Student Name: Ayesha Al hammadi ID #: H00323804

Using TPR application, group focused activities and manage behavior in class by setting
routine method

Previously stated development needs Skills

you
persona Personal
lly developm Needs of the Comme
MCT
know ent setting nts:
recommenda MST recommendation
you interest
tion
need to
develop
Creatin
g
More student engaging Activities
More group Interact Teaching
activities for group -
work ive tools\ideas
engaging
activitie
s
Professional
Development
More student group engaged activities
Target (aligned
student centered using TPR, total physical response
with TP
competency)

Concise Reflections & actuality

Goal 1: Students
centered (group) Applying TPR and group activates using English words
activities and actions is more useful and easier with a bit of effort
Action 1: Applying TPR to the English activity where we got to
Using English name the different parts of a tree and its surroundings;
words and TPR
activities to
integrate
physical
activities

I achieved applying TPR by giving the students cards to

sort out the noun and it’s adjective for example; (tree
and long, roots and deep, birds and small etc. they had
to act out and present the size, texture basically the
adjective in a way that they’ll remember the word.
Desired time frame: It was enjoyable for the students and they loved the
2-3 lessons (45 act-out part, but most importantly they learned the
mins each) parts at the end. They had a labeling test as well and
most of them got full marks.
Any support needed Reading out
some words Help by the teacher
Data collection
tools to be used to Pictures of the
provide evidence of drawing on the
the success of the white board.
action Collected some
cards and took
picture of the
students when
they’re working
on the cards.

Evidence (after
implementation)

An example of student work (they glued the right answers next to each
other)
 Concise Reflections & actuality
Goal 2: Using math
equations and I took by my MCT advice that is I should imply group
activities to work more to get the class cooperating together and
imply physical improve in communications skills and understand better
group activities by working together as a responsible team.
Action 2: I took math
equations from
the book and I
made it exciting
by putting it in a
PowerPoint and
presenting it to
the students,
then I provided
each group with
a mini-white
board and
markers for the
students to use
to write the
answers as a
group on them.
And then
present them
after the teacher
count down is
over (when I say
“boards up”).

These are some slides from the PowerPoint that I made

for my students.
Desired time frame: Almost every
lesson -
Any support needed Book, mini
white boards -
Data collection
tools to be used to
provide evidence of
the success of the
action

The students
were working
together and
sharing the
board one at a student
time (to write) writing and others help
Evidence (after
implementation)

All the students were working together and sharing knowledge (most
answers were right, 4 out of 5 at most times.

Reference:

Botts, V. (2018). Total Physical Response Activities & Games. Retrieved from Study.com:
https://study.com/academy/lesson/total-physical-response-activities-games.html#lesson
Cambridge. (2018, October 3). total physical response. Retrieved from Dictionary Cambridge:
https://dictionary.cambridge.org/dictionary/english/total-physical-response
Council, B. (2014, 8). Total Physical Responce - TPR. Retrieved from British Council:
https://www.teachingenglish.org.uk/article/total-physical-response-tpr
Rowland, M. (2018). Total Physical Response (TPR) . Retrieved from The Teacher Toolkit:
http://www.theteachertoolkit.com/index.php/tool/total-physical-response-tpr
https://www.youtube.com/watch?v=1Mk6RRf4kKs
http://www.theteachertool kit.com/i ndex.php/tool/total-physi cal-response-tpr