Teaching Practice Task 2

 

Teaching Practice Task 2 – Monitoring the Learning Program link: link: This task is associated to the guidelines of the course EPR 3023 – Teaching Methods for the Primary School Teacher (Course learning outcomes 4 – Plan and implement appropriate modes of assessment for primary mathematics teaching and learning) Objective: Describe how you monitored the learning when the students were working on their activities and identify the tools used to record your data. For each lesson you teach, you will describe the tool that you use to monitor the work of the children. In the second column, you will describe how you used that tool and you will reflect on how useful it was .

Grade Level: Level: _____________ _______________________ __________ MST Name:  ________________________________  _____________ ____________________ _

For each lesson taught 1 Lesson 1

Tools used to monitor the learning (rubric, notes, chart…)   chart…) The tool that I used for

Explain why you used that tool and reflect on how successful it was

monitoring the learning was , going around the students and spend more time with weak students in leaning and check if they are in right track or not, and if not help them with using leaning strategy , and writing their names , so in the next period I will  give them questions on the

monitoring the student learning is because, the most of the are in low level of learning, which mean even they get the information in the teaching area they will be facing problem in the solving the questions, especially with the students that they are weak in numbers, and the reason that I am re- teaching them by using the other strategy is because not all students they can get the t he information in  formal way, or in first time, so this tool

board solve itand they have to

will givecan me get an occasion of knowing which student the information in first time, in addition this tool will lead the low ability student to medium because they will provided with questions to solve it in the next period, so the function of this tool is also assessing too , because from solving the questions they will let me know if the really understand of not.

The reason that I used this way of

This tool I use it for twice a time and its worked , and its doesn’t ta take ke time, and I  SWC Education Faculty – Fall 2017

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notes that the majority of girls they like to learn in groups and they get the idea quicker than with whole class, and in the next day I did between those student a competition that who will answer the questions correctly will get a point in their reword chart , and they answer the questions correctly without I help them. In the future I will like to do it more because….   because…. 2 Lesson 2

The tool that I used with students for monitoring their leaning is while am correcting their book, and if I get more than 4 wrong answers, I take their names and set with them in a  group and reteach them the concept in quick way.

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This tool of monitoring I used it only once, where I let them work independently, but before the work I do with them first 3 question, and then they start their t heir own work. When they get done they return their book s to me to get check. While am checking am looking for thus students that have 4 for more mistakes I record their name in my note, and when I  get done, I recall them and sit with them them and reteach them the concept and after that I let them to do it and check if they understand or not, and if not and the time runs out of the class, I write a comment on a student book for her mom, that please recheck with her this concept. This tool mainly works where 3 of the girls they interrogates with me and understand the concept, but other student did not get the concept and class time get finish, and I put a note for her mom with saying let your mom to see this. In the next day I ask my friend to ask her a question of the last day lesson, the student couldn’t answer it, and I realize fr om om that she don’t get practice at home. In my opinion it’s not of the student of the tool but because each humane have a speed of understanding the information, however he has to get practice. Page 2

 

3 Lesson 3

4 Lesson 4

5 Lesson 5

My MST she is using the notes way for monitoring the learning of the students, where she is writing on their book how they did so their parent can see it, and thus don’t do well on their questions she ask them to look after them and let them to have more practice at home, and in the class she will be doing a small quiz.

In each student book there is a monitor sheet where she is recording each student performance in the lesson , which mean if the student did while in this lesson or not, in which area she need boosting, and then their parents are looking on it, and according to comments they are aiding their child. She is after each lesson writing it. the way that she is doing is w well ell because it’s not only the tool of monitoring the learning, but it’s also a way of having connection between the parents. But according to her that “most “most of  of the parents doesn’t look the comment and cooperate with me, to raise the level of their child”. So in my point of view this tool will be more affective if there is respond from the parent too.

I have created a small paper chart that h have ave outcome with students name, and if they get meet with the outcome, I puts tick front of their name, and students that don’t meet with the outcome I put X front of their name, and in the end of the class i provide them with a work sheet paper in their book so they will have more practice in the home.

This approach I have been used it from last teaching practice and I found it effective  for monitoring the leaning, where in the last activity that students are doing am  going around them with my monitoring monitoring chart and looking at their work with giving them feedback, and if I notes that there is a student do the work wrongly , I mark X  font of her name and in the the last of the class she will will ta take ke extra q questions uestions sheet for practicing with encouraging her with saying if you do it by yourself you will be the group leader for tomorrows class, and next day she will bring it so I will correct it and at the same time I will give her one more question to see if she really get understand it and do her work by herself of some body ales do it.

I collect the work of the students, and check, which questions get wrongs answer from most of the

Collecting the work work in end is a similar way of using thinking time strategy, where you are giving the student time for thinking and checking their work by themselves. As

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 girls, and then in the next day in the beginning of the class I open my lesson with it in as a fun way.

6 Lesson 6

While the students are working in groups am  going around them with sheet of questions and ask them questions, for example how do you get this answer? What is this? Can you explain it to me? Etc. and they group answer all questions will get mark and the group that dos not answer the questions well , in the end I will ask other  group to answer them loudly so the group that  get wrong answer will know the answer and will

am doing am collecting the work in the end and checking which questions get the highest rite in solving wrong , and in th the e next day I open by class with thus question in a fun way, for example playing with them a game that its related to the question , and then ask those students to solve it that got wrong answer , and if they did it again wrong I will call other student that know how how to solve it , and ask her when you are giving the steps with the answer deliver it as you are teacher , saying the steps and with loud voice. So her students is not on only ly getting the understanding , but also he is building other skills , for example the confidence and cooperative learning skills ,because according to my previous MCT child le learn arn more when he learn from his friend. Consequently this tool was effective when I teach math lesson , because I believe the tool in education that have many function indeed will be work full!. 

 

This tool I used It in the sciences lesson where they are in the last activity, when they are near to finish I was asking each group questions that are in my question sheet , about the thing that they are doing , because I thing notthey enough but they shoulddoing knowit’s why are ,doing it , and how they get the resolute and from asking them I can know if they understand the lesson or not the important things is that to develop the critical thinking skills, which Is vital to be develop in the students from earlier age, in addition the reason also I will be using the tool again is , asking questions build relationship with the the students students and if there is relationship students will feel free to say if there is anything they

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repeat the answer.

don’t understand, and this what happened in the class, some students they try , and when they couldn’t do it , they Saied that they don’t understand that question or that part . 

7 Lesson 7

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