PROGRAM IJAZAH SARJANA MUDA PERGURUAN DENGAN KEPUJIAN INSTITUT PENDIDIKAN GURU MALAYSIA KAMPUS RAJA MELEWAR Sidang

Akademik 2014 Semester 3 SCHOOL-BASED EXPERIENCE LGA3102 SONGS AND POETRY FOR YOUNG LEARNERS 17th to 21 March 2014
LEARNING OUTCOMES Demonstrate an understanding of the characteristics of songs and poetry and

their values in the primary ESL classroom (1.1, 1.5) Select and evaluate songs and poetry for use in the primary ESL classroom

based on pedagogical principles (3.3, 3.6, 6.3, 6.6) Adapt activities and materials for use in the primary ESL classroom for

language and aesthetic development (6.1, 6.2, 7.1) SPECIFIC LEARNING OUTCOMES Each student should be able to: Compare teachers and learners roles in a language arts class. Identify effective classroom management in a language arts class

Evaluate teachers techniques in teaching a language arts. Carry out an interview with a teacher on the use of songs and poetry in
Compile your materials and write a report/reflection of using songs and poetry in a language arts class.

language arts classes.

For 1 to 4, use the lesson observation form provided in Appendix A. For 4 and 5, write a short report of your findings. Procedure Complete the given assignment throughout your school based experience. You are to work closely with your coordinating teacher. Complete the tasks given as a daily journal entry. You can refer to the guidelines in Appendix B. Compile all your materials in a portfolio and submit to your lecturer on the 1st of April 2014.

DAY 1: OBSERVING TEACHER AND LEARNER ROLES IN LANGUAGE ARTS CLASS This task is to help you get a feel of the range of learners and teachers roles.

Learning Outcome

Compare teachers and learners roles in a language arts class

Procedure: 1. Seek permission from an English language teacher and focus your observations on her/his teaching roles. Use the following questions to guide you in your observations. Make notes of your observations using the Lesson Observation Form (Appendix A). 2. 3. Pre-Observation: What do you want to observe? How are you going to make sure that you observe what you want? How will you record what you observe? How will you make use of the records you have collected? What questions will you want to ask the teacher? While Observation: Teachers roles. Learners roles. Observe the teaching and learning roles of both the teacher and the learners during

the lesson. Is there any mismatch between the two roles during the lesson? Does the teaching

and learning process take place effectively? Give evidences based on your observation. 4. Post-visit Reflection Exercise What are the teachers and learners roles that you have discovered? What were your feelings? What did you learn? Elaborate. Were your expectations met? How?

DAY 2: OBSERVING CLASSROOM MANAGEMENT IN LANGUAGE ARTS CLASS This task is to help you understand how a teacher manages his/her class during a language arts class

Learning Outcome Procedure: 1.

Identify effective classroom management in a language arts class

Seek the permission from an English Language Teacher to find out how s/he manages her/his class for learning in a language arts class. Use the following questions to guide you in your observation. Make notes of your observation using the Lesson Observation Form (Appendix A). Pre-Observation Questions i. What happens at the beginning of the lesson?

2.

How do the pupils enter the classroom and where do they sit? How does the teacher gain and maintain the pupils attention? How are the resources organised for the pupils? ii. What happens once the lesson introduction is completed?

How are the pupils organised for the follow-up tasks? What prompts are there to help the pupils remember their tasks? iii. What happens during the lesson?

How are the pupils allowed to move about the class? How do the pupils access, use and replace resources? How does the teacher support pupils who work more quickly or slowly than the others? How does the teacher move around the classroom and monitor what is going on? How does the teacher keep up with marking during the lesson? How does the teacher respond to different requests and different pupils needs? iv. What happens at the end of the lesson?

How does the teacher draw the lesson to a close? How do the pupils clear away, return apparatus and materials? How are the pupils work collected? How does the teacher draw the lesson together / give feedback? How do the pupils leave the classroom? v. How does the teacher monitor and manage inappropriate behaviour?

What are classroom rules (explicit and implicit)? What strategies does the teacher use to encourage good behaviour? What sanctions does the class teacher use?

