Wednesday 3 October 2012

Reflective Journal - 4


Wawo! Today I had no meetings but it was a really busy day because I had the following thing going on:


1- Helping the teacher with assessing children.

2- Presenting a lesson on numeracy (to help children make a yes/no chart).

3-Reading a book to complete the reading log #4 (in my break time).

4-help the teacher plan for next week (Desert in the theme).

 
In my busiest times I try always to think about children's numerical knowledge by taking notes and involving deeply in observing the smallest details when my MAT is teaching or reinforcing an outcome of numeracy.

I noticed a very important about second language that it can be a barrier between learning and teaching. This is because I had an experience today and yesterday with one of the children (Lula) whom I had in the small group making a (favorite fruit chart). Clearly, I have to explain the activity in English because all numeracy lessons have to be presented in this language.
 However, some students did not comprehend some terms or some parts of the task and my solution was to vary between Arabic and English and this strategy worked very well. ON the other hand, this girl (Lula), did completely a different thing of what I explained and when it was the time to clean up I told her that I will sit with her tomorrow to do it again. I also wrote a comment on the back of the chart sheet saying that it was her first attempt.
 Today, I sat one on one with her and I explained again the task gradually by breaking it down and using both languages Arabic and English. Surprisingly, (Lula) did the task and responded in both languages when she counted the numbers of fruits in the chart and I also wrote a comment of what happened behind the sheet which will help the teacher to assess her later.
This experience helped look at teaching using a second language from a new angle of being patient to help, support, asses and guide children if they face any difficulty.

Tuesday 2 October 2012

Reflective Journal - 3



Today I presented a lesson in Arabic but it also covers some numeracy outcomes. it was successful and the activity was effective as I wasted to present the # 7 through the unit covered (7Emirates).

 

The MST was so pleased after I finished the Circle time and her comment was (the children were really focused). Also, I attended the planning meeting where I learned new tools too break down the outcomes which will make teaching less harder, focus on children's learning and achieve the aim or the outcome.

 

The only issue is that children have to be assessed by the teacher and sometimes I feel that I get on the way of this process, although my teacher is so supportive and cooperative.

I think that some help from my side won’t hurt with the assessment thing ;)

 

Monday 1 October 2012

Reflective Journal - 2

This is the second day of the T.P and today was better than yesterday in matters of knowing the children and remembering their names. I did not start my lesson officially but I introduced  a part of the teacher's lesson as I did the whole and the small (activity) time and of course the teacher did the supporting activities.
 
Today I have discussed presenting a lesson tomorrow for Arabic and Math. lesson because of the following:
 
1-To see if I will get the same results of my research in the Arabic language.
2-To experience teaching in Arabic as I may teach both languages in the future.
3- To gain children’s attention and reinforce my guidance as a teacher.
 
I hope it will work well J
 

Reflective Journal - 1

30 / Sep/ 2012


This is the officially the first day of my Teaching Practice (part 1) at Al Dewan Kindergarten with K.G 2-4. I enter the school with an ultimate fear of the unknown,  maybe because of the action research project which I have no idea how to initiate it and where to begin from. Anyway, the staff remembered me as I did my previous teaching practice with in this school and I have done the following:

1-      Introduced myself to the children by the help of Ms. Cassendra (MST).

 

2-      Talked to both teachers about my action research project and introduced the topic (Mathematics).

 

3-      Attended the full day including a committee assignment meeting where the head of faculty and the school manager distributed the committees such as  (Science and math, culture and heritage, ….) . This was so useful to me because I observed in depth how the school community work to produce professional norms and standards to follow all the year.

 

Furthermore, I had to work with a small group and explain a mathematics activity which was on making and understanding charts . I found out that children have a wide knowledge of colours, numbers and concepts like more and few. I only crises that could get in the way of my research is that the school is doing a line streaming process which means that children could change according to the place they live in. However I will choose a sample of children who will stay in the school for sure.

Reading # 3


Date:  28/09/2012                             
 
 
Source Number: 3
 
Reference (APA):
 
Carvill, S. (1999). YOU & YOUR CHILD NUMERACY. London:Letts educational Ltd.
 
Summary:
 The book is being introduced as Q & A form  (questions and answers). It has simple direct ways to help parents and caregivers approach the numeracy in order to deliver it to children between 3 and 11 years old.
 
 
 
Evaluation:  (connected to Questions 1 to 5 above)
 
2,5.
 
-The writer clearly describes ways to help parents and caregivers approach the numeracy.
 
-I like the information that I found regarding the numeracy and the mathematics definition.
 
Notes (could include specific quotes)
 
A- “Numeracy is a key life skill. Being numerate means being able to solve number problems, including those to do with measuring, money and time. …” (P. 6).
 
 B-“Helping your child to become numerate requires a partnership between you and your child’s school.” (P. 7).
 
C-“Your child will learn maths through play, exploring, investigating and talking.” (P. 15).
 
Cross References:
 
Quotation  C- is crossed with the quotation in reading # 1 and # 2(quotation B).