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
Teachers StartingTime:
Time:7:30am

Location: Sharjah/Al qarayen

Location:

Students
StudentsStarting
StartingTime:
Time:

Finishing
Finishing
Time:Time: 12:45pm

7:30am

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

Total
TotalNumber
NumberofofClassroom
ClassroomTeachers
Teachersininthe
theSchool
School(level):
(level):39 classrooms
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
available
to student teachers: Waiting room- Canteen -Teacher room.
Number of Classrooms:
Facilities available to student teachers:
Class
Classfor
forthis
thisPracticum:
Practicum:KG (A)
Mentoring
MentoringSchool
SchoolTeacher:
Teacher:Ms.Nashen ( English&math) Ms.Fatima (sciens)
Classroom
ClassroomTeaching
TeachingAssistant:
Assistant:Ms.Mona.
Number
Numberofofchildren
childrenininthis
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

Table 1: Differentiating Centers
Observed learning Centers
(include photo):

Description:

Resources:

ADEC Learning
Outcome:

Differentiated Ability
Levels:

(list only what you

consider to be the
primary goals)

Students were given 3

boxes in and each box
has a number (30, 50
and 20) and they have to
put inside each box
butterflies with the
number hey have 10 or
5, till the number they
have for each box.
They have pictures of
the balls , each ball have
10 on it and three goals
to kick the balls inside
the goals which each
goal have a number
(20,80,50)

They were given egg

puzzles each egg with
two pieces, one piece
have a equation
(addition) and other
piece have a result and
they have to fix each
equation with the right
result.

Pictures of
butterflies,
numbers, boxes.

Developing
Do the equations.
Emerging
When the students ask
the teacher about their
answers.

Pictures of balls
with tens, goals
with (20,80,50)

Equations like
(10+10+10=) on
one piece of egg
picture.
Results for other
pieces.

Reflections on Observation Task 1: Differentiating Centers

Read the questions below and write your answers
1. What are classroom learning centers? They dont have centers in their classrooms.
2. What is the purpose of classroom learning centers? It can develop their learning and how
they are doing the activities.
3. What is the role of the students while engaged during learning centers? They may
discover and improve in their learning by this discovering.
4. What is the role of the teacher as the students are engaged during learning centers?
Asking the students questions and knows how to deal with each student in his learning.
5. Do you feel it is important to offer tasks that are developmentally appropriate for all
student ability levels? Why / Why not? Yes it is, we can know that students are in different
levels of learning, so the teacher will do their activities recording to their different levels.
2

Observation Task 2: Identifying Children with Special Educational Needs (SEN)

Table 2: SEN Support for Students
Name

Age

Ahmed

5 years

IEP

Area of Focus

Type, range and frequency of support

provided / needed.

If he was really active and

disturb his friends, the
teacher asks him to set with
her in front of the class or
she gives him activity to do.

Daily Teacher Support with advice from

Learning Enhancement Teacher:
Set the child in the corner.
Give him activity that has doing
not only writing activities.
Supported him while he is setting
and doing the activity.

1. What is the school policy for inclusion for SEN students in the school? The school didnt
have responsibilities for special needs students to bring people to help them that what the
teacher told me, if the parents want someone with their students they bring some one.
2. What accommodations were made for the identified SEN students in the classroom? If
he was really active she gave him activity to do.

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. The teacher gives him puzzles and gives him cubes that can build something
from it.

4. What teaching strategies did your MST use with the identified SEN students? Let
Mustafa be the helping hands for her during the class.

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. I asked the
teacher and she told me they didnt have, but if the parents want they bring someone with
their children.

6. Do you think that SEN students should be included in the classroom or taught in class
specifically for SEN students? Why / Why not?
Special needs should include in the normal classrooms with other students so that will let them
feel they are as the other students.
3

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

Table 3: Music and Movement

Observed learning Centers
(include photo):

Description:

The teacher
opened a song
for students it
names what are
you wearing
students were
singing with the
song and they
were moving to
describe their
clothes.

Objective
(Music & Movement)

ADEC Learning
Outcome:

Music:
Appreciation: students were singing and showing how they
are enjoying.
Pitch: students sing the same.
Rhythm: students replicate the rhythm of a song using their
hands and legs to move.
Conservation: students remember the melody of a song
Movement:
Relationship: students are singing and moving with their
friends.
Interpretation: students use their visual to move like the
boys in the song.

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?
Students will learn much from these creative activities, they may be improving their
cognitive skills and their physical skills during their movement.

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.
That will help students to understand the seasons and the clothes and what they are wearing
in each of 4 seasons. Students can improve in their education and community in the same
time while they are showing the clothes relate to the seasons.
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?
With creative art students will be able to design their own in their clothes and they may
choose what they like and support themselves in this area, so that can help them to be
creative with the preforming arts.
4