Meera Khalifa

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12B3ECE01

School Profile
Name
Al Madam Advanced Kindergarten
Location:
Nameof
ofSchool:
Preschool:
Location: Sharjah- Al Madam.
Principal:
Principal: Aisha Almarzooqi
Tel:
Fax:
Tel:068821160
Fax:8821169
Address:
PO Box: Address: Al Madam
PO Box
Teachers
Starting
Time:
Finishing
Time:
Teachers
Starting
Time:
Finishing
Time:
Total
Number
of Classroom
Teachers in the School (level):
6 teachers
Total Number of Children per-level: 107
Students Starting Time:
Students
Time: Teacher
/ Starting
student ratio:
Number of Classrooms: 8 classrooms
Facilities
available
to student
teachers:
Total Number
of Classroom
Teachers
in the School (level):
-library.
-Teachers
room.of Children per-level:
Total Number
- Restaurant.
Teacher / student ratio:
Number of Classrooms:
- Wi-Fi.
Facilities available to student teachers:
- Printer.

Finishing Time:
Finishing
Time:

Classfor
forthis
this Practicum:
Class
Practicum: KG 2
Mentoring School Teacher:
Mentoring School Teacher: Maryam Hamoud Saeed Huwaidin
Classroom Teaching Assistant:
Classroom Teaching Assistant: They dont have a teacher assistant.
Number of children in this class:
Number of children in this class: 24 students
Number of children identified as having SEN in this class (and specify those needs): no SEN
student.
Additional information: e.g. English, Arabic, Islamic Studies teachers :
Arabic, Islamic studies: Maryam Hamoud Saeed Huwaidin.
English: Shaikha Obaid

School Nurse: Aisha

School TP Coordinator: Maryam Hamoud Saeed Huwaidin.

Librarian: Mona Mohammed

Curriculum coordinator: Maryam Hamoud Saeed Huwaidin.

Resource Room Manager: Mona Mohammed

Meera Khalifa

H00298056

12B3ECE01

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

Assembly.

What the teacher does

The teacher takes
the students from
the classroom to
the playground.
The teacher
organizes the
students and put
them in lines.
The teacher
chooses the
students who will
salute the flag.
The teacher will
sing the national
rhyme with the
student.
The teacher will
do exercise with
the students.
The teacher will
take the students
back to the
classroom.

Lesson Time

The teacher
prepares the
materials for the
lesson.
Choose the
helping hand.
Counting the
students.
Reading Quran
for the students
Organize the
students on the
circle.
Explain the
lesson.
Play games in the
circle to support

What the children do

The students
will get in the
line to go to the
playground.
They will
follow the
teacher
instruction.
They will sing
the national
rhyme.
They will copy
the teacher and
do the exercise.
They will go
back to the
class.

The students
read Quran with
the teacher.
The students sit
in the circle.
Listen to the
teacher.
Counting with
helping hand.
Answering the
teacher
questions.
They go to the
tables to solve
the worksheets.

Meera Khalifa

H00298056

12B3ECE01

Restaurant.

Playground.

the students
understanding.
Evaluate the
students when
they solve the
worksheets.

Putting their
work in their
files.

The teacher takes

the students to
the restaurant.
The teacher
distributes the
food in dishes for
the students.
The teacher gives
instruction about
the way to open
the juice.
She thanks god
for the food
blessing.
The teacher eats
with the students.
She pours the
water for the
students.
When the
students finish
eating she thanks
god again.

The students sit

on their places.
They pass the
food to their
friends.
The students
repeat the
prayers with the
teacher.
The students eat
their meals.
The students
throw the
garbage.
When the
students finish
eating the turn
their chairs
back to their
places

The teacher takes

the students to
the playground.
She takes a smell
break and the
school worker
takes the teacher
place.
The teacher
comes back again
and looks after
the students.
The teacher gives
the game
instruction.
The teacher
observes the
students.

The students
play the games.
The students
talk with their
friends from
other classes.
The students do
role plays.

