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Bachelor of Education
EPC 1401Practicum
1a
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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$it# but isaskin! her friend for the ans&ers" %he is
(ndin! it di
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8"3= Teacher la#s a
!ame &ith the
&hole class"
Al#a is *oinin! in &ith her friends and is
la#in! the !ame"
:fter the observation
1" Ho& man# di,erent acti$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#"
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