Teaching Practice Task 1

Teaching PracticeTask 1: Weekly Reflections
Program link: This task is associated to the guidelines of the content courses EPC 3403 – Practicum 3a,
EPR 3003 – Mathematics for the Primary School Teacher and EPR 3203 – Mathematics Teaching
Methods for the Primary School Teacher. It is a reflection of how you have applied the theories learned
in the college courses.
Objective: Write your weekly reflection in paragraph form (in a blog on your wix website). You should
complete a reflection of a min. of 150 words for each week. Remember, it is yourpersonal account of
your thoughts, feelings and reactions during your time in the school.
You can use this table to make notes / jot down ideas during TP. It would also be helpful to consistently
reflect on your professional development. When completed you will upload your work to your blog and
add pictures to support the ideas written about.
How is Math delivered in the classroom? What were the learning outcomes taught? Were all levels (E,
D, and M) taught? How (or why not if they weren’t)?
The way that my MST she is delivering the lesson to the student is based on their level,
which mean that she is using the simple math words when she is expelling such as, addition,
ones, tens and hundred by showing them video. Moreover when she is say math words she
is modelling it and let the student do it too by using smart board. Also she is using number
line and place value house while she is teaching, and the good thing is that she is letting the
students to use it with her, and this way will help the student to get access to the
information swiftly. Furthermore in the end of the delivering the lesson she is asking them
question for example about the place value “where we start from the once or from the tens
or hundreds?”
MST she is always writing the outcome of the lesson on the board, because it’s required
from the principle to write on the board. In my opinion telling to the students about
outcome is vital because, they should know what they will be learning today.
During my this TP I notes on my class students that, they are in developing and emerging
level, the reasons that I consider them under this level is because they are confused when
they grouping the numbers and in place value, most of the students they don’t know to add
three idgit numbers, and other they don’t know how to write the numbers, and the rest they
don’t know the different between ones, tens and hundred.
How was your Math Talk during the lessons that you were teaching Math or working with small groups?
As well as she is displaying the useful words in the wall to help students with whole class then she send
them to the centres and she sit with emerging group to explain for them the words and the activity.
And in this lesson which is Add two, three digit numbers with regrouping. She uses addition and pulsing
words. My MST she introduces the vocabulary words by asking them questions like “when we add
we should to jump which way”? also she ask them “ when we add the number become bigger or
smaller?”. She needs from them to realize the different between addition and subtraction.
What did you do to create and maintain a positive environment in the classroom?
And what I notes in my MST is that she is always making them feel secure and this shows that she have a
good relationship too. As well as she is monitor their work and saying positive sentences for
example “ you are work is excellent “ . in addition she is reinforcing positive behaviour for
example in the beginning of the class she is saying the group that will be quite and quick
done work will get a present in the end of the class.
How was your timing for your transitions? Did it go smoothly? Did you get caught up in what you were
doing and forget the time? Were the students noisy/calm?
During my observation to my MST I don’t see that she is having transition, from part to part
in her lesson. But her lesson is always finishing before the class time, and she didn’t using
timer, this declare that she don’t have a well time management , and when she is dons
from her lesson earlier , students are start to do misbehaviour , for example playing with
class resources, and being noise.
How did you introduce the math centre this week? 1 day/over a few days/during other lessons/whole
class/guided groups?
My MST she is always starting her math lesson with reviewing the previous lesson, where
she is asking them general questions for example in adding what we do. in subtraction what
is happing? .Also most of the time she introducing the math lesson with showing them
videos or with using objects like number line, in my opinion is a great way of starting the
lesson to reviewing for them what they know, and the videos will attract the child for the
lesson , and if teacher used things that don’t attract the child for example worksheets they
will be hard to involve student mind to the lesson, especially if there are younger students.
How did you monitor the learning when the children were working on their activities? Did you use
rubrics? How did it go?
When students working in their groups teacher rounding on them to check if they understand the
activities. However, When they are working on their books she is rounding on them and
checking if they are doing well or not, and the students that are facing problem a lot in
solving the problem she is helping them and in the end of the class providing them with
worksheets that conduct the equations of the lesson to have practice on them, and its goes
well, because in the second day students they do well when teacher asking them questions.
