students answer
the teacher's questions
about the story.
- Students say which
part of the story they
liked and which part
was interesting for
them and why.

Comments
It's a good thing to
read the tittle of the
story to the students
because it will make
them more
interested to hear
the story.

Using different sound

levels keep the
students more
engaged and focused
with the story.

Asking the students

about what they
liked and what they
disliked help them
develop their
language and
cognitive skills

- The students say

experiences from their
real life.

Bachelor of Education, Early Childhood Education Degree

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? The teacher asked them
questions to make then interested and engaged. She asked them
about their favourite characters moreover she let them say stories
from their real life.
If they had some preparation, select (a) if they did not, select (b).
a. How did the pre -liste ning activity help students understand? It helps
then knew what the story will be about.
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? Get the
students engaged with the story also check their understanding of the
story.
b. What while-listening activity/activities could the teacher
have used 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).
a. What were the aims of the post-listening activity/activities? Check if
the students get a new knowledge from the story by asking them
questions and let them say experiences from their real life moreover let
the students say their opinion about the story. The second aim is
develop the students' language and social skills.
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? 1 time.
a. Would it have increased their understanding if they had been
allowed to listen to the recording again? Explain. Yes, maybe
some students did not understand the story so if the teacher
read it again for them they will be able to understand it,
moreover maybe some students did not get the message the
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Bachelor of Education, Early Childhood Education Degree

teacher wants them to get from the story so by repeating the
story to them they will be able to get the message and they will
build a new knowledge.
b. Did the learners hear the whole text at once, or in parts? At once but
she asked them questions during the story.
c. If so, which was the most helpful? In parts because it make the students
engaged and make it easy for the students to understand the story.
Think about the advantages and disadvantages of using the model of pre-, whileand post-listening activities to teach a listening lesson. Write first from the
perspective of the teacher and then from the perspective of the learners.

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Bachelor of Education, Early Childhood Education Degree

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.

Greet students and

direct them to put
their bags on its
place then sit on the
circle

Greet the students and ask

them to put their bags on
its place then they put
their pictures card on the
attendance board. The
students sit on the circle
and wait for their other
classmates to arrive.

- The bags shelves have each student's

name tag so they always keep their
bags on the same place which make
the classroom organized.

Suggestions for further

development.

- The pictures cards are for the teacher

to know who's absent and who's not
and its a daily routine which the
students' always follow.
- In the circle students sit always sit on
the same place where the teacher told
them to sit and in the circle the
students stay quiet also they learn to
share things with each other and play
together.

Assembly
Saying Doaa with
students then go to
the assembly

The teacher said Doaa

with the students then she
asked them to make a line
to go to the assembly
quietly

- Making the students sit on the same

place always help the teacher to
minimize the bad behaviors in the
classroom.
Its a daily routine and the students
immediately know that after the Doaa
they make a line without making noise
or running they go to the assembly
quietly

11

Bachelor of Education, Early Childhood Education Degree

3

From circle time to

the areas

From the circle to the

bus area

The teacher asked the

students to go to the areas
in pairs and she sang a
song with them so that
they will go quietly
without running or making
noise
The teacher ask the
students to stand in three
lines, the first one is for
the students who leave by
cars and the second one is
for Al-Hisn neighborhood
students and the last line
is for Tlalzaafaran
students. The teacher
guides the students to the
bus area and then takes
them to their buses.

This strategy is a daily routine they

always go in pairs when its areas time.
It helps students to learn being
organized, quiet and enhance positive
behaviors on the students.

This strategy is a daily routine so

whenever the teacher say it's time to
go home the students will stand on
their line and wait for the teacher to
tell them to leave.

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