UNIVERSITY OF BAHRAIN BAHRAIN TEACHERS … TP1.pdfBAHRAIN TEACHERS COLLEGE Teaching Practice 1: ......

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TEACHING PRACTICE 1 STUDENT TEACHER HANDBOOKBACHELOR IN EDUCATION (PRIMARY)

UNIVERSITY OF BAHRAIN

BAHRAIN TEACHERS COLLEGE

Teaching Practice 1:Student Teacher Handbook

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Bahrain Teachers College

University of Bahrain

Bachelor of Education

TEACHING PRACTICE 1

TEACHER CANDIDATE HANDBOOK

Semester 2

2008 - 2009

Developing Classroom Management

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Bahrain Teachers College

University of Bahrain

Bachelor of Education

TEACHING PRACTICE 1

Developing Classroom Management

STUDENT TEACHER HANDBOOK

Semester 2

2008 - 2009

AUTHOR

Thomas Browne

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TABLE OF CONTENTS

Teaching Practice Overview

Part 1 Student Teacher’s Perspective Page

1 Introduction 11

2 Overview of the BEd Professional Practice Programme 13

3Goals of Teaching Practice 1

Sample Performance Indicators

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4 Assessment of Teaching Practice 1 27

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Responsibilities of Student Teachers

Code of Professional Conduct

Schedule for Accepting Responsibility for Teaching

Weekly Tasks Stipulated in Teaching Journal

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6 The Reflective Cycle 37

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Avenues of Support for Student Teachers

Observation/Assessment Process

Roles and Responsibilities of the Cooperating Teacher

Roles and Responsibilities of the University

Supervisor

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8Administrative Procedure Associated with Teaching Practice 1

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Part 2 Teaching File Information Page

1 Teaching Practice File Requirements 55

2Guidelines for Planning

Flow Chart for Planning during Teaching Practice

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Reflecting

Hints for Journal Writing

Key Features of Self Reflection

Part 3 Samples and Forms

Personalised Letter of Introduction to School

Assessment of Teaching Performance Form

Three-way Conference form for Teaching Practice 3

Final Report: Teaching Practice 3

Lesson Plan Outline

Sample Unit Planning Form

Teaching Portfolio Check List

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Appendix

Glossary of Terms

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Part 1: Teaching Practice Overview

Student Teacher’s Perspective

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Section 1

Introduction

To the Student Teacher:

Teaching Practice1 in Semester 1 2008-2009 comprises 15 full-days in school: On assigned

days, you the Student Teacher are expected to be in a school for the full school day. You are

expected to keep the same hours of attendance as their Cooperating Teacher unless your

teaching practice school Principal specifically says that you have an alternative assignment

on a particular day. Attendance at school includes undertaking playground and bus duties

and attending staff meetings and parent interviews. However, participate in the latter two

only to the extent that the School deems suitable. It is not unusual for pupils to be required

to be at school before 7.00am and to stay until at least mid-afternoon. At times school

activities go into the evening and sometimes activities occur in schools on weekends.

This handbook for the first Teaching Practice is one of four (Teaching Practices 1 - 4)

that have to be completed to satisfaction as part of the Bachelor of Education (BEd)

programme at Bahrain Teachers College. The four Teaching Practices are progressive and

developmental; they are organised in a similar manner and as a consequence all Teaching

Practice Handbooks are structured alike. The focus and content of each Teaching Practice

reflects the increasingly sophisticated attainment of planning, teaching observation skills

required to grow professionally and become a graduated teacher who is both informed in

terms of content knowledge and as a reflective practitioner. Teaching Practice 1 focuses on

Developing Classroom Management, Teaching Practice 2 concentrates on Designing Quality

Learning Experiences, Teaching Practice 3 Promotes Student Centred Learning and the

final Teaching practice 4 encourages Student Teachers to Reflect on Educational Practice.

Each teaching Practice will build on the previous Teaching Practice 1 through a process

of reinforcement and frequent review. For each teaching there is a suggested amount for

combining student function of observation, segment, team and individual teaching. You

will complete a teaching file with material organised into three major sections of: Planning,

Teaching and Reflecting.

It is intended that this booklet will assist and clarify the expectations of the Teaching

Practice and provide a framework upon which you can structure your Teaching Practice

in terms of administration, support provided by the Teaching Practice stakeholders

(cooperating teacher, university supervisor and the Office of Teaching Practice).

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The general objectives of the all educational courses are to be reinforced during all Teaching

Practice experiences. These fall into two categories associated with (a) eight specific

planning, teaching and evaluation abilities and (b) four broad professional and personal

qualities. Simply put, in partnership with the University and the Ministry of Education it

will be your responsibility to develop and demonstrate competencies in 12 keys areas of

professional performance.

The school-based Teaching Practice is designed to enable you to observe a teacher’s real

world of work, and to apply and apply in the classroom the knowledge and skills acquired

through Bahrain Teachers College course-work. You are encouraged to take opportunities

during Teaching Practice 1 to integrate education theory and practice and to widen their

practical experiences. Such insights and skills acquired are integral to the Bachelor of

Education programme.

Please note that the term “Teaching Practice” is used generically to refer to the different

types of school attachments (School Experience or Teaching Practice) that are undertaken

as part of the initial teacher preparation programme at Bahrain Teachers College. All

being well, Teaching Practice 1 should bring you to a minimal level of competence on each

of the programme goals. These are shown on pages 4 to 7 with suggested performance

indicators.

Yours sincerely,

(Name)

Director of Teaching Practice Office

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Section 2

Overview of the BEd Professional Practice Programme

There are nine facets of professional preparation with the Bachelor of Education

Programme:

School Attachment, Teaching Practice 2 linked to Practicum Seminar 1, Teaching

Practice 2 linked to Practicum Seminar 2, Teaching Practice 3 linked to Practicum

Seminar 3 and Teaching Practice 4 linked to Seminar 4. These are outlined below.

School Experience: Orientation to Teaching

This field-work experience is two weeks long, with 1 week in a primary/ intermediate

school and one week in an intermediate/secondary school. The purpose for this experience

is to orientate incoming student teachers to the contemporary education and innovative

classroom practice. It provides them with opportunities to observe lessons in the primary/

secondary or intermediate/secondary classrooms. The attachment involves student

teachers observing classes and teachers at their work; and reflecting on their aptitude for

and commitment to teaching as a career.

Teaching Practice 1 (BEd): Developing Classroom Management

At the end of the first year, the student teachers will undergo a 30-day practical experience.

Its purpose is to provide student teachers opportunities to observe their cooperating

teachers teach and to reflect on the roles and responsibilities of a teacher. They will also be

given the practical experience of helping their cooperative plan lessons, prepare resources,

manage pupils and to do some guided small group teaching in the area of Civics Education.

Guided observations will be drawn on in on-campus course-work during the subsequent

semester.

Practicum Seminar 1

The student teacher cohort will meet on campus for weekly debriefing of the practical

experience. In conjunction with Teaching Practice 2, this seminar will focus on issues

associated with developing effective classroom management. An issue is identified and

considered as a target for professional action. Across the various components of professional

experience, student teachers’ satisfactory completion of specifically designed tasks will

become artefacts in their electronic portfolios as evidence of developing competence and

individual professional growth.

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Teaching Practice 2 (BEd): Designing Quality Learning Experiences

This professional experience comprises 25 days and its purpose is to help student teachers

to begin to teach independently. It focuses on planning assessing and evaluating student

achievement, school effectiveness and programs/curricula. While the purposes, principles

and issues of assessment are addressed, there is an emphasis on the assessing and reporting

of student progress. Student teachers will learn to plan their own lessons, to teach, prepare

relevant resources and to manage students independently while still being able to consult

their cooperating teachers and to observe them teach.

Practicum Seminar 2


experience. In conjunction with Teaching Practice 2, this seminar will focus on issues

associated with designing, implementing and evaluating quality learning experiences.

The notion of professional practice involving engaging reflective research is continued.

Across the various components of professional experience, student teachers’ satisfactory

completion of specifically designed tasks will become artefacts in their electronic portfolios

as evidence of developing competence and individual professional growth.

Teaching Practice 3: Promoting Student-Centred Learning

This course extends the knowledge and skills base of students, enabling them to make

increasingly informed decisions concerning teaching practices that place the primary

school student at the centre of his or her learning. It applies the theoretical underpinnings

and professional skills of promoting learner interaction, self-initiated thinking and enquiry.

