Bachelor of Education

EPC 1401
Practicum
1a

HCT Bachelor of EDUCATION

Practicum Booklet 1A

Observation Task Booklet

Summary of Practicum
This booklet details tasks for student teachers to complete
during the practicum. It is the responsibility of the student
teacher to ensure that tasks are completed in a timely

manner after each day in the learning environment.

Observation Tasks for Practicum 1a
Tasks

Focus

HCT Bachelor of EDUCATION

Practicum Booklet 1A

Observation Tasks

Student teachers will settle into

the school, find out
calendar/timetable and any
other important information
about the school. After the first
day, student teachers complete
their first journal.

1. Introductions/Important
information and journal
2. Teacher roles and
responsibilities
3. Mapping the learning
environment
4. Planning and Preparation
for learning
5. Learning styles
(differentiation and
inclusion)
6. Learning styles
(differentiation and
inclusion)
7. Classroom management
and teacher talk
8. Activity types
9. Activities in a specialist
class

Student teachers will focus on

the roles of the teacher, how she
organizes her classroom and
interacts with the learners.
Student teachers will also begin
to understand the needs of
different types of learners and
how the teacher deals with
these(e.g. differentiation).
Student teachers will observe
how the classroom is organized
and the different interaction
patterns in the classroom. They
will observe the environment
and the resources available to
facilitate teaching and learning.
They will closely observe the
strategies used for managing the
class.

Student teachers will write a final reflection for

each task post practicum, after class discussion.

Notes

Students, should spend approximately one - two hours each

day conducting observations and/or completing set tasks.

HCT Bachelor of EDUCATION

Practicum Booklet 1A

They should be given time during each day to make

immediate notes, records, summaries from the observations.

During this time on day one the student teacher should also:
o Complete the Profile, for the learning environment you are in.
o Identify important dates (holidays, events, trips etc.) on the
official calendar
o Map the themes to be studied, important school events, trips etc.
during the 10 week placement.
o Make a copy of the weekly / daily class timetables and note the
starting and finishing time.
o Obtain a class/section list.

The above documents will be inlcuded in a final portfolio.

Each week students must complete a journal entry with
observations, descriptions, feelings and impressions of the
day (see journal observation task).

Weekly Journal Writing

Focus: Journal (To be completed after each day spent in the
learning environment.)

HCT Bachelor of EDUCATION

Practicum Booklet 1A

Write a journal in paragraph form. It should be a

minimum of 100 words and be illustrated with photographs.
Remember, it is your personal account of your thoughts, feelings
and reactions during your time in the school. (To be completed by
Monday each week.)

You should:

Write a description of your day giving some factual details of

what happened.
Write about your day giving your feelings and impressions.
Write about: What surprised you, Shocked you and
impressed you? Was there anything you didnt understand?
How did you feel as a teacher in the classroom for the first
time?
Think about and include any questions you would like
answers to.
What did you do with the learners today?

Observation Task 1: Introduction to the

learning environment
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HCT Bachelor of EDUCATION

Practicum Booklet 1A

Focus: The learning context

Introduce yourself to your Mentoring Teacher. Tell him/her about

yourself, also about the Bachelor of Applied Science Program and your
tasks for the day.
Find the staffroom and introduce yourself to two staff members during
your breaks. Tell them why you are in the school and when you will
visit.
Find you way around the school/workplace and find the library and any
other specialist areas.
Find the following for your portfolio:
o Photocopy a class list and the calendar for your artifacts.
Complete the School/workplace Profile,
o Identify important dates (holidays, school events, trips etc.) on
the School/workplace Calendar
o Map the themes to be studied, important school events, trips etc.
during the weeks you will be in the school.
o Make a copy of the weekly/daily class timetables and note the
time school starts and finishes.

Get involved with the learners as directed by your mentor.

Find out what they are doing and why.
Ask permission to take photographs of the displays, the
learning environment and learners.
Find out how the school/workplace wants to be contacted
and who you contact if you are going to be late or absent.

HCT Bachelor of EDUCATION

Practicum Booklet 1A

Complete the following:

Name of School/workplace:

Location:

Principal/manager:

Mentor:

Tel:

Fax:

Teachers starting time:

Finishing time:

Learners starting time:

Finishing time:

HCT Bachelor of EDUCATION

Practicum Booklet 1A

Observation task 2 - Roles and

responsibilities of the teacher
Focus: On the teacher

Objective

For student teachers to begin to understand the diverse nature of

teaching by observing a teacher for the day.

Procedure
Using the following checklist, observe the teacher throughout the
day and write down what her/his roles and responsibilities were,
and how long was spent on each.

