PROGRAM IJAZAH SARJANA MUDA

PERGURUAN
DENGAN KEPUJIAN
INSTITUT PENDIDIKAN GURU MALAYSIA
KAMPUS RAJA MELEWAR

Sidang Akademik 2013 Semester 3

SCHOOL-BASED EXPERIENCE

LGA3102
SONGS AND POETRY FOR YOUNG LEARNERS

18th to 22nd March 2013

LEARNING OUTCOMES
1. Demonstrate an understanding of the characteristics of songs and poetry and
their values in the primary ESL classroom (1.1, 1.5)
2. Select and evaluate songs and poetry for use in the primary ESL classroom
based on pedagogical principles (3.3, 3.6, 6.3, 6.6)
3. Adapt activities and materials for use in the primary ESL classroom for language
and aesthetic development (6.1, 6.2, 7.1)

SPECIFIC LEARNING OUTCOMES

Each student should be able to:
1. Compare teachers and learners roles in a language arts class.
2. Identify effective classroom management in a language arts class
3. Evaluate teachers techniques in teaching a language arts.
4. Carry out a mini-study on how teachers approach the use of songs and poetry in
language arts.
5. Pupils perceptions of songs and poetry in language arts.

For 1 to 4, use the lesson observation form provided in Appendix A.

For 4 and 5, write a short report of your findings.

Procedure
Complete the given assignment throughout your school based experience. You are
to work closely with your coordinating teacher. Complete the tasks given as a daily
journal entry. You can refer to the guidelines in Appendix B. Compile all your
materials in a portfolio and submit to your lecturer on the 2 nd of April 2013.

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DAY 1: OBSERVING TEACHER AND LEARNER ROLES IN LANGUAGE ARTS CLASS

This task is to help you get a feel of the range of learners and teachers roles.

Learning Outcome Compare teachers and learners roles in a language arts class

Procedure:

1. Seek permission from an English language teacher and focus your observations on
her/his teaching roles. Use the following questions to guide you in your observations.
Make notes of your observations using the Lesson Observation Form (Appendix A).

2. Pre-Observation:
i. What do you want to observe?
ii. How are you going to make sure that you observe what you want?
iii. How will you record what you observe?
iv. How will you make use of the records you have collected?
v. What questions will you want to ask the teacher?

3. While Observation:
i. Teachers roles.
ii. Learners roles.
iii. Observe the teaching and learning roles of both the teacher and the learners
during the lesson.
iv. Is there any mismatch between the two roles during the lesson? Does the
teaching and learning process take place effectively? Give evidences based on
your observation.

4. Post-visit Reflection Exercise

i. What are the teachers and learners roles that you have discovered?
ii. What were your feelings?
iii. What did you learn? Elaborate.
iv. Were your expectations met? How?

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DAY 2: OBSERVING CLASSROOM MANAGEMENT IN LANGUAGE ARTS CLASS

This task is to help you understand how a teacher manages his/her class during a language arts
class

Learning Outcome Identify effective classroom management in a language arts class

Procedure:

1. Seek the permission from an English Language Teacher to find out how s/he manages
her/his class for learning in a language arts class. Use the following questions to guide
you in your observation. Make notes of your observation using the Lesson Observation
Form (Appendix A).

2. Pre-Observation Questions

i. What happens at the beginning of the lesson?

How do the pupils enter the classroom and where do they sit?
How does the teacher gain and maintain the pupils attention?
How are the resources organised for the pupils?

ii. What happens once the lesson introduction is completed?

How are the pupils organised for the follow-up tasks?

What prompts are there to help the pupils remember their tasks?

iii. What happens during the lesson?

How are the pupils allowed to move about the class?

How do the pupils access, use and replace resources?
How does the teacher support pupils who work more quickly or slowly
than the others?
How does the teacher move around the classroom and monitor what is
going on?
How does the teacher keep up with marking during the lesson?
How does the teacher respond to different requests and different pupils
needs?

iv. What happens at the end of the lesson?

How does the teacher draw the lesson to a close?

How do the pupils clear away, return apparatus and materials?
How are the pupils work collected?
How does the teacher draw the lesson together / give feedback?
How do the pupils leave the classroom?

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 v. How does the teacher monitor and manage inappropriate behaviour?

What are classroom rules (explicit and implicit)?

What strategies does the teacher use to encourage good behaviour?
What sanctions does the class teacher use?
Are there pupils who have specific behavioural difficulties and what
strategies are being used to help them?
How much talking does the class teacher permit?
Collect school policy documents

3. Post-visit Reflection Exercise

i. What were your general impressions of the discipline in the classroom?

ii. What positive techniques did you observe that resulted in avoiding potential
behaviour problems?
iii. What are some of your concerns regarding classroom conduct?

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DAY 3: TECHNIQUES IN TEACHING LANGUAGE ARTS

This task is to help you be aware of the different techniques in teaching language arts

Learning Evaluate teachers techniques in teaching language arts.