Meera Khalifa

H00298056

12B3ECE01

The teacher takes

pictures of the
students for the
parents.
The teacher chats
with the students.

The teacher
organizes the
students in lines
before taking
them to the
playground.
The teacher goes
with the students
to the
playground.
The teacher helps
the students to
carry their bags.
The teacher waits
for the bus
supervisor to
come and take
the students to
the bus.
The teacher
follows the
students to the
bus.
The teacher
checks that all
students get on
the bus.

Going home.

The students
get in a line.
The students
divide
themselves
depending on
their reign.
The students
carry their bags.
The students
follow the bus
supervisor.
The students
get the bus and
sit carefully.

ADEC Curriculum Guidelines for grade level subjects: In my teaching

practice the students had the family unit and thats me unit.

Class time table

4

Meera Khalifa

H00298056

12B3ECE01

Daily program

Time

Duration

Assembly.

8:00 8:10

10 minutes.

Circle time.

8:15 9:00

45 minutes.

First meal

9:00 9:30

30 minutes

Playground time.

9:35 10:05

30 minutes.

Language development class.

10:10 10:50

40 minutes.

English class.

10:55 11:35

40 minutes.

Second meal.

11:40 11:50

10 minutes.

Areas

11:55 - 12:25

30 minutes

Last meeting.

12:30 12: 50.

20 minutes.

Going home.

12:50 12:55.

5 minutes

Unit/thematic plans
Hello my school unit, welcome unit, Al Hajj unit, me unit, family unit, food and drink unit,
national day unit, housing unit, clothing unit, transportation unit, plants unit, animal unit, the water
unit, the desert unit, the book unit, goodbye unit.

Observation Table:
5

Meera Khalifa

H00298056

12B3ECE01

Reasons for speaking in the classroom

Class: KG2
Number of learners: 24 students.
Length of lesson: 45 minutes.
Teacher observed Language: Arabic.
Learning Goals: Understanding the growth of family members
Materials used: Computer, PowerPoint, and worksheets.

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

Learner A
(Dana)

Learner B
(Khalifa)

Learner C
(Mohammad)

A
A
A
A
A
A

A
A
A
A
A
A

A
A

A
A
A
A
A

A
A
A
A
A

6 Learner asks teacher a question

A
A

Learner answers a partner in

7 Paired work activity
Learner answers a group member
8 in group work activity

Learner answers the teacher

9 informally

A
A
A

10 Learner answers peer informally

A
A

A
A
A

A
A
A
A

A
A

A
A
A

A
A

11 Other reason for speaking

A
A

12 Other reason for speaking

Meera Khalifa

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12B3ECE01

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

Student name
Age of students
Languages spoken in
home
How long have they
been studying
English?
Phonics/Letter

Dana
5 years old
Arabic

Khalifa
5 years old
Arabic

Mohammad
5 years old
Arabic

2 years

2 years

2 years

Developing level.

Mastery level.

Emerging level.

Mastery level

Mastery level

Developing level.

Knowledge
M- Mastery level
D Developing
level
E Emerging level
Math Skills
M Mastery level
D Developing
level
E Emerging level
Learner Preferences
(What do they enjoy
doing?)

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

Playing in
the areas.
Reading
stories.

The outgoing and

the social girl.

Coloring.
Solving math
problems.

The smart and the

polite boy.

Playing in
the
playground.
- Playing in
cognitive
area.
The quite boy.

Meera Khalifa

H00298056

12B3ECE01

Danas writing

Khalifas writing

Mohammads
writing

Meera Khalifa

H00298056

12B3ECE01

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- whole class.
What was the least common reason for speaking?
- Other reasons for speaking.
Were there any boxes with no ticks?
Learner B ( Khalifa ): Learner answers a partner in Paired work activity, Learner answers the
teacher informally.
Learner C (Mohammad): Learner answers an open question from a teacher, Learner asks the
teacher a question, Learner answers the teacher informally, and other reasons for speaking.