During this 40-day professional experience, student teachers continue to take an extended

independent role in the classroom with the support of their cooperating teacher. Student

teachers learn to approach the phenomenon of individual differences in primary education

and associated practical implications for learning and teaching. Student teachers extend

their involvement into the broad life of the school.

Practicum Seminar 3


experience. Conducted in association with Teaching Practice 3, discussion in this seminar

will explore emergent incidents associated with promoting student-centred learning. It

will also examine ways to extend learning beyond the classroom, looking at the different

approaches and considerations that are needed when taking students outside the immediate

school environment and in providing students with the best possible opportunities for life-

long learning. Across the various components of professional experience, student teachers’

satisfactory completion of specifically designed tasks will become artefacts in their

electronic portfolios as evidence of developing competence and individual professional

growth.

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Teaching Practice 4: Reflecting on Educational Practice

Constituting the final semester of the programme, this course is the culmination of student

teachers’ professional preparation. It is in this context that they have opportunity to

consolidate many of the key competencies of a Grade 4 teacher. Fifteen weeks in duration,

this teaching practice will provide sufficient time for student teachers to explore the broad

dimensions of a teacher’s life besides classroom teaching, for instance, observing how

parent-teacher conferences are managed.

Practicum Seminar 4


experience. The weekly seminars will also provide input on several key aspects of the

functions of early-career teachers. Across the various components of professional

experience, student teachers’ satisfactory completion of specifically designed tasks will

become artefacts in their electronic portfolios as evidence of developing competence and

individual professional growth.

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Section 3

Student Teacher Goals for Teaching Practice 1

The process of Teaching Practice 1 provides Student Teachers with:

1. A variety of opportunities to develop effective professional relationships, through

formal and informal contacts with students and teachers at school;

2. Opportunities to observe their Cooperating Teachers teach and reflect on the roles and

responsibilities of a teacher and so confirm their vocational choice;

3. Practical experience of helping their Cooperating Teacher to prepare lesson plans

and resources, managing children and engaging in some small-group teaching and

directing whole-class learning experiences for both cycle 1 and cycle 2 learners.

4. A link on-campus course work and the real world of schools.

By the end of Teaching Practice 1, Student Teachers will be able to:

1. Use social studies content knowledge to plan and record effectively managed learning

tasks, part-lessons and full-lessons appropriate for engaging learners in the lower and

upper primary school levels;

2. Understand the range of tasks that constitute teachers work within primary school

classrooms and in the broad school environment;

3. Use knowledge of students’ general and individual characteristics to construct a

positive learning environment that engages students in learning;

4. Observe and analyse classroom behaviours and operations generally within the

school in order to understand the processes of planning, implementing and assessing

learning ;

5. Demonstrate commitment to children’s development and wellbeing by promoting a

safe learning environment and respect for self and others; and

6. Project professionalism and a commitment to their own professional development

through willing engagement in the school’s activities and a level of reflection evident

in their professional portfolio.

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Teaching Practice 1 will last 30 days in Semester 2: 15 days in the lower primary school

and 15 days in the upper primary school. The prerequisite for Teaching Practice 1 is the

successful completion of the pre-coursework School Attachment. The co-requisites for

Teaching Practice 1 are Teaching Practice Seminar 1 and Managing Learning. Thus, the focus

for Teaching Practice 1 is Managing Learning for Diverse Learners. During this period of

professional practice, you will be given opportunities to observe your cooperating teacher,

practise with in a supportive environment with regular feedback and reflect on practice in

order to make professional gains.

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BEd Programme Competencies with Sample Performance Indicators for

Teaching Practice 1

Specific planning, teaching and evaluation competencies (PTECs)

By the end of Teaching Practice, student teachers show evidence of being able to

1. Content knowledge in their

curriculum area of certification at a

breadth and depth necessary to be

able to

− select the appropriate scope and

sequence of subject matter for

cohesive units of work at the assigned

cycle level

− plan lessons by transforming subject

matter into cohesive lesson content

and translating it in such a way

as to make it meaningful for their

adolescent students

− operate in accordance relevant

educational policies and initiatives and

changes in the educational landscape

− Produce lesson plans, from within the

scheme of work, linking to children’s life

outside school

− Write 15-minute lesson plans showing

performance outcomes that are derived

from the MoE curriculum for civics and

national education

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PTECs (continued)By the end of Teaching Practice, student teachers show evidence of being able to

2. Pedagogical knowledge and content-

specific pedagogical knowledge

necessary to

− define appropriate learning objectives

and lesson outcomes

− select and apply a wide range of

teaching strategies, appropriate to

the content area and relevant to

programme and lesson objectives

− meet the diverse learning needs

of their adolescent students in the

changing educational landscape

− engage students in the learning

process through the building of

learning communities and promotion

of life-long learning

− Write contextualised learning outcomes

showing discernable target behaviour,

performance goal

− Structure direct learning tasks

effectively for achievement of simple

learning outcomes

− Use a learner-centred decision-making

task for establishing roles associated

with a library visit

− Explain and rephrase learning task

specifications in ways so that all

children are to make sense of the task

specifications

− Provide sensitive reinforcing /

correcting feedback to children

− Set / check role-assignment and

progress in whole-class learning tasks

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3. Assessment and evaluation skills

necessary to

− make judgements about the range of

knowledge, skills and values relevant

to their curriculum area

− design assessment rubrics

appropriate to the content and

assigned grade level

− identify students’ progress on

learning objectives and provide them

with regular, formative feedback

− systematically document students’

progress and identify any difficulties

in order to remediate and to provide

appropriate feedback to parents

− evaluate their planning and teaching

as process of reflective practice

− Circulate within the classroom in

making regular observations of

children’s task-related behaviours

− Reflect by describing each lesson,

noting personal strengths and

suggesting follow-up / alternatives

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4. Knowledge of, and sympathy toward,

adolescent learners and their families

in order to

− develop the social and emotional

well-being of students

− build support networks for students

with families and within the

community

− Use children’s names when referencing

them in and beyond the classroom

5. Commitment to the spiritual well-

being of students by being able to

− enact a disciplined devotional life

− encourage and enable a

wholesome lifestyle amongst students

− Exhibit humility and a modest

demeanour

6. Understanding of and commitment to

core civic values in order to

− promote harmony of community

through communicating with parents

and establishing community networks

− promote good citizenship and

develop civic mindedness in students

as exemplified in social cohesion,

participation and civic engagement

− Demonstrate tolerance toward all

children

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7. Knowledge and skill in classroom

management necessary to

− create safe and productive learning

environments for children

− define and maintain clear and

consistent student expectations in

relation to learning tasks and peer

interactions

− Use classroom seating patterns

complementary to the selected teaching

strategy to enhance learning

− Establish / consistently reinforce

a classroom management plan

wherein turn-taking and sharing

are expectations for interpersonal

behaviour

− Stipulate and reinforce clear

behavioural expectations

8. Commitment to the physical well-

being of students through a keenness

to

− project interest in students’ physical

wellbeing and development

− promote a healthy lifestyle by

encouraging participation in extra-

curricular activities and physical

recreation in the community

− Project with-it-ness in monitoring

children’s behaviour in task and

classroom transitions

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Broad professional and personal competencies (PPCs)

By the end of Teaching Practice, student teachers show evidence of being able to

1. Interpersonal and communication

skills necessary to

− operate effectively in Arabic and

English

− build rapport with and motivate

students

− model and promote core Bahraini

values such as respect, kindness,

care and concern for others

− Make and use situationally-correct

language choices

− Project an interest in children’s

personal achievements

− Demonstrate courtesy to all in the

school setting

2. Leadership skills as demonstrated in

the ability and willingness to

− engage in the school life beyond the

immediacy of the classroom

− make productive, justifiable

professional decisions and confidence

to act on them

− take initiative to create and sustain

learning communities in their

classrooms, in their schools, and in

their profession

− Attend school staff meetings

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PPCs (continued)By the end of Teaching Practice, student teachers show evidence of being able to

