Reflective Jouranl - 8

Learning through play is one of the most obvious skills that children do spontaneously in their Early Years. I noticed this today at a trip to a park and I found the following:


Observation:
1- Children are eclectic when it comes to spend a long time playing. For instance, they choose their peers whom will play with.

2- Children tend to implement or rehearse some rules which are used in the classroom (e.g keep your hands to yourself) if they have been offended by a peer .

3- Children sometimes use songs that are used in the classroom to count when they should take turns swinging on swings.

Evaluation:
Play is a vital chance for both the teacher and children to emphasise learning.

 
Planning:
I plan to give children chances to play and use more songs while they play which will help notice further results about the use of music in teaching children in K.G 2.

Action:
Will be implemented tomorrow and the next semester.

 

Self Evaluation

27th- November -2012

 

Literacy  Lesson

Theme: U.A.E's National Day.

Outcome:Read 1 or 2 words in environmental print.

 

Positives:

1- Related activities.

2- The story 'Mariam's Trip to Bawadi Mall' was contextualized and related to children’s life.

3- Efficient management behavior strategies .

 

Negatives:

1- Must improve questioning techniques.

2- Must give children enough time to think, analyse the language, respond (either in Arabic or English).

3- Must give children the chance to speak for their achievements when they present it in the closing time.

4- Must reward children with material such as stickers besides the verbal rewarding.

 

Self Evaluation -Hub Lesson

 

20th- November -2012

Numeracy Lesson

Theme: U.A.E's National Day.

Outcome: Read, Write and Represent 1 digit number.

Positives:

1- Detailed lesson plan, the opening was related to the theme and outcome, and slide shows decreased the ( Teacher Talking Time - T.T.T.).

2- All activities related closely to the outcome.

3- All activities were prepared well.

4- Clear instructional voice when reinforcing the outcome and classroom rules.

5- Teacher addressed children's behaviour by naming them individually.

 

Negatives:

1- Must follow children around 3 focus activities.

2-Must explain focus activities before transitioning them from the opening time to the focus time.

3- Must be clear before transition and to do it smoothly to place and secure all children in any new environment.

4- Must provide familiar activities (self-explanatory) to children when introducing new content or concept, such activities can be: 'fill in play dough inside grooved letters, numbers, shapes, ..etc'.

5-Must reinforce rules and outcome during focus time and nearly at the end of the closing time.

6-Must focus on positive reinforcement for negative behaviour of in challenging situation.

All feedback aspects from my college mentor (i.e Dr. Hunt) that need further improvement are being reviewed and taken in consideration for further lessons.

 

Reflective Journal - 7

Today I presented Numeracy and Literacy lessons and they were based on my teacher’s lesson plan. To be specific, I only used the stories that my teacher was going to introduce for both lessons . As for following the outcomes:

Numeracy : Read, Write and represent 1 digit numbers.

Literacy : Follow simple instruction with minimal support.

I managed to introduce my idea for focus group and I believe that I managed to achieve the outcomes. Anyway, I worked with a group that was differentiated as a (Mid-Low) group which means that all children in this group can do some tasks individually but they needed the teacher’s support to break down the activity and so I did which lead me to a surprising fact about this group.

Observation:

Children were expected to throw the dice and then match the number that settles with animals pictures (That are stuck with a toothpick) in a basket, then count the pictures and insert them into the cork board each child has. Children were supposed to identify numbers from 1-7, instead they could identify numbers from 1-9 and beyond.

Evaluation:

I thought instantly, if they can count and Identify numbers from 1-9, therefore, they achieved half on the numeracy outcome and they would be able to write most of these digits which allows them to move on to the next group. However, it could be useful to keep it as it is because some children helped scaffold their peers’ numerical abilities by helping them to counting and speaking together. Vygotsky believed that “Speech both enables the child to interact socially and facilitates thinking.” (Chalesworth and Lind, 2010, p. 17).

Planning:

I’m planning to work with each child individually in order to develop their numerical awareness. For example, I can present flash cards that have digits 1-10, then ask the child to say the number and may be write it on a small board or their numeracy book. This is somewhat a challenging task because they have to go beyond what it is required of them.

 

Action:

Will take place tomorrow Monday 19/Nov.2012 During the numeracy lesson.

 

The Activity resources

 Children's scaffolded learning by communicating

 

 

 

Reflective Journal - 6

Yesterday I presented a literacy lesson and I planned it on paper but I had some shortage in the materials. Eventually, I had to use some recycled paper to provide the tools for children to execute the task which was an art craft of the chicken  because of this week’s theme (The Farm). Children also had to  practice writing their names which some of them did while others struggled but they’ve wrote it at the end. The group that I worked with was the high group which had only one boy (Khaled) and girls.

            Observation:

 The issue that I had was that the boy needed one on one work (teacher’s focus) while the four girls understood the activity when I modeled it for the first time.

