Student Teaching Practice Booklet

Early Childhood Education

Practicum 4
B.Ed Year 2

School Profile
Name
of of
School:
Alwahda Private School
Name
Preschool:
Principal:
Ms. Aisha Eid.
Principal:
Tel:
+971
6 5587777
Tel:
Address:
Al Wahda
Private
Address:
PO
Box School, Sharjah
United
Arab Emirates
PO Box Teachers
Starting Time:

Location:
Al-Qraieen
Location:
Fax: +971 Fax:
6 5587510

School Nurse: Raquia

School TP Coordinator: Ms. Rana Amer

Total Number of Classroom Teachers in the School (level): 4Finishing

English 1Time:
Arabic 1 Islamic
Teachers Starting Time:
Finishing Time:
Total Number of Children per-level: 70 students
Students Starting Time:
Finishing Time:
Teacher / student ratio:
Students
Time:4 classrooms
Finishing Time:
Number
ofStarting
Classrooms:
Facilities
available
student teachers:
Total Number
ofto
Classroom
Teachers in the School (level):
- Computers lab.
Total
- Recourses
Number ofroom.
Children per-level:
Teacher
/ student ratio:
Class
for
this
KG 1 A
Number of Practicum:
Classrooms:
Mentoring
Facilities School
available
Teacher:
to student
Ms. Sana
teachers:
Classroom Teaching Assistant: Ms. Taiba
Class for
this Practicum:
Number
of children
in this class: 15 students
Mentoring School Teacher:
Number of children identified as having SEN in this class (and specify those needs): Classroom Teaching Assistant:
Additional
information:
Number of
children ine.g.
thisEnglish,
class: Arabic, Islamic Studies teachers

Librarian: Resource Room Manager: -

Curriculum coordinator: -

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.
(The school day is change as the timetable and this structure for the Sunday )
Stage

What the teacher does

What the children do

Greeting and welcoming

She greet students when they come

to the classroom.

They sit in the classroom until

the teacher take them to the
assembly.

Morning assembly

She manage the assembly and

create various activities for them.

They greet the flag, sing the

notional song, do morning
exercise and morning pray.

She start the circle with greeting

students, then she make a quick
review for the general knowledge
for them and she start explain with
new lesson.

They respond to the teacher

questions, they read Quran
and do what teacher want.

Morning circle ( two

English classes)
Arabic class

Break to eat their

breackfast

Playground

The teacher give them the

They responded to the teacher.
instructions to bring their lunch box They sit in their chairs to eat
to eat their meal.
their meale.

She let students play on

playground and monitored them.
She ask students to clean and tidy
up the playground to move to the
classroom.

They wash their hand after

eating and they move to the
playground.
They tidy up the playground,
wash their hands and move to
classroom.

The teacher give them the science

class in this time.

They response to the teacher

and do the activities smoothly.

Math

The teacher explain the math

lesson.

Students do the activities and

respond to the teacher

Islamic class

Prepare learners to get

to the bus or their
families came to take
them.

She ask them is the time to leave.

They take their bags.
She farewell students and stay with Students who leave with the
them until they leave.
bus they make a line but other
students they wait for their
parents.

Topic

Curriculum Guideline

Classroom Timings:

Observation Task 1: Differentiating Centers

Focus: Differentiating centers based activities in the early childhood classroom
Objective: To encourage student teachers to identify how classroom centers can be
differentiated to meet all student levels (Mastery, Developing and Emerging)
Procedure: Photograph and document the centers based activities implemented in the setting
during the course of the day and identify the ADEC learning outcomes the activities met

Table 1: Differentiating Centers

Observed learning Centers
(include photo):

Description:

Resources:

ADEC Learning
Outcome:

Differentiated Ability
Levels:

(list only what you

consider to be the
primary goals)

(Mastery)

(Developing)

- The children
are writing
and making
letter e.
- They coloring
the objects
that start
with letter
e.

- Clay.
- Recognize
- Box with
the letter
glitter.
e.
- Students - Matching
and circle
book that
the things
has a
that start
worksheet
with letter
with
e.
pictures of
- Being able
things
to write the
start with
letter e.
letter e
and other
pictures
start with
other
letters.

Mastery:
- Matching and
circle the
objects that
start with letter
e.
- Write the letter
e on the book.
- Color the
objects that
start with letter
e.
Developing
- Using the clay to
make the letter
e.
- Say to the
teacher
anything start
with letter e.
Emerging
-

(Emerging)

Use the glitter

box to write the
letter e by
coping the letter
shape.

Reflections on Observation Task 1: Differentiating Centers

Read the questions below and write your answers
1. What are classroom learning centers?
- Art center.
- writing center
- Literacy center.
2. What is the purpose of classroom learning centers?
-

Engage children to use their creative side.

Describe the way of writing the letter.
Identify the letter shape.
Show the materials the students will be using.
Promotes independence.
Helps students become more responsibly.
Allows students to learn through self-discovery

3. What is the role of the students while engaged during learning centers?
- Students working independently.
-

Keep centers clean and tidy.

Completing the task.
Students work with a variety of alphabet activities.

4. What is the role of the teacher as the students are engaged during learning
centers?
-

Provide materials.
Create supportive activities.
Help and support children during classroom centers.

5. Do you feel it is important to offer tasks that are developmentally

appropriate for all student ability levels? Why / Why not?
Yes. To make sure that all students understand the learning outcomes for each lesson.
Also, to let children learn in effective way that conveniences with their abilities to
learn easily.