3. Team work skills as exemplified in

the ability to

− establish and maintain productive

relationships with peers and

supervisors in the university and

school setting

− organise and mobilise needed

resources within the school

community

− collaborate with colleagues and other

professionals, with parents, and with

other members of the community to

enhance student learning

− Be professionally groomed and attired

− Be punctual in attendance and timely in

completing all professional tasks

− Negotiate with colleague for using

and returning specified equipment /

facilities in planning lessons

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PPCs (continued)By the end of Teaching Practice, student teachers show evidence of being able to

4. Professionalism and desire for school

improvement as demonstrated in

taking initiative to

− examine their professional beliefs

and engage in reflection on action

− build and maintain a professional

portfolio

− engage in a continuum of

professional growth to improve their

practice

− stay abreast of the latest

developments in the profession and

develop or enhance their process

skills

− engaging in activities and

organisations that promote the

quality of the school life

− build rapport and productive

networks with stakeholders

− Document reflections throughout the

teaching practice

− Retain a copy of and document

evaluating the classroom management

plan

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Section 4

Assessment of Teaching Practice 1

Teaching Practice 1 (2008-2009) will be graded on a pass/fail basis; that is, by the end

of the Teaching Practice 1, Student Teachers must demonstrate being satisfactory on all

requirements. In order to proceed to Teaching Practice 2, it is essential to pass Teaching

Practice 1 and Practicum Semester 1. As previously stated, the focus for Teaching Practice

1 is Managing the Learning Environment. At the end of the Teaching Practice Student

Teachers will be understand and appreciate:

Course Assessment for Teaching Practice 1

In general terms, all Student Teachers have to:

• Attend each scheduled full school day (or provide a medical certificate for absences);

• Behave in a professional manner;

• Complete tasks in a timely fashion;

• Demonstrate basic planning, teaching and reflective competencies, particularly those

associated with managing learning the learning environment for diverse learners;

• Maintain a Teaching Practice file; and

• Maintain an electronic Professional Portfolio.

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Specific Assessment Requirements for Teaching Practice 1

Assessment Component 1: Professional Competence

Assessment Component 2: Teaching Practice 1 Journal

Assessment Component 3: Teaching File

Assessment Component 4: Electronic Professional Portfolio

1. Description of Professional Competence

In essence, Student Teachers must produce evidence of their meeting the minimal

professional standards as reflected in the suggested performance indicators for

Teaching Practice 1. Observations and judgements will be made by the Cooperating

Teacher, the School Principal (or nominee), and the University Supervisor.

2. Description of Teaching Practice 1 Journal

The Student Teachers must complete in a timely manner all tasks specified in the

Teaching Practice 1 Journal.

3. Description of Teaching File

The Teaching Practice File1 should include the following:

• Cover Page with all Teaching Practice 1 details including name and contact

details of:

- Placement School

- University Supervisor

- Cooperating Teacher

- Contents Page indicating the following separate sections (dividers):

• Section 1: Planning

- Background: (Timetable, School Context, Ministry of Education Curriculum

relevant extracts)

- Unit Plans

- Pre Lesson Plans

• Section 2: Teaching

- Resources that you might have developed

- Lesson Observation Sheets (Self, Cooperating Teacher, University Supervisor)

• Section 3: Reflections

- Lesson Analyses

- Post Lesson Revised Lesson Plans

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4. Description of Electronic Portfolio

Access the electronic file for the Professional Portfolio and complete the specified

sections with best examples (annotated) of planning, teaching and reflection from

Teaching Practice 1. This portfolio is to be updated throughout your programme.

Refer to Part 3 of this document, Samples and Forms, for the Portfolio Checklist.

Note: Teaching Practice 1 initially revisits tasks undertaken during the School

Attachment.

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Section 5

Responsibilities of Student Teachers

In preparation for Teaching Practice, call your Teaching Practice School, ideally before the

end of Semester 2, to introduce yourself. You must show your College indentification and

any other identification required by the school.

As a Student Teacher, your role during Teaching Practice 1 is two-fold:

• as a LEARNER, studying the teaching-learning process in practice in the classroom,

using the skills and knowledge base acquired through the courses Bahrain Teachers

College; and

• as a CO-TEACHER who shares with the cooperating teacher the responsibility for pupil

learning in the assigned classes.

Through the Teaching Practice, Student Teachers are expected to:

1. Acquire beginning teaching competencies – Basically all Student Teachers are expected

to demonstrate that they possess the knowledge, skills, and attributes required to

perform the major teacher roles and tasks in the classroom. These include (a) planning,

(b) developing the lesson, (c) communicating, (d) managing pupils and classrooms, and

(e) monitoring and evaluating pupil learning.

2. Achieve professional growth – Student Teachers are expected to adopt a professional

attitude to their work. This involves constant self-evaluation of their performance,

a desire to learn and improve, and the development of a service ethic in their work.

Attitudes of on-going development are essential to the Student Teachers’ professional

growth, not only during the Teaching Practice but also throughout their teaching

careers.

3. Adhere to all school rules governing teaching staff members – These are outlined

below.

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Completing tasks, each day you will:

• Participate in any activities organised by the school specifically for Student Teachers

• Engage in peer discussion

• Undertake necessary tasks and complete the Journal Entry to substantiate that you

have undertaken the Daily Tasks and Reflections

• Follow the guided introduction to taking responsibility for teaching as set out in the

table pages 12-14. Please note that in some school situations the weeks/days might

vary the developmental points.

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Code of Professional Conduct

Student Teachers are effectively members of staff of the school while on Teaching

Practice and are bound by the same rules that apply to all teachers

Punctuality and Absenteeism

− You should be punctual in arriving at the school, in getting to the class for your

lessons, and in the discharge of all professional duties.

− You are not allowed to leave the school early without the prior approval of the

Principal/Vice-principal.

− Official approval from the Principal and from the Office of Teaching Practice, must be

obtained if you need to be absent from school on non-medical grounds.

− All health-related absences must be supported by medical certificates (MCs).

Originals should be shown to the school and a photocopy of which must be submitted

without delay and without demand upon returning to school. The original MCs should

be submitted to the Office of Teaching Practice within 2 weeks from the date of the

MC. Place a photocopy in your Teaching Practice file.

− In case of inability to report for work, the Principal should be informed before the

school session begins. Your University Supervisor should also be promptly informed.

Participation in School Life and the Broad School Programme

− You are expected to participate fully in the school programme (e.g. staff contact-time,

staff meetings, school assemblies). You should assist the teachers and contribute

whenever possible to the wider life of the school.

Performance of Teacher Roles

− Make thorough planning and preparations for all teaching-learning experiences in

class.

− Never be late for class or leave your class unattended at any time.

− Be warm and nurturing in all your dealings with pupils. The use of corporal punishment

is absolutely forbidden and professionally unacceptable.

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Presentation of Self

− Conduct yourself with decorum and observe high standards of courtesy to colleagues

and pupils.

− You should observe a professional dress code appropriate to the school context and

the professional image of a teacher.

Timetables and Assessment of Teaching Performance Forms

− Timetables – Student Teachers are to fill in the blank timetables issued by the Office

of Teaching Practice. A copy of the completed timetable is to be submitted to your

University Supervisor within the first week of your Teaching Practice.

− Assessment [through observation] of Teaching Performance (ATP) Forms – Student

Teachers are to ensure that their Cooperating Teachers have sufficient copies for use

when observing Student Teacher teaching. Extra copies, when needed, are available

from the Teaching Practice 2 website.

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Schedule for Student Teacher’s Accepting Responsibility

Because in Year 1 of the BEd programme Student Teachers have not yet been assigned as

Cycle 1 generalist teachers or Cycle 2 Specialist teachers, the 30 days of Teaching Practice

1 will be evenly distributed between the two levels of the primary school. It is anticipated

that Student Teachers will switch at TP1 mid-point-- after 15 days. During Year 1 of

the programme, the course work is mainly focused on Educational Studies—the Student

Teachers will only have one course linked to Primary School curriculum—Social Studies.

Thus TP 1 is spent observing the Cooperating Teacher’s work for each full school day. The

focus is on observing, engaging in and evaluating the tasks associated with Managing

the Learning Environment and, under close guidance and supervision of the Cooperating

Teacher, developing fundamental competencies in planning, implementing and evaluating

simple instructional tasks linked to the Social Studies curriculum. Below is a suggested

schedule for Student Teachers’ acceptance of responsibility for managing aspects of the

learning environment. The suggested schedule for accepting responsibility in the classroom

appears on the following page.