Evaluation:

The girls were visual learners and the boy was a kinesthetic one. The reason the I concluded this idea because since the first period of my T.P I experienced almost the same incident with the boy.

Planning:

I considered the boys learning style and I asked all group members to stop and follow my instructions and my actions (modeling) because I wanted to break down the activity to small bits and allow them copy each step.

       Action:

I asked them to hold the glue and they did, then To glue the big circle (The chicken’s body) on the green paper sheet and they did so. After that I asked them to glue the small circle  (chicken’s head), glue the orange triangle (chicken’s beak) ,…..etc.

The results were that the boy and the girls were confident to continue even when I am just doing not even speaking and explaining the activity. (see the below product)

 Materials

            The final product

 

Reflective Journal - 5

It is the second period of the Teaching Practice on the first semester and as much as I am thrilled to be back I found many disappointing matters. Most of the disappointment were because of the change s occurred in the annual planning and many themes have been deleted because of  ADEC’s decisions. However, in order to avoid such disappointments I had to create back up plans and adapt to changes.

Moving on, I did my first observation yesterday at 11:00 am during the whole group time of numeracy lesson and I could not determine who is answering Ms. C’s questions. Further, children were supposed to meet this week’s outcome which is “ distinguish between letters and numbers” or a more specific concept. Anyway, my findings are the following:

1-      Most children can distinguish between letters and numbers.

2-      Most children an recognize Upper and Lower case letters.

3-      Some of the children can count up to the number 20.

4-      Despite the differentiation in student abilities, it is hard to closely monitor who is participating and answering questions.

I interpreted the above observation by recording the following evaluations.

1-      Children have some problems understanding questions because of the language barrio.

 

2-      Children can be assessed better if the same activity took place in the focus group time.

 

3-      Any educational and social support a child gets at home help will help him/her to develop. So, Vygotsky believed that “social and cognitive development work together and he emphasized the importance of families, communities and other children” (Pound, 2005, p. 43).

 

4-      Some children learn by using manipulatives to understand some concepts.

I planned to teach a numeracy lesson by making the following changes:

1-      Explain the task in English and wait for the student to answer, if he faced a problem understanding I will repeat the question in Arabic.

2-      Allow children who understood the question to explain it to their peer.

3-      Provide manipulatives to solve the question. Also I guided students to use their hands to count.

All the actions the I planned were successful and I intent to use them in my future numeracy lesson in the focus groups.

 

 

 

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.

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 ;)

 

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).

Reading log # 2

Date:  24/09/2012                                  Source Number: 2

Reference (APA):   Gifford, S. (2005). Teaching Mathematics 3-5. England:Open University Press.

Summary:   Teaching Mathematics 3-5 is considered one of the recent references as it was published in this millennium. It is directed to teachers, students and parents to show them how to introduce numeracy to children in the preoperational  stage (age 3-5). The language that the writer has used is simple and free from complicated theories’ terms. However, the context is supported with ideas of theorists and researchers such as Vygotsky.

Evaluation:  (connected to Questions 1 to 5 above)   2,3,4   I admire the fact that the writer include her personal experience in educating the early years children and resolving new ways to help children learn numeracy.

Notes (could include specific quotes)   A- “Research therefore  suggested that children were unlikely to learn about number through independent play. On the other hand, it seemed that children learned a great deal about spatial aspects of mathematics through individual exploration in blockplay” ( P. 2).      B-“From observing young children’s responses to mathematics learning opportunities, it is clear that they do engage with mathematics they want to learn and they enjoy learning. The children also provide clues as to how practitioners might enjoy teaching mathematics.” (P.11).

Cross References:   Quotation  A- is crossed with the quotation in reading # 1.

A topic mind map (Mathematics)

Reading # 1

Date:  19/09/2012                              Aisha     Source Number: 1

Reference (APA):   Charlesworth, R. & Lind, K. K. (2010). Math & Science for young Children. Belmont:Wadsworth/Cengage Learning.

Summary:   This is the sixth Edition of (Math & Science for young children) which means that it could be a successful and demanded book. One reason may seem that both students and teachers can benefit from it because it carries a variety of important elements to help early years students learn mathematical and scientific concepts. Furthermore, the text was developed to combine the basics of mathematics and science. These are presented by the themes and expertise that link with each other. Also, the text was organized in a way that builds and backup concepts and skills that are needed in early years because it comes in a sequence order. The fact that this book may have a big values is referred to its alignment with accredited and professional organizations such as: NAEYC, NCTM, AAAS, NSTA and NRC.

Evaluation:  (connected to Questions 1 to 5 above)   2,3,4   I Like the fact that it can be one of the eligible references in matters of lesson planning and researching by implementing some ideas of theorists like Vygotsky.

Notes (could include specific quotes)   “ Understanding is not present when children learn mathematics as isolated skills and procedures. Understanding develops through interaction with materials,…..” (p. 6)

Cross References