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

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

Roles & responsibilities	Questions to ask mentor	Comments
Planning	1-How do you plan your lessons? 2-Do you differentiate your plans? 3-Do you plan weekly or daily? 4-Do you plan individually or in a group?	1-I take my term planner to see which outcomes must be covered for the week.  Then I view my outcomes to see what is expected from the different groups, E,D &M. I then plan my lesson according to the resources available and activities which would be suitable. 2- Yes we differentiate.  We put the names of the students in the different groups.  We refer to their text books and other activities to suit the level of each group. 3- Planning is done on a weekly basis. 4-  Yes.  Before the Arabic and English teachers would sit together.  Now it is only the English teachers from the particular sections.
Pastoral	5- How often do you meet parents? 6- What does your pastoral work involve?	5- When the need arises according to the students' academic progress and behavior.  We now allocated a day each week for parents to be free to come and meet us.  6- Taking care of each student in my class, trying to meet their needs as far as possible.  I'm in the safety group where students are prepared for their safety in different circumstances, eg.  Fire drills – what they have to do.  The need of cleanliness to be made aware of germs – health and safety.
Professional Development	7-What PD do you do?  8- How often do you have PD?	7- Behavior management.  How to be an effective teacher.  Critical thinking.  PDs will be according to the school's need. 8-  Once a week.
Class Management	9-What do you need to manage your class? 10-How do you manage your class?   11-Do you have any problems with class management?  12- Which classroom rules do you use? Why?	9- Different strategies which would suit the students in your class. 10- Make them aware of classroom rules.  I use a variety of hand signs which they must follow.  I change my voice in different situations.  We use the traffic light system and make them aware of consequences when they are in a particular color. 11- Not really but I have to be alert at all times because many students seek personal attention. 12-I have a set of written classroom rules on the wall and children are referred to it all the time.  Raise your hand to speak – Follow instructions – They not allow to go to the bathroom all the time because this is a way of avoiding class work.
Teaching Strategies	13-What is your favourite teaching strategy? 14- What important strategies should we follow?	13- To have them on the carpet when I teach whole class lessons and send them off to their seats to work cooperatively in groups. 14- Settle the students and make sure you have their attention when you teach.  Let them be aware of your eye contact.  Work in groups as this makes it easier to control the different levels.  Allow students to be involved in lessons all the time.

TASK 7: Scientific resources in the Classroom

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.	Exploring on possible activities to develop mathematical skills and concepts using these materials
Magnets	Magnets are made of iron or steel and can attract other pieces of iron or steel. They do not attract any other material. Magnets can attract or repel each other (make them move away) depending on which way the poles are aligned. Magnets can attract other pieces of iron or steel though various materials (including glass and through water) depending on the materials thickness. We can use magnets to draw pictures on magnet boards.	- They don’t take this lesson
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. - They don’t take this lesson
Water Tray	Properties of water; wet, hot, cold, we can see through clear water; can be poured, falls through any holes, can make things move (pouring; squirting) – can turn wheels; big containers full of water are heavy; small ones are light; water cleans things; can be coloured; makes bubbles when mixed with soap; can dissolve some things; can freeze; makes a splash; some things float in it; others sink. etc. -Teacher bring hot, cold and worm water. She teach the children what the different between them by teaching them but hot water they just feel it. Sand Tray	Properties of dry sand; feels smooth; can  be poured, falls through most holes, can make things move (pouring) – can turn wheels; big containers full of sand are heavy; small ones are light;  Properties of wet sand; sticks to hands; is heavier than dry sand; is cold; feels rough; not easy to pour; doesn’t fall through holes; moulds itself to containers and retains that shape when emptied out; holes dug are more solid. - They don’t take this lesson
Colour Paddles	When two or more colours are mixed, new colours are formed. Colour is a property of light. We can’t see colours in the dark.	- They don’t take this lesson
Handheld Mirror	Mirrors generally look silvery or shiny. We can see ourselves in mirrors. Mirrors reflect light – shine a torch on a mirror. Mirror reverses left and right e.g. writing.  Try to write your name or draw a face whilst only looking in a mirror. - They don’t take this lesson

TASK 6: Mathematical resources in the Classroom

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

TASK 5: Learning styles

TASK 5: Learning styles

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

	Math	Science	Reading	Other(music)
Auditory	Some time teacher play a song as video of counting number so the children listen to it and repeat with it.	They listen to sound and repeat it.	They listened and made connections with sounds and words.	Children listen to the song and repeat it.
Visual	They enjoy watching video.	They like watching videos and rescuers by teachers.	They enjoyed reading the stories, looked at flash cards and also watching when the stories are projected.	Children look at musical instruments.    )Steelpan، Triangle Hang Wood block and Xylophone.. ect).
Kinesthetic	They like cutting and they like manipulating resources.	They observed, listened and were actively involved in activities.	When children see a new word they write it on the air by their finger.	Children use musical instruments and sing with the song.