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Accepting Responsibility for the Learning Environment

Suggested Time Frame per Cycle

Student Teacher’s Responsibility in Teaching Practice 2 Undertaken prior to the weekly Practicum Seminar 2

Days 1-5

2 days observation

3 days assisting the Cooperating Teacher organising learning

materials and the classroom learning environment

Days 6-10

Continue with observations and assistance above

Assist Cooperating Teacher in managing the learning environment

Plan, implement and evaluate a Learning Centre

Plan conduct and evaluate a “Getting to know you” classroom activity

Plan and implement the management plan for a school resource centre

(library) visit

In consultation with the cooperating teacher plan and implement

learning tasks with small groups of children

Days 11-15

Continue with observations and assistance as above

In consultation with the Cooperating Teacher plan and implement one

whole-class learning activity each day

Day 15Teaching Practice Mid point or End point

Complete the Mid point or End point Review

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Section 6

The Reflective Cycle

The purpose of Teaching Practice 1 is to provide Student Teachers opportunities to observe

and assist their cooperating teacher. It is also a period for you to gain practical experience

in assisting with planning, preparing resources and manage students.

The following three stage cycle is recommended in all Teaching Practice experiences for

both the observations of cooperating teacher’s lessons by Student Teachers, the observation

of Student Teachers’ teaching by Cooperating Teacher, University Supervisor (Moderator).

1. Pre lesson Observation

2. Lesson Observation

3. Post lesson Conference

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Step 1: Pre-Lesson Conference

The pre lesson conference is to assist you, the Student Teacher, to become aware of

important aspects of the lesson to be observed. The Cooperating Teacher or University

Supervisor provides guidance to Student Teachers to assist you to plan/ observer/teach

and reflect through a process of inquiry. Prompting critique through questioning is vital.

Suggested pre and post lesson questions

1. Why did you choose these learning objectives/outcomes? What is the relevance of the

topic?

2. How is this lesson connected to past and future learning/lessons? Why is this

sequence logical; how does this lesson fit the organisation of the subject or discipline

as a whole?

3. What prior knowledge and skill do students need in order to be successful in reaching

the learning objectives of this lesson? How do you find out about students’ prior

knowledge and skills? How appropriate is the lesson content for this class?

4. How do you become familiar with your students’ cultural resources, i.e. with experiences

outside of school, approaches to learning and style of interacting and relating?

5. Why have you chosen these teaching methods? (Explore the relationship with the

learning objectives and students’ prior knowledge and experiences.)

6. Why have you chosen these particular learning activities? (Explore the relationship

with the learning and students’ background and experiences.)

7. Why have you chosen these instructional materials? (Explore the relationship with the

learning and students’ backgrounds and experiences.)

8. Why have you chosen to evaluate student learning using the strategies you have

descriBEd? (Explore the relationship to the stated learning objectives and to the

students.)

In addition the Cooperating Teacher and University Supervisor should point out to you

possible problems that may be encountered and how these might be handled. They should

also provide pointers you on how to observe and reflect on in the any observed/taught

lesson. When you are teaching, they will provide guidance in teaching in the subject

specialisation.

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Step 2: Lesson Observation (Undertaken on teaching of or by Student Teacher)

When you are observing your Cooperating Teacher, you should use the Teaching Practice

Journal to guide your observation. You should also look out for those aspects of the

lesson discussed during the Pre-Lesson Conference. Information collected during these

observations should be recorded, analysed and reflected on.

When the Cooperating Teacher is observing your lessons, the Cooperating Teacher’s role

is primarily that of unobtrusive data gatherer while you teach. Except for a situation of

endangerment, the cooperating teacher should refrain from intervening or participating in

your teaching. Data collected during these observations, when analysed, will show your

strengths as well as the areas that require improvement. Reported observations provide a

sound, culminative description of your teaching development over time.

Observations should focus first on the positives of the performance on the following

teaching processes:

• Content Knowledge (Planning)

• Pedagogical Knowledge (Teaching)

• Knowledge of Learning (Organising learning environment and meting student needs)

• Assessment and Evaluation Skills (Recording and reflecting)

• Professional Qualities (Commitment to student well being/Promotion of core civic

values

For Teaching Practice 1, you should observe the Cooperating Teacher demonstrating the

competencies in each process and reflect on them. The Teaching Practice File and Journal

are to be completed by the Student Teacher. All assessment, administrative and additional

information can be located by logging onto the Office of Teaching Practice web page and

navigating to the relevant Teaching Practice Portal. The Glossary explaining the terms

applicable to Teaching Practice 1 is given in Appendix.

When you are required to assist the Cooperating Teacher teach lessons, your teaching

performance will be assessed using the Assessment of Teaching Performance (ATP)

formative observation sheet. Structured observation helps diagnose the strengths and

weaknesses of your teaching, personal and professional competencies in five areas – the

four teaching processes and professionalism. (Refer to Pages 3-6.)

The ATP form must be completed for formal observations. For informal observations of your

lessons, this form need not be completed, but it could be used to guide the observation.

40


Stage 3: Post Lesson Conference

During the Post Lesson Conference the Cooperating Teacher discusses with you what

observed, using the Teaching File Reflection and Diary and the aspects upon in the Pre-

Lesson Conference.

The Cooperating Teacher will also provide information related to you about your performance

and progress in teaching. The data (on events, student behaviour and interactions etc)

systematically collected during the observation will be analysed and used to indicate

strengths first and then diagnose weaknesses. The focus of analysis should be on student

learning and the ways in which the teaching facilitated or impeded that learning.

It is your responsibility to be aware of how you are to be graded both formatively and

summatively. Discuss the standards and levels of teaching performance regularly with

both your Cooperating Teacher and University Supervisor. All assessment forms can be

viewed on Web Page:XXX

OFFICE OF TEACHING PRACTICE CONTACT INFORMATION

Please contact the Office of Teaching Practice if you need forms and/or additional

information. The Office web address is: XXXX

41


3 Excerpt from University Supervisor Handbook.

Section 7

Avenues of Support for Student Teachers2

All Student Teachers should be aware of the following information.

The University Supervisor will visit and observe the Student Teacher several times

throughout the semester. The University Supervisor will evaluate the Student Teacher’s

performance with the Student Teacher and the Cooperating Teacher. Between scheduled

or unscheduled visits, the Student Teacher may contact the University Supervisor at any

time to discuss concerns and problems. The University Supervisor will work very closely

with the Student Teacher so that the teaching experience is a satisfying and rewarding

experience, both personally and professionally. If the Student Teacher is unable to reach

the University Supervisor contact the Office of Teaching Practice.

2More information can be found at Teaching Practice Office website: See Cooperating Teacher and University Supervisor.

42


The Observation/Assessment Process3

Informal Observation

Informal observation refers to the continual and less structured discussion, anecdotal

commentary between all stakeholders in the Teaching Practice experience. As part of

becoming a reflective practitioner, this ongoing process is a critical component of your

professional development. Informal observation is a legitimate and worthwhile source of

information on own and others’ teaching. Many different observation forms may be used.

Formal Observation

Formal observations usually take place less frequently than informal observation.

Formal observations occur about once a week (or more) and are often preceded by a pre-

conference and followed by a post-conference. Feedback from formal observations will

recorded on the official forma which will be maintained in the Teaching File as official

records.

The formal observation procedure is in stages:

Stage 1 Student Teacher observation

Stage 2 Lesson observation record

Stage 3 Weekly tasks and conference record

Stage 4 Complete final (Summative) Student Teacher Form

Stage 5 Moderation Procedure (Pass / Fail Teaching Practice 1)

3All required forms can be located and downloaded from the office of Teaching Practice Web Page.

43


Stage 1. Student Teacher Observation /Assessment

This form can be used early in the Teaching Practice experience or at any time you wish

to receive or / and give feedback, but do not require numerical ratings.

Stage 2. Lesson Observation Record (formative Assessment of Teaching Performance)

This record assists in recording / scripting a written picture of the lesson that will be

defensible and helpful as a coaching tool. Use shorthand to help you jot down teacher

talk and action, pupil talk and action, and interaction patterns. Jot notes at 5 minute

intervals.

Stage 3: Weekly Tasks and Conference Record

Complete each week’s tasks based on reflections and observation (formal and informal).

Complete the weekly conference form as a self-reflection and bring it to the weekly

seminar.