Observation Task 2: Identifying Children with Special Educational Needs (SEN)

Focus: Identifying types of learning support needed for SEN students
Objective: To encourage student teachers to support and included the learning needs of
identified SEN students in the classroom
Procedure: Identify two children who have SEN and complete table 2 to highlight their needs
and identify support that is offered which facilitates their learning. If your class has no SEN
students you will need to go to a class that has SEN students in order to complete this task.

Table 2: SEN Support for Students

Name

Tag Aldeen

Ali

Age

5yrs

5yrs

IEP

Area of Focus

ADD: target to try and sit

still on the mat for an
agreed amount of time (10
minutes)

ADHD: stand in the line

during the assembly.

Type, range and frequency of support

provided / needed.
Daily Teacher Support with advice from
Learning Enhancement Teacher:

Let the student to take

attendance and count students.

Using the reward system to

encourage him.

Engage him to do the activities

that depend on doing
movements.

Involving him to focus in one

activity during the
differentiation center by seating
him next to a student who is
very focused on the task

Daily Teacher Support with advice from

Learning Enhancement Teacher:

Engage him to be the first one in

the line near myself

Involve him to participate on

the assembly activities

Using the reward system to

encourage him.

Reflections on Observation Task 2: Identifying Children with Special Educational

Needs (SEN) Read the questions below and write your answers
1. What is the school policy for inclusion for SEN students in the school? They have a
policy that all students deserve to study in regular classes with other students.
2. What accommodations were made for the identified SEN students in the classroom?
As my MST said:
-

Give extra time to complete any task.

Use effective ways to attract students to the lesson.
Make the questions of the assessment or task easily.
Change the environment where students work in.

3. Was there any assistive technology, other equipment or materials used with the
identified SEN students? If yes, please describe the equipment that was used and what
it was used for. No, there is no assistive technology, other equipment or materials. Just
the materials that used for all students like smart board, white board and other materials
in the classroom to engage ADD\ADHD students at the classroom.

4.
-

What teaching strategies did your MST use with the identified SEN students?
Using the reward system to encourage him.
Engage him to do the activities that depend on doing movements.
Design the craft or art activities for them.

5. Where there any other school staff that worked with the identified SEN students? If yes,
please explain their role and what they did with the identified SEN student. No there is
no other school staff that worked with the identified SEN students.
6. Do you think that SEN students should be included in the classroom or taught in class
specifically for SEN students? Why / Why not?
I think they must include in the classroom to learn with other students and at the same
time taught them in specified classroom. Because of SEN students need to lean with
other kids to avoid feel them that they are different and they need to have special
education with SN teacher to teach them in effective way.

Observation Task 3: Supporting Learning through the Performing Arts: Music

and Movement
Focus: Understand the importance of using performing arts in the classroom to link with academic
subjects
Objective: To encourage student teachers to identify different ways that performing arts can be used in
academic subjects
Procedure: Identify two music and movement activities students performed in the classroom and
complete the table

Table 3: Music and Movement

Observed learning
Centers
(include photo):

Description:

1) Rolly Polly Rolly Polly

song:
this
song
students performed it
for
music
and
movements. The song
aims to teach children
the position and being
aware of fast and slow
motions.

2) Skidamarink I love you

song:
this
song
students were practice
it for the mother day.
They sing and do the
movements. Students
will identify the words
like morning and
evening when theywill
sing I love you in the
morning and I love you
in the evening

Objective
(Music & Movement)

ADEC Learning
Outcome:

Music:

- Being able
to identify
Appreciation: students show their enjoyment
the
through performance and movements
position
such as, in,
Pitch: students sing at the same pitch together.
out, up and
down.
Rhythm: students replicate the rhythm of a
song using clapping and doing movements
with move their hands and jump for both - Develop
students
songs.
Conservation: students remember the melody
of a song at the end of practicing to do the
performance alone and together.
Movement:

physical
skills
through
performanc
e.

Fast-slow: students start the Rolly Polly songby

doing the slow motion movements and song.
- Prepare
Then they move to fast their singing and
learners to
movements of their hands.
Skip, stomp, march: they are not doing any
movement for their legs for both songs.
Relationship: students are aware of their
partners as everyone performs. They are doing
the performance together as a one group.
Interpretation: they used their imagination to
do the movements that they want to do it at
the end of the performance practice. They
were having a chance to express their feelings.

do
performanc
e and sing
for the
Mother
Day.

Reflections on Observation Task 3: Supporting Learning through the Performing

Arts: Music and Movement
Read the questions below and choose one to answer
1. The creative arts teach children that problems can have more than one solution and

that questions can have more than one answer. One of the large lessons kids can learn
from practicing creative arts is that there are many ways to see and interpret the world.
In your opinion, why is this important and what impact does this have on education?
That will help them in their daily life situations. When they will start to make decision
and suggestions in their life. That also will help them to be aware of different problems
that they faced in their life.

2. Creative thinking and reasoning have been identified and highlighted as an essential
twenty-first-century skill by many business, education, community and government
leaders. In your opinion, do you think that this is an important skill for children to learn?
Why or why not. Yes it is an important skill to learn. To help them be good thinker and
positive citizens who can build their countries.

3. Some people view creative arts education as a luxury and do not help with the building
blocks of child development. In your opinion, what are the benefits for children who are
engaged in creative arts in school?
- Creative art can help children to be aware of the word around them.
- They will learn and build on many vocabulary which support their language.
- They will develop their physical skills.
- They will have an opportunity to think and improve their cognitive skills.
- Also, they will manage and build strong relationships with their classmate through arts.