TASK 8: Interview your mentor on the roles and responsibilities of a teacher          

Roles & responsibilities	Questions to ask mentor	Comments
Planning	-Do you plan individually or in a group?	-According to the outcome, students needs, and level ability. -Yes she do, to meet outcome, and students needs. -Weekly (very details). -Both, with a group for month and individual for each week.
Pastoral	-How often do you meet parents? -What does your pastoral work involve?	-In the month, 5 periods. -Making sure that children feel save at school, and support in their in their personal and social emotional.
Professional Development	-What PD do you do?   -How often do you have PD?	-I’m going do professional development in the math. -I’m the one-week they are meet for that.
Class Management	-What do you need to manage your class? -How do you manage your class?   -Do you have any problems with class management? -Which classroom rules do you use? Why?	-Very good classroom routine, you have to be consistent. -Thought using traffic light. Also, positive behavior, and song like “clean up”. -No -Sit with children and ask them what we should have rules in the classroom.
Teaching Strategies	-What is your favourite teaching strategy? -What important strategies should we follow?	-Sing and dance, lots of moving and doing. -Every classroom has different, so no one it is best it is just about how you can mange.

TASK 7: Scientific resources in the Classroom

Resources for Science teaching classroom:	Scientific Skill(s) / Concept(s) that can be developed with it.	Exploring on possible activities to develop mathematical skills and concepts using these materials
Magnifying glasse	They can use it when go to outside to find the insects and see it from magnifying glasses big
Water Tray	They can see the things that sink and which float in the water. Also, water is poured into the pot should be without holes. to can keep it
Sand Tray	When the dry sand is poured, and if we put him water becomes cohesive, and characteristics of the two cases

TASK 6: Mathematical resources in the Classroom

Mathematical Resources found in the preschool classroom:	Mathematics Skill / Concept that can be developed with it	Exploring on possible activities to develop mathematical skills and concepts using these materials
(Attribute Blocks)	-Shapes, callers-Learn the basic shapes (square/triangle), basic colours, and counting	-Describe the features of each shapes-Match the same shapes then the teacher will tell them the name of shapes
(Abacus)	-For count ones in tows and gives-Counting skills	For example they count 3 and write the number.
	-Number matching/teaching number skills -Help students to learn and develop number skills	To count and match the points and the numbers

TASK 5: Learning styles

Make notes about activities you observe in the classroom which use the learning styles below:

	Math	Science	Reading
Auditory	Counting song and they have follow it.	Bay chart (ask the and they are answer).	Teacher read a book about cases (sad/happy/cry etc
Visual	-Teacher display. -Interactive white board.	Science ADEC pictures about seasons.	Students are looking at the pictures and words in the book.
Kinesthetic	Touch counting disk like: teddies.	Drawing in their book.	-

Answer the following questions:

·      Which learning styles did all the children seem to enjoy and why?

Practical things.

Visual: when they are seeing PowerPoint.

·      Why do you think the teacher incorporates a variety of learning styles for the children?

            The reason for do all of those three is to cater the different style. 

·      Notice which activities are repeated with a variety of learning styles e.g. read a story, listen to a story, act the story, draw the story. Can you find other examples e.g. math or science

A lot of song, they are repeating the song.

·      How can teachers improve student learning by using a range of learning styles?

Know what they are like/love.

TASK 4: Reframing Behavioural Characteristics

Table 3: Example ‘Reframing Behavioural Characteristics’ Record Sheet

	Name of child	General behavioural characteristics	Reframed	Suggestions to help improve behaviour?
1	Hamad	He is very playful, he still play and knocke other children. Struggle to focus.	May because he loves to play more than the study, so he still plays and knocke other children to play with them.	Put him with quiet group.
2	Khuloud	Can’t wait her turn. She take sit from her frineds.	Probably she does not have the patience or she doesn’t feel that other students her friends.	Strengthen her relationship with others by let her sit with the someone friendly.
3	saif	He still talking all the time, and look at the pictures and works on the wall.	He may be do not attention-grabbing the lesson or what they are doing.	Teacher should do something draws his attention or he loves studied in the lesson.

TASK 3: Discover and learn how students think and learn

	Name / Photo of Child / Age	Student profile (Learning styles, interests and areas of concern)
1	Amna/4years	• She like play with blocks, Math and read the story. • Didn’t like playing with puzzle, and studying English. • Preferred learning in side class with her friends. • She think outside have to be has more things.
2	Rouda/4years	• She like play with puzzle, Islamic. • Didn’t like playing with blocks, and studying Arabic. • Preferred learning in something by hand. • She think outside have to be beggar.
3	Hamed/4years	• He like play with blocks, Arabic. • Didn’t like read a story, and studying Islamic. • Preferred learning by siting with whole class in the carpet. • He thinks that everything is fain.
4	Nahyan/4years	• He like play with computer, Arabic. • Didn’t like studying Math. • Preferred learning in outside. • He thins that it is better if they are bring more computers.
5	Wadima/4years	• She like play outside. • Didn’t like studying Sciences. • Preferred learning by seeing videos or PowerPoint. • She think that everything is fain.

TASK 2: Classroom rules

Table 3: Example ‘Reframing Classroom Reframing Rules’ Record Sheet

Classroom rules	Reframe using positive language	Opportunities to teach these rules (both observed and ideas of your own)
Do not talk when the teacher is talking	Be a friend	• Picture signs on display • Teacher praises children who are following this rule • Teacher asks children how they should walk in the classroom
Walk, don’t run	Listen
	Wait you turn
	Help clean up