Stage 4: Final (Summative) Student Teacher Evaluation Form

This is the culminating evaluation of the Student Teacher’s performance. It includes

numerical ratings and summary statement.

44


Roles and Responsibilities of the Cooperating Teacher4

[Excerpt from Cooperating Teacher Handbook]

The Cooperating Teacher is vitally important in the Teaching Practice programme of Bahrain

Teachers College. Student Teachers’ feedback show that the help received from Cooperating

Teachers is an important element in the success of their Teaching Practice. Specifically, the

roles and tasks of CTs during the Teaching Practice include the following:

1. Prepare the pupils for the Student Teacher’s adoption of teaching responsibilities.

2. Settle in the Student Teacher (eg arranging for a work-desk in the staff room).

3. Get acquainted with the Student Teacher; introduce Student Teacher to other

members of staff, and help make him/her feel welcome as a professional co-worker.

4. Help the Student Teacher prepare for classroom teaching and managing the learning

environment.

a. Confirm within Week 1 teaching subjects and timetables and review these as

developmentally appropriate.

b. Explain the part of the syllabus to be covered by the Student Teacher, and

confirm the lessons to be taught.

c. Inform the Student Teacher of deadlines for school tests and projects.

d. Allow the Student Teacher to use school resources such as textbooks, pupil

workbooks, and teaching practice guides, schemes of work

e. Explain classroom and administrative rules and routines.

f. Acquaint the Student Teacher with class profile.

g. Make known to the Student Teacher your expectations of your pupils in their

classroom work and behaviour, and homework.

h. Arrange for the Student Teacher to observe you and other teachers teaching and

managing the classes.

i. Plan your observations of the Student Teacher’s teaching.

j. Facilitate, where possible, the Student Teacher’s completion of assignments and

the peer-interaction discussion points.

4 All required forms can be located and downloaded from the office of Teaching Practice Web Page.

45


5. Monitor, advise, mentor, guide and coach the Student Teacher in his/her professional

development through discussions, demonstrations and post-lesson observation

conferences. This responsibility includes providing regular written feedback on the

Assessment of Teaching Performance form.

6. Work closely with the University Supervisor in developing the teaching skills and

professional attitude/conduct of the Student Teacher. Alert the University Supervisor

if Student Teacher is not performing well and develop strategies to help the Student

Teacher.

7. Meet periodically with the University Supervisor (together with the Student Teacher),

to discuss progress and helping strategies.

8. Meet with the Principal and University Supervisor towards the end of the Teaching

Practice to discuss summative grades in confidence.

46


Roles and Responsibilities of University Supervisor5

[Excerpt from University Supervisor Handbook]

The Bahrain Teachers College University Supervisor plays an important role in the

progress of Student Teachers throughout the two Teaching Practice courses. In this role,

the University Supervisor works with Student Teachers, Teaching Practice Office Director,

school administrators and School Cooperating Teachers. The University Supervisor is the

representative of the University of Bahrain. During the initial visit to meet the Student

Teacher, the University Supervisor should make every effort to meet the school principal.

This Handbook has been prepared for the University of Bahrain Teaching Practice Supervisor

working with and Student Teachers in the Post Graduate programmes (TP1-2), leading to

the Teaching Credential. The purpose of the handbook is to provide information about the

role and responsibility of the University Supervisor, as well as to provide information that

will be used whilst engaged in this work.

The University Supervisor

1. Represents the University of Bahrain in the schools and establishes and maintains

liaison between the cooperating school and the University;

2. Defines clearly his/her perception of the University Supervisor’s role and is sensitive

to the expectations of the schools;

3. Contacts each Student Teacher within the week that the list of those being supervised

is received;

4. During visits to the school, supervises the Student Teacher in the classroom and

provides written feedback on the Assessment of Teaching Performance form6;

5. Helps the Student Teachers relate their teaching experiences to previous academic

training and current professional preparation and practice;

6. Uses the Student Teacher ’s past learning and helps him/her develop understandings

by applying prior experience and knowledge in classroom situations;

5 Excerpt from University Supervisor Handbook.6 All required forms can be located and downloaded from the office of Teaching Practice Web Page.

47


7. Explains and reconciles differences between the philosophy or methods of the School

Cooperating Teacher and those presented in the programmes;

8. Observes and confers with the Student Teacher on a regular basis;

9. Reviews the Student Teacher’s lesson plans, plan books and reflections at each

visit;

10. Encourages the Student Teacher in self-reflection;

11. Makes recommendations to the Director of Teaching Practice Office for transferring

or removing the Student Teacher from a field placement or from the programme after

all reasonable alternatives have been pursued;

12. Completes Teaching Practice Evaluation for the Student Teacher’s employment

dossier on both a formative and summative basis;

13. Notifies the Director of Teaching Practice Office immediately at any hint of concern;

14. Consults regularly with School Cooperating Teachers;

15. Schedules conferences among the School Cooperating Teacher and Student Teacher

and self as needed;

16. Collects the Summative Teaching Practice Assessment Form from the School

Cooperating Teachers;

17. Completes the University Supervisor’s Summative Teaching Practice Assessment

Form; and

18. Delivers all Summative Teaching Practice Assessment Forms to the Teaching

Practice Office Director in a timely manner.

48


49


Section 8

Administrative Procedure Associated with Teaching Practice 1

[Excerpt from University Supervisor’s Handbook]

The school-based Teaching Practice is designed to enable Student Teachers to observe a

teacher’s real world of work, and to apply and refine the knowledge and skills acquired

through Bahrain Teachers College course-work in classroom teaching.

The University Supervisor is to facilitate interaction in the school site. The role is to assist

the Student Teachers to take opportunities during the Teaching Practice to integrate

education theory and practice and to widen their practical experiences. Such insights and

skills acquired are integral to the Post Graduate of Diploma of Education programme.

Please note that the term “Teaching Practice” is used generically to refer to the different

types of school attachments (School Experience or Teaching Practice) that are undertaken

as part of the initial teacher preparation programme at Bahrain Teachers College.

Student Teachers need to be familiar with the following guidelines:

• Student Teachers shall generally be observed a minimum of 2 times during Teaching

Practice 1. (Teaching Practice 1 – 2 visits. Teaching Practice 2 4 – 5 visits)

• The Teaching Practice Office personnel will have prepared an outline explaining:

a. The Teaching Practices (1-2), Supervision Expectations, Visit Protocols,

Formative and Summative assessment procedures and Timelines.

b. These Teaching Practice Outlines (1-2) shall be given to the following:

- Bahrain Teachers College Teaching Practice Supervisor (University

Supervisor)

- School Cooperating Teacher

- Each Student Teacher and

- The School Principal.

50


The University encourages open communication among the Cooperating Teacher, the

Student Teacher and the University of Bahrain Teaching Practice Supervisor. This document

is designed to clarify how and when the Cooperating Teacher or Student Teacher may

contact the University Supervisor for advice or intervention.

• A school visit should include: (a) pre-lesson conference, (b) lesson observation and (c)

private Post-Observation Conference based on the completion of Lesson Observation

Sheet. Normally, a school visit should cover, but not be excluded to a review of (a)

the unit plan, (b) lesson plan and (c) Teaching Practice File. The observation of a

lesson should provide insightful information and include an in-depth Post-Observation

Conference. The Post-Observation Conference should occur as soon after the observed

lesson as possible and may be used as a Pre-Observation Orientation for the next

observation.

• On or before the first visit, Student Teachers should provide their University

Supervisor with the following:

a. Map of the school with directions to the designated classroom

b. Lesson schedule with the Student Teacher’s teaching timetable

c. An appropriate mobile phone number.

An expected professional behaviour is that Student Teachers notify the University at

least a day in advance of any change to the schedule that would affect any planned

visit/observation. There should be discussion between the University Supervisor and

the Student Teacher about the Candidates’ progresses. It is recommended that notes

of this discussion be included in your initial correspondence/discussion.

