EPC1401 BAS Teaching Practice Booklet NEW-2

7/24/2019 EPC1401 BAS Teaching Practice Booklet NEW-2

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Bachelor of Education

EPC 1401Practicum

1a


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HCT Bachelor of EDUCATIONPracticum Booklet 1A

Observation Task BookletSummary of Practicum

This booklet details tasks for student teachers to comletedurin! the racticum" It is the resonsibilit# of the studentteacher to ensure that tasks are comleted in a timel#

manner after each da# in the learnin! en$ironment"

Observation Tasks for Practicum 1a

Tasks Focus

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%tudent teachers &ill settle intothe school' (nd outcalendar)timetable and an#other imortant information

about the school" After the (rstda#' student teachers comletetheir (rst *ournal"

%tudent teachers &ill focus onthe roles of the teacher' ho& sheor!ani+es her classroom andinteracts &ith the learners"

%tudent teachers &ill also be!in

to understand the needs ofdi,erent t#es of learners andho& the teacher deals &iththese-e"!" di,erentiation."

%tudent teachers &ill obser$eho& the classroom is or!ani+edand the di,erent interactionatterns in the classroom" The#&ill obser$e the en$ironmentand the resources a$ailable to

facilitate teachin! and learnin!"

The# &ill closel# obser$e thestrate!ies used for mana!in! theclass"

Observation Tasks1" Introductions)Imortant

information and *ournal/" Teacher roles and

resonsibilities0" ain! the learnin!

en$ironment2" Plannin! and Prearation

for learnin!3" 4earnin! st#les

-di,erentiation andinclusion.

5" 4earnin! st#les-di,erentiation andinclusion.

6" Classroom mana!ementand teacher talk7" Acti$it# t#es8" Acti$ities in a secialist

class

%tudent teachers &ill &rite a nal re!ectionfor

each task ost racticum' after class discussion"

"otes %tudents' should send aro9imatel# one : t&o hours each

da# conductin! obser$ations and)or comletin! set tasks"

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The# should be !i$en time durin! each da# to make

immediate notes' records' summaries from the obser$ations"

Durin! this time on day onethe student teacher should also;

o Comlete the Pro(le' for the learnin! en$ironment #ou are in"o Identif# imortant dates -holida#s' e$ents' tris etc". on the

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#rite a (ournal in )ara%ra)h form" It should be aminimum of 1== &ords and be illustrated &ith hoto!rahs"

*emember' it is your ersonal account of #our thou!hts' feelin!s

and reactions durin! #our time in the school" -To be comleted b#onda# each &eek".

+ou should&

>rite a descrition of #our da# !i$in! some factual details of

&hat haened"

>rite about #our da# !i$in! #our feelin!s and imressions" >rite about; >hat surrised #ou' %hocked #ou and

imressed #ou? >as there an#thin! #ou didn@t understand?

Ho& did #ou feel as a teacher in the classroom for the (rst

time?

Think about and include an# uestions #ou &ould like

ans&ers to"

>hat did #ou do &ith the learners toda#?

Observation Task 1& ,ntroduction to the

learnin% environment

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Focus&The learnin! conte9t

Introduce #ourself to #our entorin! Teacher" Tell him)her about

#ourself' also about the Bachelor of Alied %cience Pro!ram and #ourtasks for the da#"

ind the sta,room and introduce #ourself to t&o sta, members durin!

#our breaks" Tell them &h# #ou are in the school and &hen #ou &ill

$isit"

ind #ou &a# around the school)&orklace and (nd the librar# and an#

other secialist areas"

ind the follo&in! for #our ortfolio;

o Photoco# a class list and the calendar for #our artifacts"Comlete the %chool)&orklace Pro(le'

o Identif# imortant dates -holida#s' school e$ents' tris etc". on

the %chool)&orklace Calendar

o a the themes to be studied' imortant school e$ents' tris etc"

durin! the &eeks #ou &ill be in the school"

o ake a co# of the &eekl#)dail# class timetables and note the

time school starts and (nishes"

et in$ol$ed &ith the learners as directed b# #our mentor"

ind out -hatthe# are doin! and -hy.