Outcome

Procedure:

1. Make arrangement with any English Language teacher. Use the following notes to guide
you in your observation. Make notes of your observation using the Lesson Observation
Form (Appendix A).

i. Observe and write an account of the teachers presentation, practice and

production stages.
ii. How did the teacher integrate language arts into any of the four language
skills i.e. listening, speaking, reading and writing, in his lesson?
iii. How is grammar and vocabulary integrated in his language arts lesson?

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DAY 4: TEACHERS APPROACH TO LANGUAGE ARTS

This task is to help you be aware of how practising teachers teach language arts

Learning Carry out a mini-study on how teachers approach the use of songs and
Outcome poetry in language class.

Procedure:

Interview two English language teachers to find out how they use songs and poetry in their
own classroom. Write a short report at the end of the day. You should attempt to discover;
a. What kind of songs and poetry do they use in their classroom? What are the
rationales for the choice they make? It would be helpful if you can get copies or
make copies of the items they have used in class. These will form the reports
appendix.
b. How do teachers use songs and poetry in class? Is there a particular approach or
strategy utilised by each teacher? How do they structure their lessons?
c. How do teachers adapt materials for classroom use? Find out their working
principles in adapting songs and poetry.
d. What are the type and range of activities they utilised with songs and poetry?
e. Is there a specific day for language arts? Why do they have it on a particular
day?
f. Find out the teachers perception of using songs and poetry in class. Are they in
favour of it or otherwise? Why?

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DAY 5: PUPILS PERCEPTIONS OF LANGUAGE ARTS

This task is to help you be aware of how pupils view language arts based on their experience.

Learning Pupils perceptions of songs and poetry in language arts.

Outcome

Procedure:

Interview between two to four pupils and try to discover the questions below. Write a report
at the end of the day:
a. Do they like doing songs and poetry in class? Find out what they like about it,
whether they find it easy or difficult and if they would want to do it again.
b. Which do they prefer, songs and poetry? Why do they say so?
c. Of the four actvities you have carried out, which one they like best and why?

Prepared: Verified by
Mohd All Jafri Md Zainuddin

Head of Department
Date: 11th March 2013 Date:

APPENDIX A

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 IPG KAMPUS RAJA MELEWAR

LESSON OBSERVATION FORM

Date :19 MARCH 2013 Teacher: MR. CHIN

Class : .. No. of pupils:.

Focus of Observation (agreed to by subject teacher before the lesson begins.)

Observation Notes: (Tasks / groupings / classroom management / use of resources, etc.)

1. Today we entered Mr. Chins class for the first time.

2. His lesson for the day was using a poem entitled Joan the Crow
3. He started the lesson by writing the title Joan the Crow on the whiteboard with 3
lines with the middle line dotted.
4. When some of the pupils start to play around, he called their names and asked
them to listen properly and do not play around.
5. He prepared an activity and reward was given to the pupils who volunteered to
answer.

Analysis of Observation: (What have you learned from observing this lesson?)

The lesson was student-centered. The students were given chances to participate such
as reciting the poem and answering some question based on the poem. Mr. Chin was
quite good in controlling the class as the students listened and obeyed what he said. He
also gave emphasis on the students writing as he trained them to write using lines so
that the students handwriting will be neat and clean.

APPENDIX B

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 GUIDELINES FOR OBSERVING AN ENGLISH LANGUAGE CLASS

1. What routines do pupils have to support curriculum learning and classroom

management?

i. What happens at the beginning of the day / lesson?

How do the pupils enter the classroom and where do they sit?
How does the teacher gain and maintain the pupils attention?
How are the resources organised for the pupils?

ii. What happens once the lesson introduction is completed?

How are the pupils organised for the follow-up tasks?
What prompts are there to help the pupils remember their tasks?

iii. What happens during the lesson?

Whether and how are the pupils allowed to move around the class?
How do the pupils access, use and replace resources?
How do the pupils ask for the teachers attention?
How does the teacher support pupils who work more quickly or slowly
than others?
How does the teacher circulate around the classroom and monitor what is
going on?
How does the teacher keep up with marking during the lesson?
How does the teacher respond to different requests and different pupils?

iv. What happens at the end of the lesson / session?

How does the teacher draw the lesson closer to the pupils?
How do the pupils clear away, return apparatus and materials?
How is the pupils work collected?
How does the teacher draw the lesson together / give feedback?

2. How does the teacher monitor and manage inappropriate behaviour?

What are the classroom rules (explicit or implicit)?
What strategies does the teacher use to encourage good behaviour?
What sanctions does the class teacher use?
Are there pupils who have specific behavioural difficulties? What strategies are
being used?
How much talking does the class teacher permit?
Collect school policy documents.

3. How is the curriculum delivery organised?

Are the pupils tested for specific objectives?
Are any areas of the curriculum delivered by different teachers / practitioners?
Does the teacher work with a range of subjects / areas of learning going on at the
same time? (Is there a focused activity?)
What role does topic / themes have in curriculum planning?

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