51


When the University Supervisor arrives for each observation, the Student Teacher

will have available for review:

• Copy of lesson to be taught

• The Teaching Practice File containing all lesson plans taught including all

instructional activities done with the students

• Lesson Observations should be scheduled so that the possibility of not observing

each Student Teacher is minimised. Teaching Practice Supervisors will inform

Student Teachers of the procedures that they use. Examples of some different

procedures that may be used to schedule the observation are as follow:

a. The school principal or his or her designee prepares the schedule in

consultation with the University of Bahrain Teaching Practice Supervisor;

b. The Student Teacher prepares the schedule in consultation with the

University of Bahrain Teaching Practice Supervisor;

c. Student Teachers at a school site work together to prepare a schedule in

consultation with the School Cooperating Teacher;

d. The University of Bahrain Teaching Teachers College Practice Supervisor

prepares the schedule with the Student Teachers.

Student Teachers are responsible for working with the University of Bahrain Teachers

College Supervisors and with each other to schedule observations when there are

multiple Student Teachers at a site/school.

• Specific written feedback should be provided to the Student Teacher immediately after

each lesson observation using an Assessment of Teaching Performance (ATP) form.

Feedback should be discussed and clarified during the Post-Observation Conference.

• The Summative Teaching Practice Assessment Form (STPAF) must be completed through

discussion that the Cooperating Teacher and the University Supervisor. This will occur

after Student Teachers complete the Teaching Practice 1 placement. The University

Supervisor is to check the Summative Teaching Practice Assessment Form for all

required signatures before submitting it to the Teaching Practice Office.

• The Summative Teaching Practice Assessment Form for each Student Teacher is to be

submitted, with all required signatures, to the Teaching Practice Office within one week

of completion of Teaching Practice 1.

52


• The University Supervisor and/or Cooperating Teacher should contact the Teaching

Practice Office Director immediately, if there is concern about the progress of a Student

Teacher.

• If there is any concern about a Student Teacher’s progress, all parties will be immediately

notified (the Student Teacher, the Cooperating Teacher, with the Teaching Practice School

Principal, and the University Supervisor). In consultation with the Cooperating Teacher,

the University Supervisor will develop a written intervention plan for remediation.

The plan is to include specifics and a timeline and be signed by all participants. A

Student Teacher must have time to complete the plan prior to final evaluation. After an

opportunity for remediation, any Student Teacher who does not meet the standards for

Teaching Practice (1 or 2) will receive a Fail grade and be in jeopardy of continuing in

or graduating from the programme.

53


Part 2: Teaching File Information

54


55


Section 1

Teaching Practice File Requirements

ALL Student Teachers will maintain a Teaching Practice File for the duration of the Teaching

Practice. This is not the Teaching Practice Journal which is linked to the supporting Practicum

Seminar Schedule, but a file considering and recording your own administrative details of

work undertaken in the Teaching Practice School. (Generally this is a two-ringed bound file

with all required information maintained up to date and kept in clear plastic wallets.)

One of the things you will be evaluated on during teaching during Teaching Practice is your

Teaching Practice folder. The criteria used by your evaluative lecturer and our Cooperating

Teacher are as follow:

Demonstrate effective recording through ability to:

• Maintain adequate records of the associate’s teaching and general classroom

procedures.

• Keep up to date with tasks set by School of Education and Cooperating Teacher.

• Record hints, ideas, procedures etc. from observation and discussion with Cooperating

Teacher and in university papers.

• Record data consistent with assessment policies used by Cooperating Teacher.

• Develop an effective ring binder folder, suitably tabBEd.

This also includes detailed planning of teaching and assessment of lessons taught.

Once you are a teacher working with your own class, your folder will be your own working

document. However, when you are on Teaching Practice 1 you may need to modify it on

advice from your Cooperating Teacher and your University.

You will need:

• A ring binder folder, although it is not compulsory to use this format, from previous

Student Candidates’ experience, has proven to be effective; and

• Physical dividers to break the content into sections.

56


If you set up a folder with dividers, you can continue to use it during your programme.

Use pencil to write the headings on your dividers so that they can be easily changed if you

need to.

Some suggested headings are:

• Administration (includes class lists, timetable, behaviour management plan, resource

lists, samples of Cooperating Teacher’s planning, school notices) with annotations.

• Cooperating Teacher critiques/written feedback.

• A separate section for each curriculum content area.

• Student assessment.

• Handy hints/useful ideas.

Your University Supervisor and Cooperating Teacher will check your folder for completion

and as a grading requirement for Teaching Practice 1. This includes ensuring you have

completed the tasks in the handbook and have achieved a satisfactory level on the

assessment criteria.

During an observation visit, your University Supervisor must check your folder. You are to

provide a detailed lesson plan for the lesson you are teaching. If it is part of a unit plan,

indicate the relevant unit of work in your folder and show its sequencing with other lesson

plans.

All required administrative forms related to assessment and other information can be

downloaded from the Office of Teaching Practice Web Page:

57


The Teaching Practice File will contain a Contents Page and Dividers make place for:

• Section 1: University Supervisor’s Details

• Section 2: School Contextual Description with Timetable

• Section 3: Class Lists of Forms/ Groups to be taught

• Section 4: Unit Plans

• Section 5: Lesson Plans

- Post Lesson Reflections

- Post lesson plan changes

- Observations Sheet

1. Self Analysis

2. Other Teacher Observations

3. Cooperating Teacher Observations

4. University Supervisor’s Observations

• Alternative lesson

- Quizzes

- Video Task

- Additional Lesson

• Ministry of Education Syllabus – Support Material

This Teaching Practice file should be a working document which must be made available

on request to all Teaching Practice stakeholders (Cooperating Teacher / School Principal,

University Supervisor / moderator). The Student Teacher should make sure that the Teaching

Practice file is always available. Best examples of unit plan, lesson plans, and reflections

can also be transferred to the electronic portfolio.

58


Your responsibility is to compile and differentiate the following contents.

– Planning

– Observation of Students

– Reflect

– Hints for writing Professional Practice Portfolio (PPP)

– Self Reflection

– Self Reflective Sheet

– Weekly Reflections

– Communication

**All tasks should be completed and writings presented in a systemised file immediately

after Teaching Practice 1 is concluded.

Please complete relevant pages as required, after each lesson and weekly. This file will be

assessed and discussed during Teaching Practice 1(formative assessment) and reviewed

again at the end of the Teaching Practice 1 (summative assessment).

There are several tasks associated with becoming a competent teacher to be completed

on a regular basis. Keep all journal entries in a folder to be handed to your allocated

University Supervisor at the end of Teaching Practice.

You will receive a visit from your university supervisor during Teaching Practice and

should liaise with your appointed University Supervisor should you experience difficulty

or wish to discuss Teaching Practice issues. The University Supervisor will stay in close

contact with you throughout you Teaching Practice.

Because Teaching Practice 1 is graded on a “Pass / Fail” basis, your grade is dependant on

your regular punctuality, completion of Teaching Practice Journal, Professional Portfolio

and your Teaching Practice file. This file should include:

1. Unit Plans

2. Lesson Plans (completed before the lesson is taught)

3. Post Lesson Reflections

4. Observations Sheets

5. Class list and attendance records

6. Other anecdotal notes and/or Student Teacher’s self-developed support material.

59


Guidelines for Planning

[Excerpt from Student Teacher’s Booklet]

Plan your lessons and units of work using the recommended Bahrain Teachers College protocol. Plan

appropriately to your content specialisation and the grade level of teaching. Include all lesson and

unit plans in your file. Show revisions to original plans.

FLOW CHART FOR LESSON PLANNING DURING TEACHING PRACTICE

1. PROGRAMME REQUIREMENTS • Teacher Outlines

• Required Lesson

• Content

e.g. Arabic Module

Lesson 4

Descriptive Writing

2. IDEAS FOR LESSON PLAN • Teaching Staff

• University Handouts

• Library References

• University Staff

• Community Resources

• MOE Syllabi3. COOPERATING TEACHER FOR COMMENT (Well in advance of day of presentation)

4. LESSON PLAN • Draft ideas

• Check planning criteria

• Consider lesson stage

5. LESSON PLAN

Write

6. COOPERATING TEACHER FOR FURTHER COMMENT (At least the day before implementation)

7. LESSON PLAN

Finalise8. SUMMARISE LESSON LEARNING EXPERIENCES ON TO PALM CARD

9. MENTALLY REHEARSE LESSON

10. TEACH LESSON

11. TEACHER AND/OR UNIVERSITY STAFF COMMENTS

12. SELF EVALUATION

CompleteLESSON EVALUATION

Complete

60


61


Section 3

Reflecting

Reflection is a process of collecting data, analysing them and then thinking deeply about

their consequences. Following lessons, reflective questions from yourself, a peer, your

Cooperating Teacher or University Supervisor are important in probing thought about your

teaching and its impact. Reflection occurs on planning, teaching, and data obtained from

observing teaching. Here are some sample questions:

Self reflection is thinking about your teaching, evaluating your performance and

identifying what needs to be done to make it better. It will include both positive and

negative comments, formal and informal comments. A key part of the Reflective Cycle is

writing about your responses to your lesson.