Ask ermission to take hoto!rahs of the disla#s' the

learnin! en$ironment and learners"

ind out ho& the school)&orklace &ants to be contacted

and &ho #ou contact if #ou are !oin! to be late or absent"

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Com)lete the follo-in%&

"ame of School/-ork)lace& ocation&

Princi)al/mana%er& entor&

Tel& Fa2&

Teachers3 startin% time&

Finishin% time&

earners3 startin% time&Finishin% time&

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Observation task 5 *oles and

res)onsibilities of the teacher

Focus& On the teacher

Ob(ective or student teachers to be!in to understand the di$erse nature of

teachin! b# obser$in! a teacher for the da#"

ProcedureUsin! the follo&in! checklist' obser$e the teacher throu!hout the

da# and &rite do&n &hat her)his roles and resonsibilities &ere'

and ho& lon! &as sent on each"

Checklist #hat the

teacher did6..

7

Time

s)ent

*oles and

res)onsibilities6


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7id the teacher do anythin% not on thechecklists8

#hat activities did you do/hel) the teacher -ith

today8

*e!ection

#rite a summary of -hat you believe the main roles

and res)onsibilities of a teacher are.

>hat surrised #ou?

>hat shocked #ou?

>hat deli!hted #ou?

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Observation Task 9& a))in% Environments&

The earnin%

Environment

Focus&The learnin! en$ironment.

Ob(ective&

or student teachers to ma the learnin! en$ironment that e9ists in

the classroom includin! the la#out of the seated area and learnin!

centres"

ake a sketch of the classroom and identify the

function of each area.

Procedure&

Dra& a ma of the learnin! en$ironment &ithin the classroom and

list the functions of each of the acti$it# areas" If ossible take

hoto!rahs of the classroom includin! disla#s on the &all"

E2am)les&

:rea Function>ater area >ashin! art euiment)or!ani+in! art

acti$ities4ibrar#

Add ro&s as reuired

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:fter the observation

Think about &h# the classroom la#out is or!ani+ed as it is" Ask#our %T &h# the desk)tables are arran!ed as the# are and

the function of each area of the classroom"

*e!ection and discussion

Based on #our obser$ations and discussions summarise &hat #ou

ha$e obser$ed"

Think about;

The idea of learners bein! acti$e@ learners" Discuss ho& the

classroom or!anisation facilitates acti$ities for the learners"

i$e e9amles of acti$ities #ou obser$ed and the &a# in &hich

the classroom or!ani+ation makes these acti$ities accessible"

Consider ease of mo$ement &ithin the learnin! en$ironment"

Ho& and &here are materials stored in the classroom? Do the

children)learners need to be able to !et and ut materials

a&a#?

>here does the teacher ha$e her table)aers)materials? Are there areas that encoura!e indeendent learnin!? i$e

some e9amles" >h# are these areas imortant?

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Observation task 4& Plannin% and )re)aration

for learnin%

Focus& The imortance of lannin! and rearationOb(ective

The ob*ecti$e of this task is for student teachers to be!in to

understand the rele$ance of lannin! and rearation as &ell as

!ain insi!ht into ho& teachers do this"

Before the observationDiscuss the task &ith the teacher and arran!e a !ood time to

obser$e her teachin!" -this could be for as little as 13 min.

7urin%the obser$ation' record and make notes on &hat the

teacher and the learners are doin!"

E9amle

Teacher activity earner activity Times)ent

Teacher arran!es learners into

!rous to &ork on an

acti$it#)task" %he !i$es the

instructions and !i$es a uickdemonstration of ho& to do it"

Teacher starts the acti$it#)task

and &alks around the room

and hels those &ho need it"

4earners listen to the teacher'

!et into !rous and &atch the

demonstration

4earners start the acti$it#' and

talk to!ether to (nish it" %ome

students are raisin! their hand

askin! for hel"

4 mins

10 mins

Note: This is only an example, the aim of this is to observe what is happening in

the learning environment you are in.

Find out ho- the teacher )lanned and )re)ared

for the section you observed.

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:fter the observation ' %eneral ;uestions

related to )lannin% and )re)aration forlearnin%.

