Task 8

TASK 8:Interview your mentor on the roles and responsibilities of a teacher

Roles & responsibilities	Questions to ask mentor	Comments
Planning	How do you plan your  lessons? Do you differentiate your plans? Do you plan weekly or  daily? Do you plan individually or in a group?	Based on ADEC outcomes         considering  learning            Yes, Styles and individual           differences                            EDM activities are                 requirements             Weekly             Co-planning EMT & AMT           together
Pastoral	How often do you meet parents? What does your pastoral work involve?	·         Monthly meeting, daily via             WhatsApp ·         Providing parents with tips on      how to teach their children, how to identify their skills and needs and provide them with some resources that support their children learning
Professional Development	What PD do you do?   How often do you have PD?	·         21-century skills activities, new application for some resources. ·         We have PD weekly
Class Management	What do you need to manage your class? How do you manage your class?   Do you have any problems with class management?   Which classroom rules do you use? Why?	·         Class rules-behavior chart-rewards/stickers ·         Consistency in positive&negative reinforcement ·         No ·         Positive reinforcement and student self-discipline ·         More effective when a student chooses his own way of discipline
Teaching Strategies	What is your favorite teaching strategy? What important strategies should we follow?	·         Exploratory strategy ·         Any strategies that promote 21 century skills

Task 7

TASK 7:Scientific resources in the Classroom

Discuss possibilities for implementing activities using these resources with your peer

A List of resources that target specific scientific skills and concepts in the school.

Resources for Science teaching classroom:	Scientific Skill(s) / Concept(s) that can be developed with it.
Magnets	Magnets are made of iron or steel and can attract things are made of iron or steel. They don't attract the other materials.  The children try to attract different things in class.  Can attract each other (make them move away) depending on which way the poles are aligned so they know the where the power of magnets.
Magnifying glasses	Magnifying glasses make things look bigger. We can see all the small details of an object or part of the body using a magnifying glass. When we look through a magnifying glass our eye looks bigger.
Water Tray	Properties of water; wet, hot, cold, so the children thought and know the heat of water by using their hands. Water cleans things so the children color the water by their favorite color. Bring different stuff and put it in the water so they know some thing's foot in it; others sink.
Sand Tray	the teacher hides things under the sand and she tells them. What she wants so the children try to discover it. the students put the animals who live in the desert on sandbox such as camels. the students put the plants who live in the desert on sandbox such as a palm tree. Also, they write the letter on the sand.  The children prefer writing on sand instead of writing in the book.
Color Paddles	When two or more colors are mixed, new colors are formed. Color is a property of light. We can’t see the colors in the dark.
Handheld Mirror	There are two types of mirrors Convex and concave mirrors Kids see the difference in the mirror and you will be having the idea that there are two types of mirrors.

Task 6

TASK 6: Mathematical resources in the Classroom

Discuss possibilities for implementing activities using these resources with your peer

List of resources that target specific mathematical skills and concepts in the school.

Mathematical Resources found  in the preschool classroom:	Mathematics Skill / Concept that can be developed with it.	Exploring on possible activities to develop mathematical skills and concepts using these materials
Unifix cubes

Task 5

TASK 5:Learning styles

Make notes about activities you observe in the classroom which use the learning styles below:

	Math	Science	Reading	Other
Auditory	Listen to numbers  to learn how to pronunciation.	Know the animals by listening to the sound and discover what is it?	Use the technology such as the book with the pen-speaking the child first read and listen but in the second time read alone.	They hear English songs to learn new words.
Visual	They see the numbers and link with number picture so the students count and see the number too.	The teacher first uses kinesthetic When they know what kind of animals does she hide the students see the animal? They play with toy animals the teacher asks them what the animal's name is.  Then the students bring it?	The reading center has a section with the huge story the children see the characters. Sometimes see the story on data show.	They are cooked to know names of materials.
Kinesthetic	2 boxes, one with small ships such as a ball.  The other box the teacher write the number on A dish so the child put the shapes on the dish.	The teacher uses the theater; she hides the animals under a black blanket so the children use their tough sense to discover what is kind of animal?	The children like to act the characters in the story.  They make what they see in dough center by use dough.	When they play with sand. When they are cooking.

 

Answer the following questions:                                                                                                       

·         Which learning styles did all the children seem to enjoy and why?

·         Why do you think the teacher incorporates a variety of learning styles for the children?

 ·         Notice which activities are repeated with a variety of learning styles e.g. read a story, listen to a story, act the story, draw the story. Can you find other examples e.g. math or science

·         How can teachers improve student learning by using a range of learning styles?

Task 4

TASK 4:Reframing Behavioural Characteristics

Discuss the general behavioural characteristics of some of the children in your class with the class teacher and record these in table form. E.g. Table 4 below.

 Reframe these behavioural characteristics and suggestions for improvements.

	General behavioural characteristics	Reframed	Suggestions to help improve behaviour?
1 Anna	She always knocks over other children’s constructions or tries to destroy other children’s artwork	She may want to join in with other children’s play but may not know how to ask. She may be frustrated because she does not know how to play with the materials or complete her own art project
2  Khalid	He makes noise in the bus	He wants to play He wants to talk to others friends in front.	The teacher talks to him. Give to him praise. Talk to her parents.
3  Ahmed	He takes the toy from Khalid.	Because he wants to play with him.	The teacher talks to him. Give to him praise. Talk to her parents.
4 Maya	She always tells the teacher about everyone what he/she does when they do bad things.	Maybe she wants everyone in the classroom do the good things She wants to apply the rules.	The teacher talks to him. Give to him praise. Talk to her parents.