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
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Bachelor of Education, Early Childhood Education Degree

Sharjah Womens College Teaching Practice Sign in Sheet

(Please indicate time in and out) PLEASE NOTE YOU HAVE TO SIGN IN
THE SCHOOLS BOOK ALSO.
School: Al Bahja Kindergarten
Student Teacher Name: Amna Murad
th

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

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

12:36pm

th

7:40am

1:5pm

12:36pm

th

7:40am

12:41pm

Wednesday
Oct. 7
In
Out
7:30am

Thursday
Oct.88
In
College

12:50pm

th

Week: 8 (Oct. 11 Oct. 15 )

Sunday
Monday
Oct. 11
Oct. 12
In
Out
In
Out
7:40am

Tuesday
Oct. 6
In
Out

7:32am

12:34pm

Tuesday
Oct. 13
In
Out
7:45am

12:41pm

Wednesday
Oct. 14
In
Out
7:37am

Thursday
Oct. 15
In
College

12:22

nd

Week: 9 (Oct. 18 Oct. 22 )

Sunday
Oct. 18
In

Out

7:39am

12:45pm

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Monday
Oct. 19
In
Out
7:37am

12:42pm

Tuesday
Oct. 20
In
Out
7:38am

12:40pm

Wednesday
Oct. 21
In
Out
7:34am

Thursday
Oct. 22
In
College

12:50pm

th

Week: 10 (Oct. 25 Oct. 29 )

Sunday
Oct. 25
In
7:29am

Out
12:45

Monday
Oct. 26
In
Out
7:30

12:30

Tuesday
Oct. 27
In
Out
7:45

12:45

Wednesday
Oct. 28
In
Out
7:29

Thursday
Oct. 29
In
College

12:50

Bachelor of Education, Early Childhood Education Degree

School Profile
Name
of of
School:
AL Bahjah kindergarten
Name
Preschool:
Principal:
Shika saeed Rashid Alnuami
Principal:
Tel:
Tel: 067482333

Location:
Ajman
Location:
Fax:
067482968
Fax:

Address:
PO Box
Address:
Al Bahjah.Ajm@moe.gov.ae
Teachers
Starting Time:

PO
Box: 15015
Finishing
Time:

Teachers Starting Time: 7:30 am

Finishing Time: 2:00 pm

Students Starting Time:

Students Starting Time: 8:00 am

Finishing Time:

Finishing Time: 12:30 pm

Total Number of Classroom Teachers in the School (level): 24

Total Number of Children per-level: Teacher / student ratio: 2 teachers /24 students
Number of Classrooms: KG1:7 classrooms/ KG2: 5classrooms
Facilities available to student teachers: all recourses and materials are available

Class for this Practicum: KG2/2

Mentoring School Teacher: Huda Al Shihi
Classroom Teaching Assistant:Number of children in this class:24/ boys:10 Girls:14
Number of children identified as having SEN in this class (and specify those needs) 3 special need
Additional information: e.g. English, Arabic,

School Nurse: Atyat

School TP Coordinator: Amani

Librarian: Fatima shalem/Maryam Bn Glata

Curriculum coordinator: -

Resource Room Manager: -

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 (Arabic)

What the teacher does

What the children do

The teacher welcomes the

student in the class in but their
staff in the locker them make
line to went to the assembly

Students prepare their staff in

the locker and make line.

Teacher tell the student to

make attendance cards and sit
in the carpet

Each student put their own

cards that include their name
and pictures in attendants
board and sit in circle area.

Teacher start to song (Hello

song , day of the week song
and choosing the helping hand

Participate with teacher by

sang a song and the helper
hand count the student and
change the day of the week.

Teacher observes them while

they play and repeat the rules
for each area.

Student chose the area that

they went and start to play
and follow the rules for each
area.

Each teacher has a duty on

specific game.

Students play and chose the

game to play.

Teacher ask the student to

bring cups and make line to
pour the water in the cups

Students bring their own cup

and make line and wait their
turn.