62


Hints for Journal Writing

* Write up your thoughts as soon as possible after your lesson observation

* Let your comments reflect both the positive and negative incidents of the day and

ways in which you think you might improve the situation.

* Areas you can address might include:

1. Teaching/explaining/demonstrating/assessing skills you learnt or found

difficult

2. The way your class/students worked or did not work together

3. Organisational problems such as time keeping, class management, content

delivery

4. Teaching decisions/critical situations

5. Time given over to organising

6. Your personal progress

7. The ability of your class/students to solve problems/issues

8. Rate how well you or your class fulfilled class duty / tasks or the role you

adopted (directive styles)

9. General things that might need changing

10. Thoughts about how you feel, your discussions with cooperating teacher,

fellow Student Teacher and university supervisor

63


Key Features of Self Reflection

Self reflection focuses on what you do. No formula exists for effective teaching, only

principles that you adapt to suit your needs. By focusing on what you do as a teacher,

self reflection is valuable for checking that you have successfully applied the principles of

effective teaching to your practical teaching.

Self reflection links thought to action (Choi’s 1988) perceptual, textual and operational

dimensions. To be of any value, self reflection must be systematically linked to your practical

operational teaching. Think of the self reflection process as a circle which includes action

as a vital stage.

Self reflection makes improvement a continuing process. Just as you expect your students

to constantly improve, you need to keep improving as well. Systematic reflection helps

ensure that you continue to develop as a teacher and promotes taking responsibility for

your own improvement

1. Action

4. Planning for improvement 2. Observation and Describe/Record

3.Identificationofthingstoimprove

1. Action

4. Planning for Improvement 2. Observation and Describe Record

3. Identification of things to improve

64


Step One: Describing/Recording

There are many different ways to self reflect. You can keep a diary which focuses on your

performances as a teacher. You can discuss your teaching or that of other teachers with

others, or you can just mull over lessons in your mind while driving home. Whatever way

you choose to self-reflect, the better you know what you do as a teacher the more likely

you are to benefit from the process of self-reflection.

Another option is to video tape your teaching performance. Video is a particularly effective

method for self reflection. It provides a powerful means for examining your (or another

teacher’s) teaching and identifying specific areas which need work or are good practice. If

you can make a video recording of your own teaching or that of your Cooperating Teacher

you can review it later for analysis and evaluation.

Step Two: Reflecting

Having made your observation you must now analyse and evaluate the teacher performance.

You should identify aspects of teaching which might be improved or note good Teaching

Practice which you will adopt in the future. There is very little to be gained by just glancing

at the tape and rushing to judgements about teaching performance. You will need to look

closely at the teaching to pinpoint both areas of excellence and potential areas of concern

and structure corrective solutions. Remember that analysis and evaluation are simple

means for helping you identify aspects of teaching that need improvement.

Questions to consider for your own or another teacher’s teaching

How does the teacher manage the lesson? What is being taught? How does the teacher

relate to the students? Only with clear understanding of what the teacher is currently

doing, as a teacher can you adequately assess teacher effectiveness. Analysis provides the

basis for evaluation, helping you recognise and focus on aspects of teaching that you need

to develop.

Step 4: Planning for Improvement

Once the major observation period is over you will start to plan for segments of the lesson

and develop a practical plan as to how you will improve the aspects of your teaching that

you have identified. You may want to seek assistance from your cooperating teacher in

developing an action plan for improvement. Make sure that you plan some specific actions

that will change your teaching behaviour. It is useful to identify some criteria for success.

65


Part 3: Samples and Forms

66


67


Personalised Letter of Introduction to the School

Cooperating Teachers have asked if they could know about their Student Teachers before

the Teaching Practice starts. This is in addition to making a pre-visit. A sample wording

for the letter is below. Do not send your letter until after School personnel have been

notified that you have been placed with them. The letter is a sample only. To give you

ideas about the sorts of things you can include in your own letter. Please do not copy it

word for word.

68


SAMPLE LETTER

Your own Address

Date

Cooperating Teacher

School Address

Dear

This is a brief letter to introduce myself prior to coming and meeting you in person for

my pre-Teaching Practice visit. I am a mature woman with three children of my own. My

eldest is at secondary school enjoying the sporting opportunities that it provides and I

have a daughter in Year 6 and a son in Year 4 at our local primary school.

I went to the University of Bahrain straight from secondary school, having wanted to

become a teacher since work experience I had in a local primary school when in was in the

fourth form. I am the eldest of four children in my family and have spent a lot of time with

my younger brothers and sister and also with my cousins. I have been fascinated to watch

their development and since I have been a teacher education student I have understood so

much more about what makes the young teenager age group “tick”.

This year I am studying (insert subject areas) and I have specialised in (insert subject areas).

I feel quite confident about my teaching in (name of school) but would like your help with

(insert area of help). I am somewhat nervous about working with intermediate school

students so your help with management techniques will be appreciated. Also this Teaching

Practice, I would like the opportunity to put into practice the things I have learned. I am

a keen musician (piano) and have privately taught primary aged children for three years.

I can contribute this to the school Teaching Practice if that fits with what the school has

planned during that time.

I look forward to talking with you in more detail about these things when I come for my

pre-Teaching Practice visit. I will telephone soon to arrange a date and time that suits you.

I would like to spend some time with you when you are teaching so I can meet the students

and begin to get to know them and the routines and management techniques you use

If you would like to contact me my phone number is (insert number), Mobile (insert number)

and my email address is (insert email address).

Yours sincerely

[Your signature in ink]

[Your name in type]

69


BAHRAIN TEACHERS COLLEGE

Assessment of Teaching Performance TP 1

TEACHING PRACTICE FEEDBACK SHEET

Student School: Date:

Please observe the Student Teacher and give encouraging verbal feedback. The following

brief evaluation is for our records only and will be referred to only in the event of an

unsatisfactory final evaluation from the supervising teacher.

NYC = Not yet Competent (Requires remediation /Further opportunity to succeed at

required level) C = Competent, EC = Exceeding Competence

1. LESSON PREPARATION NYC C EC Comment

a) Knowledge of subject matter employing syllabus

b) Lesson plan prepared in writing

c) Can articulate lesson outcomes in detail

d) Appropriate content and quantity

70


2. LESSON DELIVERY & MANAGEMENT

NYC C EC Comment

a) Logical development throughout lesson

b) Concise instructions

c) Oral expression (volume, variance, pitch, tone)

d) Use of praise and corrective feedback

e) Learning experiences catered for diverse students

3. CLASSROOM MANAGEMENT

NYC C EC Comment

a) Whole class awareness

at all times

b) Establishment of rules,

rights, responsibilities

c) Safety considerations

implemented / monitored

71


4. FEEDBACK & EVALUATION

NYC C EC Comment

a) Monitors / tracks

understanding /

involvement

b) Records / implements

assessment

procedures

c) Monitors, formal /

informal assessment

practice

5. PROFESSIONAL KNOWLEDGE/CONDUCT

NYC C EC Comment

a) Dresses appropriately

b) Lesson plan

submitted to

observers

c) Demonstrates

professional

qualities/good image

d) Rapport with

students

e) Enthusiasm and

commitment to

teaching

f) Evidence of reflective

writing

72


Further comment:

Signed Observer:

73


Three - Way Conference Form for Teaching Practice 1

The Student Teacher (TC), Cooperating Teacher (CT), University Supervisor (US) should

use this form to structure the three-way discussion and report/reflection at various times

during the teaching practice period.

Please refer to the appropriate handbook for guiding protocol and examples of this

conference.

Where Not Yet Competent = 1 is recorded remediation plans must be made and direction given

so that the Student Teacher may be able to attain a minimum standard of competent.

Again please refer to the outcomes of each teaching practice for performance indicators

under the organising headings content, pedagogical knowledge, child learners, assessment

and evaluation and professional and personal qualities.

