Aim 8

The aim is to improve classroom management to manage the students behavior.

 
Rationale


In the last semester I didn’t had a big problem in managing the children’s behavior. I used orally rules. However, some of the students broke the rules because they can’t remember all the rules that they had them as oral instructions. E.g. when I asked them to play the activity in the whole section, they were shouting out "me, me" rather than putting their hands up. Moreover, they need to learn to take turns in the games and to know that each child have the chance to answer or to do the activity.


   Strategies

•Revised the rules daily before I start the lesson.

•Print visual rules to encourage the children to understand them instead of me saying the rules, I can just point at the specific rule and they recognize it. They also will be able to help me by this way to revise them.

•Print the happy, sad and angry faces and have them on the board. Whoever behave in a bad way and after the first warning, get his/her picture from the happy face to the sad face and then to the angry face. Using their picture encourage them so they can know and see their picture on which face.

•Print two or three small cards to help the children in taking turns. Give each two children the cards so they have the promotion to play the game and after they time finish, they can give the other 2 children.

 

 

 Mentor Observation

  

Self evaluation

Aim 7

The aim is to use different types of assessments to assess children's learning.

 

 

  Rationale

During my teaching for literacy and numeracy lessons in the KG classroom, I was assessing the children’s learning while they were doing the activity by observing and evaluating them. I need to use different types of assessments to assess the children’s learning because I want to evaluate their learning during the whole term to know their strengths and weaknesses and so I can support their learning.

Through assessments, I can identify current knowledge and skills of students, plan for the strengths and needs of students, evaluate students growth over time and evaluate my teaching  effectiveness.

 

  Strategies

•To achieve this aim, I will use the following types of assessments to evaluate the children’s learning:

•Performance Assessment: Assess children as they participate in the activities, solve problems, or draw illustrations. I can observe and take notes on student discussions and interaction.

•Comprehensive Assessment: The type of data collected are based on the child’s social, emotional, cognitive, and physical development. Teachers need information about the student’s strengths and weaknesses in all areas to enhance their decision making and guide their instruction strategies.

•Open-ended questions.

•Photos.

•Save children's dated art work to evaluate areas.

•Make a portfolio for each child.

•Use checks list about what has been learned to date and what have children achieved.

 

 

 

 Examples of assessment sheets

 

 Mentor Observation

  

Self evaluation

Whole teaching practice period:
 

o I used some forms of formative assessment sheets which helped me to know the children’s learning development and also to plan for the next lessons so I can scaffold the children’s learning who need some supports.

o I have collected some of the children’s work and artifacts in a portfolio for each of them to check their achievements and development. (Shadowing 4 children section in the E-Portfolio).

o I encouraged the children to act as role play the story book that I read it for them to assess them if they understood what was the aims of the lesson or not.

o I used ADEC PIP’s exams where the children had different literacy and numeracy questions and then we get a grade for each child success.

Aim 6

The aim is to do the closing section for each lesson or at the end of the day.

 

 

  Rationale

During the 6 weeks of my teaching practice, I did the opening circle for the children to introduce the topic that I wanted to teach them and the activities that I expected them to do. After that, I did the focus groups with them where they had to do creative art work. However, I never did the closing whole at the end of each lesson because the English teacher told me that we have to share the lessons between us and also the Arabic teacher was taking some parts of the English literacy lessons. Therefore, I need to do the closing whole section with the whole group of children to review the topic and the areas that I taught them. Moreover, during this section, I can assess them individually, in peers and in groups.
Strategies

•Review the topic with the children (the numbers or letters).

•Ask the children some open ended questions to know who achieved the learning outcomes and who may need more support.

•Get the children’s artifacts and ask them what they did and how they did their art work.

 

 

  Mentor Observation

  

Self evaluation

Week 1:

o I tried to read a story book for the children about numbers but they didn’t give me their attention. I think this is because of that they had enough listening to the teacher’s talking and they need activities that are entertaining for them.

o The movie encouraged the children to review the sound of the letter as well as the objects that start with the same sound.

 

 

Week 2:

o Ask the children some open ended questions about the trip that they went to (AL Ain Plastic Industry) and encourage them to had conversation to develop their language skills through talking, social skills through talking and communicating with their friends and cognitive skills through thinking of the answers and evaluate what they did see in the factory. 
 

Week 3:

 

o Playing rhyming game at the end of the day supported the children’s letters sounds recognition. I encouraged the children to use it at the end of the day for their names. Such as, I showed them the letter R and point at Ahmed. The children have to replace the A letter from the child’s name and put the R letter, so they have to say Rahmed. The children like the game and they were too active and wait for their name, so they can replace their names with the letter that I showed them. However, I could change this game by providing the letters cards on the floor and help the children to get a letter and use it for their friend names.

 

Week 4:

o I provided the plastic shapes to encourage the children to create letter. At the end of the lesson I asked each of them what letter did they create, what shapes did they use and what is the way that they use to create the letters.

 

o To review the positions numeracy outcome, I provided a chair and an object and I modeled the game for the children by putting the object over the chair and under the chair and saying the position at the same time. After that I encouraged the children to come one by one and put the objects in the positions that I said. This activity showed me who understand the positions and who need more support.