Checklist
teacher did..
Time
spent

What the
Roles and
responsibilities

HCT Bachelor of EDUCATION

Practicum Booklet 1A

Did the teacher do anything not on the

checklists?
What activities did you do/help the teacher with
today?

Reflection
Write a summary of what you believe the main roles
and responsibilities of a teacher are.

What surprised you?

What shocked you?
What delighted you?

HCT Bachelor of EDUCATION

Practicum Booklet 1A

Observation Task 3: Mapping Environments:

The Learning
Environment
Focus: The learning environment.
Objective:
For student teachers to map the learning environment that exists in
the classroom including the layout of the seated area and learning
centres.

Make a sketch of the classroom and identify the

function of each area.

Procedure:
Draw a map of the learning environment within the classroom and
list the functions of each of the activity areas. If possible take
photographs of the classroom including displays on the wall.

Examples:
Area
Water area

Function
Washing art equipment/organizing art
activities

Library

*Add rows as required

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HCT Bachelor of EDUCATION

Practicum Booklet 1A

After the observation

Think about why the classroom layout is organized as it is. Ask

your MST why the desk/tables are arranged as they are and
the function of each area of the classroom.

Reflection and discussion

Based on your observations and discussions summarise what you
have observed.
Think about:

The idea of learners being active learners. Discuss how the

classroom organisation facilitates activities for the learners.
Give examples of activities you observed and the way in which
the classroom organization makes these activities accessible.
Consider ease of movement within the learning environment.
How and where are materials stored in the classroom? Do the
children/learners need to be able to get and put materials
away?
Where does the teacher have her table/papers/materials?
Are there areas that encourage independent learning? Give
some examples. Why are these areas important?

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HCT Bachelor of EDUCATION

Practicum Booklet 1A

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HCT Bachelor of EDUCATION

Practicum Booklet 1A

Observation task 4: Planning and preparation

for learning
Focus: The importance of planning and preparation
Objective
The objective of this task is for student teachers to begin to
understand the relevance of planning and preparation as well as
gain insight into how teachers do this.

Before the observation

Discuss the task with the teacher and arrange a good time to
observe her teaching. (this could be for as little as 15 min)
During the observation, record and make notes on what the
teacher and the learners are doing.
Example

Teacher activity

Learner activity

Teacher arranges learners into

groups to work on an
activity/task. She gives the
instructions and gives a quick
demonstration of how to do it.

Learners listen to the teacher,

get into groups and watch the
demonstration

Teacher starts the activity/task

and walks around the room
and helps those who need it.

Learners start the activity, and

talk together to finish it. Some
students are raising their hand
asking for help.

Time
spent
4 mins

10 mins

Note: This is only an example, the aim of this is to observe what is happening in
the learning environment you are in.

Find out how the teacher planned and prepared

for the section you observed.

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HCT Bachelor of EDUCATION

Practicum Booklet 1A

After the observation general questions

related to planning and preparation for
learning.
Arrange a time to discuss the following points with the
teacher. It is important that you ask these questions as
they will help you with your reflection later.

How do you plan? Do you plan weekly, daily, as part of a team or

individually?

Do you do anything you havent planned to do?

What is important to you when planning a lesson?

Do you plan to do the same thing with all the children in the
classroom? (Why/Why not?

Arrange to attend a planning session with

the teacher/team.
Reflection

Why is planning and preparation for learning important?

What do you have to think about before you begin to plan for
learning?
What stages did the teacher go through in order to be
prepared for teaching?

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HCT Bachelor of EDUCATION

Practicum Booklet 1A

Observation Tasks 5 and 6: Different

learning styles and
differentiation
Focus: On the learner.
The first week you will observe a lower level learner. The
second week you will observe a higher level learner.
Objective: For student teachers to gain an initial understanding of how
learners are different.

For this observation, you will begin by

observing the class for 1 hour.
1. What do you notice? Does the class have any strengths or weaknesses?
2. Are there learners who finish activities quickly? What do they do
when they have finished?
3. Are there learners who do not finish a task(s)? How does the
teacher deal with them?
4. Are there any learners with special needs? How does the teacher
meet their needs?
5. How does the teacher manage learners with different
levels/abilities?
3 / B were my favorite class they are smart girls.

When you have made your notes, ask the teacher to

help you choose a lower level or a higher level
learner in the class.
Observe one of the learners for the rest of the day
and make notes.
Here is an example:
Time
Activity (what is
the learner
doing?)
9.30
Teacher gives out a
reading activity to
do in groups.

Notes (what happens during the

activity?)
Alya is working on the activity but is
asking her friend for the answers. She is
finding it difficult..
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HCT Bachelor of EDUCATION

Practicum Booklet 1A

9.50

Teacher plays a
game with the
whole class.

Alya is joining in with her friends and is

playing the game.