Student Teacher is Not Yet Competent remediation required = 1

Student Teacher is Competent = 2

Student Teacher is Excelling / Exceeding Competence = 3

74


How well does the Student Teacher demonstrate competence in relation to: Using Content Knowledge (Refer to TP1 Outcomes page) 1 2 3 (Circle as appropriate)

Comments/Discussion Points

TC:

CT:

US:

Pedagogical Knowledge [Refer to TP1 Outcomes page ) 1 2 3 (Circle as appropriate)


TC:

CT:

US:

Knowledge of Child Learners (Refer to TP1 Outcomes page ) 1 2 3 (Circle as appropriate)


TC:

CT:

US:

75


Assessment and Evaluation (Refer to TP1 Outcomes page) 1 2 3 (Circle as appropriate)


TC:

CT:

US:

Professional and Personal Qualities (Refer to TP2 Outcomes page) 1 2 3 (Circle as appropriate)


TC:

CT:

US:

Names & Signatures:

Student Teacher: Date:

Cooperating Teacher: Date:

University Supervisor: Date:

76


Final Report: Teaching Practice 1

(Inclusive Dates: / / .... to / / )

Student teacher:

Programme/Specialisation: /

Cooperating Teacher:

Teaching Practice School:

University Supervisor:

For each category, please write a paragraph that summarises the Student teacher’s

degree of effectiveness.

Content Knowledge

Pedagogical Knowledge

Knowledge of Learners

77


Assessment and Evaluation Skills

Professional Qualities

Other Comments

Pass: Fail:

Signature of School Principal: Date of report: .. / .. / ....

Signature of Cooperating Teacher:

Signature of University Supervisor:

Total number of visits:

Return Original to the Administration Office of the Bahrain Teachers College.

Please retain a copy for your records.

78


Lesson Plan Outline

(Extend spaces within the form as needed)

Date: Year Group Area of activity

Lesson in unit Time Number of Students

Resources required

Action points from assessment of whole class learning in last lesson (key words)

Action points from assessment of sample of student’s’ learning in last lesson

At the end of this lesson students will be able to:

-

-

-

Time

Whole-class learning tasks

Differential learning task

Key concepts/skills

Organisation of students and resources

Student Teacher’s Key Role

79


Sam

ple

Un

it P

lan

nin

g Fo

rm

T

opic

/ F

ocu

s:

Scho

ol:

Stu

dent

Tea

cher

Nam

e:

Gra

de/C

lass

Lev

el/A

ge o

f st

uden

ts

Teac

hing

Pra

ctic

e N

o: 1

2

3

4

P

rogr

amm

e B

Ed Y

r:

B

Ed Y

r:

T

erm

Y

ear

Dur

atio

n/ H

ours

Wee

k by

W

eek

Stu

den

t Le

arn

ing

Ou

tcom

esC-

cog

nit

ive

A- a

ffec

tive

P- p

sych

omot

or

Un

it C

onte

nt

Topi

cs

(Con

cept

s, s

kil

ls &

pro

cess

es)

Teac

hin

g &

Lea

rnin

g A

ppro

ach

es/

Stra

tegi

es(G

rou

pin

gs, c

entr

es, s

tati

ons,

indi

vidu

al)

Ass

essm

ent

Pro

cedu

res

Pee

r, S

elf,

Tea

cher

Obs

erva

tion

Oth

er N

otes

:

80


Teaching Portfolio Check List Stage: TP1

Rate: 1 = Developing, 2 = Consolidating, 3 = Excelling

ItemIncluded

Quality (1-3)

Guiding Comments

Title PageTable of Contents

ResumeLetters of Introduction

Philosophy of Education

Teaching Practice Evaluations

Teaching PracticeSchool details

Certifications

81


ItemIncluded

Quality (1-3)

Guiding Comments

Core Competencies

Content Knowledge

Unit Plans with

Lesson Samples

Pedagogical Content

Knowledge

Assessment

Knowledge of

Learners

Commitment to

Spiritual Wellbeing

Commitment to Core

Civic Values

82


ItemIncluded

Quality (1-3)

Guiding Comments

Core Competencies (cont’d)

Classroom

Management

Commitment to

Physical Well being

Interpersonal and

Communication

Skills

Leadership

Teamwork

Professionalism and

Reflection

Overall Comments:

83


Appendix A

Glossary of Terms

General

TermAcronym

(Synonym)Definition/Explanation

Student Teacher ST• Student within an initial teacher education

programme, student teacher, trainee teacher

Professional Practice• All formal coursework components of the ITE

programme

School Attachment• Short period preceding the start of

coursework in Year 1/Semester1

Teaching Practice TP• Period of placement in a school

• Most likely one day a week for TP1

Practicum Seminar• A weekly meeting of a section to debrief on

TP, facilitated by a tutor

Programme• An extensive series of subjects that lead to

an academic &/or professional credential

Course(subject,

module)• Cohesive segment of a programme

Curriculum

• Everything from which the ‘student’ has

opportunity to learn

• Overt / covert

• Hidden or tactic curriculum

• Ideological, formal, planned, taught,

experienced (Goodlad et al.)

84


General

TermAcronym


Syllabus • Formal curriculum

Scheme of work/

Course outline/

Lesson plan

• Planned curriculum

Competency• A level of professional functioning that can

be defined, observed &/or measured

Goal • Big picture purpose

Objective

• Specific purpose, current favoured as stated

in observable/ behavioural terms

• Target behaviour, context/ context, criterion

(benchmark)

Outcome

• Arguably the same as behavioural objectives

• Specific achievement in observable/

behavioural terms

• Target behaviour, context/ context,

criterion (benchmark) that is indicative of

achievement

Objective/outcome

domains

• Areas of voluntary human functioning

• Cognitive, psychomotor, affective

• Cognitive, behavioural, social, emotional,

spiritual

Assessment • Collecting information on students’ progress

85


General

TermAcronym


Evaluation

• Making judgements on information collected

- Student evaluation

- Programme evaluation

Assessment/

evaluation criteria

• Observable components of task/competence

on which performance is assessed

Grading rubrics

• Marking plan with differentiated

performance indicators for levels of

achievement in relation to each assessment

criterion

86


Teaching Practice Specific Terms

Term Definition/Explanation, Acronym Context or Example

Learning

• Permanent change in behaviour,

thought or belief

• May be cognitive (thinking),

affective (emotional, social, moral),

psychomotor (fine motor, gross

motor)

May be intended learning, or

unintended

May be explicit or implicit

Holistic

• Incorporates more than one type of

learning; in more than one domain of

human functioning

May apply to combination of

cognitive and psychomotor

activity

Outcome

• Target behaviour, context/ context,

criterion (benchmark) that is

indicative of achievement; Intended

result of learning activity

By the end of this lesson,

students will be able to

identify the compound verbs

from one sentence and re-use

them ‘with correct meaning’

in a new sentence.

Context• Setting in which something is

operating or to be applied ; situation

May apply to the actual or

virtual situation

Scaffold

• Link in order to make something

firmer

Eg link one lesson component

to another, link what learner

already knows to something

new, link one lesson to the

next

Ready

• Provide what is needed for something

to occur; prepare

Prepare learners for the

lesson; provide the prequisite

skills; develop an open

mindset

87


Term Definition/Explanation, Acronym Context or Example

Reflection

• Thinking which goes beyond

the surface; deep thinking

about causes about action and

implications of action; provoked

thought

Purpose

• Goal; aim, Applies to teaching while

keeping the lesson’s outcomes

in mind

Student

learning profile

• Description of student’s

characteristics that impact

on the lesson’s planning and

implementation

Eg motivation, learning style,

prior experience, skills

Assessment

• Gather information or ‘data’ about

learner’s progress on objectives

May apply to learner’s

progress on objectives, or

the extent to which they are

achieving the outcomes

Formative

assessment

• Give information back (feedback)

to learner’s about their progress

in order to help them achieve

the objectives; progressive

assessment

Applies both to formal

and informal assessment

procedures that are used

regularly in lesson/unit to

define progress and give

feedback to S (and parents).

Summative

assessment

• Gather information at a key stage

of a task in order to judge task

competence

Applies to assignments or

tests which mark a key or

final stage of a unit or course

Authentic

assessment

• Information gained about

learner’s progress on objectives

88


NOTES

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