School Profile

Name
of School:
Al-Ansar.
Name
of Preschool:
Principal:
Njah
Principal:
Tel:
056-5459441
Tel:
Address:
Box
Address: POPO
Box

Location: Sharjah.
Location:
Fax:

Fax:

Teachers
Starting
Time:
Teachers
Starting
Time: Teachers in the School (level):Finishing
Finishing
Time:
Total
Number
of Classroom
KG1:
20\ Time:
KG2:
18
Total Number of Children per-level:
Students
Starting
Time:
Finishing
Time:
Students
Starting
Time:
Finishing
Time:
Teacher
/ student
ratio:
Number of Classrooms: 18
Facilities
available
student teachers:
waiting
Canteen.
Total Number
ofto
Classroom
Teachers
in theroomSchool
(level):
Total Number of Children per-level:

Class for this Practicum: KG (Q)

Teacher / student ratio:
Mentoring
School
Teacher: Ms.Mona & Ms.Tamara.
Number of
Classrooms:
Classroom
Ms.Aisha.
FacilitiesTeaching
availableAssistant:
to student
teachers:
Number of children in this class: 25 students.
Class for
this Practicum:
Number
of children
identified as having SEN in this class (and specify those needs)
Mentoring
School
Teacher:
Additional information:
e.g. English, Arabic, Islamic Studies teachers : 2 hyperactive & 1 aultism.
Classroom Teaching Assistant:
Number of children in this class:

School Nurse: Ebtisam

Librarian: -

School TP Coordinator:
Curriculum coordinator: EYFS

Resource Room Manager: -

Observation Task 1: Differentiating Centers

Table 1: Differentiating Centers
Observed learning Centers
(include photo):

Description:

Resources:

ADEC Learning
Outcome:

Differentiated Ability
Levels:

(list only what you

consider to be the
primary goals)

Students a re
ma tchi ng words
wi th pi ctures .

Words - pictures
rel a ted to i t.

Recognizes, counts,
orders , writes and
us es numbers up
to 10.

Students will be
gi ven flash cards
a nd theyll s ort
pi ctures to the
words .

Fl a sh ca rdspi ctures.

Sorts or ma tches
objects a nd ta lks
a bout sorting

Identify the
cl othes
a ccording to the
s easons.

Pi ctures of the
cl othes.

Developing
Wri te the words of the
cl othes they have then
they wi ll color the
pi cture.
Emerging
When the s tudents
a s ked a bout the
numbers of the red
cl othes for example.

Reflections on Observation Task 1: Differentiating Centers

Read the questions below and write your answers
1. What are classroom learning centers? They dont use learning centers and they dont have.
2. What is the purpose of classroom learning centers? It will help students in their different
learning.
3. What is the role of the students while engaged during learning centers? They can
encourage their learning and discover.
4. What is the role of the teacher as the students are engaged during learning centers?
Observing the students and asking them questions to know how they are thinking.
5. Do you feel it is important to offer tasks that are developmentally appropriate for all
student ability levels? Why / Why not? Yes it is, because each student will understand his
activity in his level of learning also they may learn from their friends.

Observation Task 2: Identifying Children with Special Educational Needs (SEN)

2

Table 2: SEN Support for Students

Name

Age

Maryam
and
Hussain

5 years

Mustafa

5 years

IEP

Area of Focus

Type, range and frequency of support

provided / needed.

The teacher let Maryam

who is not answering that
much in classroom, to stand
and do the activities on the
boards.

Daily Teacher Support with advice from

Learning Enhancement Teacher:
Set the child in place that near to
the teacher.
Give the child easy activities than
the other students.
Supporting Maryam and hussain
by telling them you can do it and
stay with them.

The teacher let him to do

more activities in his place,
such as doing coloring or
matching. So that will help
him to set in his place and
do not move around and
affect to other students.

The teacher changes his place

when he disturbed his friends.
Give the child easy activities than
the other students.
Supporting him sometimes to do
his best.

Reflections on Observation Task 2: Identifying Children with Special Educational

Needs (SEN)
1. What is the school policy for inclusion for SEN students in the school? The school didnt
have responsibilities for special needs students to bring people to help them; they tell the
parents if you need someone to help your students, you have to bring IEP stuff for them.
2. What accommodations were made for the identified SEN students in the classroom? The
teacher did for the students different and easier activities that are for their levels of
learning suck as puzzles and coloring.

3. Was there any assistive technology, other equipment or materials used with the
identified SEN students? If yes, please describe the equipment that was used and what it
was used for. There are different activities for the special needs student (Maryam) who
has autism: Play dough: when they took lessons about literacy- puzzles: for math shapes.

4. What teaching strategies did your MST use with the identified SEN students? Let
Mustafa be the little teacher sometimes, she gave Maryam puzzles and coloring activities ,
sometimes she give Mustafa more activities to let him busy.

5. Where there any other school staff that worked with the identified SEN students? If yes,
please explain their role and what they did with the identified SEN student. They didnt
have, but if the parents wants they bring one with their children in school, but in my class
the parents didnt bring with their children.

6. Do you think that SEN students should be included in the classroom or taught in class
specifically for SEN students? Why / Why not?
Special needs should include in the normal classrooms with other students to contact with them
and let them feel that they can do as what normal students do and they are not different that
much from other people. So that will increase their self-esteem and it will be higher. Give the
special need students chance to identify the normal classes and be allowed with the normal
students in classrooms.

Observation Task 3: Supporting Learning through the Performing Arts: Music and
Movement
4

Table 3: Music and Movement

Observed learning Centers
(include photo):

Description:

The teacher
opened a song
for students
about body part
and dancing.
Students jump
and clap and
showed their
body part while
they are singing
during the video
is open. They did
as children in the
video.

Objective
(Music & Movement)

ADEC Learning
Outcome:

Music:
Appreciation: students show how their enjoyment through
description and movement.
Pitch: students sing the same.
Rhythm: students replicate the rhythm of a song using clapping.
Conservation: students remember the melody of a song
Movement:
high-low
fast-slow
skip, stomp, march,
Relationship: students are aware of their partners as everyone
performs
Interpretation: students use their imaginations to move (ex.
imagine you are a tree, a camel, the wind)(listen to the music and
use your imagination to move to the music)

Reflections on Observation Task 3: Supporting Learning through the Performing

Arts: Music and Movement
Read the questions below and choose one to answer
1. The creative arts teach children that problems can have more than one solution and that
questions can have more than one answer. One of the large lessons kids can learn from
practicing creative arts is that there are many ways to see and interpret the world. In
your opinion, why is this important and what impact does this have on education?
Students will learn much from these creative activities, they may be improving their
cognitive skills and that will help them for their education with math by solving the
problems and the reading also, when they will think what will happen next in story for
example.

2. Creative thinking and reasoning have been identified and highlighted as an essential
twenty-first-century skill by many business, education, community and government
leaders. In your opinion, do you think that this is an important skill for children to learn?
Why or why not.
That will help students to understand the world around them, with understanding how they
are going to improve their communication with other people by asking questions for example
and for their future they will know in which area they would like to be in their future and how
they will deal with it.
3. Some people view creative arts education as a luxury and do not help with the building
blocks of child development. In your opinion, what are the benefits for children who are
engaged in creative arts in school?
With creative art students will be able to design their own design and they will be able to
know how they will create things and what they need to build something for examples. When
the students will have activity to build something they like for example they can improve
their imagination and their creativity.