:rran%e a time to discuss the follo-in% )oints -ith theteacher. It is important that you ask these questions asthey will help you with your refection later.

Ho& do #ou lan? Do #ou lan &eekl#' dail#' as art of a team or

indi$iduall#?

Do #ou do an#thin! #ou ha$en@t lanned to do?

>hat is imortant to #ou &hen lannin! a lesson?

Do #ou lan to do the same thin! &ith all the children in the

classroom? ->h#)>h# not?

:rran%e to attend a )lannin% session -iththe teacher/team.

*e!ection

>h# is lannin! and rearation for learnin! imortant? >hat do #ou ha$e to think about before #ou be!in to lan for

learnin!? >hat sta!es did the teacher !o throu!h in order to be

reared for teachin!?

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Observation Tasks < and =& 7i>erent

learnin% styles and

di>erentiation

Focus& On the learner.

The rst -eek you -ill observe a lo-er level learner. The

second -eek you -ill observe a hi%her level learner.

Ob(ective& or student teachers to !ain an initial understandin! of ho&

learners are di,erent"

For this observation? you -ill be%in byobservin% the class for 1 hour.

1" >hat do #ou notice? Does the class ha$e an# stren!ths or &eaknesses?

/" Are there learners &ho (nish acti$ities uickl#? >hat do the# do

&hen the# ha$e (nished?

0" Are there learners &ho do not (nish a task-s.? Ho& does the

teacher deal &ith them?

2" Are there an# learners &ith secial needs? Ho& does the teacher

meet their needs?

3" Ho& does the teacher mana!e learners &ith di,erent

le$els)abilities?

0 ) B &ere m# fa$orite class the# are smart !irls"

#hen you have made your notes? ask the teacher to

hel) you choose a lo-er level or a hi%her level

learner in the class.

Observe one of the learners for the rest of the day

and make notes.

@ere is an e2am)le&

Time :ctivity A-hat is

the learner

doin%8

"otes A-hat ha))ens durin% the

activity8

8"0= Teacher !i$es out areadin! acti$it# to

do in !rous"

Al#a is &orkin! on the acti$it# but isaskin! her friend for the ans&ers" %he is

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8"3= Teacher la#s a

!ame &ith the

&hole class"

Al#a is *oinin! in &ith her friends and is

la#in! the !ame"

:fter the observation

1" Ho& man# di,erent acti$ities did the learner do?

/" Ho& did s)he interact &ith the other learners throu!hout the da#?

0" >hat &as the lon!est eriod of time the learner sent focusin! on

one acti$it#?

2" >hat did the learner do durin! the break times?

3" >hat did the learner@s attention san ) interest durin! acti$ities

seem like?

5" >hat did the learner seem to like doin! the most ) least durin!

the da#?

*e!ective Statement>rite #our reGecti$e statement based on the su!!ested format"

The follo&in! uestion ma# !uide #our resonse; -If aroriate.

>hat ha$e #ou noticed about learners from this obser$ation?

Think about #our child de$eloment studies" Did #ou notice

an#thin! interestin! that relates to the theories &e ha$e been

discussin!? >hat interested or surrised #ou?

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Observation Task hile other

!irls &ho resent their character"

8;2= %ol$e the

euation

Halima

1=;==

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Observation Task =& : day in the life of a

hi%her level learner

*ecord sheet

eeat the same task as last &eek &ith a di,erent learner"

"ame& :%e& evel&

Brief descri)tion&

Date of obser$ation; "FF") FF"" ) FFF""

Time :ctivity /

ovement

"otes / comments

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Add more ro&s as necessar#

Observation Task & Classroom mana%ementand teacher talk

Focus& Classroom ana!ement

Be%innin% and endin% the dayPunctuality at the

be%innin% of the

lesson

teacher arri$es before the uils

learners arri$e most on time

Teachers res)onse

to those -ho are

late. #hat does

she say8

ositi$e reinforcement

T" asks them for

reasons and then she

let them to sit in their

laces

ne!ati$e reinforcement

%he tell the students if

the# been late a!ain

she &ill mo$e their

ictures in the #ello&

or red face"

unishment

%he mo$es their

ictures to the #ello&

or the red face"

