Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd
Upload
120 views

Tasks

Here are some suggestions for managing transitions based on your observations: 1. Greeting, registration and circle area: - Designate specific spots for students to line up/wait before entering the classroom so they are not wandering around. - Greet students one by one as they enter to give individual attention and reinforce expectations. - Have a visual schedule showing the sequence of activities so students know what comes next. 2. Helper student: - Give the helper a visual cue or signal to use when their job is done, like ringing a bell. This provides clear ending. - Have the helper practice with the teacher first so they feel confident leading. 3. Transition between activities: - Use a

Uploaded by

api-302345809
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
120 views

Tasks

Here are some suggestions for managing transitions based on your observations: 1. Greeting, registration and circle area: - Designate specific spots for students to line up/wait before entering the classroom so they are not wandering around. - Greet students one by one as they enter to give individual attention and reinforce expectations. - Have a visual schedule showing the sequence of activities so students know what comes next. 2. Helper student: - Give the helper a visual cue or signal to use when their job is done, like ringing a bell. This provides clear ending. - Have the helper practice with the teacher first so they feel confident leading. 3. Transition between activities: - Use a

Uploaded by

api-302345809
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 8

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(shaheen)

Student B(Hajar)

Age of student

Student
C(Mohammad)
5

Arabic

Arabic

Arabic

Languages spoken in the home

How long have they been studying


English?

Phonics/Letter Knowledge
M- Mastery level
D Developing level
E Emerging level

Second year

Second year

Second year

Math Skills

He enjoys, through

She enjoys watching

He like to play

playing in areas in

to the videos.

outside.

She is very helper.

He is very active and

M Mastery level
D Developing level
E Emerging level

Learner Preferences
(What do they enjoy doing?)

classroom.

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

He prefer to be a lone
sometimes

smart boy.

Observation Table:
Reasons for speaking in the classroom
Class: KG2
Number of learners: 25
Length of lesson:
45 minutes
Teacher observed Language: Ms.Ebtisam.
Learning Goals: Learn new words- how to write the letter- sound of the letter.
Materials used: story-colors-smart board and song.

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

Learner B

E E

E E E

E E E

E E E

E E

E E E

E E

E A

AAA

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

10 Learner answers peer informally

11 Other reason for speaking

12 Other reason for speaking

Learner C

Her family teach He has before


her before and English home
she been in
made.
English nursery

Reflections on Observation Task 1: Chit Chat


What was the most common reason for speaking? Each one of the students try talk.
What was the least common reason for speaking? Learners answers informally way.
Were there any boxes with no ticks? Yes.
How much of the lesson was spent on the teacher using Teacher Talk, in your opinion? Half of
the lesson and other half should students talk.
Do you feel it was an appropriate amount of talk? Why / Why not? Yes, students learns the
words from the teachers and they have time to talk and listen in the class.
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? Must of the students take all the time in Arabic but maybe 5 or 6 try to talk in
English because they didnt understand.

Reflection for Bonus Points


Choose one of the following questions (A, B, or C) and write your answer:
A. Why is talk important for teachers? Its very important because its the language to
communities with students and teaches them.
Why is talk important for learners? (Think about the What and How.)
Because that will make them learn and how to take also they can to talk tellus what they
want.
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.

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

Name of the story


The Grandfather

What the Children Do

Comments

They listen to the


teacher and answer her.

She attract students by


show them the cover
page, and ask the
questions about it.

By let them to ask her a


questions

They involve with


teacher by ask her
about the picture in
story.

After, she finishes the


reading the story, she let
students to discuss with
her and share any interest
things in story.

Students like this kind of


activity, because they
can say anything they
want.

In my opinion,
teacher should
to made more
activities to
make students
involve.

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 did pre-listening activity.
If they had some preparation, select (a) if they did not, select (b).
a. How did the pre-listening activity help students understand?
That make them attract and help them to start understand the lesson.
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? The engage by see
the picture in 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?
b. What post-listening activity/ activities might have helped the learners to
understand what they had heard well? I think they should have for example
drawing activity or puzzle.
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. Yes , they will listen again and
focus more.
b. Did the learners hear the whole text at once, or in parts? Parts
c. If so, which was the most helpful? Its helpful if they listen in parts because this
is easier.

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.
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

Greeting, registration and


circle area.

Strategies used to
facilitate transitions

Teacher
greets all of
students
after
morning
assembly
and before
they inter to
class.
Then she
tells students
to put the
cards name
in the
registration
bored.
After they
finish the

Efficacy of the strategy


in terms of promoting
positive behavior and
minimizing challenging
behavior.
After the assembly
morning student did
not enter to class
before teacher greets
them, they know that
as every day routine.
Students know the
cards name box place,
so they run to register
directly and who is
finish go and sit in the
circle area. But some of
before sit in circle area
, they start to make

Suggestions for further


development.

Students who make noisy and


start to play, should teacher to
use different ways with them
such as take to them directly or
let them to make a registration
firstly and sit in circle area.

register,
they set in
the circle.

noisy and play.

Helper student

Teacher take the


helper student to
count children and
wrote day and date.
She count from 1to 5
to stop activity and
show her, they
directly know its end
of activity and they
will move.

But some of them


didn't listen to teacher.
So she repeats what
she wants.

After that they finish the


song teacher start the
lesson.

She starts to do some


physical activity that
mean the lesson
start.

All of them like this


activity so all of them
start to do it.

You might also like