EPC 2401

Practicum 2a
B.AS - Primary Generalist
B.ED Education Technology

Observation Task Booklet

Year 2 Semester 1 2013- 2014
Spring Semester

Wafa Al Riami.

TP Year 2 EdTch

Bachelor of Education
Observation Task 1: Classroom management and teacher talk
Focus: Classroom Management

Beginning and ending the day

Punctuality at the
beginning of the lesson

Teachers response to
those who are late. What
does she say?

Starting the day: what

does the teacher say?
do?

Lining up : location
Teacher instructions for
lining up: what does she
say? do?
Ending the day: what
does the teacher say?
/do?

teacher arrives before the pupils

positive reinforcement.

Teacher asked students to stand up for Greeting.

Good Morning.
How are you?
Where is the rest of the students?
Is their absent today ?
outside class "School Area".
They did not lined up, they were already lined up by
Morning Lining up.

Thats everything for today, Thank you.

Moving
Moving the children for
an activity.
What does she say? do?

Teacher asked all of the students to come around her to

'jump 7 Times" to identify number 7.

Controlled.
Moving the children: how Nice and appropriate way.
do they respond?
Quietly students responded to teacher request . and
they moved to her directly.

Misbehaviour
What did the teacher
say? do?

Teacher raised her voice.

HCT Bachelor of EDUCATION Ras Al Khaimah Women's College

Practicum Booklet 2A

Teacher called students by their names.

How did the child
respond:
How does the teacher
stop the children during
an activity? What does
she say? do?

They stopped immediately .

By direct instructions.
Example: go back to your seat , please.
Close your book , please.
Stand up , and come around me, please.

HCT Bachelor of EDUCATION Ras Al Khaimah Women's College

Practicum Booklet 2A

Observation Task 2: Activities in a specialist class (A)

In the specialist class (PE) observe the activities the learners are engaged in.
In your journal today write about these.
Activity

Students did
warming up .

Students observing
the video , then
they did the same
actions.

Individual/group/class

Purpose

All students togather.

In sport hall.

To make fitness
activities.

individual

To identify the
benefit of the
exercise for body
parts.

Teacher
directed/childs choice
Teacher and students
choice.

Both.

HCT Bachelor of EDUCATION Ras Al Khaimah Women's College

Practicum Booklet 2A

Task 2 : Integrated subject areas (e.g. Math/Science/IT/Language) (B)

Focus: Integration
Ask your MST which e.g. maths and/or science concepts the children are learning at the
moment. Find out how she helps them to understand these ideas. Ask about how language
is part of this learning.
If you can, get a sample of any documentation of the science or maths curriculum you can
add this to your TP portfolio. It will give you an idea of the kind of concepts children at this
level can understand and also the kind of activities they are engaged in.
For example:

Math class.
Concept

Activity

Language

Addition

learners adding numbers

and writing equations

Plus
Equal

Subtract

Using "addition" operation

To make sure from
subtract operation.

Plus\ Subtraction

Please read the following comments about math lesson.

HCT Bachelor of EDUCATION Ras Al Khaimah Women's College

Practicum Booklet 2A

"Using Addition to Make Sure from Subtraction".

The class was by Arabic, the teacher seems to be running the class,
she was using different strategies to help students to understand the
lesson.
For example , for "Engagement" in the beginning of the class,
teacher asked students some questions about the lesson of previous
class, students responded by raising their hands.
For " Building Knowledge " teacher give worked as a "Tour" and give
students number of cubes, students have to work in group and
construct a big number from two small numbers. For example 5+2=7
"Transformation " students were solving the questions in groups.
For "Presentation" teacher was asking some students to solve the
tasks individually on the board.
The language that teacher used during the class such as :
add, addition, subtract, subtraction, and " put the biggest number in
your head".
Some of the strategies used by teacher to help students with
understand math ideas: If there is any misconception or mistake
from student side, teacher will ask the students to continue that
task until the end, so students by the end of the task will find out the
correct answer. That also will help shy students who are having the
same understanding to know the correct answer.
The explaining is depends mostly in repeating the concept by
different way .
For "Reflection" teacher asked students to do two pages of
homework.