 Are there pupils who have specific behavioural difficulties and what strategies are being used to help them? How much talking does the class teacher permit? Collect school policy documents 3. Post-visit Reflection Exercise

What were your general impressions of the discipline in the classroom? What positive techniques did you observe that resulted in avoiding potential behaviour problems? What are some of your concerns regarding classroom conduct?

DAY 3:

TECHNIQUES IN TEACHING LANGUAGE ARTS

This task is to help you be aware of the different techniques in teaching language arts Learning Outcome Procedure: 1. Make arrangement with any English Language teacher. Use the following notes to guide you in your observation. Make notes of your observation using the Lesson Observation Form (Appendix A). stages. How did the teacher integrate language arts into any of the four language skills i.e. Observe and write an account of the teachers presentation, practice and production Evaluate teachers techniques in teaching language arts.

listening, speaking, reading and writing, in his lesson? How is grammar and vocabulary integrated in his language arts lesson?

DAY 4:

TEACHERS APPROACH TO LANGUAGE ARTS

This task is to help you be aware of how an English Language teacher teaches language arts Learning Outcome Carry out an interview with a teacher on the use of songs and poetry in language arts classes.

Procedure: Interview an English language teacher to find out how songs and poetry are used in language arts classes. You should attempt to discover; What kind of songs and poetry used? What are the rationales

for the choice s/he makes? It would be helpful if you can get copies or make copies of the items used. These will form the reports appendix. and poetry? Is there a specific day for language arts? Why does s/he has it Find out the teachers perception of using songs and poetry in Is there a particular approach or strategy utilised? How does

s/he structure her/his lesson? What are the type and range of activities utilised with songs

on a particular day?

class. Is s/he in favour of it or otherwise? Why?

DAY 5:

COMPILE YOUR MATERIALS AND WRITE A REPORT/REFLECTION

Learning Outcome

Compile your materials and write a report/reflection of using songs and poetry in a language arts class.

Procedure: Compile the materials and write a report/reflection at the end of the day. Include your observation notes, items or materials used and pictures in the portfolio.

APPENDIX A IPG KAMPUS RAJA MELEWAR LESSON OBSERVATION FORM Date : Teacher:. No. of pupils:.

Class : ..

Focus of Observation (agreed to by subject teacher before the lesson begins.) Observation Notes: (Tasks / groupings / classroom management / use of resources, etc.)

Analysis of Observation: (What have you learned from observing this lesson?)

APPENDIX B GUIDELINES FOR OBSERVING A CLASS 1. What routines do pupils have to support curriculum learning and classroom management? i. What happens at the beginning of the day / lesson? How do the pupils enter the classroom and where do they sit? How does the teacher gain and maintain the pupils attention? How are the resources organised for the pupils? ii. What happens once the lesson introduction is completed? How are the pupils organised for the follow-up tasks? What prompts are there to help the pupils remember their tasks? iii. What happens during the lesson? Whether and how are the pupils allowed to move around the class? How do the pupils access, use and replace resources? How do the pupils ask for the teachers attention? How does the teacher support pupils who work more quickly or slowly than others? How does the teacher circulate around the classroom and monitor what is going on? How does the teacher keep up with marking during the lesson? How does the teacher respond to different requests and different pupils? iv. What happens at the end of the lesson / session? How does the teacher draw the lesson closer to the pupils? How do the pupils clear away, return apparatus and materials? How is the pupils work collected? How does the teacher draw the lesson together / give feedback?

2. How does the teacher monitor and manage inappropriate behaviour? What are the classroom rules (explicit or implicit)? What strategies does the teacher use to encourage good behaviour? What sanctions does the class teacher use? Are there pupils who have specific behavioural difficulties? What strategies are being used? How much talking does the class teacher permit? Collect school policy documents. 3. How is the curriculum delivery organised? Are the pupils tested for specific objectives? Are any areas of the curriculum delivered by different teachers / practitioners? Does the teacher work with a range of subjects / areas of learning going on at the same time? (Is there a focused activity?) What role does topic / themes have in curriculum planning?