Observation1
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Madam Mehrunnisa conducted a teaching practice observation at a school. She observed that the teachers used traditional teaching methods and students were interested but teachers lacked lesson delivery skills. Teachers did not solve student problems or know the syllabus. They used rough language and poor classroom management. The school lacked resources like a library, science equipment, and computer lab. When the teachers conduct classes, they need to arrange these facilities. The head teacher was also unprepared, lacking knowledge of policies, schedules, and her own responsibilities. For effective teaching, classroom management is important along with parent communication, discipline, and avoiding rough language. The school requires rules, regulations and materials to function properly.
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Observbation4
1) The document summarizes a practicum seminar held on March 21, 2014. It lists the principal, practicum teacher, supervisor, and cooperating teacher in attendance.
2) The objectives of the observation were to observe discipline procedures and policies at Govt: Primary Main School Daris and to observe classrooms and do some teaching.
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Observation5
1) The document appears to be notes from a practicum seminar held on March 28, 2014 at 10 AM.
2) The seminar covered the topic of collaborative learning and included small group activities.
3) Key people mentioned include Madam Sahib Zadi as the principal, Madam Mehrunnisa as the practicum teacher, and Mr. Ghulam Muhiyuddin Solangi and Madam Shabana Rajput as the supervisor and cooperating teacher respectively, with the observed school being Govt: Primary Main School Daris.
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The document provides a lesson plan that teaches English students how to make plans for the future using time expressions and verbs like "go" and "play". The teacher presents examples of their own future plans, asks students about their plans, and explains the difference between using "will" and the present progressive form to discuss future arrangements. Students then practice explaining the concepts to each other.
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Feedback from Vanesa
1) Valentina greeted the students and had them put on name badges to help learn their names. She checked homework and discussed rights and responsibilities.
2) She led an activity where students worked in pairs to fill in blanks using MUST and MUSTN'T. She explained it multiple times using different examples until they understood.
3) The observer provided suggestions such as giving one picture per pair instead of each student individually so they could work together, and writing sentences on the board so students with different learning styles could benefit. Timing activities is also important to finish within the class period.
John's feedback
1. This document summarizes a classroom observation of a trainee, Mara, teaching a 5th grade class.
2. The observer notes that Mara had good eye contact and classroom management skills, though classroom management was also handled by the lead teacher who knows the students.
3. Mara directed the structure of the class, presented questions, answered student questions, and followed the lesson plan, though the timing of activities varied. Materials were prepared and macroskills like speaking and listening were practiced.
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This document summarizes observations from a classroom observation at a primary school in Sanghar, Pakistan. It provides details about the school including establishment year, number of students, availability of facilities, and teacher qualifications. Three teachers - English, Math, and Science - were observed. Issues noted include overcrowded classrooms, noise distraction, sole use of Urdu which excluded some students, fast-paced teaching without resources, and passive students. Recommendations include hiring Sindhi-speaking teachers and addressing the space constraints limiting new admissions.
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Observation2
The document describes a school visit conducted by students to observe classrooms, interview teachers and students, and teach lessons. It includes the questions asked during teacher and student interviews. The teacher interview revealed that the teacher became a teacher because of their father, and aims to motivate students. The student interview identified the student's favorite subject and teacher. Key learnings from the interviews were that teachers should encourage students, gain their favor, and provide care and a healthy environment. The school head teacher faces community challenges but works effectively to improve the school.
Observbation4
1) The document summarizes a practicum seminar held on March 21, 2014. It lists the principal, practicum teacher, supervisor, and cooperating teacher in attendance.
2) The objectives of the observation were to observe discipline procedures and policies at Govt: Primary Main School Daris and to observe classrooms and do some teaching.
3) There were no formal policy documents on discipline, but the cooperating teacher discussed the school's expectations that discipline helps with children's holistic development and follows general and cultural rules of the community.
Observation5
1) The document appears to be notes from a practicum seminar held on March 28, 2014 at 10 AM.
2) The seminar covered the topic of collaborative learning and included small group activities.
3) Key people mentioned include Madam Sahib Zadi as the principal, Madam Mehrunnisa as the practicum teacher, and Mr. Ghulam Muhiyuddin Solangi and Madam Shabana Rajput as the supervisor and cooperating teacher respectively, with the observed school being Govt: Primary Main School Daris.
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Observation1
- 3. SUBJECT : TEACHING PRACTICE SUBJECT TEACHER : MADAM MEHRUNNISA
- 4. Bakhtawar Sayed Sumera Buriro Seema Buriro Naghma buriro Naveen buriro Noor-ul-Naz Bibi
- 7. Traditional methodology Students were interested but teachers had no method of deliver lesson. Teachers not solved problems of students.
- 8. Teacher don’t know about syllabus. Teacher use rough language. Teacher can not use black board. Teacher can not control class. Teachers’ voice were not clear.
- 9. INVENTRY OF SCHOOL RESOURCES Resource Type Resource Description and Location Library Books for the teacher Not available Books for the children Not available Science Room Equipment for the teacher Not available Equipment for the children Not available Supply Room Stationary stock Not available Resource for teaching materials Sport room Not available
- 10. INVENTRY OF SCHOOL RESOURCES IT/Computers Computer for teachers Not available Computer for students Not available Sick room First aid equipment Not available Canteen / kitchen Not available Other classrooms Home economics room Not available Technical/ woodwork room Not available
- 11. When we will teach then we arrange these things :- Computers Library Science Room Supply Room Staff Room Canteen
- 12. NAME OF HEAD TEACHER: MADAM AZEEZA BEGUM
- 13. She don’t know about handbook She don’t know about dress code She said I haven't school Map No rest room No copy room No library I don’t have daily schedule She don’t want tell us her responsibilities
- 14. Classroom management is very important for every class Teacher should communicate with parents Discipline is must in class Community should put attention Teacher should not use rough language If there is no any such kind of rules regulation and material than it is impossible to made effective school.