Startin% the day&

-hat does the

teacher say8 do8

irst she lets the students to lined u out of the

class to reare their thin!s" Then' she let them

enter the class" The# al&a#s sin! a son! of

sounds" >hile she takes the attendance students

start ut their home &orks on the table"

inin% u) &location

Pla#!round J do&n stairsoutside class J in front of the door"

Inside class J &hen the# are outside the door

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behind them"

Teacher

instructions for

linin% u)& -hat

does she say8 do8

%he clas her hands and sa#s K>ho &ill be theleader toda# ? line u !irlsL andthen she standsin front of themand &alks in front of the class"

Endin% the day&

-hat does the

teacher say8 /do8

%he ut the stickers on the chart as a re&ard for

those &ho &ere sho&ed the !ood beha$iors"

ovin%ovin% the

children for an

activity.

#hat does she

say8 do8

%he sin!s a son! &ith the students to take their

attention" Then she calls their names for each

!rou and she tells them to mo$e uietl#"

ovin% the

children& ho- do

they res)ond8

%ome of them for!ot their laces' so the# felt

confused" Teacher hels them to (nd their

names" ost of them arri$ed to their ri!ht laces"

isbehavior

#hat -as the

learner doin%8

Hittin!' sa#in! bad &ords and mo$in! around the

class"

#hat did the

teacher say8 do8

%he tells them that its not a !ood thin! and the#

need to sto it" %he tries to searate the

students

If the# still hittin!" %he mo$es their icture to the

red face and mo$e them to the administration"

About the bad &ords she tr# to seak &ith her if

she still sa# the bad &ords teacher call her

arents"

@o- did the child

res)ond&

>hate$er the teacher do &orks e,ecti$el#'

because all students don@t &ant to ut their

ictures in the red face or to call their arents"

@o- does the

teacher sto) the

children durin% an

activity8 #hat

does she say8 do8

%he stands in front of the class and start sin!

-e#es lookin!' ears listenin!' nothin! in m#

handFF. &ith the students" then the# stat toclean u"

*e!ection1" >hat &orked &ell and &h#?/" >hat useful tis and strate!ies did #ou obser$e?0" >hat techniues do #ou think the teacher uses to mana!e the

children and &h#?2" Are there an# children in the class &ith di


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3" O$erall' is the teacher more ne!ati$e or ositi$e &hen dealin!

&ith mana!ement issues? >h#?

*e!ection

1 What worked well and why? The positive reinforcement, because s. are afraid that their pictures will go down to the

sad faces and they will not get a sticker (reward) at the end of the day.

What useful tips and strategies did you observe? The three faces (the green for good, yellow for little noisy and red

for bad) and the clapping with counting to harry them up.

! What techni"ues do you think the teacher uses to manage the children and why? The clear voice, the clapping and

putting her hand on her mouth to be "uiet, because that what really worked e#ectively and easily with this class.

$ %re there any children in the class with di&cult or unusual behavior? 'ow does the teacher deal with these

children? There are some naughty boys and there is a boy with %utism. he punishes the naughty once, she talks to

the boy with %utism gently and she repeats what she said many time for him to get it.

*verall, is the teacher more negative or positive when dealing with management issues? Why?

The teacher is more positive, because she wants a good behavior as results towards her good classroom

positive management.

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Observation Task D& :ctivity ty)es

Focus& 4earner acti$ities

Throu%hout the day? make notes in the table

belo-. ,n your (ournal today -rite about the

activities the learners -ere en%a%ed in.

:ctivity,ndividual/%rou)/

classPur)ose

Teacher

directed/child3

s choiceeadin! a

stor# &ith theteacher

:s a class To kno- the

di>erentbet-een the

sound of Ach

sh

Teacher

directed

a) %ame Grou)s To read the

unit3s -ords

child3s choice

#orkin% onthe

activities of

the story

Grou)s :nalyHin%

the story

child3s choice

Son% of

sounds

:s a class earn ho- to

sin% a son%

of sounds.

Teacher

directed

#rite a

recount for

the story

,ndividual Ise )ast

tense verbs

in their

-ritin%.

child3s choice

*e!ection1" Ho& lon! do the children send on one task?

