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ASSESSMENT COVER PAGE

Course Name:
Instructor Name:
Task Title:

Learn to Teach in Contemporary


UAE 1b

Course Code:

Dr. Mindy Colin


E-Book

Due Date:

Date
Submitted:

Student Fatima Nadel Ali Al mandoos alblooshi


Name:

Student ID:

EDU1703

H00279154

Section:

Chapter 1: creating a student- centered


classroom
DESCRIPTION:
Student - centered classrooms is refers to a wide variety of method of
teaching that shifts the focus of instruction from the teacher to the students.
The methods include solve problem, answer questions, formulate questions
of their own discuss, brain storm during the class and explain. Through
cooperative and inter-social relationship with others. There are two main
intended that address that distinct learning needs are academic support
strategies and instructional approaches.

EXAMPLE:
In the practicum the teacher did groups for students. In each group four
students to fill the worksheet. First, she explained what should they do in
worksheet then she distributed the worksheet. So the student started to fill it
and if they had the questions the teacher discuss with student and walked
around the student who are work or not.

REFLECTION:
I think when the teacher used this technique for the student it was run
smoothly because first she did for the groups then explain the worksheet and
distributed. As well, she helped them if they do not know how to answer so
the student felt safe and comfortable.

Chapter 2:

Lesson Planning

Description:
A lesson plan is a teacher's plan for teaching a lesson. As well, it the
teacher's guide for running a particular lesson and it includes the goal what
the students are supposed to learn, how the goal will be reached and a way
of measuring how well the goal was reached (test, worksheet, homework
etc). It helps the teacher in both planning and implement the lesson. And it
helps the students, unbeknownst to them, by ensuring that they receive an
actual lesson with a beginning, a middle and an end, that aims to help them
learn some specific thing that they didn't know at the beginning of the
lesson.

Example:
In science class, the teacher followed her lesson plan what she should do in
the lesson. So she began her lesson by showing them video and discuss with
them about the video that they saw, in the middle of the lesson she gave for
them the activity to do and at the end of class she gave for them the
worksheet to ensuring they understanding.

REFLECTION:

I think when the teacher followed her lesson by beginning, middle and an
end of the lesson. So that helps them to learn some specific thing that they
didn't know at the beginning of the lesson.

Chapter 3: learning styles


DESCRIPTION:
A learning style is method a person uses to learn. By knowing a student's
learning style, a teacher can use teaching methods that maximize student
learning. Students can use recognition of their individual learning styles to
find what study methods, environment, and activities help them learn best.
Here are many different learning styles which are visual, bodily, logical
mathematics, naturalistic. They can be determined by looking at how a
student's personality influences the way they receive and process
information, how they interact with classmates and the type of learning
environment and methods they prefer.

EXAMPLE:
In practicum, the teacher put the dentures in box and she let the students to
imagine what inside the box. As well, she explained it for the students after
imagine how should we clean my teeth by brush and they applied.

Furthermore, she completed the lesson by played the video include the
music and picture about the dentures.

REFLECTION:
I think when the teacher played the video the student was exciting because
it include music and pictures. Also, I think they were active because when
the teacher let them to imagine and explained how they should clean their
teeth by brushing and they applied it. So, the teacher used different learning
styles which are visual, musical, bodily and Naturalist.

Chapter 4:

Encouraging positive behavior

Description:
Most students need a sense of comfort and safety from emotional wrong in
their classrooms. Teachers need to have enough order that students do not
threaten, bully, harm. You achieve this sense of positive order by teaching
and developing positive social skills. Students do well when they believe that
they can depend on the teacher and their classmates. This comfort is
achieved by rules and regulations in the classroom that are sensible and
consistently enforced. Teachers build a trusting relationship by helping and
encouraging students and by stopping a wrong behavior.

Examples:

In math class, teacher praises the students when she asked them the
questions and they answered the questions. As well she encourages the
student who doesn't know to answer and help them until they know the
answer.

Reflection:
I think when the teacher praises the students and encourage them to answer
the questions the students felt comfortable and safety because she praise,
encourage and help her students.

Chapter 5: Roles and Duties of Teachers


Description:
The roles and responsibilities of a teacher improve with time and
circumstance. It is impossible to give a rigid definition of either as they
change constantly, though there are many roles and responsibilities that are
common to all teachers to do for students in classroom which are
communicate with students, follow the schedule, be professional and respect
students . It is hard to know where the roles and responsibilities of a teacher
should stop.

Example:
In practicum, there are some roles and duties teacher used in classroom
which are tooke attendance, followed the schedule, respect the students,
helped them if they don't understand the lesson that she explain at the
beginning.

Reflection:
I think the classroom was manage when the teacher took attendance and
followed the schedule. As well, the students felt safe when she respect and
helped them in lesson.

Chapter 6: routines and transitions


Description:
Routines and transitions is work together to give students a sense of
knowing, adds to the predictability and can be used as valuable learning
opportunities for students to explore and experiment in a safe and secure
environment. Routines and transitions help students to develop self-control,
independence and decision making. Consistent daily routines support active
learning. As well, it can be used effectively to meet individual student's

needs and challenges. Appropriate routines and transitions welcome


students, connect the daily activities and help keep students focussed.

Example:
In practicum, the MST used the transition for student when I attended her
class. She clapped her hand and counted from one to ten to students pick up
their materials to move another activity . As well, she said the student name who
are not pick up the material until yet.

Reflection:
I think that it was manage because the teacher counts, clap from 1 to 10 and said
the students name who are not pick up their materials so they directly pick up their
materials to move another activity.

Reflection:
I learned through these six chapters. First, how the teacher makes the
student solve the problem, answer the questions and explain of their own
discuss which is student-centred learning. As well I learnt how to write the
lesson plan, the objects that students able to do something at the end of
class and what should the teacher do when she teach a lesson (follow). Also,
I learnt from learning styles chapter there are 8 learning styles so how many

learning styles teacher should use during the lesson at least two or three.
Likewise, I learnt from creating positive relationships with students chapter
how the teacher makes students comfort by rules and regulations in the
classroom, build a trusting relationship by helping and encouraging students.
From chapter five I learnt what difference between roles and duties of the
teacher so the roles should the teacher do and duties must the teacher do.
Finally, I learnt from chapter six what different between routines and
transitions so the routines do every day and transitions move from one to
another activity.

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