Did you observe any math strategies this week? Or did you teach any math strategies? Or did the
teacher teach/use any math strategies when teaching?
Using objects : she is consuming objects with students while she is delivering the lesson and
working in their centres, and I notes that it works with the students , because they are doing
it too, because when the student do hand on activity the information will stick in his or her
mind batter then teacher drill the information .
Number line : she is using it with students when they have to add or subtract the three digit
number, but it doesn’t work with special education students because most of them they
don’t know the numbers.
The way that my MST she is delivering the lesson to the student is based on their level from
hard activities to be challenging to easy. According to Ben “scaffold the learning activity from
hard to medium to easy” (Johnson, 2009).
Which means that she is using the simple math words when she is expelling such as, mines
and takes by draw in the smart board the number line and explain for them how we use a
number line when we subtract. When she is say math words she is modelling it and let the
student do it too by let students stand with a number line that they have in the floor they.
Also she is using number line and play dough, magnetic numbers, flash cards and white
boards, and the good thing is that she is letting the students to jump in the number line that
they have it in the floor. And this way will help the student to get collaborative and engaging
whiles them moving. Furthermore, in the end of the delivering the lesson she is asking them
question what they learn today?
MST she is always writing the outcome of the lesson on the board, and tell the students
today we will learn for example subtracting, because it’s important for the teacher and
students have the outcome to know what they will going to learn. In my opinion, to write
the outcome its good because maybe the principle or other teachers they will come to
observe the MST.
I notes on my class students are need more help to explain for them the lessons more than
once by giving them more activities to practice.
The MST displaying the useful words in the big poster and stick it near the board to help students look at
it. Also teacher focused more in the emerging group and special education students with to explain for
them by doing for them one example. And in this lesson which is subtracting some students find it
easy because they took it in term 1. Also, She uses different tools to help them understand the activities.
My MST she introduces the lesson by showing them video to help them focused.
My MST is that she is always making them have a good relationship too to feel confidents when working
together.Vegotsky “social interaction in the development of cognition. (Psychology, 2008). Although,
She is monitor the students while they working and tell the students if they working hard
and have all answers correct give them three stars. Also, she let students to help each
other’s if they need help so that will keep the classroom positive while they helping each
other so student will feel confidence.
When I observation to my MST I don’t see that she is having transition, from part to part in
her lesson. But in this week she finish the class on time, And she use for students good
strategy which is tell the students if they working hard and all the answer is correct they will
have three stars. However, when the teacher is helping special education student they start
to make noisy, but when she monitor them they all focused in their activities.
How did you introduce the math center this week? 1 day/over a few days/during other lessons/whole
Most of the time she introducing the math lesson with whole class by asking them questions and
during explains the lesson using smart board. In my opinion is a great way of starting the lesson
with a hook and play with the student’s games to keep students active and engage. And
provide for them hand on activities, because its help full for the young students learn the lesson by
using manipulative tools. And in this week during they working in their centre in each group they
working individual because some students like to be engaged in independent activities.
When students working in their groups teacher rounding on them to check if they understand the
activities. However, When they are working on their books she is rounding on them and
checking if they are doing well or not and write in their books comments for their parents.
And while MST monitors the students she has stickers and pot for the good students
stickers in their books.
She use this strategy ‘Combine and separate groups with all items visible’. By using different
manipulative tools such as, play dough and magnetic numbers. Because when the student do
hand on activity the information will stick in his or her mind batter then teacher drill the
information .
Number line : she is using it with students when they have to subtract single digit number,
its works for most students because they are know quickly the numbers. But it doesn’t
work with special education students because most of them they don’t know how to use a
number line.
The way that my MST she is delivering the lesson to the student by telling them story about
the crocodile like to eat big numbers, which mean that she is using the simple math words
when she is explaining. When she finishes telling them story, she tells them what we will
learn today. Moreover when she is telling them a story she modelling for them for example
she change his voice. Also she is using objects while she is teaching, and the good thing is
that she is letting the students to help her using smart board, and then she explains for each
group what they should to do in the activities by modelling for them samples. Furthermore,
in the end of the delivering the lesson she is asking them question ‘what you learn today?.