Answer the following questions:

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

      - Kinesthetic learning is the best for children because they like to learn with doing.

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

- Incorporates a variety of learning styles are very important because not all the children learn in the same way and to remove boredom from them.

• 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.

- In science, children see solar group in video , sing a song for planets, color the planets , make a simple things made by paper of planets.

-In math, children are ordering events (they have to learn after, before, then and last ) in their books and order a familiar sequence of daily events, So they say their daily events and draw it by forcing in this word ( after, before, than and last ).

• How can teachers improve student learning by using a range of learning styles?
• - First of all children are not the same in thinking or in how they learn because of that teachers need to use range of learning styles and also to remove boredom from them. Children can not focus in one style for 1 hour.

TASK 4: Reframing Behavioural Characteristics

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.

Table 3: Example ‘Reframing Behavioural Characteristics’ Record Sheet

	Name of child	General behavioural characteristics	Reframed	Suggestions to help improve behaviour?
1	Ibrahim Khamis	-Very fidgety and talkative. -Moves around in the class all the time. -He disrupts other students during tasks.	-He does not know how to play with other students. -There are always complaints when he is with other children.	-He needs reminders all the time. -Encourage positive behavior.
2	Mansoor Khalifa	-Moves around in the class all the time. -He is extremely playful and does not work to his ability.	-He is clean the classroom when teacher teach them.	-Encourage him to learn all subject. - He need reminders all the time.
3	Abdulla Manea	-He does not want to lesson to his teacher . -He is playful with his self. -He likes art.	He does not know how to play or talk with other students.	-He needs reminders all the time.
4	Muhammed  Saeed	-Sleep in the class. -live in his dreams	-Not focussing in the class.	-He need to have a good sleep in home. -Encourage him to focus in the class.
5	Khaled Bin Thamer	-He understand what he have to do and learn but he like to play and fight with peers	-He disrupts other students during tasks.	-He need to know by that he will not let his peers learn anythings.

Reframe these behavioural characteristics and suggestions for improvements.

TASK 3: Discover and learn how students think and learn

TASK 3: Discover and learn how students think and learn

Use this table to document the profile of the students in the class.

Step 1: Observe and interact with the students to discover how they think and learn.

Step 2: Photograph (if possible) and talk to students to get an idea about who they are, their likes, dislikes, their preferred learning styles and areas they might need more assistance.

Step 3: Discuss with your mentor to ensure that your analysis is accurate.

Class List for Class 1C  AND 1D  MENTOR Name Areyla
	Name / Photo of Child / Age	Student profile (Learning styles, interests and areas of concern)
1	Jaber Mahadi	-Cooperative learner, he likes to explore and he is very observant. -He is dominant and does not like other students must be better than him.
2	Ibrahim Khamis	-He is a kinestethic learner. -He likes to socialize with his peers. -He has a short concentration span. -He is needs individual attention all the time.
3	Mansoor Khalifa	-He is a visual learner. -He shows an interest in the english language.  -He is extremely playful and does not work to his ability.
4	Abdulla Manea	-He is a creative learner. -He likes to do art. -He takes very long to understand learning concepts.
5	Salem Mubarak	-Cooperative learner. -He shows an interest in all the learning areas, especially in reading.

TASK 2: Classroom rules

TASK 2: Classroom rules

Discuss classroom rules with your MENTOR. Identify any other rules which need to be made explicit. Frame all rules using positive language. Identify how these rules are being reinforced during the school day and note opportunities to teach these rules.  Construct your own means of recording this. e.g. Table 3 below.

Table 3: Example ‘Reframing Classroom Reframing Rules’ Record Sheet

Classroom rules	Reframe using positive language	Opportunities to teach these rules (both observed and ideas of your own)
Raise your hand to speak.	Raise your hand to speak.	Picture signs on display Teacher praises children who are following this rule Teacher asks children how they should raise their hand in the classroom
Follow direction quickly.	Follow direction quickly.	Picture signs on display. Teacher praises children who are following this rule. Teacher asks children how they should follow her direction quickly in the classroom
Raise your hand to leave your seat.	Raise your hand to leave your seat.	Picture signs on display. Teacher praises children who are following this rule Teacher asks children how they should follow her direction quickly in the classroom
Make good choices.	Make good choices.	Picture signs on display. Teacher praises children who are following this rule.

Discuss visual means of representing these rules with your mentor to be developed and introduced to the children over the next three weeks for example.