After the observation

1. How many different activities did the learner do?
2. How did s/he interact with the other learners throughout the day?
3. What was the longest period of time the learner spent focusing on
one activity?
4. What did the learner do during the break times?
5. What did the learners attention span / interest during activities
seem like?
6. What did the learner seem to like doing the most / least during
the day?

Reflective Statement
Write your reflective statement based on the suggested format.
The following question may guide your response: (If appropriate)

What have you noticed about learners from this observation?

Think about your child development studies. Did you notice
anything interesting that relates to the theories we have been
discussing?
What interested or surprised you?

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HCT Bachelor of EDUCATION

Practicum Booklet 1A

Observation Task 5: A day in the life of a

lower level learner
Record sheet
Follow a learner for a day and write down the activities and
movements in the table below.

Name: Halima
Level:lower

Age:

Brief description:
Date of observation: ../ .. / ..
Time
8:30

8:45

9:00
9:40

Activity /
Movement
Teacher gives the
students Zap
game

Notes / comments
Halima asking her friends to read the
words. She is finding a difficulty in
reading.

Drawing their
favorite character
from the story

Halima is drawing individually and she

dont ask for a help.

Present their
pictures

Halima dont speak. She stands in front of

the class with her picture. While other
girls who present their character.

Solve the
equation

Halima

10:00

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HCT Bachelor of EDUCATION

Practicum Booklet 1A

Observation Task 6:
higher level learner

A day in the life of a

Record sheet
Repeat the same task as last week with a different learner.

Name:

Age:

Level:

Brief description:
Date of observation: ../ .. / ..
Time

Activity /
Movement

Notes / comments

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HCT Bachelor of EDUCATION

Practicum Booklet 1A

Add more rows as necessary

Observation Task 7: Classroom management

and teacher talk
Focus: Classroom Management

Beginning and ending the day

Punctuality at the
beginning of the
lesson

Teachers response
to those who are
late. What does
she say?

Starting the day:

what does the
teacher say? do?
Lining up :
location

teacher arrives before the pupils

learners arrive most on time

T. asks them for

positive reinforcement
reasons and then she
let them to sit in their
places
She tell the students if
they been late again
negative reinforcement
she will move their
pictures in the yellow
or red face.
She moves their
punishment
pictures to the yellow
or the red face.
First she lets the students to lined up out of the
class to prepare their things. Then, she let them
enter the class. They always sing a song of
sounds. While she takes the attendance students
start put their home works on the table.
Playground down stairs
outside class in front of the door.
Inside class when they are outside the door

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HCT Bachelor of EDUCATION

Practicum Booklet 1A

Teacher
instructions for
lining up: what
does she say? do?
Ending the day:
what does the
teacher say? /do?

behind them.
She claps her hands and says Who will be the
leader today ? line up girls and then she stands
in front of them
and walks in front of the class.
She put the stickers on the chart as a reward for
those who were showed the good behaviors.

Moving
Moving the
children for an
activity.
What does she
say? do?
Moving the
children: how do
they respond?

She sings a song with the students to take their

attention. Then she calls their names for each
group and she tells them to move quietly.

Some of them forgot their places, so they felt

confused. Teacher helps them to find their
names. Most of them arrived to their right places.

Misbehavior
What was the
learner doing?

What did the

teacher say? do?

How did the child

respond:
How does the
teacher stop the
children during an
activity? What
does she say? do?

Hitting, saying bad words and moving around the

class.
She tells them that its not a good thing and they
need to stop it. She tries to separate the
students
If they still hitting. She moves their picture to the
red face and move them to the administration.
About the bad words she try to speak with her if
she still say the bad words teacher call her
parents.
Whatever the teacher do works effectively,
because all students dont want to put their
pictures in the red face or to call their parents.
She stands in front of the class and start sing
(eyes looking, ears listening, nothing in my
hand) with the students. then they stat to
clean up.

Reflection
1. What worked well and why?
2. What useful tips and strategies did you observe?
3. What techniques do you think the teacher uses to manage the
children and why?
4. Are there any children in the class with difficult or unusual
behavior? How does the teacher deal with these children?
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HCT Bachelor of EDUCATION

Practicum Booklet 1A

5. Overall, is the teacher more negative or positive when dealing

with management issues? Why?
1
2
3
4

Reflection
What worked well and why? The positive reinforcement, because s. are afraid that their pictures will go down to the
sad faces and they will not get a sticker (reward) at the end of the day.
What useful tips and strategies did you observe? The three faces (the green for good, yellow for little noisy and red
for bad) and the clapping with counting to harry them up.
What techniques do you think the teacher uses to manage the children and why? The clear voice, the clapping and
putting her hand on her mouth to be quiet, because that what really worked effectively and easily with this class.
Are there any children in the class with difficult or unusual behavior? How does the teacher deal with these
children? There are some naughty boys and there is a boy with Autism. She punishes the naughty once, she talks to
the boy with Autism gently and she repeats what she said many time for him to get it.
Overall, is the teacher more negative or positive when dealing with management issues? Why?
The teacher is more positive, because she wants a good behavior as results towards her good classroom
positive management.