Teacher asks the student to

make line to go the English
room.

Student make line and start to

go to English room quietly

Area time

Play ground

Drink the water

Circle time (English )

Bachelor of Education, Early Childhood Education Degree

Snack time

Last meeting

Teacher gives instruction for

student to wash their hand
and tack the food and observe
them.

Teacher gives the student the

homework.

Student wash their hand then

take the food and sit in the
table to eat the snack, when
they finish they put the plate
in the basket and wash their
hand.
Student put the homework in
the file and makes line to go to
the bus.

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

Reason for speaking

Learner repeats
word/phrase after teacher
whole class

Learner A

Learner B

Learner C

A A A

A A A

A A A

Bachelor of Education, Early Childhood Education Degree

2

Learner repeats
word/phrase after teacher
group/pair
Learner repeats
word/phrase after teacher
individual

A A A
A A A

A A A

A
E

Learner responds to direct

E
question from teacher
5 Learner responds to open
question from teacher
E
6 Learner asks teacher a
E E
question
Observation Table:
Reasons for speaking in the classroom
4

A
A A

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 (Aisha) Learner B (Gala)

Learner C (Hassan)

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

E
E

E
E

E
E

E
E
E

E
A

E
E

Learner answers direct question E

4 from teacher

Learner answers open question

5 from teacher
6 Learner asks teacher a question

Learner answers a partner in

7 Paired work activity

Learner answers a group member A

8 in group work activity
Learner answers the teacher
E
9 informally

10 Learner answers peer informally E

E
A

Bachelor of Education, Early Childhood Education Degree

11 Other reason for speaking

12 Other reason for speaking

Reflections on Observation Task 1: Chit Chat

Read the questions below and write your answers
What was the most common reason for speaking? Take about student around them when he or
she doing something during the class or when the participate with the teacher for the lesson
What was the least common reason for speaking? Be shy or afraid for 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 student need time with
teacher to develop the language .
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 language is mother tone language and student use it to
communicate with each other that make them feel comfortable and save in school.

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 in classroom to describe and explain the
lesson and communicate with student.
Why is talk important for learners? (Think about the What and How.) Talking can develop
the language and communicate with people around us. Teacher should give time for student to
discuss with her about the problem or their routine

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?
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Bachelor of Education, Early Childhood Education Degree

B.

What role do you think Arabic should play in the English classroom?
-Arabic language use it in Kg 2 classroom they take and learn the English language first
time that help them to know them meaning of the word when they translation in Arabic
that is easy way to make children relate the English to Arabic meaning .

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
-Big green
monster
Pre-Reading
Activities
Name the book / story.

What the Children Do

Participate with teacher
by describe the monster

-show them
picture of the
monster.

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.

Shes introduce the

story by acting and
use the pictures
- Shes give them
face part.
She gives them
example for the
animals like
mouse.
Song with the
teacher (go away
big monster go
away)
- The teacher
gives those
names of the
colors, size,
and word for
face part.

Follow the teacher

acting and touch their
face part to show the
teacher. And describe
the animals for example
(big gray mouse) (big
red mouth)

Student learns the

colors, size and face
part by repeating after
the teacher.

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? She tells them the rules and student
repeat after him.
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 think and
imagination it
b. What pre-listening activity could the teacher have used to help
students understand the target language better? Descript the character
before show them that develop their imagination or tell the student to
draw the character by what they think the look like.
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? Teacher can
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.
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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.

Sitting in the circle

Culp hand and give

instruction

Greet the student and

song the Hello song

Go to play ground

Ask the student to

make the line

Moving to the toilet to wash

hands, head after playground

Moving to the classroom to eat

the breakfast meal

Teacher tell them

to make line and
go to the toilet
Teacher give the
instruction for the
student and rules
in eating area

Ask children to put their

hand on their friends
shoulders
Let the boys go to the
boys toilets and the girls
to the girls toilets
Motivate the student to
finish their food.

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