First Goal:

I will increase my relationships in the school community and I will plan for different
activities. It is going to be done by planning and organizing for morning assembly,
competitions for the students, participating in a workshop and give a storytelling
classes in other school. These participations are going to be during the first semester
of year 4.
Objectives
I planned this goal for the following reasons:
To develop my personality and my self-esteem. In addition, it will improve my
skills as organizer, tutor, monitor, good planner and time manager (Harmer,
2001).
-

To create an effective atmosphere in school especially with my peers and the

teachers as the activities are going to be planned as group.

To avoid the usual bored routine in the school and enhance the learners to
improve their performance (Kyriacou, 2007).

Gardner (2000) mentioned that students learn the best as long as the teacher
supports them with activities that they are interested in. So, applying the
storytelling activity with the use of puppets might be suited for all kinds of
learner (Auditory, Kinesthetic and Visual learners).
Teaching Practice Competency

Professionalism and
Understanding

Shows commitment to the teaching profession

and personal growth as a teacher and learner.
Collaborates with others as resources for
problem-solving, generating new ideas, sharing
experiences and seeking and giving feedback.
Contributes knowledge and expertise about
teaching and learning EFL to the EFL
profession.
Offers peers constructive feedback.
Displays a high standard of professional
behavior, which includes punctuality, personal
organization.

Classroom management:
-

Implementing and
Managing Learning

Uses resources and equipment effectively (e.g.

board, ICTs, AV equipment, posters, realia,
displays, textbooks, storybooks).
Maintains pace, motivation and provides
challenge.
Uses appropriate strategies to encourage and
maintain active student participation.

Communication skills:
-

Monitoring and
Assessment

Builds rapport through interaction with

students.
Encourages the development of student
independence and responsibility.

Uses informal and formal assessments, as

appropriate, to diagnose student learning
needs and support the continuous
development of all children.
Implementation Strategies
-

1) Morning assembly and competitions about the absence:

The social worker noticed that the amount of absent is increasing so she
asked me and my peers to organize a morning assembly to aware the
students about the disadvantages of not coming to school.
-

In week 2 of TP, me and my peers booked with the social worker to present
the morning assembly on Wednesday.

I and my peers planned for it and we decided to establish (the best sentence
that encourages students to attend the school competition and the best
drawing of avoiding absence competition). We announce about it on Monday
in the school yard and we started to collect the students participations.

We chose 6 students to present the assembly and we made a practice for

them.

We announced the winners of the two competitions and we asked the

principal to sign he participation certificate and hand it to the students during
the morning assembly.

2) Participating with the workshop:

-

I, my peers and my MST observed grade 8 presentation (project) and they

were far away from the required information. Then, we as group decided to
plan a workshop about how to do the school project.

The MST task was to look for steps and me and my peers task was to plan for
challenging games that teach them how to plan before doing any project and
increase their awareness about the importance of group work.

We prepare the sports hall with the all supplies for the workshop.

3) Storytelling activity for Grade 4 in Zahrat Al-Madaen School:

-

English teachers in Zahrat Al-Madaen organized for reading aloud sessions so

they asked HCT student teachers to read stories for the students.
Evidence

1)Morning assembly and competitions about the absence:

- Pictures:

I and peers sat some ideas

and we wrote the needed
materials.

We organized a time to prepare the poster for the

competitions.

WE took turns to explain

the competitions for the
students and distribute the
materials for them.

We chose the best three

participations in both
competitions and we
prepared gifts and
participation certificates.

We presented the
morning assembly and
we asked the principle
to honor the winners.

2)Participating with the workshop:

- Pictures:

We organized the sports

hall and prepared all
needed materials for the
workshop.

We gave the instructions

for the first challenge and
the students started to
think and find solutions.

In the second challenge,

none of the groups found
the answer so I explained
it and I showed them the
way to solve it.

As judgers we chose the best group who cooperate together and we chose the
most participated student during the workshop.

- Survey:

After we have done the workshop, we asked 10 students to evaluate the workshop
from different aspects; the goals of the workshop, the topic of it and the challenges
games and the organizations of the workshop.
Three students out of ten said that the concept of the workshop is not new for them.
However, they enjoyed the challenged games. (See Appendix 1).
3) Storytelling activity for Grade 4 in Zahrat Al-Madaen School:
- Pictures:

- Participation certificate:
(Expected soon from Zahrat Al-Madaen School).
Resources
-

Harmar.J. (2001). The practice of English language (3rd E.d.). Harlow:

Pearson.
Gardner, H. (2000). What are the seven learning styles. Retrieved June 16,
2010, from Children Corner: http://www.casacanada.com/whatare.html
Kyriacou. C. (2007). Essential Teaching Skills (3rd E.d.). Cheltenham:
Nelson Thornes.

Appendix 1

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