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HCT Bachelor of EDUCATION

Practicum Booklet 1A

Observation Task 8: Activity types

Focus: Learner activities

Throughout the day, make notes in the table

below. In your journal today write about the
activities the learners were engaged in.
Activity

Individual/group/
class

Purpose

Teacher
directed/child
s choice
Teacher
directed

Reading a
story with the
teacher

As a class

To know the
different
between the
sound of (ch
& sh)

Zap game

Groups

To read the
units words

childs choice

Groups

Analyzing
the story

childs choice

As a class

Learn how to
sing a song
of sounds.

Teacher
directed

Individual

Use past
tense verbs
in their
writing.

childs choice

Working on
the
activities of
the story

Song of
sounds

Write a
recount for
the story

Reflection
1. How long do the children spend on one task?
5-10 minutes
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HCT Bachelor of EDUCATION

Practicum Booklet 1A

2. What kind of tasks do they do individually? In pairs? In

groups? As a class?
3. How does the teacher introduce the task? How are the
instructions checked?
4. Work with a child. Ask him/her about what they enjoy doing at
school. The activities/subjects and why.
5. Ask a child about the things they are good at and also about
what they want to learn more about.

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HCT Bachelor of EDUCATION

Practicum Booklet 1A

Observation Task 9: Activities in a specialist

class
In the specialist class (e.g. ICT, PE, Islamic, special
needs) observe the activities the learners are
engaged in. In your journal today write about
these.

Activity

Soccer

Individual/group/cla
ss

Purpose
Teach them
how to
cooperate
and work
together
To compare
between
healthy and
unhealthy
food
Develop the
physical
movements

groups

Teacher
directed/childs
choice
Childs choice

Teacher directed

Draw a fruits
and healthy
food

Individual

Running race

class

Sing about the

flag

class

Prepare for
the flag day

Teacher directed

Create a
power point
presentation

Individual

Present
them selves
and develop
selfassurance.

Childs choice

Teacher directed

Reflection
1. How often do the children attend this class?
2. What kind of learning tasks place and why is it considered
important?
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HCT Bachelor of EDUCATION

Practicum Booklet 1A

3. What special skills /training does the teacher need? (You may
need to ask)
4. What special equipment/facilities/resources are needed?
5. Ask a child what they enjoy about this class. Ask them what
they learn?
6. Do you notice any special techniques that the teacher uses?
7. Does the teacher use strategies which are different from their
main teacher?
8. What did you enjoy about the lesson?

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HCT Bachelor of EDUCATION

Practicum Booklet 1A

Observation Task 10: Integrated subject

areas
Focus: Integration
Ask your MST which e.g. maths and/or science concepts the children
are learning at the moment. Find out how she helps them to
understand these ideas. Ask about how language is part of this
learning.
If you can, get a sample of any documentation of the science or
maths curriculum you can add this to your TP portfolio. It will give
you an idea of the kind of concepts children at this level can
understand and also the kind of activities they are engaged in.
For example:
Concept

Activity

Language

10 and 20

learners sorting and

counting beads

Ten and twenty

addition

subtraction

learners adding
numbers and writing
equations
learners subtracting
numbers and writing
equations

plus and equals

Minus subtract and

equals.

Erosion - sand
sand

Types of rocks

How to make sand

(experiment)

Describe each types

Rocks big smallsmooth

Reflection
In your journal describe and comment on:
A maths or science concept the learners are studying e.g.
numbers, addition, measurement
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HCT Bachelor of EDUCATION

Practicum Booklet 1A

Activities the teacher uses to introduce and reinforce these

ideas
Examples of language the learners need to understand the
concepts
Gather samples of documentation of the maths or science
curriculum or the topic the learners are currently studying.

Teaching Two Activities

You will teach two activities with small groups of students

under the direct supervision of your Mentor School Teacher
(MST).
You do not have to make the lesson plan yourself, you should
follow the MSTs plan.
o Even though you are not making the plan yourself, you
must fill out the HCT Lesson Plan Template
o All the information at the top of the lesson and just the
part of the lesson you are teaching
The activities can be with a pair of students, a small group, or
the whole class.
Contact your Mentor College Teacher (MCT) to schedule when
she can observe one of these teaching activities
o Email your MCT your HCT lesson plan at least 24 hours
before she will observe you
After you teach, talk with your MST and MCT to discuss what
you think went well and what you would do differently.

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