This supports the thoughts of Robert Marzano (2004, p1) who states that "What
students already know about the content is one of the strongest indicators of how well
they will learn new information relative to the content" (Lent, 2012). In my opinion telling
to the student’s story in the beginning they will help them understand the lesson. And will
help teacher and student to move to the progress. During my TP I note that my MST likes to
introduce the lesson in fun way to grape student’s attentions.
My MST she introduces the lesson by telling them short story and showing them video to help them
focused. However, the MST displaying the useful words in the big poster and stick it in the widows to
help students look at it. Also teacher focused more to special education students to explain for them by
doing for them one example. And in this lesson which is comparing numbers master students find it
easy. Also, She uses manipulative tools to help them understand the activities.
What I notes in my MST is that she is always asking students questions about what they did in the
weekend while they setting in the carpet. As well as she is monitor their work and saying positive
sentences for example “good job and you are amazing today“. In addition she is reinforcing
positive behaviour, by potting stickers in their hands. According to skinner ”He believed best
way to understand behaviour is to look at the causes and consequence. (Kendra, 2018)
My MST she didn’t use timer during transitions for the activities and I notes that without using timing
the lessons is not organize because she didn’t finish on time and students are very slowly. Also, when
MST help the emerging group the other group are become noisy.
This week my MST she introducing the math lesson in a few days by showing and solve for them
examples of the questions using smart board. In my opinion, it’s good for young students to showing
and solve for them one or two questions to make sure they understanding.
MST she always monitor students when they starting activities, also she help students who need helps.
However, When they are working on their books she is rounding on them and check their books and
writes some notes for example, if students didn’t complete the works she write ‘ please complete
this page’. Then in the next day she calls students who is not complete and she check if they do it or
not.
Fun and affective strategies she use for the comparing numbers to teach greater than, less than and
equal she use video to help students understand the concepts and pictures of crocodile and dominos
and spinners to comparing which numbers is greater than, less than and equal. And all students are
motivate to learn this lesson because they like to see video and use hand on activities.
The way that my MST she is delivering the lesson to the student is she like to let them set in
the carpet and she also set with him in the carpet to introduce the lesson, I notice that my
MST she like to ask students questions, for example, what we learn yesterday to know what
they remember then she review with them like 5 minutes about the last lesson. Then she
read for them the outcome of the lesson on the board then she let students repeat the
outcome after MST. After that she start the lesson by told them today we are moving to the
new section to let students prepare for a new lesson. Also while she teaching students she
have simple math words and if students didn’t understand the word in English she draw for
them in the smart board to help them understand. When she is expelling a tally marks she
use a online game to attract students attention. While she is modelling for them the lesson
she let students participating using smart board to draw a tally marks. And My MST she likes
to use for each lesson dominos and spinner because the young students know how to use it.
In the end, she let them come back to the carpet to recap the lesson.
In TP class I note the young students didn’t like use books to write, they like and understand
more when they use hand on activities. Also the Emerging group the puzzles game about a
tally marks keep them busy to count a tally marks and find the pictures to match it together.
Also some class there is a special need students My MST provide for them colouring
worksheet because they Not required by the curriculum.
Some of the class the level of the student in the math is low so the teacher she is using
simple words during explaining for the class ,for example instead of saying tally marks she
say draw a line and cross line. Also she always before my MST send the students to the
group she first teach them the direction what they should to do and modelling for them
then she send them to their groups depend on their levels.
My MST in each student she like to reward special need education by give them same time toys and
stickers. Also when students worked in their books my MST monitor them and write for them feedback
for example if the students didn’t complete the page she write please complete this page and next day
she check if she or he complete, if students didn’t complete it she take picture of the page with notes
and she send for their parents in the class dojo.
The timing for the modelling and the activities the timing is works but some time forget to put timing for
closing. And it’s not work for closing because students make noisy and take time to clean up and come
back to sit in the carpet to recap the lesson.
My MST she is always starting her math lesson with reviewing the previous lesson, where
she is asking them general questions. Also most of the time she introducing the math lesson
with creating a story or modelling and using objects to attract the child for the lesson , and if
teacher used things that don’t attract the child for the lesson they will feel boring and
become move from their place . Also if its time she likes to change the groups to give
students chance to tray all activities.