How much of the lesson was spent on the teacher using Teacher Talk, in your opinion?
- 10 minutes.
Do you feel it was an appropriate amount of talk? Why / Why not?
-Yes, it was appropriate. Because, there was a time management where the teacher made a
balance between teacher talk and the circle time. It helps on supporting the student
imagination. I also believe that it help the teacher in managing the class. Because, students
likes to share and talk from now and then. Its important for the student in promoting the
students emotional, social skills, and language.
What do you think is an appropriate sequence of interaction patterns?
-I think my mentoring teacher had an appropriate sequence to interact with the students. For
me, I think that the appropriate way to communicate with the students is listening to them and
showing the students that the teacher is interested in what they say. Responding to the
students by a question or by saying good comments.
Now consider how much Arabic was used. Do you think it was used appropriately?
Why? / Why not?
-The students use Arabic in the formal way when they are in the circle or when they answer
the teachers questions. However, they change quickly and sometimes they use the unformal
Arabic or they use the emirate accent. I think they use it appropriately, because, they
comminute and talk to the teacher in the formal way. But, when the students talk to each
other they use unformal way.

Meera Khalifa

H00298056

12B3ECE01

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?

Teacher talk is important in developing the students language. When the teacher is talking
and communicating with the students. She/ he will build up a knowledge about the student
and that will help the teacher in her/his planning for the lessons.
Why is talk important for learners? (Think about the What and How.)
When the teacher talk and communicate with the students. She/ he is helping the students in
building the foundation of the students literacy. By that the students will develop their
strength in language and social skills. The students will be able to talk and share their
thoughts with others. All of that helps in shaping the students behaviour and personality.

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
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Meera Khalifa

H00298056

12B3ECE01

Table 7: Reading a Story in the local UAE Preschool

What the MST Does
What the Children Do

Comments

The teacher always tell the

students a story in the last
Pre-Reading
meeting. She make the
Activities
students interested by
Name the book / story.
acting to them that (I close
my mouth with a key and
Describe how your MST gets the key is in my pocket).
children interested in the
story and wanting to hear / She only make the
movement without talking
read it.
or making a sound.

The students copy the

teacher movement and
they
sit
correctly,
because, they enjoy
listening to stories.

Its
an
effective
strategy. The
students enjoy
doing
the
movement.
But, it takes a
lot of practice.

The teacher use different

ways to make the students
interested,
she
use
different
sound.
For
example, the teacher will
use different tones if there
are different character in
the story. She copies the
animals sound and she
play the expression very
well.
The teacher give the
students the chances to
develop their language and
use their imagination by
asking
the
students
questions, ask the students
to make the expressions or
the sound, and she ask the
students to change the
ending of the story, and
she give the students the
chances to stand in her
place and tell a summary
for their classmates.

The students copy the

sounds with the teacher.
They answer the teacher
questions.

The students
enjoy listening
to the stories
and laughing
to the teacher
expression.

The students answer the

teacher questions. Use
their imagination and
chance the story, some of
them
would
give
suggestions.
The
students do the activities
and copy the sounds.

I liked how the

teacher gives
the students
the chance to
retell the story
to their friends.

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.

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Meera Khalifa

H00298056

12B3ECE01

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?
If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity help students understand?
b. What pre-listening activity could the teacher have used to help
students understand the target language better?
The teacher would talk with the students in the language that she/ he want them to learn
and to speak with. She often display a video that support the target language or she would
use flashcards about the story that she will tell.
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?
The teacher aim was to let the students engage with the students. The teacher wants to evaluate
and access the students when she do a while- listening activites. Also, to develop the students
language, social and emotional skills.
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?
The teacher sets a post- listening activities for the students, because, she want
to give the students the chance to explore the students surroundings. She also
want to develop the students language and social skills through these activities.
b. What post-listening activity/ activities might have helped the learners to
understand what they had heard well?

