School Profile

Name of School: Al-Ansar.

Name of Preschool:
Principal: Njah
Principal:
Tel:
056-5459441
Tel:
Address:
Address:ansarsc@emirates.net.ae
PO Box
Teachers
Starting
Time:
7:30am
Teachers Starting
Time:

Location: Sharjah/Al qarayen

Location:

Students
Starting
Time:
Students
Starting
Time:

Finishing
Finishing
Time:Time: 12:45pm

7:30am

Fax: Fax:97165459443
PO Box:43114
Finishing
Finishing
Time:Time: 2:00pm

Total
Number
Teachers
inin
the
School
(level):
39 classrooms
Total
NumberofofClassroom
Classroom
Teachers
the
School
(level):
Total Number of Children per-level: approximately 400 for each one Kg1 and Kg2
Teacher
/ student
more
than 30 teachers.
Total Number
of ratio:
Children
per-level:
Number
of/Classrooms:
Teacher
student ratio:Kg1 (20)/ Kg2 (18)
Facilities
to student teachers: Waiting room- Canteen - Teacher room.
Numberavailable
of Classrooms:
Facilities available to student teachers:
Class
Classfor
forthis
thisPracticum:
Practicum:KG (A)
Mentoring
School
Teacher:
Ms.Sumaya ( English&math) Ms.Fatima (sciens)
Mentoring
School
Teacher:
Classroom
Assistant:
ClassroomTeaching
Teaching
Assistant:Ms.samavya
Number
of
children
in
this
Number of children in thisclass:
class:24 students.
Number of children identified as having SEN in this class (and specify those needs)
Additional information: e.g. English, Arabic, Islamic Studies teachers: 2 hyperactive & 1
intellectual disability (delay).
School Nurse: Ebtisam

School TP Coordinator: Shereen

Librarian: reading teacher : Suqra

Curriculum coordinator: Shereen

Resource Room Manager: -

Observation Task 1: Differentiating Centers

Focus: Differentiating centers based activities in the early childhood classroom
Objective: To encourage student teachers to identify how classroom centers can be
differentiated to meet all student levels (Mastery, Developing and Emerging)
Procedure: Photograph and document the centers based activities implemented in the
setting during the course of the day and identify the ADEC learning outcomes the activities
met

Table 1: Differentiating Centers (Example)

Observed learning Centers
(include photo):

Description:

Resources:

ADEC Learning
Outcome:

Differentiated Ability
Levels:

(list only what you

consider to be the
primary goals)

The children
usually do
worksheets
and do some
tasks in the
books after
the lesson in
the learning
centers.
The teacher
should walk
around the
student
which is
what
happens, and
observe
them and if
anyone
needs help
she helps
him.

Different
colors
Pencils
Books
Erasers

The children by
the end of the
lesson should
understand the
lesson and be
able to
remember it
after a while.

The activities are

usually the c=same
but the teacher
uses different
strategies with
them.
For example the
high level students
are able to do their
work very fast and
without the
teacher help.
The medium level
student can do
their work but they
might be a bit slow
than the high level
student.
The low level
student which
need help and
support. The
teacher sits with
those students and
help and gives all
the support they
need. But with
doing their work,
she just help them.

Reflections on Observation Task 1: Differentiating Centers

Read the questions below and write your answers
1. What are classroom learning centers? There are no classroom centers
actually but there are groups depending on their level.

2. What is the purpose of classroom learning centers? If there were classroom

centers, their aim would have different activities for children depending on their
levels.

3. What is the role of the students while engaged during learning centers?
Cooperating and doing works with each other.

4. What is the role of the teacher as the students are engaged during
learning centers? Watching and observing them and if there is any mistake she
should correct it.

5. Do you feel it is important to offer tasks that are developmentally

appropriate for all student ability levels? Why / Why not? Yes because
tasks makes them improve a lot and develop.