HCT Bachelor of EDUCATION Ras Al Khaimah Women's College

Practicum Booklet 2A

Observation Task 4: Eavesdropping on a teacher during a Listening Lesson

Reference: Tanner, R. & Green, C. (1998) Tasks for Teacher Education: A
reflective Approach, Unit 6, Task 3, p.42.
Objective
To think about EFL learners success in listening and to reflect upon ways of
improving their listening skills.
Before the Observation

Arrange to observe a lesson that focuses on listening

During the Observation

Observation Table
Kind of Preparation

I showed throw data

a picture of body
parts. Then I asked
them if they know
any of body parts.
I asked ss to
mention it , and to
count how many
parts do we have?

Time spent
on
preparation

5 mins

Purpose
stated (Y/N)

Type of text, topic

and length

No. of times
text heard

No

A song about body

parts.
Head,shoulders,kn
ees,toes. (1 mins)

HCT Bachelor of EDUCATION Ras Al Khaimah Women's College

Practicum Booklet 2A

After the Observation:

1a.
What preparation (i.e. pre-listening activity) were the learners given before
they listened to the text?
If they had some preparation, answer (b) if they did not, answer (c).
b. How did the pre-listening activity aid student understanding?
c. What pre-listening activity might have been done to help them
understand the target language better?

2a.

Were the learners engaged in a while-listening activity/activities?

If so, answer (b); if not, answer (c).

b. What were the aims of the while-listening activity/activities?
c. What while-listening activity/activities might have helped the learners to
better understand what they had heard?

3a.

Did the learners experience a post-listening activity/activities?

If so, answer (b); if not, answer (c).

b. What were the aims of the post-listening activity/activities?
c. What post-listening activity/ activities might have better helped the learners
to understand what they had heard?

4a.

How many times did the learners listen to the text/recording?

b. Would it have increased their understanding if they had been allowed to
listen to the text/recording again? Explain.
c.

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

If so, which was the most helpful?

Reflection
Reflect on the advantages and disadvantages of using the model of pre-, while- and
post-listening activities to teach a listening lesson, from both the perspective of the
teacher and the learners

HCT Bachelor of EDUCATION Ras Al Khaimah Women's College

Practicum Booklet 2A

Observation Table: Teaching Listening

Class:

2\2

Number of learners:

Length of lesson: 40-45

18

Teacher observed:

Language Learning Goals: identify body parts & vocabulary of each part.
Materials used: Data Shower, Videio,Computer.

Kind of
Preparation

Teacher asked
informed students
that they are going
to listen to a song.
Teacher asked
students if they
know their body?
And if they can
mention any.

While-listening :
Teacher was
modeling for
students by
mentioning her
body parts.

Time
Purpose
spent on
stated
preparatio
(Y/N)
n
5 mins
N

Type of text, topic

and length
A song contents a
group of children
singing about body
parts.
(1 mins).

No. of times text

heard
3 times.

HCT Bachelor of EDUCATION Ras Al Khaimah Women's College

Practicum Booklet 2A

A.
1a . Pre-listening: for Peroration teacher was asking the student, who mention any part
of her body, to come and show it to all students.
B) That will help other students to know that part and have long lasting in students
minds. Then teacher asked them how many part do they have from that part?
c) If the teacher might include some games that will be more enjoyable to engage
students.
2a. While-listening:
Learners was totally engaged in a while- listening activity .
b. The aim of while listening is identifying body parts.
They were pointing their body parts. By coping what children in the video do
C .I found that students were very interested with the song, but if she made some changes
by reading a story or playing a dialogue, that will be helpful too. Also to cover all
learning style.
3a. Post -listening:
Learner are so young to discuss or write about the song. But it is so clear that they like it .
Teacher for post learning , asked students to draw their faces, then they have to write the
vocabulary word for each. Then they have to mention their face or body parts and describe it.
. The post-listening is limited with students in grade 2, but if teacher changed that by asking
them to make small presentation, for example : each group make a poster and mention body
part, then they compare it with other group." This nose is big" or " her hair is long" " his her
is short".
4a. learners listened to the record 2 limes.
b. Listening to the record might increase their understanding as we know some students have
difficulties in learning, so they need to listen to it more than one time.
c. learners listen to the whole song at once. But I preferred if the teacher play the song in will
be helpful , to correct some students mistakes in mentioning wrong part(only once for
correcting students) . also, to let students know what is the next part and what are the
sequences of mentioning the parts.