3:1= minutes

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/" >hat kind of tasks do the# do indi$iduall#? In airs? In

!rous? As a class?0" Ho& does the teacher introduce the task? Ho& are the

instructions checked?2" >ork &ith a child" Ask him)her about &hat the# en*o# doin! at

school" The acti$ities)sub*ects and &h#"3" Ask a child about the thin!s the# are !ood at and also about

&hat the# &ant to learn more about"

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Observation Task J& :ctivities in a s)ecialist

class

,n the s)ecialist class Ae.%. ,CT? PE? ,slamic? s)ecial

needs observe the activities the learners are

en%a%ed in. ,n your (ournal today -rite about

these.

:ctivity,ndividual/%rou)/cla

ssPur)ose

Teacher

directed/child3s

choice

Soccer %rou)s

Teach them

ho- tocoo)erate

and -ork

to%ether

Child3s choice

7ra- a fruits

and healthy

food

Indi$idual

To com)are

bet-een

healthy and

unhealthy

food

Teacher directed

*unnin% race class 7evelo) the

)hysical

movements

Teacher directed

Sin% about the

!a%

class Pre)are for

the !a% day

Teacher directed

Create a

)o-er )oint)resentation

,ndividual Present

them selvesand develo)

self5

assurance.

Child3s choice

*e!ection

1" Ho& often do the children attend this class?

/" >hat kind of learnin! tasks lace and &h# is it consideredimortant?

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0" >hat secial skills )trainin! does the teacher need? -Mou ma#

need to ask.2" >hat secial euiment)facilities)resources are needed?3" Ask a child &hat the# en*o# about this class" Ask them &hat

the# learn?5" Do #ou notice an# secial techniues that the teacher uses?6" Does the teacher use strate!ies &hich are di,erent from their

main teacher?7" >hat did #ou en*o# about the lesson?

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Observation Task 10& ,nte%rated sub(ect

areas

Focus& ,nte%rationAsk #our %T &hich e"!" maths and)or science concets the children

are learnin! at the moment" ind out ho& she hels them to

understand these ideas" Ask about ho& lan!ua!e is art of this

learnin!"

If #ou can' !et a samle of an# documentation of the science or

maths curriculum #ou can add this to #our TP ortfolio" It &ill !i$e

#ou an idea of the kind of concets children at this le$el can

understand and also the kind of acti$ities the# are en!a!ed in"

For e2am)le&

Conce)t :ctivity an%ua%e

1= and /= learners sortin! and

countin! beads

Ten and t&ent#

additionlearners addin!

numbers and &ritin!

euations

lus and euals

subtraction learners subtractin!

numbers and &ritin!

euations

inus J subtract andeuals"

sand Ho& to make sand

-e9eriment.

Erosion : sand

T#es of rocks Describe each t#es ocks J bi! Jsmall:

smooth

*e!ection

In #our *ournal describe and comment on; A maths or science concet the learners are stud#in! e"!"

numbers' addition' measurement

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Acti$ities the teacher uses to introduce and reinforce these

ideas

E9amles of lan!ua!e the learners need to understand the

concets

ather samles of documentation of the maths or sciencecurriculum or the toic the learners are currentl# stud#in!"

Teachin% T-o :ctivities

Mou &ill teach t&o acti$ities &ith small !rous of students

under the direct suer$ision of #our entor %chool Teacher

-%T."

Mou do not ha$e to make the lesson lan #ourself' #ou should

follo& the %T@s lan"o E$en thou!h #ou are not makin! the lan #ourself' #ou

must (ll out the HCT 4esson Plan Temlateo All the information at the to of the lesson and *ust the

art of the lesson #ou are teachin!

The acti$ities can be &ith a air of students' a small !rou' or

the &hole class"

Contact #our entor Colle!e Teacher -CT. to schedule &hen

she can obser$e one of these teachin! acti$itieso Email #our CT #our HCT lesson lan at least /2 hours

before she &ill obser$e #ou After #ou teach' talk &ith #our %T and CT to discuss &hat

#ou think &ent &ell and &hat #ou &ould do di,erentl#"

Documents

EPC1401 BAS Teaching Practice Booklet NEW-2