Observation Task 2: Identifying Children with Special Educational Needs

(SEN)
Focus: Identifying types of learning support needed for SEN students
Objective: To encourage student teachers to support and included the learning needs of
identified SEN students in the classroom
Procedure: Identify two children who have SEN and complete table 2 to highlight their
needs and identify support that is offered which facilitates their learning . If your class has
no SEN students you will need to go to a class that has SEN students in order to complete
this task.

Table 2: SEN Support for Students

Name

Mayed

Rashid

Ahmed

Age

5 years
old

5 years
old

5 years
old

IEP

Area of Focus

Mayed moves a lot and her

cant sent in his place for long
time. Whenever he sees the
door open he just runs
outside the classroom.

Type, range and frequency of support

provided / needed.
Daily Teacher Support with advice from
Learning Enhancement Teacher:

Hyperactivity student. His

level is much harder than
Mayed. Rashid always run
around the classroom. He
even runs when the teacher
is teaching the lesson.

Ahmed is cant see the board

without wearing his glasses.

The teacher let him set in front

of her
Whenever he behave good she
stick a sticker on his hands

The teacher gives him a

movement activity.
He praises him whenever he
does something good or
listens to what she says.
The teacher put him in the
first group.
When he forgets his glasses
she set next to him and help
him.

Reflections on Observation Task 2: Identifying Children with Special

Educational Needs (SEN)

Read the questions below and write your answers

1. What is the school policy for inclusion for SEN students in the school?
The school gets to communicate and cooperate with the parents.

2. What accommodations were made for the identified SEN students in the
classroom? Special need student always had extra time on doing the activities or
the worksheets.

3. Was there any assistive technology, other equipment or materials used

with the identified SEN students? If yes, please describe the equipment
that was used and what it was used for. No, there was no special equipment
for those students.

4. What teaching strategies did your MST use with the identified SEN
students? The activities were the same but the strategies used were different
with the special need student.

5. Where there any other school staff that worked with the identified SEN
students? If yes, please explain their role and what they did with the
identified SEN student. Yes, there was a teacher from the staff who sits with the
special need student and talk with them for example: she said some words and the
student have to repeat after her .

6. Do you think that SEN students should be included in the classroom or

taught in class specifically for SEN students? Why / Why not? I think they
should be combined with the regular student because in my opinion those young
students will get better when we combined them.

Observation Task 3: Supporting Learning through the Performing Arts: Music

and Movement
Focus: Understand the importance of using performing arts in the classroom to link with
academic subjects
Objective: To encourage student teachers to identify different ways that performing arts
can be used in academic subjects
Procedure: Identify two music and movement activities students performed in the
classroom and complete the table

Table 3: Music and Movement (Example)

Observed learning Centers
(include photo):

Description:

Every month there

is new theme and
each theme has a
new song. This
song could be
about the theme.
For example the
song on this month
is the four season.

Objective
(Music & Movement)

Music:
The teacher plays a song for the student about
the theme. She started singing the song with
them. And then when the student sing it with
her and get used to the song she stop singing.

Movement:
When the student sings the song they do some
movement while they are singing.

ADEC Learning
Outcome:

Reflections on Observation Task 3: Supporting Learning through the

Performing Arts: Music and Movement
Read the questions below and choose one to answer
1. The creative arts teach children that problems can have more than one

solution and that questions can have more than one answer. One of the
large lessons kids can learn from practicing creative arts is that there are
many ways to see and interpret the world. In your opinion, why is this
important and what impact does this have on education? Children think a
lot when do art work and that improves them and develop them.

2. Creative thinking and reasoning have been identified and highlighted as

an essential twenty-first-century skill by many business, education,
community and government leaders. In your opinion, do you think that
this is an important skill for children to learn? Why or why not. Of course
creative thinking makes children think from different direction.

3. Some people view creative arts education as a luxury and do not help
with the building blocks of child development. In your opinion, what are
the benefits for children who are engaged in creative arts in school?
Those children think a lot and they came with great ideas.