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Meera Khalifa

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12B3ECE01

4. How many times did the learners listen to the text / recording?
a. Would it have increased their understanding if they had been
allowed to listen to the recording again? Explain.
I think that if the students listen to the text or to the recording they that will increase their
understanding and they will able to recognize and identify the sound of the letter and the
pronunciation of the words and that will lead to the important thing which is developing the
student language.
b. Did the learners hear the whole text at once, or in parts?
The teacher collaborate between reading the text once and in parts. The students will hear the
story one time, but the teacher wont move to the next part until the students retell the part to
the teacher.
c. If so, which was the most helpful?
I think that reading the story once is most helpful in storytelling, because reading in parts will
make the students confuses, lost, and they will forget all the important things that happened in
the story.

13

Meera Khalifa

H00298056

12B3ECE01

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.

Getting the students

to the assembly or
going home

The school plays

music when its time
to do the assembly or
to go home.
All the students in Al
Madam Kindergarten
are used to this song
and they know the
routine.
The teachers always
ask the students about
the song and if the
workers play it. So,
the students know the
action and what they
have to do when the
music plays.

This is a strong and

effective strategy. Its
amazing to make all the
students used to this
routine.
Students always
remained the teacher of
the song. They rush
themselves to stand in
lines whether to going to
the assembly or to go
home.
The students come out of
the classroom quickly.

14

I dont have any further

suggestions, because, its
amazing how they made all
of the students in the
kindergarten get used to it.

Meera Khalifa
2

Tidying up the
areas.

H00298056

When the areas time

finishes the teacher
switches off the lights
and sing the tidy u
song for the students.
The students rush
themselves, organize
the areas, and take the
necklets back to their
places.

12B3ECE01

This strategy is effective

and Ive seen the
effective of this strategy
before.
The students follow and
do what they have to do
which is organized the
areas quickly.

I would suggest to remain

the students to organize the
areas.
The teacher can repeat the
rules of the areas to the
students to avoid wasting
time or lose the
management of the class.

Some students can be

very slow with
organizing the materials
and returning them back
to their places. As a
result, the teacher call
the students and that
makes the students finish
organizing quickly.
3

Time to go to the
restaurant.

When the teacher

finishes the circle time
and the students
finishes the activities.
While they are on the
tables. The teacher ask
the students to make a
line near the door.
When the teacher
sends the students. She
will send one of the
girls and one of the
boys. She would say
(Mohammad and
Dana). As a result,
they would go to make
the line to go to the
restaurant, as they
have used to the
teacher routine.

The strategy is effective,

the students understand
and are used to this
routine.
This strategy helps the
teacher in saving time
and to avoid
misbehavior.
Some students were
arguing with the teacher,
because, they want to be
in front of the line.
The teacher will tell the
students who are arguing
with her why she didnt
send them, by reminding
the students of their
misbehavior in the circle
or in the activities.
15

The teacher can ask the

students to sing a song
about healthy food, to make
the line straight and to avoid
mess.
The teacher can ask the
students to march like the
soldiers.

Meera Khalifa

H00298056

12B3ECE01

The teacher always send

the students who are
quiet and well behaved
first.
4

Going to English
lab.

The English teacher

would came to take
the students from their
class to go to the lab.
So she can take them
to her lab.
The teacher use signs.
She has 2 signs, the
first sign, has a picture
of a student putting his
hand on his mouth. So
the students copy the
sign. The second sign,
is that the students can
walk to the lab. The
teacher wont raise
this sign unless the
students are quit.

This strategy is new and

an effective strategy,
because, the teacher
avoid shouting and
talking with the students.

I think that the teacher can

let the students sing a song
while they are going to the
lab, because, students cant
be that quiet in that age.

The students copy the

signs, when the teacher
see that all of the
students are well
behaved, she take them
to the lab.

The teacher can model for

the students while she is
holding the picture,
because, not all of the
students will understand
what they have to do.

The teacher lets the

helping hand lead the lab
and back to their class.

16