Bachelor of Education, Early Childhood Education Degree

Student Teaching Practice Booklet

Early Childhood Education
Practicum 3
B.Ed Year 2
Sharjah Womens College Teaching Practice Sign in Sheet
1

Bachelor of Education, Early Childhood Education Degree

(Please indicate time in and out) PLEASE NOTE YOU HAVE TO SIGN IN
THE SCHOOLS BOOK ALSO.
School: Al Amwaj kindergarten
Student Teacher Name: Kahlood Alrezi
th

Week: 7 (Oct. 4 Oct.8th)

Sunday
Monday
Oct. 4
Oct. 5
In
Out
In
Out
7:45am

12:36pm

th

7:27am

1:23pm

1:00pm

th

7:28am

1:00pm

1:00pm

th

12:50pm

7:39am

Thursday
Oct.88
In
College

1:00pm

Tuesday
Oct. 13
In
Out
7:30am

1:00pm

Wednesday
Oct. 14
In
Out
7:41am

Thursday
Oct. 15
In
College

1:00

nd

Week: 9 (Oct. 18 Oct. 22 )

Sunday
Monday
Oct. 18
Oct. 19
In
Out
In
Out
7:40am

7:36am

Wednesday
Oct. 7
In
Out

th

Week: 8 (Oct. 11 Oct. 15 )

Sunday
Monday
Oct. 11
Oct. 12
In
Out
In
Out
7:33am

Tuesday
Oct. 6
In
Out

7:43am

1:00pm

Tuesday
Oct. 20
In
Out
7:36am

1:00pm

Wednesday
Oct. 21
In
Out
7:37am

Thursday
Oct. 22
In
College

1:00pm

th

Week: 10 (Oct. 25 Oct. 29 )

Sunday
Oct. 25
In

Out

7:40am

1:00pm

Monday
Oct. 26
In
Out
7:29pm

1:00pm

Tuesday
Oct. 27
In
Out
7:26pm

1:00pm

Wednesday
Oct. 28
In
Out
7:40pm

Thursday
Oct. 29
In
College

1:00pm

Bachelor of Education, Early Childhood Education Degree

School Profile
Name
of of
School:
Al Amwaj kindergarten
Name
Preschool:
Principal:
Fatma Saeed
Principal:
Tel:
06/7649747
Tel:
Address:
PO Box
Address:
UAQ
behind
Teachers StartingAlwatan
Time: boys school

Teachers Starting Time: 7:30 am

Students Starting Time:

Students Starting Time: 8:00 am

Location:
UAQ
Location:
Fax:
067649445
Fax:
PO Box: Finishing Time:

Finishing Time: 2:00 pm

Finishing Time:

Finishing Time: 12:50 pm

Total Number of Classroom Teachers in the School (level): 10 in addition 2 English classes
Total Number of Children per-level: Teacher / student ratio: one teacher \ 20 student
Number of Classrooms: KG1:4 classrooms/ KG2: 4 classrooms
Facilities available to student teachers: all recourses and materials are available.

Class for this Practicum: KG2/2

Mentoring School Teacher: Kahlood Alrezi
Classroom Teaching Assistant: Number of children in this class: 20 students
Number of children identified as having SEN in this class (and specify those needs) 4 special need
Additional information: e.g. English, Arabic, teachers

School Nurse: Shanya

School TP Coordinator: Wafa

Librarian: Hessa

Curriculum coordinator: -

Resource Room Manager: Moza

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
Assembly

Attendance

Circle time

What the teacher does

The teacher welcomes the

Children put their bags in their
student and asks them to leave locker and stand in two lines.
their bags in the locker in
stand lines.
The teacher asks tell each child
to put his picture in the wall
and sit in the carpet.

Each child put his own pictures

on its place and prepare for
the circle time.

Choosing the helping hand and

reading Quran

Help the teacher, count the

student, change the day of the
week and repeat Quran after
the teacher.

Each teacher has a duty on

specific game.

Children walk around the

playground and what choose
their favorite game to play in.

The teacher distributes the

food for the children and set
with them.

Children eat their breakfast in

the classroom.

The teacher teaches a lesson

about letter and how to spell it
and what the sound of it.

Children have worksheet to

do.

Play ground

Eating break

Language development time

What the children do

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

A A A

A A A

A A A
A A A

A A A

A A A

A
E

E
E E

A
A A

Bachelor of Education, Early Childhood Education Degree

Observation Table:
Reasons for speaking in the classroom
Class:
KG2
Number of learners: 20
Length of lesson: one whole day a week
Teacher observed Language:Ms. Huda
Learning Goals:
Materials used:

Reason for speaking

Learner A

Learner B

Learner C

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 A

4 from teacher

Learner answers open question

5 from teacher
6 Learner asks teacher a question

Learner answers a partner in

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

10 Learner answers peer informally E

11 Other reason for speaking

12 Other reason for speaking

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? Being surrounded with other students
What was the least common reason for speaking? Being afraid of wrong answer
Were there any boxes with no ticks?
How much of the lesson was spent on the teacher using Teacher Talk, in your opinion? 45 min
Do you feel it was an appropriate amount of talk? Why / Why not? Yes because children need to
improve the language therere learning
What do you think is an appropriate sequence of interaction patterns? Stating with teacher talk
Now consider how much Arabic was used. Do you think it was used appropriately?
Why? / Why not? Yes because Arabic is the native language of the children in this school and
need to speak it.

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?

Why is talk important for learners? (Think about the What and How.)

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?

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
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.

Singing
Ask children
to set on the
carpet
Give them
the carpet
rules
Grab their
attention by
counting
song
Hold the
story in
correct way
Ask the
children to
describe the
picture
Reading the
story
Using
different
sounds to
grab their
attention
Discussing
the story
with the
children
Answer the
childrens
questions
Asking
children to re
tell the story
Praise
children who
respond.

What the Children Do

They listen to the
teacher and follow her
rules

They involve with

teacher by ask her
about the picture in
story.

Students like this kind of

activity, because they
can say anything they
want. Student put new
title for the story and re
tell the story.

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? Before the teacher get to present the story
she asks them what could be the strategy of reading story this time.
If they had some preparation, select (a) if they did not, select (b).
a. How did the pre -liste ning activity help students understand? They get to
think of it
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? Responding to
the teacher
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? Evaluate the
student understanding
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?
a. Would it have increased their understanding if they had been allowed
to listen to the recording again? Yes
b. Did the learners hear the whole text at once, or in parts? In parts

Think about the advantages and disadvantages of using the model of pre-, while- and
post-listening activities to teach a listening lesson. Write first from the perspective of the
teacher and then from the perspective of the learners.

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.

Greeting and shaking childrens

hands.

Welcoming the student.

Sitting in the circle time and

get ready for it.

Asking children to line up and

move to the outdoor

Playing in outside area

The teacher greet

the children when
they arrive and
shake their hands
Singing song for
children to make
circle around her
When the first
session finish she
asks each one
student and ask
him to stand in
line
Each teacher have
duty in a specific
game

Moving to the washroom to

wash hands

The teacher rings a

bell and asks
children to wash
their hands off the
dust.

Welcome the student to

the classroom and tell
them good morning
Ask children to put their
hand on their friends
shoulders

Encourage children to
play with their friends
without causing any
problems
Let the boys go to the
boys bathroom and the
girls to the girls one.

10

Bachelor of Education, Early Childhood Education Degree

6

Moving to the classroom to eat

snack.

The teacher
distributes the
food between the
students to eat.

Let children finish their

food.

11