When they are working on their tasks she is rounding on them and checking if they are doing
well or not, and the students that are facing problem a lot in solving the problem she is
helping them and in the end of the class providing them with worksheets that conduct the
questions of the lesson to have practice in the home, and its goes well, because in the
second day students they do well on the new lesson, because the lesson that is coming is
contacted with previous lesson.
During I observe my MST she teach them how to use a tally marks using ‘charts of counting by five’
when we collecting information by showing them video and modelling for them in smart board and In
A3 papers and she do the first steps to show students how to use it then she choose students to come
to model for other students and teacher she check if they do it correctly.
Also she using objects like wooden sticks to let students have fun when we do a tally marks and its easy
to do a tally marks when students use it. And its work when we use objects and students are engaging.
Mt MST she like delivering the lesson to the student in a simple way for example she like to
ask them questions about their favourite fruits, and she using vocabulary with showing
them pictures for example, bar graph so she showing them pictures to help them
understand. Moreover when she is say math words she is modelling it by using smart board
and let students participate to come in the smart board to color the bar graph. And this way
will help the student to get access to the lessons every good. Furthermore in the end of
the delivering the lesson she is asking them question for example about what you learn
today so students will say a bar graph.
MST she is always writing the outcome of the lesson on the board and she let students
repeat after her, because it’s important to show and tell them what we will learn today to
get their attention.
The class level of the student in the math is low so the teacher she is using simple words
during explaining for the class also when she is modelling she should to show them how
they do the activities also when they have book works she let them to copy from the board.
Also before my MST send the students to the group she first teach them the direction what
they should to do and modelling for them then she send them to their groups depend on
their levels and usually they works with whole class and then with small group.
When teacher start the lesson and ask them questions, the students who is answer correct she give
them stickers and gifts. And In this week teacher use class dojo, because in class dojo their parents can
see their positive and negative points. And some time the class make noisy and didn’t work in the book,
so teacher take picture and send it to their partner and some time she massaging their parents.
In this week my MST she didn’t use timer during transitions for the activities and I notes that without
using timing the lessons is not perfect because some group finish quickly and some group they still doing
the activities. Also, when MST help the developing group because they should to work with their group
to do a survey the and other group when they finish their activity they should to move to another group
to do another activity. According to Tristan “Use Movement to Get Kids Focused” (Tristan, 2009)
When the students are moving they become noisy and moving to another groups except the developing
group because their activity should to talk.
This week my MST she introducing the math lesson with whole class then by modelling and
showing them how solve the bar graph using tally mark. In my opinion, it’s good for young students to
showing and solve for them one or two questions then I let students to do it alone to make sure they
understanding.
Teacher always monitor students to check if they doing the activities right. And she gives
special students different activity and set with them and she help them, then she sit with
emerging group to help them if they need help. And in the end of the lesson she give them
homework in the book to practice more, and in the next day teacher check the home work
and it go very well because students did the home work about bar graph good. Also, tell
them to do a projects about bar graph and bring it next class and they all did the poster nice
and clear, this mean students are understand the bar graph.
While I observe My MST she teach them how to use a ‘bar graph’ and ‘tally marks’ using ‘graph with
numbers’ also teach them how we collect the information to from a bar then she modelling for them a
bra graph using a smart board and teach them how to draw after that teacher open for them video.
When the video is finished she ask them question about what they learn and what they see from the
video.
Also she uses object like play-dough to color the bar graph and blocks and board markers. And its work
when they used objects and students are engaging because they like to color in the bar graphs.
Bibliography
Kendra. (2018, July 17). Positive reinforcement can be used to teach new behaviors . Retrieved March 21,
2019, from Positive Reinforcement : https://www.verywellmind.com/what-is-positive-reinforcement-
2795412
Lent, R. C. (2012). ASCD. Retrieved March 10, 2018, from Overcoming Textbook Fatigue:
http://www.ascd.org/publications/books/113005/chapters/Background-Knowledge@-The-Glue-That-
Makes-Learning-Stick.aspx
Psychology. (2008, May 2). Learning Theory . Retrieved March 21, 2019, from Social Development
Theory : https://www.learning-theories.com/vygotskys-social-learning-theory.html
Tristan. (2009, August 3). Edutopia. Retrieved october 29, 2018, from How to Keep Kids Engaged in
Class: https://www.edutopia.org/classroom-student-participation-tips

Teaching Practice Task 1

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